An Interview with the Chancellor

Professor Ghassan, first we would like to thank you for speaking with us in this inaugural issue of UniNewsletter. Could you please outline for our readers your research and leadership background and how this brought you to your current position as Chancellor of Abu Dhabi University? Thank you for the opportunity to share a bit

At the core of my leadership philosophy is a deep respect for the transformative power of knowledge, critical thinking and intellectual curiosity about my background and journey to my current role as Chancellor of Abu Dhabi University (ADU). My research and leadership experience spans over three decades, during which I have dedicated myself to advancing the field of construction engineering and management and promoting innovative solutions to global challenges. My career has spanned several academic and leadership positions in the United Kingdom, UAE, Kuwait and Bahrain. I’ve been fortunate to achieve a number of accolades, such as successfully supervising 24 PhD students; authoring 3 major research books; generating more than £10M in research funding; publishing 92 papers; and delivering my research in more than 40 countries.

My educational journey began at Beirut Arab University in Lebanon—my home country—where I completed my Bachelor’s degree in Civil Engineering. From there I got my MSc in Construction, and then my PhD in Construction Management and IT from Loughborough University in the UK; my thesis is entitled “Integrated Planning Systems for the Construction Industry.” Much later, in 2016, Loughborough University also awarded me an Honorary Doctorate in Technology. After working in the UK for many years I decided to broaden the geographical reach of my academic leadership and take on positions in UAE, Kuwait and Bahrain, respectively.

In January 2023, I was offered the prestigious opportunity to become the Chancellor of ADU, working with a visionary chairman, Dr. Ali Aldhaheri. I was drawn to ADU's commitment to excellence, its ambitious vision for the future of higher education and its strategic location at the crossroads of the Middle East, Asia and Europe. I am truly excited to bring my global expertise and collaborative approach to this new role, and I look forward to working with the ADU community to realize our shared aspirations for the university and its impact on the region and beyond.

This issue of UniNewsletter focuses on how technology is changing higher ed globally, from classroom experience to administration and security. You have previously expressed your concerns about how technology can negatively impact health due to excessive screen time, lack of mobility etc. How do you think current and emerging classroom technologies, such as screen-based learning apps and AI tutors, can be embraced while not contributing to the health issues you highlighted?

Thank you for this insightful question. I have always expressed concerns about the negative impacts that excessive technology use can have on physical and mental health. However, I also recognize the significant potential benefits that emerging classroom technologies can offer in enhancing the educational experience and learning outcomes for students. I believe that, when thoughtfully and strategically implemented, technologies such as learning apps, AI tutors and other digital tools can make educational content more engaging, personalized and accessible.

To embrace these beneficial classroom technologies while mitigating potential health risks, I would suggest that balance and proactive safeguarding procedures are key. For example, regular breaks where students can stand, stretch and engage in physical activity away from screens must punctuate the learning process. I think it’s possible for institutions to leverage the power of innovation while simultaneously practicing caution.

As someone with extensive experience as a teacher, what are your thoughts about emerging AI technologies that have the potential to streamline administrative procedures for teachers, such as generating progress reports, predicting grades etc.?

Advocates for the technologies have suggested that these tools are valuable methods of avoiding teacher burnout; whereas critics have suggested that these tools detract from the necessarily intense attunement teachers must have with their students in order to educate them effectively.

You raise an important topic. On the one hand, I see the value in leveraging AI to automate certain time-consuming processes. This could indeed help alleviate some of the administrative burdens that contribute to teacher burnout, allowing educators to focus more of their time and energy on the core aspects of teaching and student engagement. However, I also share the concerns expressed by AI critics. The deep understanding of each student's unique needs and learning styles is essential for effective instruction and meaningful student support. There is a valid fear that over-reliance on AI-generated insights could diminish the teacher's ability to maintain that vital, personal connection with their students. My view is that teachers must be thoughtful about how to responsibly integrate these emerging AI technologies into the education system. The key is to ensure that these tools are designed and implemented in a way that augments and enhances the instructor’s role, rather than replacing the human element altogether. By striking the right balance and maintaining the human touch, we can leverage the efficiency and insights offered by AI technologies while preserving the magic of the teacher-student connection that is so essential to quality education. This is the delicate path we must navigate to realize the full potential of these emerging tools in a way that empowers, rather than replaces, our devoted educators.

On the topic of your teaching and mentorship experience, how would you characterize Gen Z as a generation of learners?

As an educator with extensive experience spanning multiple generations of learners, I have had the privilege of observing the evolving characteristics and learning preferences of each generation, and most recently those of Gen Z.

Gen Z has grown up immersed in a world of digital technology, social media and online information. They are highly adept at navigating the digital landscape and expect learning experiences to be tech-enabled, interactive and structured around peer-to-peer interaction. Additionally, Gen Z is the most racially and ethnically diverse generation in history, and subsequently they have a strong sense of social justice and expect learning environments to be inclusive, equitable and reflective of diverse perspectives.

Having gone through the COVID-19 pandemic in formative years of their education, many Gen Z students also experience heightened levels of anxiety, depression and social isolation due to the disruptions the pandemic had on their academic, social and personal lives. I believe we can learn from this generation and have a crucial opportunity before us to lay the foundation for a future where mental health is prioritized and supported throughout the educational journey.

I believe that by being responsive to the unique needs and preferences of Gen Z learners, we can create educational environments that not only engage and inspire them but also empower them to become the innovative, socially conscious leaders of tomorrow.

Your public writings, such as your LinkedIn posts, could be described as not only very thoughtful, but also philosophical in nature. Could you please describe for us your leadership philosophy and the key qualities you deem to be essential to a good leader?

I have given a great deal of thought to the qualities and principles that I believe are essential for effective and impactful leadership. At the core of my leadership philosophy is a deep respect for the transformative power of knowledge, critical thinking and intellectual curiosity. I firmly believe that the most effective leaders are those who cultivate an environment of lifelong learning, where individuals are empowered to explore, question and challenge the status quo. Some of the key qualities I deem essential for good leadership include vision and foresight, empathy and emotional intelligence, adaptability and resilience, a collaborative mindset and—perhaps most importantly—ethical integrity.

My own journey as an educator has been guided by these principles, and I strive to inspire and empower those around me to embrace the same spirit of intellectual curiosity, ethical leadership and collaborative problem-solving.

Professor Ghassan, thank you so much for taking the time to speak with UniNewsletter. In closing, reflecting on your own inspiring career, what hopes do you have for the next generation of students, educators and leaders?

Thank you for the dialogue we’ve shared today. As I look to the future, I am filled with a profound sense of optimism and excitement. My greatest hope is that the individuals who will shape the world of tomorrow will be committed to lifelong learning and a deep appreciation for power and privilege of knowledge. I hope that the next generation of educators will be inspired to cultivate learning environments that foster critical thinking, creativity and ethical decision-making. I really do believe educators can inspire their students to become agents of positive change who are ready to tackle the complex challenges of the 21st century. And as for the future leaders, my hope is that they will be guided by a moral compass firmly rooted in principles of integrity, social responsibility and a steadfast dedication to serving the greater good.

I am eager to witness the transformative impact of the extraordinary individuals who will carry the torch of progress and innovation into the decades to come.