February 2023 Vol - 5 Issue - 2
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The Asia-Pacific (APAC) region comprises large and significantly diverse populations, with countries in East Asia, Southeast Asia, and Oceania bordering the Pacific Ocean. Historically, the APAC region has been a dominant source of outbound students. However, the trend is shifting post-pandemic. Today, there is a decrease in the number of APAC students looking to study in popular destinations like the US, UK, and Canada. While international students already represent a significant proportion of the enrolments in Australia and New Zealand, other countries in the APAC region also welcome western students on campus instead of sending their precious human resources to study abroad.
Due to the diversity of population and policies, APAC universities have different education quality, a different internalization maturity, and different growth strategies. However, they can all compete head-tohead with established players in the international higher education scene. A great example is St. Paul University Philippines (SPUP). Established in 1907 by the Sisters of St. Paul of Chartres (SPC) in Tuguegarao City upon the invitation of Bishop Dennis Joseph Dougherty of the Diocese of Nueva Segovia, SPUP has undergone various developments and improvements over the years. SPUP was among the
Top 101-200 Innovative Universities in the world in 2021 and 2022 by the World’s Universities with Real Impact (WURI) with significant 2022 rank positions in Fourth Industrial Revolution (20th), Ethical Value (33rd in 2022 and 38th in 2021), Crisis Management (38th Place), and Student Mobility (49th). SPUP was also ranked in the 2022 Times Higher Education Impact Rankings. To give the global attention it deserves, this issue of Higher Education Digest features SPUP on the cover.
We also thank Ben Iverson (Director of International Programmes & Enrolment, Augustana University, USA), David Woods (Director of Financial Aid, CUNY Bronx Community College), Dr. Bob Habib (Training Specialist at the U.S. Department of Homeland Security and adjunct professor at Regent University), Dr. Nabil EL KADHI (Disruptive Higher Education Quality Assurance Expert), Dr. Sandra Baroudi (Assistant Professor at the College of Interdisciplinary Studies- Zayed University, Dubai, UAE), Mark Ovens (Senior Partnerships Director, Studyportals) for sharing the insights and opinions with our audience. Enjoy Reading.
Sarath ShyamMr. Amulya Sah, PGD PM & IR, PG Diploma in PM&IR (XISS Ranchi)
Chief Human Resources Officer, Former Head HR group Samsung R&D Institute India,Transformative HR Leader, Change agent, Digitization facilitator, Engagement architect, Trainer and Diversity champion.
Dr. Varughese K.John, PhD, MBA, MPhil, MCom, LLB. Former Program Director, MS in Management Program, GSATM - AU
Mr. Dean E. Hoke, M.S, B.A Co-Founder of Edu Alliance, LTD, UAE and Managing Partner of Edu Alliance Group, USA
Major General (Rtd.) Dr. Sunil Chandra, VSM (Vishishta Seva Medal), Ph.D, M. Phil, MA, M.Ed, PGBDA
Ex-M D Army Welfare Education Society, ExCOO GEMS Education - India, Ex- Addl Dir Gen - Army Education, Mentor - Adventure-Pulse
Dr. Ajay Shukla, Ph.D, MBA, BE. Co-founder and Chief Strategy Officer at Higher Education UAE
Dr. Kuldeep Nagi, Ph.D, MBA, BSc. Former Program Director of Ph.D, Recipient of Fulbright Fellowship Award & Dan Evans Award for Excellence and Writer columnist.
Shanthi Rajan (MSHRM, FHEA, AMCILT) Director, Institution Development, University of Stirling, RAK Campus, UAE.
Dr. Hans A. Andrews Ed.D. Distinguished Fellow in Community College Leadership, Olney Central College, Illinois,USA
CEO at BMR Innovations, Ex Senior General Manager at Panasonic, LG, The Hindu, TATA, Author: Moment of Signal & The Roaring Lambs, Motivational Speaker & Leadership Consultant.
Ph.D (Marketing)., SFHEA (UK), MBA (Marketing), PGHRM, BA (Marketing & Economics)
Senior Director - Global Partnerships, Advisory & Consulting - Connecta® , Head of Advisory BoardHigher Education Digest® & K12 Digest® , Adjunct Faculty - Assumption University, Former CIO - Athena Education, Former Global Director TechnologyGEMS Education
A FORERUNNER INSTITUTION FOR A SUCCESSFUL CAREER
FACE-TO-FACE EDUVERSITY: THE NEW BLENDED CAMPUS
DIMENSIONS OF DIVERSIFICATION
Mark Ovens, Senior Partnerships Director, Studyportals
MASTERY DEMONSTRATION THROUGH SOCIAL MEDIA: TIME TO BREAK FREE FROM THE LEGACY MINDSET
Bob Habib, Training Specialist at the U.S. Department of Homeland Security and adjunct professor at Regent University
THE IMPORTANCE OF LIBERAL ARTS EDUCATION- TODAY AND IN THE FUTURE
Ben Iverson, Director of International Programmes & Enrolment, Augustana University, USA
THE INTERDISCIPLINARY APPROACH: A PATHWAY TO SUSTAINABILITY AT THE HIGHER EDUCATION LEVEL
Dr. Sandra Baroudi, Assistant Professor at the College of Interdisciplinary StudiesZayed University, Dubai, UAE
GUIDING THROUGH COLLEGE FINANCIAL AID
David Woods, Director of Financial Aid, CUNY Bronx Community College
Being one of the oldest institutions in the Philippines, St Paul University Philippines (SPUP) prides itself on its mission of providing quality Catholic education in an environment conducive to serious learning, character formation and skills development. The university became the First Private University in the Philippines to be granted an ISO 9001 Certification by TUV Rheinland in 2000 and one of the Universities in the Philippines accredited by the Asian Association of Schools of Business International (AASBI) since 2014. Established in 1907 by the Sisters of St. Paul of Chartres
Being a Christ-centered service institution, St. Paul University
Philippines sees its roles as providing the students opportunities to discover and develop their human potentials to the full.
(SPC) in Tuguegarao City upon the invitation of Bishop Dennis Joseph Dougherty of the Diocese of Nueva Segovia, SPUP has undergone various developments and improvements over the years. SPUP was selected as one of only 16 Universities in the Philippines by World Bank as a Knowledge for Development Center (KDC). For its exemplary achievement as an innovative private school, SPUP was honoured as a Netizen’s Choice Awardee in the 2021 Philippine Social Media Awards in recognition of its strong online presence, positive ratings and reviews, and responsible use of social media platforms as its marketing tools. SPUP was among the Top
101-200 Innovative Universities in the world in 2021 and 2022 by the World’s Universities with Real Impact (WURI) with significant 2022 rank positions in Fourth Industrial Revolution (20th), Ethical Value (33rd in 2022 and 38th in 2021), Crisis Management (38th Place), and Student Mobility (49th). SPUP was also ranked in the 2022 Times Higher Education Impact Rankings.
With a mission to foster sustainable development through quality education, the UNESCO Associated Schools Project Network (ASPNet) has recognised SPUP as its affiliate school in
the country. Additionally, for its integrated undertakings toward environmental stewardship and care for creation, the university was conferred the Most Environment-Friendly and Sustainable School in Region II by the Environmental Management Bureau (EMB). Along with community development and service learning, the Department of Social Welfare and Development (DSWD) awarded SPUP Community Development Center as the Best Non-Government Organization in Luzon in 2019 for its contribution to improving the lives as well as providing better opportunities for the poor, vulnerable and marginalised sectors of the community. In 2020, SPUP won
the Prince Talal International Prize for Human Development from Arab Gulf Programme for Development (AGFUND) in recognition of its efforts to realise the Sustainable Development Goal of Zero Hunger.
In evangelising faith and promoting arts and culture, SPUP instituted a proactive approach towards intercultural and interfaith differences due to the increasing population of international students. The creative approach “to where faith and culture meet” responds to the challenges of internationalisation where the academic community is firmly rooted in Catholic beliefs and respectful of others’ creeds and cultures. “In 2012, the Catholic Bishops’ Conference of the Philippines (CBCP) identified SPUP as a Catholic Center for Culture for its collaborative undertaking to conserve the patrimony of the Church and to promote greater awareness of the Church’s heritage through education, worship, and the Sacraments,” shares Sister Merceditas Ang, SPC, PhD, University President at SPUP. Moreover, in 2014, the National Historical Commission of the Philippines (NHCP) bestowed the university a Historical Marker in recognition of its contribution to the historical development of Cagayan Valley in education and public service. And in 2018, the Cultural Center
Through collaboration, complementation and resource sharing, St. Paul University ensures the delivery of quality programs and services by its members, thus affirming its leadership role in education for social transformation.
of the Philippines (CCP) designated SPUP as a Regional Arts Center for its efforts in promoting arts and culture, showcasing artistic excellence, and fostering public participation in the arts.
Today, SPUP is recognised as an Autonomous Institution by the Commission on Higher Education (CHED); Center of Excellence in Nursing; Center of Excellence in Teacher Education; Center of Development in Information Technology; Center of Teacher Training Institution; the first PAASCU-accredited Integrated Basic Education Unit in Cagayan Valley; a deputised institution for the Expanded Tertiary Education Equivalency
Accreditation Program (ETEAAP); Most Outstanding Student Services in the Philippines; Outstanding Research/Academic Library in the Philippines; an associate member of the Asian Association of Open Universities; an accredited school by the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA) for its Graduate School; a delivering Higher Education Institution for Graduate Studies for the K-12 Transition Program; and its School of Medicine is listed in the World Health Organization’s (WHO) World Directory of Medical Schools.
St. Paul University Philippines’ project was declared as a winner in the 2020 Prince Talal International Prize for Human Development on July 06, 2021.
St. Paul University Philippines offers an array of facilities helpful for the holistic development of students. One is the St. Paul Home and Students Center, or International Students Residence. The St. Paul Home-Student Center (SPHSC) provides a “closest to home away from home” ambience in a clean, well-maintained, safe and comfortable environment while cultivating a community that stimulates holistic student development. SPUP, through the SPHSC management, shares the responsibility in forming student residents by ensuring quality services promotive of harmonious, cordial, and filial relationships in a spirit of authentic dialogue and inter-relatedness of the students’ communities and cultural values. The SPHSC comprises St. Therese, St. Francis, St. Claire, St. John Paul II and Le Berceau buildings. They are all equipped with air conditioners, individual lockers, toilets and baths with cold and hot showers for the residents. “The University offers a prayerful ambience and a peaceful environment where students can show their reverence to the Divine having a university chapel as a convergence of Catholic faith. The university also has prayer rooms for students of various religious affiliations,” shares Jeremy Godofredo C Morales, PhD, the Director of Internationalization at the university.
The SPUP ‘s library is one of a kind. Known as the Knowledge and Information Resource Network (KIRN), the university’s Library is provided to support the knowledge and information needs of all members of the university and the community it serves. The SPUP World Bank Knowledge for Development Center, which is a significant component of the KIRN, is a proactive and dynamic resource
Through its innovative and relevant programs, SPUP students are formed to demonstrate adept and holistic understanding by applying complex and coherent body of knowledge in dealing with real world situations in consonance with the vision-mission of the University.
centre committed to creating, sharing, and applying knowledge for development with an array of print and electronic materials on good governance, economic development and environmental sustainability among others.
A new facility of the university is the Entrepreneurship Education and Business Incubation Center. This is dedicated to honing students’ entrepreneurial skills across academic programs, preparing them for better employability by properly handling business
incubation, ideation and innovation. The major equipment in this facility has been donated by the European Commission (Erasmus+) concerning SPUP’s participation in promoting the employability and entrepreneurship of higher education graduates through the innovative WAYS in the Philippines (PATHWAY) Project.
The Intercultural Institute for Languages is an international resource centre for students, faculty, scholars, government and nongovernment organisations, global executives and other interested individuals. The institute provides a holistic approach to language learning, teaching and research. This Center develops the language abilities and interests of its clientele and offers a wide choice of
short-term courses, developmental training and special projects, aiming to enhance the understanding of other cultures through an intercultural exchange of cultural identities, customs, traditions, values and interests while learning other languages. Furthermore, the institute assists with academic research in languages. In addition, it also organises training for students, teachers, government and nongovernment officials, employees, and other private individuals who need special language training. Other functional facilities available for students include the Holistic Spa and Wellness Center (with fitness gym) for body care and physical fitness activities, the University Health Services Unit for health and dental needs, the
Guidance and Counselling Center for various personality, academic and career guidance needs of students.
St. Paul University Philippines signed memoranda of agreements and understanding with various foreign universities sending their faculty members to graduate studies at SPUP under scholarship. SPUP recognises this financial assistance given by its partners. Moreover, SPUP also helps prepare documents needed by international students when they apply for scholarship grants or financial aid in their own countries.
SPUP welcomes international students from various nations with its commitment to providing quality education and holistic development. Allan Peejay M Lappay, PhD, the Director of the Center for Alumni, External Relations and Advocaciesat the university, says, “SPUP has created a strategic roadmap to engage its members (faculty, staff, and learners) to survive and thrive in a highly globalised and technology-driven era of the Fourth Industrial Revolution (4IR). Guided by its vision-mission and Paulinian spirituality, the teaching and learning in the 4IR are anchored on the 21st-century global competencies enriched with character and service learning.”
Moreover, a wise approach and scheme for resource mobilisation and sustainable development have been endeavoured. Propelled by quality teaching and learning, research and innovation, and service learning, SPUP advances to re-invent and re-tool the 4IR and leverage quality and sustainability based
SPUP’s Cultural Exchange Program (CEP) is a comprehensive program for foreign students who would like to have a taste of Paulinian Education and experience a new culture, make friends with some Filipino students and improve their English skills in a friendly and family-oriented campus.
on the Sustainable Development Goals of the United Nations. Considering learners’ diversity and cultural differences, the approach towards evangelisation needs to be creative. Students will be more engaged in learning by integrating technology into curriculum and instruction. Coding Education, Courses on Artificial Intelligence and Robotics, use of Augmented Reality books and equipment, offering of Foreign language and ASEAN studies, Global Citizenship Education, enhancement of e-learning modules and platform of delivery, the conduct of national and international conferences and symposia, research publication, partnership and network in the academe and industry sectors, and, international immersions and exposures endeavour towards SPUP’s holistic and transformative education.
Moreover, creativity and innovation are advanced through technology-based, researchdriven, value-laden, and student-centred learning. Students are provided with opportunities and
experiences of showcasing their ingenuity through their projects, creative outputs, and performancebased tasks. The University is equipped with laboratories, incubation, and simulation centres where students can display or demonstrate their creative works. SPUP provides an authentic learning experience towards the development of learners who are computational and creative thinkers, innovative designers, communicators, knowledge constructors and global collaborators. SPUP is also listed as a recognised University by the National Medical Council of India, the Chinese Ministry of Education, the Indonesian Higher Education Commission, and other education ministries in different countries.
To promote inventiveness among students, the university conducts various competitions and festivals for students to get their creative juices flowing, encouraging them to think outside the box to solve problems. The student activities that bring out the creative talents of the students are conducted throughout the year, culminating during the University Festival in December. In celebration of the 115th founding anniversary
of SPUP, an original songwriting contest was carried out in which students from various programs of study participated. The ASEAN Ambassadors competition is another competition where each team (or each school/department) picks a country to represent, and the students create their costumes depicting the country. They are only to use recycled or recyclable, biodegradable, hazard-free and environmentfriendly materials. The costumes are showcased, together with the advocacy statements of the representatives. The Annual Business Expo conducted by the School of Business, Accountancy and Hospitality Management is an opportunity for students to create new products through a business plan; showcase their talents through skills competition in culinary, flaretending, table setting, napkin folding, and tour
SPUP, through the SPHSC management, shares the responsibility in the formation of student-residents by ensuring quality services promotive of harmonious, cordial, and filial relationship in a spirit of authentic dialouge and inter-relatedness of the students’ communities and cultural values.
guiding, among others. Annual Cyber Summit is staged by the School of Information Technology and Engineering, where students showcase their newly developed systems in consonance with new trends in IT and Engineering, such as the use and management of AI, Robotics and computer-aided practical and functional programs and systems.
There are different competitions for all courses at SPUP. The university’s Business and Accountancy students secured the 2nd spot for the nationwide search for the 15th Business Idea and Development Awards (BIDA) 2021 for their winning entry, “RabbEATS Processing”. The Philippine Chamber of Commerce and Industry (PCCI) organised the nationwide search and was sponsored by PhilExport. It highlighted the innovative business ideas of Filipino students from different Higher Education Institutions
(HEIs) and is geared towards conceptualising products, services and technology, concretising sustainability, and product/service innovations in the country. All submitted entries were subjected to rigorous screening, deliberations, and final presentation. SPUP hones students’ research and business incubation skills by guiding them to properly look into the needs of the community and offering solutions using the community resources available. Skills training and technology transfer is part of the process for better utilisation of findings.
A student from the School of Information Technology and Engineering (SITE) was named Google Developer Student Club (DSC) Lead 2022, joining the ranks of only 30 students in the Philippines selected by Google. The Club Lead joins a community of students in creating professional and personal networks, access to Google developer resources, and working together to build solutions for local problems in a peer-to-peer learning environment. SPUP has been a home to some Google Developer Student Club Leads since 2019.
In 1992, SPUP started a social enterprise when the Community Development Center (CDC) formed women’s groups and community groups towards social entrepreneurship and independence in a local village, while blacksmithing was also enhanced through microfinancing among the men’s group and is now the common product of the area. The main support that the University provides for spin-off activities is in terms of research capability, where students are assisted and mentored in terms of business plan preparation. To date, the most successful spin-off projects of SPUP, which were spearheaded by its students with the assistance of their professors, include Peanut Brittle Making, Banana Chips making, Soap-making and
Dishwashing Liquid Production, Soap-making and Dishwashing Liquid Production, processed rabbit meat preparation.
“A new facility of the university is the Entrepreneurship Education and Business Incubation Center, which is dedicated to honing the entrepreneurial skills of students across academic programs, preparing them towards better employability by properly handling business incubation, ideation and innovation,” Sister Merceditas says. This centre will help guide the students in the ideation, innovation and incubation process towards sustainability.
SPUP has instituted the Center for Publication, Research, Innovations and New Technologies (CPRINT), which promotes and enhances the development of strong research culture in the university. CPRINT further enriches the knowledge, skills, and attitudes of faculty, staff and students in research. The centre offers services in line with research consultations, data treatment analysis assistance, journal publication refereeing and research proposal preparation.
The International Interdisciplinary Research Conference (IIRC) is a biennial activity of the university where it brings together researchers, research enthusiasts, professors, students, entrepreneurs, innovators and practitioners for research presentations and discussions of the pressing issues of society, as well as research optimisation and utilisation to solve real-life problems. SPUP has already held 4 conferences, and this year is the 5th. Research presentations of the previous conferences are printed in the IIRC Journal.
The Light Explorer and The Glow are university research journals where students, faculty members and IIRC 5 presenters can publish their research
articles. These are refereed journals and are indexed internationally. The university also endeavours commissioned research undertakings with various government agencies such as the Department of Science and Technology – Philippine Council for Health Research and Development, Department of Social Welfare and Development, Commission on Population, and Cagayan Valley Heath Research Development Center, to name a few.
The post-pandemic world may pose challenges, especially for re-integration, but St. Paul University Philippines remains constant in its mission and dedication to forming a resilient, purpose-driven, future-ready workforce. SPUP undertakes initiatives to integrate 4IR, global education, and service learning into the various curricula of studies and design activities to instil in the students the very essence of these concepts, which may contribute to the holistic formation of the students, making them 21stcentury-ready graduates.
SPUP wants to blaze new trails of creativity, innovation, and sustainability post-pandemic and beyond. Its strategic directions are visionmission driven and anchored on Quality teaching-learning and student services, creative evangelisation, research and development, internationalisation, community outreach and advocacies, resource mobilisation and sustainability. Likewise, SPUP will engage its key stakeholders in undertaking digital transformation, value innovations, and global expansion. Thus, transition and transform into a smart university in a green campus, providing world-ranked quality of education and truly making a difference globally.
Assumption University
Website:
https://www.assumption.edu/
Location: Bangkok, Thailand
Admission:
https://www.assumption.edu/admissionsfinancial-aid/
Caritas Bianchi College
Website: Location: Hong Kong
https://www.cbcc.edu.hk/en/
Admission:
https://www.cihe.edu.hk/en/ admission/admission-news/index.html
Curtin University
Website:
https://www.curtin.edu.au/
Location: Perth, Australia
Admission:
https://www.curtin.edu.au/study/ applying/domestic/how-to-apply/
Deakin University
Flinders University
Website:
https://www.flinders.edu.au/
Location: Adelaide, Australia
Admission:
https://www.flinders.edu.au/ international/apply
Website:
Location: Geelong, Australia
Admission:
https://www.deakin.edu.au/ https://www.deakin.edu.au/ international-students/how-to-apply
Lee Kong Chian School of Business
Website:
https://business.smu.edu.sg/
Location: Singapore
Admission:
https://admissions.smu.edu.sg/programmes/leekong-chian-school-business
Website:
https://www.mediadesignschool.com/
Location: Auckland, New Zealand
Admission:
https://www.mediadesignschool.com/apply-now
Website:
https://www.ntu.edu.sg/
Location: Singapore
Admission:
https://www.ntu.edu.sg/admissions
Website:
https://spup.edu.ph/
Location: Tuguegarao, Philippines
Admission:
https://spup.edu.ph/admissions/
Website:
https://www.auckland.ac.nz/en.html
Location: Auckland, New Zealand
Admission:
https://www.auckland.ac.nz/en/study/ applications-and-admissions/apply-now.html
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Dr. Nabil EL KADHI, Provost and Board Member of Vernewell Academy (UAE) has almost 30 years of experience in the academe, and more than 15 years of experience in the management of higher education institutionswithexposuretoEuropeanandMiddleEast and North Africa academic systems. He started his professionalcareerintheearly90s;assumedpositions ranging from Project Manager and Department Head to Lab Director, Master Programs Director, Dean, Provost, and Deputy Vice-Chancellor for Academic Affairs; Vice-Chancellor, and President where he remarkably contributed to institutional excellence, and severalappliedresearchandindustrialprojectsrelated mainly to Data and Cloud Security and Privacy, Smart Cities and Internet of Things, Digital Transformation and Artificial Intelligence, Secure Payment, Smart Card, Block-Chain and Crypto Currency.
Education is an agreed-on backbone for country development and economic prosperity everywhere. Education models, frameworks, and processes have been established for decades and even centuries. The Teacher-learner Model places the teacher as the center and the ‘truth’ provider, the classroom controller, and the sole decision maker. This model has been disrupted in the last decade with an initial paradigm shift where learning and teaching approaches are deviated toward being learner-centered with a focus on reshuffling the concept to learner needs, sensitivities, and particularities. Another paradigm shift happened with the need to tackle learner particularities and specificities and that was commonly known as the
personalized/customized learning paradigm shift. The COVID-19 Pandemic proved that Higher Education Institutions (HEIs) and educational methodologies are agile and resilient enough to adapt to unexpected and unprecedented contexts and constraints. The Pandemic was also a disruptive factor combined with highspeed internet, efficient Artificial Intelligent (AI) tools, and immersive visual experiences through the metaverse and web3 technologies that are today raising earnest questions. What would tomorrow’s university look like? Are we to shift to a full MetaVersity (a university fully based on the Metaverse approach)? Is there an in-between or unpredicted scenario that will dictate and govern tomorrow’s higher education shape?
“Metaverse” is a hypothetical iteration of the Internet as a single, universal, and immersive virtual world that is facilitated by the use of virtual reality (VR) and augmented reality (AR) headsets. In colloquial usage, a “metaverse” is a network of 3D virtual worlds focused on social connection
We will discuss the Metaverse and DARQ technologies’ impact on education, present opportunities and threats, and defend our Humanized EduVerse model that we believe will be the new D-Facto standard for educational institutions.
Let us first agree on some basic definitions and ordinary understanding of these keywords:
Metaverse: “Metaverse” is a hypothetical iteration of the Internet as a single, universal, and immersive virtual world that is facilitated by the use of virtual reality (VR) and augmented reality (AR) headsets. In colloquial usage, a “metaverse” is a network of 3D virtual worlds focused on social connection. The term “metaverse” originated in 1992 and is often linked to advancing virtual reality technology due to the increasing demands for immersion” -Wikipedia-
Web3: Web3 (or Web 3.0) is an idea for a new iteration of the World Wide Web, which incorporates concepts such as decentralization, blockchain technologies, and token-based economics. The term “Web3” was coined in 2014 by Ethereum co-founder Gavin Wood, and the idea gained interest in 2021 from cryptocurrency enthusiasts, large technology companies, and venture capital firms.”
-Wikipedia-
DARQ Technologies: DARQ technology refers to Distributed Ledger Technology (DLT), which is a decentralized database to provide a safe and highly secure transfer of data. When thinking
Gamification of knowledge transfer is becoming a click of a finger; and catching and maintaining the learner’s attention, interest and focus are assured with an immersive virtual experience cultivating curiosity and creative thinking within the virtual environment (EduVerse)
about DLT, blockchain and cryptocurrency usually come to mind. Blockchain is just one type of DLT and is best known for the technology behind bitcoin. Extended reality (XR) includes immersive technologies such as Augmented Reality (AR), Virtual Reality (VR), and Mixed reality (MR). Lastly, quantum computing is the most experimental technology from DARQ. It is an area of computing that is based on the laws of quantum physics.
These technologies and advanced solutions are having various implications on education from different perspectives covering not only teachinglearning methodologies but also the expectations on both scientific- and content-side as well as delivery methodologies. In fact, Z-Generation is tech-savvy enabled and is expecting their learning experience to equip them with addedvalue knowledge and skills that allow them to perfectly master the emergent and trending technologies. By default, the new generation believes in the need for technical mastery. From another perspective, the Z-Generation engages naturally with games, VR, simulations, and social media and has a pre-readiness to learn via such experiences. Consequently, it is more likely that any learning experience, from a Z-Generation perspective, should offer such an immersive experience and should more or less reproduce the same enthusiastic feeling and motivating experience they used to pass through in various new technologies experiences (games, social media, etc.).
Metaverse, DARQ Technologies supported by Web3.0 offer unprecedented opportunities for education sectors summarized as follows:
● Gamification of knowledge transfer is becoming a click of a finger; and catching and maintaining the learner’s attention, interest and focus are assured with an immersive virtual experience cultivating curiosity and creative thinking within the virtual environment (EduVerse).
● Simulation and experimentation possibilities are unlocked via these technologies allowing learners to have more hands-on learning experience and to deep-dive into complex concepts, prototypes, and more made at their availability in a digital environment recreating high fidelity simulation and experiences mimicking the tiny detail of the real-life aspects.
● A 24/7 educational environment offering the flexibility of delivery at the learner’s convenience and allowing to capitalize on teachers and expert know-how worldwide made available for a much larger learner population
● Cost-effective resource usage by sharing the experimentation environment and equipment with a large population of users enabled by Internet connectivity, EduVerse Environment, and DARQ technologies’ various applications.
Embedding emerging technologies in educational institutions require content redesign and remodeling. Educators are requested not only to master the use of such tools and technologies but also to rethink their content, course structures, and delivery methodologies accordingly. Additionally, the below risks are to be considered:
● Redesigning the learning material to be technology dependent carries a high risk of a double dimension system offering
various learning experiences depending on the availability of technology and Net connectivity.
● Inclusivity at-risk where less developed countries and learners may face exclusion or non-access to the same unlocking capabilities
● Soft skills delivery and human-related experiences are at-risk in case full education experience is based on the EduVerse environment. Even if the institution will provide an equilibrated learning environment, Z-Generation learners will tend to favor immersive experiences and hence dedicate less implication to courses where such environment is not heavily used.
Between opportunities and risks, how should educational institutions integrate the new technologies, and what is the safe way to navigate through such unprecedented changes? Obviously, it is impossible to ignore the change and to take benefit from the EduVerse opportunities. However, there should be a well-designed integration approach with clear steps, guidelines, and blended approaches. It is important to have blended EduVersity where students alternate face-to-face human interactionbased experience and virtual immersive experience. The following elements are to be considered:
● Blended approach where all education modules and components are offered through a balanced delivery mode having human interaction focusing on critical
thinking, communication, and empathy and an optional immersive experience to unlock student engagement and optimize their learning and skills acquisition.
● Inclusive educational system where students from all over the world and with limited access to technology and the Internet still benefit from an equitable educational experience. Such requires an appropriate and creative model for financing.
● Specific training and support programs for educators to develop their capabilities for efficient EduVerse integration and human capability development with a more engaging and transformative learning approach.
Tomorrow’s campuses are for sure a blended environment cultivating both human interaction and Metaverse experience with a clear goal of developing and unlocking creative thinking and communication skills for Z-Generation having the opportunity to master more easily and efficiently complex and pluri-disciplinary core competencies. We are heading toward a Face-to-face Blended EduVersity where the added value of Metaverse and DARQ technologies are appropriately integrated with an inclusive educational high engaging environment preparing tomorrow’s leaders for an unpredictable future. Critical thinking creativity and agility are to gain importance and are to be, sooner than expected, the focus of the new educational standard delivery methodologies as generative AI tools are increasingly helping (replacing) core skills acquisition needs.
Most people have preconceived notions about liberal arts. They fail to see, though, that a liberal arts education gives students transferable abilities they can employ throughout their lives. Comparatively speaking, students with a liberal arts education have more to contribute. A liberal arts education may change the game in today’s world because it equips students with the skills, theyneedtosolveissues,thinkcritically,cooperate,thinkcreatively,andcomeupwithuniqueideas.
Higher Education Digest in a compelling discussion with Ben Iverson, Director of International Programmes&EnrolmentatAugustanaUniversity,USAontheimportanceofLiberalArtsEducationtoday and in the future.
What skills can you learn and build upon while doing a basic course in liberal arts, which you feel are important for every youth today?
Liberal arts graduates spend time volunteering and emphasising civic responsibility, in contrast to other graduate and undergraduate programmes
that concentrate on specific disciplines. Additionally, it helps students appreciate different cultures, engage in social interaction, and provide innovative solutions to societal problems.
Students who major in liberal arts develop abilities that are highly sought after and required by business, including good communication,
Students with an arts degree are prepared not only for their first career but also for employment that will be developed in the future
problem-solving, critical thinking, analytical and observational skills, and excellent oral and written communication. These abilities will equip pupils for the workplace of the future and are particularly relevant in the rapidly advancing technological age. A World Economic Forum research titled ‘The Future of Jobs’ found that about 65% of primary school-aged youngsters will work in jobs that don’t even exist now. This indicates that students who choose to pursue a degree in the liberal arts are more likely to acquire the skills necessary for professions that have not yet been created. Students with an arts degree are prepared not only for their first career but also for employment that will be developed in the future. What are the abilities that will enable them to endure in a world that is always changing. Here, the fundamental capacities for thought, creation, adaptation, and collaboration, must be infused in students.
A liberal arts education is a method of education that helps pupils think critically and acquire a range of academic and intellectual skills. It is supported by an interdisciplinary and cross-
disciplinary methodology. Students who pursue a liberal arts education have more options, find their real calling, and widen their horizons. It offers a platform for learning how to link and integrate information and apply what is learned in actual situations.
Liberal arts foster creativity, critical thinking, effective communication, and a love of learning, in contrast to India’s traditional educational approach, which has somehow prioritised memorization and replication of material in the past.
The 2020 revision of India’s National Education Policy (NEP) outlined a roadmap for institutions to adopt a liberal arts, discussion-based, and discovery-based form of education. Therefore, the NEP 2020 promotes a multidisciplinary educational system that aids in the simultaneous development of the creative and analytical parts of the brain.
The growing focus on interdisciplinary studies enhances learning by integrating many viewpoints and modes of knowing. In order to create a
Through liberal education, the future generation of leaders can be actively formed to be patriotic and willing to fight for the country’s advancement without compromising their right to express their own opinions
well-rounded person, a liberal arts education includes courses from the history, literature, math, science, and foreign language discipline spectrums. It is a methodology that may be used both inside and outside of the classroom and can be applied to any subject or circumstance. The use of a multidisciplinary approach promotes critical thinking by requiring you to think about a topic from a variety of angles. Your ability to perceive the big picture and offer thorough, contextually relevant solutions will improve because of this course.
You learn how to think and how to study/ understand in a liberal arts education. You will acquire these two fundamental skills as a liberal arts student that will help you for the rest of your life.
How NEP’s focus on liberal arts could spur new opportunities for students?
Liberal education needs to be made accessible to everyone in a developing country like India, which would need careful planning and large investments that go much beyond what is now made in this area. A policy is only as effective as how it is implemented. Implementing the ambitious NEP plan across a heterogeneous assemblage of over 1,000 institutions, 50,000+ colleges, about 20 lakh professors, and 1 crore 10 lakh students, each enmeshed in old customs, is difficult for management specialists, let alone academic leadership.
The route has undoubtedly been specified by NEP. India has no choice but to accept it if it wants to grow into a prosperous country that can provide a good living for all its residents. Through liberal education, the future generation of leaders can be actively formed
to be patriotic and willing to fight for the country’s advancement without compromising their right to express their own opinions.
From the perspectives of many stakeholders, liberal arts education seems to be a positive development: students desire it, the market needs it, society loves such people for their sensitivity, and the nation needs them as crucial participants in democracy and as a future leadership pipeline.
How does a schools’/university’s career counselling can emerge relevant to help the students understand importance of liberal arts education?
There is a difference between academic counselling and career counselling. Students at liberal arts universities have long access to both academic and career advice. However, career counselling often occurs near the end of a student’s degree, not earlier, when it may have helped them build a continuous progression of improvement in their academic and job readiness. There is a necessity to reconsider how the institutions’ structure and manage procedures like academic advising and career services, right from the school level.
Besides academic counselling is traditionally handled by faculty, whereas career advising is handled by staff. There is a clear gap between academic achievement and experiences and abilities that are useful to a profession because of this division of the two roles. A major barrier to assisting students in fusing academics and career realities during their college experience is the segmented nature of advising. Thus, institutions must work on these areas so that their role stay relevant towards the making of a student’s good future.
Dr. Sandra Baroudi is an expert in leadership and management in Education, an international journals reviewer, lecturer, trainer, and research consultant, with extensive experience in academia in the United Arab Emirates. Dr. Baroudi holds a Ph.D. in Leadership, Management, and Policy in Education from the British University in Dubai, UAE. She is an Assistant Professor at the College of Interdisciplinary StudiesZayed University, Dubai, UAE. She is the co-founder of Eduvate, an online professional development platform for teachers and educational leaders. Dr. Baroudi is a highly skilled trainer and curriculum designer in the field of leadership and policies and teaching and learning. She is a certified associate for the Blackboard academy and a Fellow for Advanced Higher Education. She was a fellow for the Education Endowment Foundation in the UK and the Queen Rania Foundation in Jordan where she led the contextualization of the Teaching and Learning Toolkit into the Arab world context. In her work, Dr. Baroudi seeks to provide evidence-based data and best practices for leaders and educators in the Arab world with the aim of supporting their decisions to promote innovative and quality education.
Building a sustainable future where equity and equality drive human behavior begins when we design curriculums that call for sustainability and nurture transferable and transversal skills in
students. Today’s job markets and in-demand skills are vastly different from the ones of ten or even five years ago. Governments, businesses, and individuals alike are increasingly concerned with identifying and forecasting skills that
By examining and analyzing the dynamics of multidisciplinary research, the philosophy of science can help researchers avoid mistakes and strengthen the methodological foundation of their work
are relevant not just today but will also remain or become so in the future to meet business demands. Hence, building a skillbased interdisciplinary curriculum that would offer students the opportunity to practice skills like problem-solving, creativity, and
treated by a single field of research and that other disciplines must be involved. The effects of climate change on society, the environment, and sustainable development are all clear examples. To investigate the causes and effects and creating solutions, necessitates the skills and resources from numerous disciplines, including the natural sciences, engineering, and social sciences. Furthermore, by examining and analyzing the dynamics of multidisciplinary research, the philosophy of science can help researchers avoid mistakes and strengthen the methodological foundation of their work. One example is that the American Medical Association has asked for telehealth to be made a core competency for medical students, recognizing that telemedicine and telehealth would play an increasingly important role in the delivery of health care. They do so while they are aware that despite patients’ interest in telehealth, research has shown that a major barrier to physicians practicing is a lack of education.
critical thinking, provides them with the opportunity to foster the attitudes and “soft skills” required to have productive members of society.
Scientists began to understand that some problems are too complex to be adequately
In a knowledge-based society, universities have evolved from being secondary to primary institutions for economic progress. Usually, basic skills are acquired throughout formal education and prior to starting to work; thus, there is currently an opportunity for businesses to be proactive in designing their own talent pipeline by collaborating with educators. Across various industries, one-third (nearly 36%) of all jobs focus on a core needed skill which is solving complex problems and this requires both creativity and adaptability. Moreover, social skills involving communication and emotional intelligence, cognitive abilities involving creativity and
Higher education’s “innovation engine” role stresses the long-term economic benefits of the institution’s societal engagement, such as raising the caliber of local labor, transferring technology to industry, and enhancing the allure of the local environment for entrepreneurs, the standard of local labor, transferring technology to the market, and making the area more appealing to entrepreneurs
mathematical abilities, subject-specific skills, and critical thinking skills are all expected requirements for many industries across the job market. The growth of interdisciplinary education, research, and training has been a primary objective for many institutions’ programs and overall goals in recent years. The core component of the interdisciplinary approach to education is the focus that it displays on partnerships with the industry, the adoption of challenge-based programs, and work-based approaches. One strong example is the experiential approach using a project-based course with an interdisciplinary approach, collaboration between external entities and faculty, and engaging mentoring of students by faculty and external entities. This approach helped students build their cognitive, interpersonal, and intrapersonal competencies.
Higher education’s “innovation engine” role stresses the long-term economic benefits of the institution’s societal engagement, such as raising the caliber of local labor, transferring technology to industry, and enhancing the allure of the local environment for entrepreneurs, the standard of local labor, transferring technology to the market, and making the area more appealing to entrepreneurs. The shift in higher education toward sustainability should promote interdisciplinary and transdisciplinary perspectives in addition to ethical conversations and reflections. For the past six decades, discussions of researchers and academics were mainly focused on technology and its integration into the education system. While technology placed a great value on the education sector and its impact on students’
performance and achievement, it raised many concerns, especially about equity. This was evident during COVID-19 when less fortunate students lost months if not years of education due to limited accessibility to electronic devices and internet connectivity. Hence, incorporating interdisciplinary education that enables students to gain knowledge and abilities in a variety of disciplines is one means to support policymakers’ efforts toward equity and inclusion. To understand this idea further, it is important to consider the knowledge, approaches, and perspectives from different disciplines that would support solving a certain problem or project and making inclusive decision-making. Doing so would provide an in-depth and complete understanding of the problem and potential (innovative) solutions. Furthermore, this interdisciplinary approach that values different perspectives and perceptions is encouraging critical thinking, analysis, and open discussions of equity and inclusion topics in interdisciplinary contexts which is strengthening the trust between students and educational institutions and between educational institutions and the industry.
Knowledge is not only produced at the university level, hence it is highly important to rethink the aim and sustainability of higher education institutions. The interdisciplinary approach to education is believed to help the achievement of this goal. However, it is important for policies and accreditations to be aligned with this goal and support these program changes in order to facilitate lifelong learning and make these programs relevant to the skill demands.
Introduction
Diversity in higher education crosses several areas and dimensions- level, subject area, geography, and more.
This article will seek to discuss the benefits of obtaining, and methods needed to achieve one particular stream of diversity for institutions- geographical.
The international higher education landscape continues to change with the times: students have more options to study abroad than ever, and internationalisation has become a driving force in the growth of universities worldwide. Global student mobility for the past thirty years relied on one country – China, which has been for
The international higher education landscape continues to change with the times: students have more options to study abroad than ever, and internationalisation has become a driving force in the growth of universities worldwide
Mark joined Studyportals as the Senior Partnerships Director for the UK & Ireland in July 2022 and is primarily responsible for connecting withtopuniversitiestohelpthemdiversify and grow their international student body, as well as providing them with challenging insights on international student mobility and ways to grow quality and retention of their international cohort. Mark has been working in International HE since 2011, starting at QAHE in Birmingham where he was an international officer for Africa and spent time traveling around the continent to recruit students to come and study in the UK. In 2014 he relocated to Portsmouth to look after their interests in the MENA region and then from 2017-2022 he ran the large global recruitment, marketing, and admissionsteamsfortheUniversity of Portsmouth, managing all prearrival activity for international students. He has substantial experience in both the public and private domain of the UK Higher Education sector- allowing him to understand key dynamics from multiple perspectives.
Achieving internal diversity in product, academic, and marketing tools provides strong foundations to achieve the ultimate goalgeographical diversity and the increase of source countries to create a more varied and sustainable portfolio in a broader diversification framework
decades the world’s largest sending country of international students, and – more recently – a recipient.
In a shorter time span, however, the economic and demographic weight of India is also reflected in international student numbers: Indian student visas already outnumber Chinese in Canada, and for the first time, in the UK, and are growing fast in the US and Australia.
Aside from the two largest countries in the world, many other players play a significant role in international student mobility. International student mobility is one of the core axes of a more diverse classroom. International enrolments are a significant part of classroom diversity, and traditionally reflect long-term ties between countries.
While traditional recruitment grounds are still represented, developing countries
drive student demand for higher education. Interest in international higher education is much higher in countries where the sector is not able to accommodate the demand for high-quality programs that can unlock global careers. The mismatch between demand and supply is at play also in destination countries, where organizations are sometimes offsetting declining demographics with an influx of global talent.
These powerful dynamics can be exploited by universities to expand their international outreach. Being dependent on just a handful of countries for their student population is a risky strategy. On top of the diversification ledger, western European countries are in a very favorable position: they are located in an interconnected network of different nationalities, with large expat communities, and in mainland Europe in particular, often offer lowtuition fee programs open to internationals.
Notably, eastern European latecomers in internationalization are less diverse and more dependent on neighbouring countries for their international student populations. They nevertheless attract a well-diversified student interest on par with other betterknown destinations. These countries are well-positioned for expanding their outreach but need to establish themselves and define their brand as global study destinations.
Some destinations in the anglosphere, like Canada, Australia, and New Zealand, are close to the bottom of the list in terms of the origin of their international student populations. Despite being world-known destinations offering world-class education, these countries are overly reliant on just a handful of origin countries. The goal for a truly diverse study environment is to diversify the source countries.
In order to attract a fully diverse cohort of entrants, an institution must itself first examine itself internally to ensure it has diverse attributesproduct, academic, and marketing being key priorities for this.
Product diversification speaks to increasing the appeal of all types of programs offered by a university (with summer schools, language programs, pathways, undergraduate or postgraduate programs, on-campus, hybrid, and online adding up to the mix of programs available for international students).
Academic diversification means ensuring all departments have programs that are relevant to international students (not only relying on a few popular courses such as International Business but also on less popular subject areas with high growth
An effective diversification strategy must consider the diversity of students in the classroom in a more holistic way, beginning with a period of introspection
potential; e.g., Studyportals’ supply and demand data shows that this is the case for Environmental Economics and Policy).
Marketing diversification is about having multiple ways to communicate with prospective students across different channels throughout the entire year: online and offline, education fairs and agents, alumni, high school counselor network, partner universities, etc., as well as a variety of online channels: education portals, various social media, search engine marketing, instant messaging, etc.
Achieving internal diversity in product, academic, and marketing tools provides strong foundations to achieve the ultimate goalgeographical diversity and the increase of source countries to create a more varied and sustainable portfolio in a broader diversification framework. Deciding on focus countries is not a one-off process- in order to take full advantage of emerging trends, institutions must be sure to be up to date with global shifts in student interest. Remember not to miss opportunities by being too focused, too early on in the process – keep options open and revisit different options over time. Finally, by achieving diversity in the above metrics, an institution can ensure financial diversification – which will in turn spread risk across multiple markets by generating various income streams, navigating downturns, and reducing the impact of changes in any one market.
For institutions – think about which cohorts of students your institution would like to increase, decrease, shift to different disciplines or diversify with more source recruitment countries. Identify the disciplines where this cohort is overrepresented and underrepresented.
Consider the current product and format mix –for example, which nationalities might be open to studying part-time or online.
Assess your marketing channels- are you covered on and off the ground with a variety of channels to ensure a healthy mix of entrants, and is your overarching message consistent across those channels? Explore new ways of reaching direct students in countries where you haven’t targeted before- with a wealth of online and digital platforms now available to institutions, no markets are off limits.
An effective diversification strategy must consider the diversity of students in the classroom in a more holistic way, beginning with a period of introspection. Diversification brings valuable new perspectives into the classroom to enrich the learning experience for all students. Diversity refers to all the ways in which people differ including (but not limited to) race, gender, ethnicity, religion, socioeconomic background, gender identity, sexual orientation, age, disability, and neurodiversity. These aspects of diversity also need to be considered in the context of inclusion – diversity without inclusion is pointless. A comprehensive strategy for international recruitment must also consider the ecosystem that facilitates good outcomes for international students beyond enrolment–this includes good agent networks, on-campus services, alumni relations, and student satisfaction. Ultimately, diversity starts at home- an institution must be aware of and take action to increase its own diversity in multiple formats before it can truly achieve sustained geographical diversity in its classrooms.
Starting in 2010, David joined Mercy College as a student services counselor. Over the next 3 years, he gained experience understanding how financial aid works and helping students achieve their individual goals while learning to address a myriad of student issues. He then went to Columbia University as the Assistant DirectorofStudentFinancialAdvising,providingfinancialadviceandleadershiptotheundergraduatestudent groups in the school of engineering and Columbia College. After this, he returned to Financial Aid as the Assistant Director of Financial Aid & Bronx Campus for Metropolitan College of New York. He was then promoted to the Associate Director of Financial Aid & Bronx Campus and even served as Interim Director of the Bronx Campus. In 2019, he was made the Director of Financial Aid and New York Law School and guided that institution’s FA team through the COVID-19 pandemic via remote work. In 2022, he came to the CUNY system and joined Bronx Community College as their Director of Financial Aid.
Your job as Director of Financial Aid requires a significant amount of documentation. How do you feel about administrative responsibilities compared to working with students one-on-one?
The administrative responsibilities the Director of FA has to complete can be tedious and difficult.
But with a well-trained staff, it can make the responsibility for the financial wellbeing of the student body easier. Working one on one with students allows you to have an immediate impact but as Director, I help to ensure a lasting impact on all students in the college.
Working one on one with students allows you to have an immediate impact but as Director, I help to ensure a lasting impact on all students in the college
Can you tell us about yourself and your journey to where you are right now?
My journey started in Nov. 2010 as I began as a counselor at Mercy College. Over the years, I learned from great mentors and FA leaders as I moved up in knowledge and experience. I first became a FA Director in 2019 when I joined New York Law School. This was a great experience and it prepared me for the challenge of working at Bronx Community College as their Director of FA.
How would you define the difference between coaching, counseling, and advising?
Working with students, the main difference to me is coaching is helping someone to develop the skills needed to achieve their goals. Counseling is helping someone navigate any issues they may encounter while reaching for their goals. And advising is helping someone to discover what their life goal may be.
According to you what factors are most important for an international student to be successful?
International Students need to be cognizant that they do not have the same luxuries as our traditional students. While they should enjoy their time as a student, they must have a clearer goal of what they want to achieve during their time enrolled. They must be more strategic when using their limited funds to ensure they are able to complete their degree and network to make connections that will benefit their future endeavors.
What options are available for international students to finance their education?
International students should always see If they are eligible for funding from the government of their home country. This could be in the form of grants and/or loans (i.e. Canada). They can always apply for loans as well (such as M-Power Financing).
Does applying for financial aid affect admission for international students? Does financial aid lower the chances for international students?
Currently, the only aid available in our college for international students is private scholarships as they are not citizens or eligible non-citizens.
And no, as long as the student has fulfilled the requirements needed for admission, B.C.C. will admit the student. Students however will have to
make sure they have a method in place to cover the cost of tuition. We do recommend students have these discussions with partners or family before being admitted to the institution.
What are the academic requirements or other conditions for the renewal of financial aid, including scholarships?
For federal and state aid, students must maintain satisfactory academic progress toward their degree of choice by having a GPA above 2.0 and completing a majority of their attempted courses. For private scholarships, the requirement may vary and could be higher.
Would you help us understand how you and your college support international students?
At B.C.C., since we are a public institution, we have limited options to assist students regarding financial aid, however, on our campus, we do have international student services that will help students maximize their experience at our institution.
What are the most important skill sets needed to be a successful Financial Aid Counselor?
A hunger to learn and understand federal regulations, a professional & patient demeanor, and a willingness to put in the extra effort with students.
International students should always see If they are eligible for funding from the government of their home country
Most educators have heard the phrase “Meet your students where they are.” Even though the competencies and expectations of the latest generation of learners have shifted significantly from that of the previous generation, many (if not most) education institutions have failed to
deliver – especially when it comes to measuring outcomes of content and performance mastery. As educators, some of our fundamental goals are to differentiate instruction, engage learners at every turn, and find innovative ways to measure mastery of performance, skills, and knowledge. While quizzes, tests, and papers will likely remain
While quizzes, tests, and papers will likely remain staples of the higher education landscape, there are some trends occurring globally that literally meet learners where they are. It’s time to break free from the legacy mindset
Dr. Bob serves as a Training Specialist for the U.S. Department of Homeland Security as well as an adjunct professor for the School of Business & Leadership at Regent University. Prior to coming to Regent, he served as a teacher for Virginia Beach Public Schools and was an instructional designer for mid and senior-level leadership courses for the DoD and DHS. Over the past two years, he has assisted with an international initiative driven by Edify Online to partner with MIT-World Peace University where he designed, developed, and facilitated Design Entrepreneurship and Strategic Business courses for students in Pune, India. As a service member, Dr. Habib served over 21 years in the U.S. Army, spending 10 years as an instructor and instructional designer. As a veteran, he has spent many years developing strategic partnerships with educational institutions and veteran service organizations nationwide to promote the professional, academic, and personal success of veterans and their families.
Creating and publishing a short video for YouTube consumption helps students bridge the gap between the private sanctum of academia and the world around them
staples of the higher education landscape, there are some trends occurring globally that literally meet learners where they are. It’s time to break free from the legacy mindset.
Over the past three years, I have re-designed and facilitated three virtual adult learning courses to meet such a need (undergraduate and graduate levels). Documented data now provides some clarity as to how such a model of assessing mastery can be integrated into the higher education landscape – in any industry and/or discipline. Along with the integration of these relevant tools, when compared to previous versions of the same courses, our data shows a 39% increase in student engagement, a 21% increase in measurable student outcomes, and a 30% increase in student continuation (retention). All of these objective
metrics point to a model that must be considered moving forward – particularly in environments where virtual-asynchronous delivery is preferred.
Like many other educators, I often get requests from students for deadline extensions due to selfreported illnesses, family or work emergencies, or just the occasional “I didn’t have time.” When these come up, I offer students academic alternatives to satisfy the requirement. One of those options is a video call for approximately 15 minutes to have the student talk through the assignment and the key points. There is some Q&A included as well. Even though many students jump at the chance of talking about something rather than writing about it, what they fail to realize is that it is typically more difficult to engage in meaningful conversations about a given topic when the depth of understanding is shallow. The video call allows me to gauge the student’s depth of understanding beyond simply quoting or paraphrasing others in standard APA format. This option is not only easier to assess, but it also allows both parties to connect beyond the LMS, have a conversation about a shared interest, and provide the learner with immediate and tangible feedback.
In many of my online courses, there are requirements for students to dialogue with one another on the LMS over the course of one or two weeks on a given prompt. This practice again requires common quotes and citations and typically provides the minimal ability to gauge the learner’s true understanding. Beyond that, this style of writing and engagement bolsters a student’s ability to communicate to an academic audience;
one that is very small, minimally relevant to them, and provides little public consumption. Instead of that pathway, I have students write a popular press article on LinkedIn. This strategy allows students to use ‘their voice’ as they promote their expertise on a given topic. You’ll find that what they say in a public-facing forum is many times in stark contrast to what they write for private academic functions. We want our students to become known experts in their respective fields. This method forces students to publish early on (informal as it may be), begin to build professional networks, and respond to their classmates in a public setting. Writing relevant content to a much larger audience – they will shift how they present ideas knowing that the world is watching.
Ever had to submit a presentation proposal for a major conference with 100 words or less? It’s difficult to get all of the required information in such a short number of words. Especially in the world of graduate education, getting students to improve on the clarity and conciseness is a challenge for sure, and one that the typical institution doesn’t help by requiring ‘short essays’ of 2000-3000 words. We tell students in our writing guides to get rid of the fluff and that every word matters. Start with having students take a required dialogue post of 300 words and have them answer the prompt on Instagram and/or Twitter. Set the rule that a maximum of 280 characters (not words) is the allowance. They can use hashtags, etc. for creativity and for maximum exposure. Most students jump at this chance because they feel as though it’s the easy out. They soon realize how difficult it is to unpack a topic such as:
Describe the world’s greatest economic challenge and how you would solve it.
One student’s response on Instagram:
“Greatest challenge is inequality. It undermines growth and stability. @ USGovernment should invest in education, infrastructure, and safety net programs to support disadvantaged communities, and promote fair trade policies to support sustainable economic development. #changetheworld”
Is it formal? no. Is it a comprehensive strategy? no. But it’s obvious the student did some research and has a position. It will become abundantly clear which students grasp the main idea, and more so, how to quickly articulate their position.
For introverts and engagement:
Ah yes, YouTube. Every time I need to perform a DIY home repair, I go to YouTube. So, if millions of consumers are using this platform to learn how to do something, find product reviews, and engage with potentially thousands of other people, why is higher education so far behind?
Create opportunities for students to engage with the world at large with the topics in your class. Once again, having to speak about a given topic or prompt is oftentimes more difficult than simply writing about it. Yes, writing requires organization of thought and research, but it also provides a sense of anonymity – one that many introverted students enjoy. Creating and publishing a short video for YouTube consumption helps students bridge the gap between the private sanctum of academia and the world around them. If that’s a bridge too far, then have them make the video private so only those with the link (you and their classmates can view it). Either way, it gets students talking about their ideas, research, and positions in a forum they are accustomed to. Don’t focus on the formality (or lack thereof) of the language but on the message itself.
Moving forward:
The usage of Instagram, Twitter, LinkedIn, YouTube, and other social media platforms has increased exponentially in recent years in most facets of our communities except for higher education. The legacy mindset in education will be sustainable for only so long as our students’ expectations and competencies, technology, and learning profiles continue to change at exorbitant rates. Beyond meeting the demand of our most important resource (people), meeting our learners where they are, communicating in environments where learners are most comfortable, and integrating social media platforms in most courses saves organizational resources as well –all while embracing differentiation of instruction leading toward more equitable outcomes. There are many other outlets to consider and hundreds of ways to use those platforms to assess mastery – just get started.
The legacy mindset in education will be sustainable for only so long as our students’ expectations and competencies, technology, and learning profiles continue to change at exorbitant rates
