Higher Education Digest – January 2025 – Most Inspiring Educational Leaders in 2025
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FEATURING INSIDE
Daniel Hjorth Professor, Lund School of Economics and Management, Lund University, Sweden
Jonathan Bainbridge Director of the Professional Development Centre, Brunel University London
Mai Thai Associate Professor & Global Director of Social Business Creation, HEC Montréal
FEATURING INSIDE
Mark Jeynes Partner, CIL Management Consultants & Co-Founder and Director, Inspiring Futures Education
Stuart Norton Senior Consultant, Education, Advance HE
Whitney McDowell-Robinson Vice President for Student Development & Engagement, Brenau Uni-versity
Managing Editor
Sarath Shyam
Consultant Editors
Dr. John Andrews
Emma James
Andrew Scott
Naomi Wilson Stanly Lui
Joseph Alex
Creative Consultants
Charlie Jameson
Edwards Gonzalez
Branding & Marketing Partnerships
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Higher Education in 2025: A Journey of Change and Possibility
It’s funny how the smallest moments can spark the biggest reflections. The other day, I overheard a group of college students debating whether AI would replace professors. One joked, “Maybe my essays will finally get graded faster!” It made me chuckle, but it also got me thinking: how far has higher education come, and where is it heading?
The truth is that higher education is in the midst of a transformation, and 2025 promises to be a year of bold, exciting changes. Technology is advancing at breakneck speed, workplaces are evolving, and students today expect more than just a diploma—they’re looking for meaningful experiences and practical skills. So, how do educators and students keep up with all this? Let’s dive in.
Take artificial intelligence, for instance. What was once a sci-fi concept is now reshaping how we learn. Picture this: a platform that knows your strengths, identifies where you struggle, and adjusts your learning materials accordingly. Sounds like a personal tutor, doesn’t it? For educators, it’s a golden opportunity to enhance teaching methods and create
classrooms that are smarter, more engaging, and tailor-made for every student.
Then there’s blended learning—part in-person, part online, and fully flexible. While the pandemic may have pushed us into online education, the real magic now lies in hybrid models that combine the best of both worlds. Imagine a classroom that gives you the lively debates of faceto-face interactions but lets you dive into digital tools at your own pace. That’s the kind of creativity and flexibility we need more of in 2025.
As we look ahead to 2025, the future of education feels vibrant, inclusive, and inspiring. It’s about harnessing technology, championing practical learning, and caring for students as whole individuals. Leaders like Timea Kadar, Associate Provost, Regent College London, remind us that the possibilities are endless when we put students at the center of it all.
So, here’s my question for you: How will you embrace this change? Whether you’re an educator, a student, or someone just curious about the future, there’s never been a better time to get involved. Let’s shape the future of education—together.
Enjoy Reading.
Sarath Shyam
TIMEA KADAR
ASSOCIATE PROVOST, REGENT COLLEGE LONDON
INDUSTRY COLLABORATION -
INTEGRATING EMPLOYABILITY IN THE CURRICULUM AND ASSIGNMENT
MENTOR’S MANTRA
16
EMPOWERING STUDENTS FOR ACADEMIC EXCELLENCE
Mark Jeynes, Partner, CIL Management Consultants & Co-Founder and Director, Inspiring Futures Education
LEADER IN FOCUS
22
ACADEMIC VIEW
PROVOCATION AND EDUCATION – THE ENTREPRENEURIAL MO(VE)MENT IN LEARNING
Daniel Hjorth, Professor at Lund School of Economics and Management, Lund University, Sweden
INDUSTRY PERSPECTIVE
CAN INDUSTRY PARTNERSHIPS HOLD THE KEY TO IMPROVING POSITIVE GRADUATE OUTCOMES?
Jonathan Bainbridge, Director of the Professional Development Centre at Brunel University London
USING FRAMEWORKS TO UNLOCK POTENTIAL THROUGH HIGHER EDUCATION
Stuart Norton, Senior Consultant, Education at Advance HE
COVER STORY
Employability is at the top of the agenda of higher education institutions, as the major barrier graduates face securing employment is the lack of work experience. Career teams at HE institutions do their share to support students with training, workshops, career fairs, and internships. However, integrating industry practice into the
curriculum enables students to gain experience while in the classroom, and working on their activities, course projects, and assignments. See below five levels of integration starting from easy to implement with minimal or no funding to more complex ones.
Integrating industry practice in the lectures and seminars requires collaboration between the industry professional and the academic to ensure
that the content meets the learning as well as the employability objectives.
1. Inviting an industry guest speaker
Luckily there are several Industry professionals, experts from small businesses to large corporations who like to give back and deliver an hour-long session on their fields of expertise and/ or share the lessons of their journeys. Students
benefit from hearing about the subject from a practitioner’s view, and seeing how the theory shared by the academic is applied in practice. The guest speaker can facilitate an activity where students try themselves and get valuable feedback on their progress.
A long-term collaboration with industry professionals is encouraged, allowing all sides to work on a deeper integration with a more effective impact. Establishing an Entrepreneurs in Residence program allows academics to tap into the experience of a pool of practitioners who are aware of the learning objectives and needs of the students. In return, the university can give entrepreneurs access to research and partnerships.
2. Organising study tours
Integrating industry practice in the lectures and seminars requires collaboration between the industry professional and the academic to ensure that the content meets the learning as well as the employability objectives
Take the classroom outside the university: to a local company, agency, large organisation, factory, industry body, hotel or any institution that matches the module learning outcomes and allows students to have an immersive experience. Study tours provide great opportunities to explore the premises, meet multiple practitioners onsite, and build connections in their industry. The practitioner can deliver a session as part of the tour that complements the academic content.
Depending on the location of the university, it might take more effort to organise a study tour that fits the session timing and has the capacity for the group, but it has a positive impact on students’ engagement and performance.
3. Working on a real-life project
Depending on the subject, students are assigned to work on various activities in the seminar to apply theory in practice. Apart from (or instead of) looking at case studies and mock projects,
students can work on an actual problem a startup, charity, or business is facing.
It’s a great way to help the community and offer expert help to those who otherwise couldn’t afford it. The business shares the challenge, or project they need help with that fits into the course content and learning objective (e.g. launching a new product line, needing more subscribers, or a new app etc.). Students work on the solution applying in practice what they learnt at the sessions and relying on feedback from the academics. They then pitch the solution to the business who share their feedback and are free to use it to help their businesses. Students gain real-life experience, which they can include in their job application, while they can prove themselves by being involved in industry challenges.
4. Industry software project
Being familiar with industry-related software and platforms is often a requirement in job advertisements. Collaborating with industry software providers, students get access to the software during the semester, while a guest speaker from the provider helps them get to speed with it.
The assessment is a project where they need to use the software as well as the theory, frameworks, and strategies covered in the session. The academic and the software provider work together to give feedback and - if needed - technical help to students.
This enables students to experiment with work projects in a safe space and build a portfolio they can include in their job application.
5. Simulation
Students form ‘companies’, each representing a crucial field like HR, Operations, Finance, and Marketing. After being lectured on each by a specialist lecturer of the discipline, they set up the
Collaborating
with industry software providers, students get access to the software during the semester, while a guest speaker from the provider helps them get to speed with it
company, plan the business strategy, and play the game. Seeing the outcomes of their plans provides them with data to be able to make adjustments and plan for the next rounds. They learn by doing not only in the respective disciplines but also in areas like leadership, teamwork, decision-making, handling failure, and many others.
Process of integration
Set up a working group of academics, practitioners, recruiters, students, and career team to explore the needs and challenges and plan accordingly.
Identify the employability skills the learning outcomes of the module support
Find the best fit and form of industry practice that would be beneficial to include in the module and the assessment (and is feasible for the institution)
Working with the career team, reach out to the companies, and entrepreneurs through network, introductions, or cold outreach
Plan the involvement of the industry practice and how it complements the academic content.
Encourage students to involve the experience on their CV, LinkedIn
Outcomes
Integrating industry experience into the curriculum has its challenges like working with third-party party stakeholders, securing financial resources, and providing extra support to students with limited digital literacy skills. On the other hand, student satisfaction and performance improve as a result of higher engagement, graduate outcomes increase, and students have a higher chance of securing a job right after graduation, or even during their studies.
MarkJeynesisaPartneratCILManagementConsultants, where he leads the Education &Training Practice. Mark has over 20 years’ experience as a management consultant. He has extensive experience advising investors and clients in the international education sector, across a wide range of segments, including early years (pre-K), K-12, further education, higher education, professional education and corporate training. The geographic scope of his experience includes the UK, Western Europe, the US, India, GCC, Asia, Australia and Africa.
In his career to date, Mark has completed more than 100 education engagements, advising leading private equity firms and operators on commercial due diligence, market entry and expansion, proposition development, pricing and opportunity identification and assessment. Prior to joining CIL, Mark was a Partner at The Parthenon Group (now EY-Parthenon) and OC&C Strategy Consultants. He is also a co-founder of Inspiring Futures Education, an international schools’ group in the UK. He holds a BSc (Hons) in Banking & Finance from Loughborough University of Technology and an MBA from London Business School.
Recently, in an exclusive interview with Higher Education Digest, Mark shared his professional trajectory, the inspiration behind establishing Inspiring Futures Education, personal leadership style, the secret mantra behind his success, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
Everything we do at IFE is driven by a strong desire to support our students in preparing for and making a successful transition to their destination school or university, where they can achieve their true potential
Hi Mark. What inspired you to focus on the education sector, and how have you seen the industry evolve over the past 20 years?
I commenced my career in management consulting in 1999, having completed an MBA at London Business School (LBS). Prior to LBS, I spent 6 years in commercial banking roles in London, Hong Kong, Singapore and Qatar with HSBC.
I joined The Parthenon Group from LBS. Parthenon was a spin-off from Bain & Company. For the first few years, I advised clients across a range of sectors. From 2003, I was asked to establish Parthenon’s Private Equity Practice in the UK, advising PE firms on investments across all sectors.
At the same time, Parthenon’s Education Center of Excellence was becoming increasingly established as a leading advisor to the education sector, serving both public and private, for-profit clients in the US. As the consulting industry pivoted towards sector specialism, education
was one of the key sectors where Parthenon had a genuine source of differentiation. Parthenon’s London office was able to leverage the expertise developed in the US and gradually developed a leading reputation in the education sector in the UK and Europe.
I was appointed Partner at Parthenon in 2007, with a growing focus on our education clients, alongside my work with private equity investors.
In those ‘early years’, the for-profit education sector was very much a cottage industry in the UK – private education was a much smaller part of the overall education ecosystem in the UK compared to in the US. With supply-side reforms implemented by successive governments in the UK and a growing interest in education from investors, the roe and contribution of the private sector grew. Advances in technology also provided a huge catalyst for change. As a result, there are today many more private, for-profit education businesses in the UK compared to 20 years ago.
Tell us about Inspiring Futures
Education? What is its mission and vision?
After 15 years, I decided to take a step back from full-time consulting in 2014, establishing Inspiring Futures Education (IFE) with my business partner, Charlie Freer. Charlie had previously spent 10 years in commercial roles in the private K-12 sector. We were both excited about the opportunities in education and specifically, the increasing attractiveness of the UK as a destination market for internationally mobile students.
IFE’s schools, currently Bishopstrow College and Padworth College, provide a stepping stone for students, helping them to prepare for and progress on to the next stage of their education, whether that be boarding school for students at Bishopstrow or university for students at Padworth. In most cases, students progress on to British schools and universities, which have a reputation around the world for offering excellence. It is for this reason that IFE uses the strapline ‘Pathways to Excellence’ and why our logo, visible on our website, social media and every publication, reflects a gateway. Everything we do at IFE is driven by a strong desire to support our students in preparing for and making a successful transition to their destination school or university, where they can achieve their true potential.
How do you stay current with emerging trends and technologies in education, and what role do you think innovation plays in driving student success?
CIL’s Education Practice provides strategic advisory support to a range of clients across the education sector, as well as investors in
education. We are often engaged to support clients address key strategic challenges and opportunities, including those linked to technology. When conducting commercial due diligence for investors, not surprisingly, a key question that will always form part of the diligence scope is the impact of AI. In order to address these questions, we conduct deskbased research and analysis, complemented by interviews with market experts. We are therefore able to provide fact-based and informed perspectives.
Innovation continues to play a key role in driving student success. For example, good notetaking is essential for managing the information that students read and listen to during lectures. There are a number of different note-taking techniques. Applications like Goodnotes offer students a more effective approach to notetaking, whilst Goodnotes Classroom enables teachers to connect with each student, grade papers faster and make lessons more engaging and collaborative.
What are some common challenges you’ve encountered in education management, and how have you addressed them in your consulting and leadership work?
I spent 8 years as an owner / operator / investor in Inspiring Futures Education, managing two international schools in the UK. Day-to-day education management presents a myriad of challenges, but some of the most significant issues that we faced at IFE (from 2014 to 2022) included the impact of the UK government’s policy towards international students – with a tightening of visa policy – and the impact of the Covid pandemic in 2020, when in the space of
a week (in March 2020), we had to evolve two boarding schools with international students resident on campus with a full schedule of classroom-based, face-to-face lessons, to a Teams-based learning environment, with students joining classes remotely from around the world.
Looking ahead, what do you believe are the most critical issues facing the education sector, and how can leaders and consultants help shape the future of education?
The most critical issues facing the education sector vary by segment and geography. Whilst raising academic standards and outcomes continues to be a key objective for most education providers, other issues may well dominate currently. For example, the higher education
sector in the UK is facing a significant funding crisis, with the ‘golden age’ of higher education well and truly over. The financial sustainability of some HEIs in the UK is questionable, with some universities reportedly facing bankruptcy. Against this background, university leadership teams and other key stakeholders, including the UK government and the Office for Students need to consider all possible options, including increasing tuition fees and lifting visa restrictions imposed on international students by the previous Conservative government.
How do you describe your leadership style? What values are important to you as a leader?
My leadership style is probably best described as being collaborative and probably also relaxed! Values of importance include integrity
Whilst raising academic standards and outcomes continues to be a key objective for most education providers, other issues may well dominate currently
I love my work as a management consultant, which offers variety, intellectual stimulation and the opportunity to work with smart, motivated people to help address some of the most challenging strategic issues faced by our clients
/ honesty, humility, commitment, resilience, optimism and creativity!
Which one of your accomplishments makes you the proudest till date?
We started IFE from scratch. Over the past 10 years, we have developed a small international schools’ group in the UK, with a leading reputation. Having previously spent 15 years as a management consultant, establishing and growing IFE definitely represented a significant step outside my ‘comfort zone’. The progress that we have made at IFE therefore represents
one of the accomplishments about which I am most proud.
You have had a remarkable career trajectory over the years. What is the secret mantra behind your success?
It is really important to find a career path that you can be passionate about. I love my work as a management consultant, which offers variety, intellectual stimulation and the opportunity to work with smart, motivated people to help address some of the most challenging strategic issues faced by our clients. It is also fun!
It is also important to have an excellent work ethic. Success does not generally come without making a real commitment!
What is your biggest goal? Where do you see yourself in 5 years from now?
I returned to full-time consulting in 2022 to lead the Education Practice at CIL Management Consultants. We have an excellent team of experts focused on education and training. Over the next 5 years, I am focused on developing CIL’s Education Practice so that we are recognized as being one of the leading consulting firms focused on education.
What top tips would you give to an individual who is trying to excel in their career in higher education?
I have not worked in the higher education sector but have advised many higher education clients and investors in the HE sector. I think the key factors that have applied to my career should also apply to an individual who is trying to excel in higher education: find a role that you are passionate about; surround yourself with excellent people; and work hard!
LEADER IN FOCUS
Fostering Social Entrepreneurship & Innovation for a Better Tomorrow
Mai Thai, Associate Professor & Global Director of Social Business Creation, HEC Montréal
Dr. Mai Thi Thanh Thai is an Associate Professor at HEC Montreal and the founder and director of Social Business Creation (SBC), which is an impactful global platform for the promotion of social entrepreneurship and enhancing ESG (environmental, social, and governance) performance. Her research focuses on the influence of socio-economic, cultural, and political contexts on business behavior. Mai is deeply passionate about fostering social entrepreneurship and innovation. She is a recognized leader in her field and has won numerous prizes and awards as an entrepreneur, teacher, and researcher.
Recently, in an exclusive interview with Higher Education Digest, Mai shared her professional trajectory, insights on gender equality and inclusion in entrepreneurship, the secret mantra behind her success, her biggest stress relievers, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
Social Business Creation always challenges me to continuously innovate and adapt, ensuring that our program remains at the forefront of social entrepreneurship education
Hi Mai. Please tell us about your background and areas of interest. I was born in Vietnam right after the War. My dad, who was a soldier, wished that tomorrow would always be green and peaceful. That’s why he gave me the name Thanh Mai in Vietnamese. I grew up in poverty due to the remnants of the war and my parents’ poor health conditions. That’s why I started working early to support myself and help my parents raise 3 other siblings. My early life hardship helped me develop certain qualities such as resilience, forwardthinking, opportunism, etc., that brought about my entrepreneurial success. Having had strong academic and business achievements in the late 1990s, I obtained a very generous scholarship that covered all my expenses to study for an MBA at the University of Hawaii at Manoa (https://manoa.hawaii.edu). During my time in Hawaii, I was a fellow at the East-West Center (www.eastwestcenter.org), which promotes
better relations and understanding among the people and nations of the United States, Asia, and the Pacific through cooperative study, research, and dialogue. The MBA study and community activities at the East-West Center made me realize the importance of social entrepreneurship and how I had always been a social entrepreneur. After obtaining my Ph.D. in International Management from the University of St. Gallen in Switzerland, I became a professor in Canada. I have been lucky to obtain scholarships/prizes/distinctions in all institutions where I have worked and studied. Having well-traveled in Asia, America, and Europe, and with great enthusiasm for social entrepreneurship, I am naturally interested in social impact creation through entrepreneurial activities, immigrant entrepreneurship, and the intricate connections between entrepreneurship and its complex web of socioeconomic, cultural, and political contexts.
Gender equality and inclusion have always been a challenge, particularly in entrepreneurship
What do you love the most about your current role as Global Director of Social Business Creation at HEC Montréal?
What I love the most in my current role as Global Director of Social Business Creation at HEC Montréal is the opportunity to work with entrepreneurs, students, teachers, and researchers in many different countries across the globe who are determined to make strong positive impacts for the betterment of society. Through training and research activities with them, I learn a lot and get inspired every day. In fact, Social Business Creation always challenges me to continuously innovate and adapt, ensuring that our program remains at the forefront of social entrepreneurship education.
You are also an Associate Professor at HEC Montréal. Can you please tell us about the courses/programs taught by you and their relevance in today’s modern business era?
I teach a variety of courses, such as social entrepreneurship, entrepreneurial not-for-profit, new venture creation, qualitative methods, and strategies in emerging markets. These courses are particularly relevant today as businesses are increasingly expected to operate with a global perspective and a commitment to sustainability. Using mostly experiential learning and flipclassroom, I often blend theoretical knowledge with practical application to prepare students to better navigate and succeed in today’s globalizing business environment. I have created two successful programs: International Graduate Competition (IGC) and Social Business Creation (SBC). The IGC trains master’s students on co-petition strategies through a
48-hour case challenge, which forces students to collaborate (they are unable to complete the huge analytic tasks without collaboration) and to compete at the same time to win the game. The SBC program trains students and businesspeople to develop a new mindset in which profitability must go hand-in-hand with positive social impacts. It not only encourages participants to lead their lives with a higher sense of purpose but also shows them how to use market mechanisms to tackle social-environmental problems. After obtaining success in training, SBC is working to make stronger impacts through research and policy advocacy.
Over the years, you have been a recipient of several prestigious awards and accolades including Pedagogical Innovation Prizes in 2013 and 2022, the Alma-LePage Award in 2012, Past President’s Award in 2020, and one of the Top 50 Women Leaders in Education in 2024 among others. Our readers would love to know the secret mantra behind your success.
My name, Mai Thai, tells me constantly that “My Aspiration Is To Have Amazing Impacts”. For me, awards or prizes are just by-products.
I am thankful that the results of my work are recognized. But even without them or the chance of getting them, I do what I do anyway because I am led by a sense of purpose. I maintain a deep commitment to my values, always striving to make a positive impact through my work. As for success, I attribute it to the strong support network of colleagues, mentors, and students who have encouraged and challenged me throughout my career.
What are your thoughts on gender equality and inclusion? Do you think there is a gender bias in your industry?
Gender equality and inclusion have always been a challenge, particularly in entrepreneurship. Anywhere in the world, there are many more male than female entrepreneurs. Research (see below for instance) shows that female-led ventures are penalized relative to male-led ventures because of role incongruity or a perceived “lack of fit” between female stereotypes and the expected personal qualities of business entrepreneurs. Women may even be at a disadvantage when signaling that they are “entrepreneurial” to venture capitalists. They often must work harder to prove themselves and are judged more harshly for their mistakes. Nevertheless, I believe that through awareness, education, and policy changes, we can create more equitable environments. That’s why I am committed to advocating for gender equality and supporting initiatives that empower women.
Is there a particular person you are grateful for who helped get you to where you are?
I am grateful for so many people who have helped me become who I am today. If I must name one person, I would like to name Mr. Than Ha Nhat Thong, the first person who opened my mind to a whole new perspective when I was a poor teenager. I met him when I was 15 years old, and he was 27. At that time, I ran a mobile kiosk selling convenient goodies on the street, and he was my regular customer. He was already an experienced serial entrepreneur who had had great success and many failures. Frequent
conversations with him made me realize that it was possible to get out of poverty, and they gave me lessons to be more entrepreneurial.
The meaning of leadership can change from one era to another, how would you define the meaning of leadership today?
Today, leadership is about more than just guiding a team or organization; it’s about inspiring others, fostering innovation, and driving positive change. In the context of social entrepreneurship, leadership also involves a deep commitment to ethical practices and a vision for creating a better world.
What is your biggest stress reliever?
My biggest stress reliever is spending time with my family members. Their support and love bring me immense joy and a deep sense of purpose, grounding me in what truly matters. Additionally, I find solace in sewing and tricot. These creative activities are meditative for me since they allow me to focus on the intricate work of my hands and clear my mind of any negative thoughts. The process of watching my creations come to life is both soothing and deeply fulfilling.
Where do you see yourself in the next 5 years?
I see myself continuing to innovate in the field of social entrepreneurship education. I aim to expand the reach and impact of the Social Business Creation program, collaborating with global partners to develop new initiatives that support social entrepreneurs worldwide. I also plan to further my research on the intersections of entrepreneurship, culture, and social impact, contributing to both academic knowledge and
practical solutions. On a personal level, I hope to continue growing as a leader and mentor, helping to shape the next generation of socially conscious entrepreneurs.
Do you have any advice for women working in the higher education landscape?
I would encourage them to embrace leadership in every aspect of their lives and careers. They should not allow societal constructs that often place women at a disadvantage to limit
Today, leadership is about more than just guiding a team or organization; it’s about inspiring others, fostering innovation, and driving positive change
their ambitions or potential. They should strive for true freedom in both thoughts and actions, that is, being bold in their decisions, standing firm in their convictions, and not being afraid to challenge the status quo. I find it crucial to build strong networks and work collaboratively with other women. By promoting and supporting each other, we can collectively enhance our social capital, creating a robust network of resources and opportunities that will empower us all to succeed.
ACADEMIC VIEW
Provocation and Education – The Entrepreneurial Mo(ve)ment in Learning
Daniel
Hjorth,
Professor at Lund School of Economics and Management, Lund University, Sweden
Prof. Dr. Daniel Hjorth is Professor at Lund School of Economics and Management, Lund University, Sweden, and Professor at the Department of Business Humanities and Law, Copenhagen Business School, Denmark. He is also affiliated with the Graduate School of Management, Kyoto University, Japan, and the former Editor-in-Chief of the journal Organization Studies. His research is in the multiand inter-disciplinary areas of philosophy and management, aesthetics and business creativity, and entrepreneurship and learning. He is presently setting up a Centre for Aesthetics and Business Creativity (ABC) at Lund University.
Ido this by focusing on affect as central to provocation, on how affect can uproot our thinking and open us to learning, on how imagination is part of this process, and on what the implications are for entrepreneurship education.
I will argue that it is of more general relevance to explore entre-preneurial opportunities in learning processes. The argument is that they
will have an impact on how students approach education given the meta-learning that it involves in becoming moved while learning.
I write entre-preneurial with a hyphen to stress the two central ideas compressed into the concept of entrepreneur: the idea of the inbetween (entre as French preposition) and the possibility of entering that space (entré as French verb), and the idea of grasping (French prendre,
We have to move into the in-between of not-knowing-how-to and knowing-because-I-tried-to in order to create an experience from which we can learn
to take, or prehendre, to grab) as an affirmative mode of action, ‘as if’ there is something to get.
The concept of entrepreneur, or better, entrepreneuring, would then support our thinking of making space for free movement – what we can understand as play – and in such free movement or playing, reach for what could become grasped. To me, this describes not only an entrepreneurial process but also learning. Both would then be framed as creative processes. They would both describe movement – into the in-between – and include a result possible to describe as ‘being moved.’ I do intend for this – ‘being moved’ – to suggest both meanings: having taken action and having become affected.
Let us stay with French. Do I know how to speak French before I have spoken it? Does my understanding of how to use “qu’est-ce que c’est?” change when I have to use it in a sentence, in a context, in a situation? Do I know how to pronounce it and use it before I speak it in order to use it? Learning language often includes ‘acting as if’ I can and not only know. We have to move into the in-between of not-knowing-how-to and knowing-because-Itried-to in order to create an experience from which we can learn. Doing so often includes the approach to such a move that says: you do it ‘as if’ you could make it. Most of us discover that it is the ‘as if’-move that creates the grasped learning experience.
Making the move, however, is not always easy. Learning, especially in contexts of so-called Higher Education, can be quite intimidating. It is a social process and involves identity and roles: relational and collective phenomena. Making the move into the in-between ‘as if’ we think we can succeed in grasping something
there, pulling off the creative move, shaping the muscles for the first time to perform the sound of “qu’est-ce que c’est?,” is an act that takes some courage. If this was not about learning how to pronounce, speak and use French, but about proposing how to create an organization that solves the challenge of creating a valueoffer that potential customers cannot refuse –i.e., an example of entrepreneurship – it would perhaps not be less intimidating.
Learning how to pronounce, speak, and use French changed me to someone that has become a French speaker. That move is inevitably understood retrospectively from the position of the French-speaking I. The French philosopher Henri Bergson pointed out that this tendency to frame and think from the position of the end state prevents us from understanding time, movement, and process. The arrow-to-be-shot is different from the arrow-in-mid-air, and both are different from the arrow-having-reached-itstarget. Even more so, I suggest, is the studentto-learn, the learning-student, and the studenthaving-learnt three very different ways of being in the world. Indeed, one of them is the source of understanding how we are becoming – rather than being – in the world.
Why does this matter? Because entering the in-between, taking the plunge, and experiencing becoming as – metaphorically speaking – an arrow in mid-air, is an intensly rewarding experience. I have met no one that does not enjoy learning, when learning is experienced as moving to a new understanding of myself in the world and how I can engage with that world and my fellow citizens of it. Seeing this as a collective process suggests that learning can become enriched and rewarding when it is accomplished with and by the support of others.
Provocation in an educational context can be achieved by the teacher introducing multiple answers to the same question without giving clues to how to decide, choose, and assess
However, especially in the context of learning entrepreneurship, it also means that entering the in-between can be prevented by my selfunderstanding as someone that is not creative. Sadly, a not too misleading definition of an adult is someone that has un-learnt their capacity to be a child. Sadly, again, school is often part of that un-learning.
Bringing the body into it, and with its affect, is a way to find a means to engage students; a way to lure them into the in-between, to enter into ‘becoming’ without knowing on beforehand that something will have become grasped. Provocation, as a pedagogical tool, is here closely related to education. My point is that affect can uproot people from passivity or selfrelationships that prevent them from becomingengaged, to act ‘as if’ and to thereby create opportunities to learn. Provocation can affect people, and move them, such that uprooting happens and the seemingly fixed become ripe for free movement (what we previously described as play), which in turn calls upon the imagination to make use of such ‘spaces for play.’
Provocation in an educational context can be achieved by the teacher introducing multiple answers to the same question without giving clues to how to decide, choose, and assess. Or, indeed, simply by presenting a problem without a solution, a question without a right answer. These are examples of in-betweens and the provocative stems from the ‘having-becomeadult’ reflex to seek an answer, a solution, a way to order. Wanting to be able to see the problem from the end-state, from the ‘arrow-havingreached-its-target’ takes out the process, the move, the learning. Figuring out whether there is an end-state requires entering into the process, making the move, and taking the plunge, ‘as if’
Being fundamentally relational, a good story is often what increases the listener’s power to be affected and – having become engaged and entered the in-between – their corresponding power to affect: this is the state of passion
there is something to become grasped. It calls upon the potential learner to uproot from the self-identity of the answer-seeking ‘I’ to instead become a ‘problematizing’ ‘free mover’ that can enjoy the mid-air flight. This is learning that does not seek to correctly represent life, but that engages in imaginatively inventing life. New concepts bring our thinking to the fringe of thought, from where we can imaginatively anticipate what a world, in which we used this thinking to act, would look like.
In business school higher education contexts, a particular kind of self-relationship (or subjectivity) is historically dominant – that of the economically rational actor or agent. Affect has not been part of that rationality, nor has the presence of the body in learning been acknowledged. Provocation seeks to uproot that self-relationship, make homo ludens (the playful human) challenge homo oeconomicus to attract students to move freely outside the fringe of the
correct- answer-seeking thinking that prevents imaginative anticipation of how the world could become different. A good story is often the source of a generative provocation. Being fundamentally relational, a good story is often what increases the listener’s power to be affected and – having become engaged and entered the in-between – their corresponding power to affect: this is the state of passion. Passion, where receptivity and spontaneity are joined, is a great in-between time where experimentation and play (free movement) is potentialized, and learning experiences therefore intensified.
I hope my text has provoced you to think about learning somewhat differently. Provocation –Affect – Uprooting – Experimentation/Play – New Experience. This can be a model for learning where the role of the ‘educator’ is to provide the story, support experimentation, and engage in reflective discussion of the newly acuired experience.
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INDUSTRY
PERSPECTIVE
Can Industry Partnerships Hold the Key to Improving Positive Graduate Outcomes?
JonathanBainbridge, Director of the Professional Development Centre at Brunel University London
One-year industrial placements are often regarded as the gold standard for positively impacting graduate outcomes. According to the latest UK Graduate Outcomes data from my institution, graduates who completed a placement are 23% more likely to secure graduate-level employment and earn over £3,000 more annually than those who did not. They are also more likely to achieve a
higher degree classification. This trend is evident across UK institutions.
The 2023 State of the Nation (UK) report from the National Council for Universities and Business indicates that 23.6% of UK undergraduates were enrolled in sandwich courses with placements. The increasing number of universities offering placement options has led to heightened competition among students seeking placements. However,
Building and scaling effective collaborations and partnerships with industry can be a powerful approach to developing high-impact initiatives that benefit both students and employers
Jonathan Bainbridge is currently the Director of the Professional Development Centre at Brunel University London, where he leads a team of approximately 45 colleagues to support and improve the career prospects of current students and recent graduates. Before joining Brunel, Jonathan held several roles at The University of Reading, including Head of Employer Engagement and Acting Director of the Careers and Employment Service. He also worked in a Further Education College for six years. Jonathan is passionate about enabling students from all backgrounds to achieve their career aspirations, with a particular dedication to positively impacting social mobility.
there are ‘good’ reasons why some students opt out of placements, such as limited opportunities in their sector or region and the desire to avoid extending their degree duration.
Universities are continuously developing alternative opportunities for students to enhance their commercial awareness and apply their learning in real-world settings. Building and scaling effective collaborations and partnerships with industry can be a powerful approach to developing highimpact initiatives that benefit both students and employers.
Improved career prospects are a significant consideration for many prospective students when applying to university, as evidenced by numerous articles and sector reports, such as: “7 Compelling Reasons Why You Should Go To College” by Forbes Advisor and “The Value of Going to University” by Universities UK.
Partnership Examples
Careers and employment services, along with the wider university, often offer a range of employability activities that rely heavily on industry collaboration. Some examples include:
While
universities often have transactional relationships with employers, such as advertising vacancies and hosting events, true collaborations offer richer, deeper relationships that are often sustained over time
Professional career mentoring
Employability/panel events, including workshops, presentations, and sector/industry panels
Industry challenges, offered either within the curriculum or as an extra-curricular activity
Internships and work experience
Consultancy projects
Effective partnerships require time investment from both sides, key champions within each organisation, and clear motivations for collaboration. While universities often have transactional relationships with employers, such as advertising vacancies and hosting events, true collaborations offer richer, deeper relationships that are often sustained over time. The Cambridge Dictionary defines collaboration as “the act of working together with other people or organisations to create or achieve something.”
The Case for Collaboration
Why should universities and industry invest time in building collaborations that can enhance students’ employment prospects and benefit employer partners? What successful examples exist across the sector, and what lessons can be learned for institutions looking to develop this area?
Industry Projects
Employers often cite a lack of capacity, time, or budget to take on placements or interns. An alternative is to offer industry challenges set by employer partners, allowing students to work in small teams to develop solutions to real-world problems. Employers benefit from the creative ideas students present, which can be further explored by the
industry partner. This activity can be scaled to benefit a larger proportion of students. For example, the READY Employability Programme partners with UNHCR to offer students a live, 10-week project focused on a settlement in Zambia, attracting over 350 participants annually.
The Power of a Brand
Each year, hundreds of thousands of graduates ‘around the world’ complete University and start their career journey. Their challenge is to provide evidence in their job applications that help them stand out in a competitive recruitment process. Universities who partner with well-known, globally recognised employers can give students an additional advantage. Universities can strategically choose partners based on their connections and unique institutional values. For example, European universities have gained traction by partnering with Premiership football clubs, which have charitable functions. For instance, French Business School AMOS and Brunel University London have partnered with Chelsea FC to offer unique industry challenge experiences for students. These experiences, whether curriculum-based or extracurricular, provide students with valuable learning opportunities and enhance their CVs.
Career Mentoring
Career mentoring programs can build partnerships with employers and offer scope for scalability. Many universities run career mentoring programs, typically managed by the Careers Service and supported by the Alumni Team. These programs can address
Strong alumni connections can facilitate partnerships with globally recognized employers, giving students valuable experiences to add to their CVs
specific employer challenges, such as skills shortages or diversity issues. Strong alumni connections can facilitate partnerships with globally recognized employers, giving students valuable experiences to add to their CVs. The mentee’s professional network is enhanced by completing a mentoring program and can lead to additional experiences within the organisation. Other benefits of mentoring partnerships include employer visits, insight days, and greater visibility of the employers’ potential job opportunities and their recruitment process.
Lessons Learnt
There have been many learnings from the collaborations developed at my current institution. Key success factors include having senior sponsors at both the university and industry partners to overcome initial hurdles. Speed is also crucial; true collaborations take time to develop, and obtaining proof of concept initially helps before scaling projects effectively. The power of a brand is essential; choose partnerships wisely. Once an initial partnership is developed and a project delivered, it is easier to pitch the concept to other potential employers and industry partners. Finding staff with the right skill set and employer insight to lead on these projects, universities often operate at a different speed to commercial organisations. Finally, play to your institution’s strengths. My current institution has a strong focus on social mobility and is one of the most ethnically diverse universities in the UK. Your university will have its own unique selling points and values that align well with specific employer areas of focus.
LEADER IN FOCUS
Empowering Holistic Student Success
Whitney McDowell-Robinson, Vice President for Student Development & Engagement, Brenau University
Dr. Whitney McDowell-Robinson serves as the Vice President for Student Development & Engagement and an adjunct professor in the College of Education at BrenauUniversityinGeorgia.Priortothisappointment, she worked for Tougaloo College in Mississippi; whereby, she held numerous roles including Vice President for Enrollment Management and Student Services. Dr. McDowell-Robinson earned her Bachelor of Arts degree in Psychology from Tougaloo College, a Master of Science degree in Clinical Mental Health Counseling from Jackson State University, and her Doctor of Philosophy degree in Urban Higher Education also from Jackson State University.
Recently, in an exclusive interview with Higher Education Digest, Whitney shared her professional trajectory, the secret mantra behind her success, her biggest stress reliever, favorite non-academic books, future plans, pearls of wisdom, and much more. The following excerpts are taken from the interview.
Aside from the correlation that individuals with degrees attain higher paying positions with greater upward mobility and benefits, post-secondary education affords the freedom of career choice and transformative learning experiences
Hi Whitney. Can you please tell us about your background and areas of expertise?
My background encompasses educational and career experiences in psychology/counseling and education; therefore, my areas of expertise are heavily focused in helping professions with youth and young adults.
What is your personal philosophy when it comes to student success?
What do you love the most about your current role?
I believe that the cornerstone of student success is relationships – the work we do cannot be transactional. My philosophy is similar to being a football coach. I am here to help my team and students think through the plays and what the outcome may be as we strategically move from A to Z. But, at the same time, I am here to support and motivate from the sideline and let
the team run their play; implement their ideas and programs; and then we debrief at the end. I love my role because we are able to work with a variety of diverse students to retain and matriculate them but most importantly aid in their discovery of themselves. My team and I meet weekly to discover new and engaging ways to ensure our students are successful academically, socially, and emotionally.
What are some of the things you’re most excited about right now in higher education?
What I am most excited about right now in higher education is the priority placed on mental health – not only for students but for faculty and staff. I believe that higher education leaders and administrators who are prioritizing wellness on their campuses increase possibilities for retention and graduation rates among their students and decrease turnover in employees.
What, in your opinion, is the value and impact of post-secondary education?
Aside from the correlation that individuals with degrees attain higher paying positions with greater upward mobility and benefits, post-secondary education affords the freedom of career choice and transformative learning experiences.
You were recently recognized as one of The Top 50 Women Leaders of Atlanta for 2024. Our readers would love to know the secret mantra behind your success.
The secrets to my success are: 1) always learning and being open to learning – no one knows everything regardless of degrees or titles, 2) surrounding myself with professionals who are able to push me and mentor me to be the best version of myself, and 3) always making time to enjoy family and friends. I cannot be successful in my career if I do not intentionally identify ways to remain up to date with best practices in our field and recognize ways to decrease burnout.
Who is the one person you look up to and why?
Professionally, I look up to Dr. Beverly Wade Hogan – the first woman president of Tougaloo College. As I was navigating higher education, I could depend on her sound judgment around challenges I was facing, ways to traverse the politics of education, and how to not lose your voice – which are all vital as women of color.
It is important to have women who have faced similar trajectories as sounding boards as we are often the first or only in places and spaces.
Resonance is a communication skill, a relational skill, a process that helps to build relationships; shifts culture towards connection, engagement, inclusion, and a sense of belonging; and helps people know that they matter
The meaning of leadership can change from one era to another. How would you define the meaning of leadership today?
I define leadership as servant leadership; all that we do as “leaders” should be for the good of the whole – not just ourselves. I continually look for ways to grow my team – not necessarily in quantity but quality by pushing them to engage in professional development monthly. True leaders equip their team to eventually move into their role one day. Through servant leadership, there is no “I” only “We” –utilizing each person’s strengths to enhance the team. Through my experiences with the Aspen Institute, I learned about an essential component of servant leadership – resonance. Resonance is a communication skill, a relational skill, a process that helps to build relationships; shifts culture towards connection, engagement, inclusion, and a sense of belonging; and helps people know that they matter. I use this as a method to measure that effective and efficient leadership is occurring.
What is your favorite non-academic book and why?
Tribe of Mentors: Short Life Advice from the Best in the World by Tim Ferriss and Affirmed:
365 Positive Thoughts and Actions to Start Your Day by Cheryl Polote-Williamson. Both books are introspective and give me an opportunity to critically think through my day-to-day interactions but most importantly increase my awareness around intentional resonance.
What is your biggest stress reliever?
I love to travel! Whether domestically or internationally, having the opportunity to see new ways of life, experience different cultures, and gain an even greater appreciation for the world in which I live is phenomenal.
Where do you see yourself in the next 5 years?
I prefer to look beyond five years at this stage in my career. I would like to see myself serving as a president of a college/university in the next ten years.
Do you have any advice for women working in the higher education landscape?
Find a mentor! ... and when the time comes, serve as a mentor for those who are coming up behind you. There is enough room for us all to succeed.
INDUSTRY
PERSPECTIVE
Using Frameworks to Unlock Potential Through Higher Education
Stuart Norton, Senior Consultant, Education at Advance HE
For the last five years, I have been working on a project to enhance student success in Higher Education (HE). This project has been to update and enhance the student success framework series that provides frameworks in several thematic areas designed to enhance success. The work has created numerous networks, opportunities, friends, and, being honest, some sleepless nights! When the last iterations of the frameworks was launched
in 2015/16 they were very much focussed on transformative practices. For several years these had underpinned a range of activity across the HE sector, and while still relevant, the sector had evolved significantly in this time. The proposal therefore was to strengthen the evidence base that supports all the thematic areas, with a particular focus on ensuring its global relevance for the HE sector. It was also to include three new frameworks in:
While good grades are important, student success is about much more. It’s about gaining knowledge, developing skills, and growing as a person
Stuart has over 20 years’ experience within higher education with extensive experience in designing and developing strategic, institutional-wide change. In his role as Senior Consultant, Education at Advance HE, he focuses on both thought leadership and providing evidence-based solutions to support institutions, educators, and students. Stuart has a proven record of delivering transformative initiatives to enhance the overall student experience in academia. He is driven to empower students to reach their maximum academic potential, achieving this by prioritising their well-being, ensuring an inclusive approach, and fostering and maintaining collaborative efforts. Stuart’s experience includes over 15 years in management and leadership, heisaPrincipalFellow(PFHEA),afully certified advanced LEGO® Serious Play® facilitator, and holds an MA in Learning and Teaching and an M.St in Applied Criminology and Police Management (Cantab).
By working together institutions, educators, and related staff, alongside students can create an environment where everyone thrives
Education for sustainable development
Inclusive learning and teaching
Enterprise and entrepreneurship
To supplement the updated areas of:
Transforming Assessment in Higher Education
Embedding Employability in Higher Education
Student Access, Retention, Attainment and Progression
Student Engagement through Partnership
Internationalising Higher Education
Flexible Learning in Higher Education
The update and enhancement to the series began with the first literature review published in September 2021. Across the frameworks, the reviews have been utilised alongside the integration of grey literature, policy papers, case studies, and sector feedback. The whole process has been undertaken considerately to ensure that the series remains ‘of the sector and for the sector’.
The frameworks are not prescriptive – this is an important point – while they frame the issue based on the evidence and
literature, there is no desire to insist each area is adopted or that other models or frameworks are wrong. What they provide are the key elements that have been triangulated across the approach and shown to be important in enhancing each thematic area. They leverage research, literature, and sector feedback to highlight key elements for enhancing student success. Further, the frameworks are designed to cater to both those new to a specific theme and those deeply involved in research or practice. To achieve this, it is not an easy task. Throughout the project we have adopted the aphorism that ‘perfect is the enemy of good’ – indeed it is arguable that perfection cannot be achieved in each area. However, this should not dissuade us from improving practice and offering these considered dials to the sector. To highlight this point, it is worth sharing the major challenge we faced - distilling 50,000+ word reviews, hours of sector engagement, and hundreds of additional resources into approximately 1,200 words. There are many things to consider, but primarily, nuance and context can become inadvertently obscured, and language can become unclear with meanings lost. We have listened to feedback as these have been launched and edits have and will be made to simplify language and to create clearer definitions of terms. For example, we started with the term ‘educators’, which was always intended to encompass wider roles than academics, but has since become ‘educators +’ within the dials of the frameworks and the description within the text has become ‘educators and related staff’. This introduction is necessary for those perhaps unfamiliar with the work of Advance HE, a member-led charity that works with partners across the globe to improve HE for
staff, students, and society. But now to the question of what does it means to be successful in HE? The simple answer is – it’s different for everyone. Here I hope to unpack just a little of what student success can look like – none of the points are exhaustive or designed in any particular way – more of a springboard to start thinking and engaging with the range of thematic areas that enhance student successand how universities around the world can help their students achieve it.
Success is More Than Just Grades. While
good grades are important, student success is about much more. It’s about gaining knowledge, developing skills, and growing as a person. Success can involve:
Academic/Discipline Achievement: Excelling in their chosen field of study.
Careers, entrepreneurship, and further qualifications: Moving smoothly into a job, starting a business, or pursuing further studies.
Engagement: Deepening understanding of the programme and actively allowing students to participate in their learning journey.
Transferrable skills acquisition: Building valuable transferrable ‘skills’ including critical thinking, communication, and problem-solving.
Co-Curricular Activities: Enabling participation in campus life, including clubs, sports, and volunteer work.
The Right Support Makes All the Difference.
HE Providers play a pivotal role in supporting success. The complete series is designed to help both institutions and educators and related staff to do just that - It encourages institutions to consider a raft of aspects that influence success, including:
The student lifecycle: From accessing HE to providing clear learning goals and effective assessments.
Skills mastery: Equipping students with the skills employers are looking for, what can support business ventures and/or further study, so they’re ready for your next step.
Mattering and belonging: Enabling students and staff to feel connected to their campus community.
Global outlook: Preparing students to be responsible citizens in an increasingly interconnected world.
Learning options: Providing students with increased choices about how, what, when, and where they learn, so they can fit studies around life.
When HE providers focus on student success, everyone wins; Students graduate with the knowledge, skills, and confidence to achieve their goals.
Educators and related staff have the satisfaction of knowing they’re helping students reach their full potential.
Institutions attract and retain students, building a strong reputation, and contributing positively to society.
HE is a transformative experience. By working together institutions, educators, and related staff, alongside students can create an environment where everyone thrives. The framework series helps across the three levels to do this by remaining flexible whilst providing structure for a systematic approach that offers consistency, enabling students to maximise success
across their learning journey, embracing the opportunities offered, and unlocking their full potential.
While the framework series is now updated, the work is not finished! We will continue to support you, our members, across the sector.
Two fabulous resources ChangeBusters and Assessment and Feedback Superchargers have already been developed from the series. These real, practical resources are developed from the literature to enable colleagues to engage with current practice without the need to distil the reviews in their entirety.
Coming soon, we have a resource in Education for Sustainable Development and one in the 3Es of employability, enterprise, and entrepreneurship that will be published by the end of 2024.
All the frameworks make direct reference to the Professional Standards Framework 2023 supporting colleagues’ continued professional development (CPD). Our programmes and events, (where appropriate) also align with the series.
Ultimately, student success is the responsibility of all who work in HE. The research certainly points to a critical need in developing a more integrated and collaborative approach to the core areas in order to enhance success. The student success framework series provides a rationale and framing of the challenges that are often positioned within and across learning and teaching strategies. Now, I urge colleagues to think of the synergies and to maximise efficiencies, as we move beyond considering these in isolation.
