Higher Education Digest – May 2024 – Prominent Business Schools in the Middle East to Watch in 2024

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Ph.D, Director of the MBA Program, Heriot-Watt University, Dubai

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Exploring Higher Education in the Middle East and Beyond

The landscape of higher education in the Middle East has seen an incredible transformation.

Universities in countries like the United Arab Emirates, Qatar, Saudi Arabia, and Lebanon have made significant strides in academic excellence and future vision. They’ve invested heavily in infrastructure, research, and faculty development, propelling them onto the world stage.

A notable trend is the growing number of international students flocking to Middle Eastern universities. These institutions have become magnets for those seeking quality education in a dynamic, multicultural setting. But what’s the draw?

Firstly, Middle Eastern universities boast a diverse range of academic programs, covering everything from engineering and medicine to business and the humanities. They’ve also partnered with renowned international universities, offering exchange programs and joint research initiatives that enrich the educational experience.

In this special issue, we’re spotlighting a standout university from Lebanon. The

Lebanese American University (LAU), founded in 1924 as Beirut University College (BUC), has evolved into a beacon of academic excellence. Its Adnan Kassar School of Business (AKSOB), established in 1992, stands as one of the oldest autonomous American business schools in the region. With campuses in Beirut and Byblos, AKSOB is committed to exceptional teaching, scholarly pursuits, and professional service.

We’re also highlighting the USC Leonard Davis School of Gerontology as one of the Most Prestigious Colleges & Universities to Watch in 2024. Situated in Los Angeles and affiliated with a leading research university, USC Leonard Davis is a hub for innovation in aging studies since its founding in 1975.

And don’t miss our op-ed articles, where we delve into the latest trends in higher education. From digital transformation to sustainability and diversity, these pieces will spark your thoughts and inspire you to advocate for positive change.

Enjoy Reading!

Sarath Shyam

BUSINESS SCHOOL IN THE MIDDLE EAST TO WATCH IN 2024 PROMINENT

10 COVER STORY

ADNAN KASSAR

SCHOOL OF BUSINESS (AKSOB)

NURTURING LEADERS, DRIVING INNOVATION AND TRANSFORMING BUSINESS EDUCATION

MOST

PRESTIGIOUS COLLEGE

TO WATCH IN 2024

USC LEONARD DAVIS SCHOOL OF GERONTOLOGY

Transforming Aging Through Pioneering Research, Education, and Community Engagement

MENTOR’S MANTRA

WHAT IS IT REALLY WORTH? MEASURING THE VALUE OF POSTSECONDARY EDUCATION IN THE 21ST CENTURY

Rebecca Watts, Regional Vice President at Western Governors University

CONTENTS

CRAFTING TRANSMEDIA & EDUTAINMENT APPROACHES TO REACH TODAY’S STUDENTS WHO LEARN DIFFERENTLY

Stavroula Kalogeras, Ph.D, Director of the MBA Program, Heriot-Watt University, Dubai

LEADER IN FOCUS

ARTIFICIAL INTELLIGENCE AND INTERNATIONAL DEVELOPMENT: TRANSFORMING ACADEMIA IN THE DIGITAL ERA

Dr. Souvik Lal Chakraborty, A Committee Member of the Development Studies Association of Australia and an Affiliate of Monash University

ACADEMIC VIEW

Dr. Margie Vela, Senior Program Manager at Amazon Web Services 58

DEMYSTIFYING PUBLIC-PRIVATE PARTNERSHIPS

COMBATING AGEISM IN THE WORKFORCE AND HIGHER EDUCATION

Eliot Feldman, President of Higher Education Consulting Services, LLC

ADNAN KASSAR

SCHOOL OF BUSINESS (AKSOB)

NURTURING LEADERS, DRIVING INNOVATION AND TRANSFORMING

BUSINESS

EDUCATION

Established in 1924 by the Presbyterian Church as Beirut University College (BUC), The Lebanese American University (LAU) has grown into a shining example of academic brilliance in the heart of the Middle East. Over its illustrious journey, LAU has undergone transformative changes, evolving from a college to a fully-fledged

university in October 1992. This evolution was underscored by the approval from the Board of Regents in New York in 1994, officially renaming the institution as the Lebanese American University (LAU).

Dr. Wassim Shahin, Professor and Dean of AKSOB

Accredited by the prestigious New England Commission of Higher Education, Inc. (NECHE), formerly known as the Commission on Institutions of Higher Education of the New England Association of Schools and Colleges, Inc., LAU stands as a testament to academic rigor and quality. Its accreditation serves as a testament to its commitment to maintaining the highest standards of education and academic integrity.

At the heart of LAU’s academic landscape lies the Adnan Kassar School of Business (AKSOB), an esteemed institution

In the Spring 2024 semester alone,

AKSOB boasts an enrollment of approximately 2,500 students, spanning across its campuses and online platforms

that has stood the test of time as one of the oldest autonomous American business schools in the region. Spanning two campuses situated in Beirut and Byblos, AKSOB embodies a dedication to exemplary teaching, scholarly pursuits, and professional service. Dr. Wassim Shahin, Professor and Dean of AKSOB, encapsulates this commitment, stating, “We are dedicated to fostering a student-centered environment that celebrates diversity and fosters academic excellence.”

As LAU gears up to celebrate its centennial in 2024, the university remains steadfast in its mission to empower students and shape the future leaders of tomorrow. With a legacy rooted in academic excellence and a vision aimed at innovation and progress, LAU continues to shine brightly on the global higher education stage.

Nurturing Excellence

In a landmark moment in 2015, the School of Business, a stalwart in the educational landscape since 1979, underwent a transformational renaming. Honoring the invaluable contributions of the esteemed businessman, Adnan Kassar, the institution was christened the Adnan Kassar School of Business (AKSOB). This renaming not only symbolized a tribute to Kassar’s unwavering commitment to educational excellence but also marked a pivotal juncture in the school’s journey towards greater heights of distinction. With campuses strategically nestled in Beirut and Byblos, the AKSOB prides itself on cultivating an environment of academic excellence and support. Dr. Wassim Shahin,

Dean of AKSOB, emphasizes, “Our primary objective is to empower our students with a competitive edge upon graduation, ensuring they are well-equipped to navigate the complexities of their chosen fields.”

Central to AKSOB’s ethos is its dynamic leadership and faculty, comprising a blend of industry veterans, seasoned academics, and pioneering researchers. This fusion of expertise ensures a holistic learning experience, infused with real-world insights and scholarly rigor. Dr. Shahin affirms, “Our faculty members are not only dedicated educators but also industry practitioners, bringing a wealth of practical knowledge to the classroom.”

A defining moment in AKSOB’s trajectory came in 2016 with the prestigious accreditation

bestowed upon its programs by the Association to Advance Collegiate Schools of Business (AACSB), International. Widely regarded as the gold standard in business education accreditation, AACSB accreditation reaffirmed AKSOB’s unwavering commitment to academic excellence and innovation. Dr. Shahin underscores the significance of this accreditation, stating, “AACSB accreditation serves as a testament to our relentless pursuit of educational quality and our dedication to preparing future business leaders.”

Furthermore, AKSOB’s commitment to excellence is exemplified by its accreditation from the Accreditation Commission for Programs in Hospitality Administration (ACPHA). This accreditation, received in 2021 for a full sevenyear period, underscores AKSOB’s dedication to upholding the highest standards of hospitality education. Dr. Shahin emphasizes, “ACPHA accreditation underscores our commitment to

As a student-centered institution, AKSOB is dedicated to providing comprehensive support services to its students, ranging from academic advising to career guidance and alumni relations

In line with its commitment to innovation, AKSOB faculty are at the forefront of adopting cuttingedge teaching practices to engage and inspire students

excellence in hospitality management education, providing our students with a competitive advantage in the global marketplace.”

The Diverse Offerings

At the heart of the AKSOB lies a steadfast commitment to nurturing academic excellence and fostering a dynamic learning environment. Dr. Wassim Shahin affirms, “Our overarching goal is to equip students with a comprehensive skill set, blending theoretical knowledge with practical acumen, to thrive in the everevolving landscape of business.”

With a robust portfolio of undergraduate and graduate programs, AKSOB stands as a beacon of educational diversity and innovation. In the Spring 2024 semester alone, AKSOB boasts an enrollment

of approximately 2,500 students, spanning across its campuses and online platforms. These students are enrolled in a myriad of programs, each meticulously designed to cater to the diverse interests and career aspirations of its student body.

At the undergraduate level, AKSOB offers three distinct degree programs: the Bachelor of Science in Business Studies, the Bachelor of Science in Economics, and the Bachelor of Science in Hospitality and Tourism Management (HTM). Within the BS in Business Studies, students have the opportunity to specialize in seven emphasis areas, ranging from Accounting to Marketing, ensuring a tailored educational experience that aligns with their passions and career goals.

Furthermore, AKSOB prides itself on its array of graduate degree offerings, catering to

the needs of seasoned professionals and aspiring leaders alike. From the prestigious Master in Business Administration (MBA) to specialized programs as the Master of Art in Applied Economics, Master of Laws (LLM) and the Master of Science in Human Resources Management (MS HRM), AKSOB provides a pathway for individuals to elevate their expertise and advance their careers in a rapidly evolving global marketplace.

Central to AKSOB’s commitment to academic excellence is its dedication to cutting-edge disciplines such as Data Analytics. Through innovative courses and experiential learning opportunities, students enrolled in the Data Analytics minor are empowered to harness the power of data to drive informed decisionmaking and solve real-world business challenges. Dr. Shahin emphasizes, “Our Data Analytics program not only equips students with technical

skills but also cultivates critical thinking and problem-solving abilities essential for success in today’s data-driven world.”

Moreover, AKSOB’s emphasis on experiential learning extends beyond the classroom, with initiatives such as class competitions providing students with hands-on experience working with real-world data sets from esteemed companies like Areeba, Murex, and Unilever. Dr. Shahin underscores the significance of these competitions, stating, “Our partnerships with industry leaders not only enrich the educational experience but also provide students with invaluable networking opportunities and potential career pathways.”

As a student-centered institution, AKSOB is dedicated to providing comprehensive support services to its students, ranging from academic advising to career guidance and alumni relations. Dr. Shahin reiterates, “Our commitment to student success extends beyond graduation, ensuring that our students are well-equipped to thrive in their professional endeavors.”

Committed to Foster Academic Innovation and Scholarly Engagements

Excellence is not just a goal at AKSOB; it’s a guiding principle that permeates every aspect of its academic endeavors. Dr. Wassim Shahin emphasizes, “Our commitment to academic innovation and scholarly engagement is paramount in fulfilling our mission to empower students and advance knowledge in the field of business.”

Central to AKSOB’s mission is its dedicated faculty, whose expertise and passion drive the school’s academic pursuits forward. Chaired and staffed by faculty members, all standing councils and committees at AKSOB are committed to curriculum development, course delivery, and the assessment of learning outcomes. Dr.

Central to AKSOB’s global impact is its extensive network of collaborative partnerships with leading businesses and academic institutions around the world

Shahin underscores the importance of these efforts, stating, “Our faculty-led approach ensures that our programs remain at the forefront of academic excellence, continually evolving to meet the dynamic needs of the business landscape.”

In line with its commitment to innovation, AKSOB faculty are at the forefront of adopting cutting-edge teaching practices to engage and inspire students. Through the Center of Innovative Learning (CIL), faculty members are provided with the necessary support and resources to leverage state-of-the-art technology and pedagogy. From online course content development to immersive learning experiences such as augmented reality and virtual exchange, CIL empowers faculty to create dynamic and interactive learning environments that foster critical thinking and creativity among students. Beyond the classroom, AKSOB faculty members are active contributors to the

development and growth of local and regional industries. Through consultancy services and assignments, faculty members leverage their expertise to address real-world challenges and drive innovation in the business community. Dr. Shahin highlights the collective impact of faculty contributions, stating, “Our faculty’s intellectual prowess extends beyond academia, shaping the economic and business culture of Lebanon and the region.”

The scholarly achievements of AKSOB faculty are testament to their dedication to knowledge production and dissemination. From publications in top-tier international journals to participation in prestigious conferences and forums, AKSOB faculty members are at the forefront of driving forward the frontiers of business research. Dr. Shahin proudly acknowledges the international recognition received by some faculty members, stating, “Our faculty’s accolades underscore their

commitment to excellence and their contributions to advancing knowledge in the field.”

Moreover, AKSOB faculty actively engage students in research endeavors, fostering a culture of collaboration and mentorship. Through joint publications and participation in research projects, students are provided with invaluable opportunities to apply theoretical knowledge to real-world problems, preparing them for success in their future endeavors.

Creating Global Impact and Industry Engagements

The superiority of AKSOB transcends borders, as evidenced by its stellar performance in the 2024 Times Higher Education (THE) Subject Rankings. Dr. Wassim Shahin proudly asserts, “Our consistent recognition as a national leader in Business and Economics underscores AKSOB’s unwavering commitment to academic excellence and global impact.”

For the past three years, AKSOB has maintained its position as a national leader, ranking number 1 in Lebanon, while also securing a spot in the top 251-300 globally and achieving the impressive rank of number 7 in the Arab World. These remarkable accolades affirm AKSOB’s distinction across its diverse array of programs, showcasing its commitment to delivering world-class education that prepares students for success on a global scale.

Central to AKSOB’s global impact is its extensive network of collaborative partnerships with leading businesses and academic institutions around the world. From iconic hotel chains such as Intercontinental Phoenicia and Marriott to esteemed academic institutions like Cornell and the University of California Berkeley, AKSOB’s partnerships facilitate invaluable opportunities for student placement, faculty exchange, and

collaborative research initiatives. Dr. Shahin highlights the significance of these partnerships, stating, “Our collaborations with global and regional entities not only enrich the educational experience but also provide students with real-world insights and opportunities for professional growth.”

Moreover, AKSOB’s active institutes serve as vital conduits for connecting with the business community and fostering meaningful dialogue between academia and industry. The Institute for Family and Entrepreneurial Business (IFEB) and the Institute of Hospitality and Tourism Management host an array of workshops, conferences, and professional seminars featuring prominent figures in business and academia. These events not only provide platforms for knowledge exchange but also facilitate networking opportunities for students and industry professionals alike.

Furthermore, AKSOB’s Career and Guidance Office plays a pivotal role in preparing students for the transition from academia to the professional world. Through annual career fairs and internship fairs, students and alumni have the opportunity to interact with representatives from a wide range of industries, spanning from finance and hospitality to technology and engineering. Dr. Shahin emphasizes the significance of these events, stating, “Our career and internship fairs serve as gateways to employment opportunities, providing students with the chance to connect with potential employers and secure internships and job offers.”

As AKSOB continues to lead the way in global education and industry engagement, it remains steadfast in its mission to empower students, foster innovation, and make a meaningful impact on the business landscape, both locally and internationally.

MENTOR’S MANTRA

What is it Really Worth? Measuring the Value of Postsecondary Education in the 21st Century

Rebecca Watts, Regional Vice President at Western Governors University

Rebecca Watts, Ph.D., a higher education leader and policy expert, has held leadership positions at Western Governors University, the University of Wyoming, the Ohio Department of Higher Education, Ohio University, Murray State University, the Illinois State Board of Education, Lincoln Land Community College (Illinois). She holds a doctorate in higher education leadership from Ohio University, and degrees in communication, including a master’s degree from the University of Illinois at Springfield, a bachelor’s degree from Sangamon State University, Ill., and an associate degree from Lincoln Land Community College, Ill.

While cost is top of mind for all stakeholders, discussion of the nuances of the root causes of cost variabilities across institution types has not emerged in a significant way

Now more than ever, stakeholders seek clear, transparent evaluation of the value of postsecondary learning. Students and families question the short-term and long-term return on investment. Policymakers ask if publicly supported colleges and universities are adequately advancing the public’s economic and holistic health. Employers seek assurance that graduates will be well prepared for employment on day one. Grantors and donors require evidence that the outcomes delivered align with their goals for investing and philanthropy.

Can higher education providers and regulators validly and reliably answer all these questions in a systematic way? It’s complicated. Because talent is both ubiquitous and unique, no single model of learning is right for everyone and for every purpose. With

myriad institutional types and learner goals, defining consistent, meaningful measures is complex. Is the value of a community college less than or greater than that of a research university? It depends on whom you ask and what you’re measuring.

A longstanding value equation for postsecondary education calculates a) total cost against b) the learner experience and c) outcomes. Yet, underneath each element of this extremely simple equation lie immense variabilities. These differences significantly impact the deeply intertwined measures of cost, learner experience, and outcomes.

Measure: Cost

While cost is top of mind for all stakeholders, discussion of the nuances of the root causes of cost variabilities across institution types has not emerged in a significant way. Further,

An important, but seldom discussed cost driver for residential universities is tied to changing consumer demands since the early 2000s and a decreasing number of high school graduates in the U.S

which payor(s) is incurring the cost is an important question to include when evaluating value.

According to the U.S. National Center for Education Statistics, in 2021-2022, mean undergraduate tuition, fees, room, and board rates across American institutions varied by $40,000 a year. At two-year public, nonprofit institutions—largely community colleges— tuition and fees were just over $11,600 per year. At four-year private, nonprofit universities, that figure was slightly more than $51,000 per year. While there is an argument that the cost difference can be attributed to greater academic prestige and opportunity, a key driver of the cost difference is tied to the sector and type of institution and the array of revenue sources supporting the institution’s operations.

At all accredited U.S. institutions, public and private alike, tuition support comes from a variety of sources—students/families, state and federal grants and loans, and private grantor and donor support. Additionally, for research institutions federal, state, and private research grants support research activity.

While it seems obvious, it’s important to note that support for public institution operating and capital costs includes state taxpayer dollars and local taxes for some community colleges. This funding explains a portion of the variance in tuition and fees between public and private institutions.

Measure: The Learner’s Experience

The learner experience encompasses learning resources, safe and secure learning facilities, technology, food service, co-curricular opportunities including athletics, and at residential schools modern housing facilities to meet the demands of the 21st-century learner.

Students also expect health and wellness services, learning centers—writing and math, accommodations to meet student needs, and diversity, equity, and inclusion resources for veterans, women, LGBTQIA, and other communities.

An important, but seldom discussed cost driver for residential universities is tied to changing consumer demands since the early 2000s and a decreasing number of high school graduates in the U.S. In short, competition has escalated for enrollments, driving universities to respond to market pressures to expand residence hall configurations to include suites with private bathrooms, and/ or apartments. Consumer demand also has prompted the design and construction of upscale recreational facilities including rock climbing walls, and, yes, lazy rivers.

Expenses at commuter colleges— largely community colleges and regional university campuses—are lower than residential universities as key cost drivers do not include housing and require lesser investments in dining, recreation, and cocurricular activities, including intramural and intercollegiate athletics.

While fully online universities have lower facility costs, they often have higher capital expenditures in technology than residential universities. Further, the wide variance in online learning models—synchronous versus competency-based, traditional academic calendar versus rolling start dates, and the model and cadence for one-on-one student advisement and coaching all have implications on cost, learner experience, and outcomes.

Measure: Outcomes

A postsecondary provider’s outcomes should be measured against the mission—what the institution has promised to deliver.

While mission statements include learning for individual students, even that central purpose varies by provider. Community colleges, career and technical centers, and some universities focus exclusively on equipping learners with career-relevant skills and critical thinking skills. Liberal arts colleges and universities are committed to providing broad-based learning experiences to prepare undergraduates to effectively navigate complex, diverse, dynamic contexts in society. The missions of research universities include a firm resolve to foster scholarship and research to benefit society at large.

In defining a core set of outcome measures, schools and regulators historically have focused on admission rates, learner diversity, student persistence, and graduation rates. Yet, this small set of performance indicators falls short of documenting optimal outcomes tied to the mission.

In the current transformational, scrutinized era for higher education, performance measures must move beyond the basics to provide transparent, relevant, understandable accountability that informs stakeholders. These measures might include employer satisfaction with graduate skills and knowledge; alumni lifetime earnings; graduates filling essential roles like nursing, medicine, teaching, technology, and infrastructure development; institutional research leading to medical and technological advances; the next wave of creative artists that shape, influence, and reflect

In the current transformational, scrutinized era for higher education, performance measures must move beyond the basics to provide transparent, relevant, understandable accountability that informs stakeholders

society; and the impact of graduates who become influential societal leaders.

Not every institution will deliver outcomes across all these areas, nor should they. Just as no two learners are the same or have identical goals, we need a full array of higher education models and opportunities. While cost, learner experience, and outcomes vary, no single model is more noble or important than the others. And, all should be held accountable for delivering on their promises.

Answering Stakeholder Questions

This takes us back to the concept that talent is both ubiquitous and unique.

With valid and meaningful accountability measures in place, the rich diversity of meaningful learning opportunities will become clearer. Students will be able to discern what institution best supports their aspirations. Grantors and donors will be able to discern which institutional missions align best with their goals. Policymakers will be able to evaluate outcomes and focus on

directing taxpayer investments to outcomes that align best with policy priorities.

There has been some progress in recent years. The Education Commission of the States (2021) reports that 40 states in the U.S. have a Statewide Longitudinal Data System—a detailed accounting of long-term educational outcomes. Yet, the ease of access, clarity for all stakeholders, and array of measures among these systems varies widely across states.

While the question of discerning the value of postsecondary learning remains unanswered, higher education institutions must proactively participate and highlight the importance of differences between institutions. Importantly, this must be done without asserting that any one model or institution is superior. We must be clear in communicating the details of costs to all parties, learner experiences, and outcomes so stakeholders can know, understand, and embrace the diversity of opportunities to provide optimal outcomes for all.

LEADER IN FOCUS

Crafting Transmedia & Edutainment Approaches to Reach Today’s Students Who Learn Differently

StavroulaKalogeras, Ph.D, Director of the MBA Program, Heriot-Watt University, Dubai

As a practitioner, scholar, and researcher, Dr. Stavroula Kalogeras, Senior Fellow of Higher Education Academy, has over 20 years of work experience in higher education and is the newly appointed MBA Program Director at HeriotWatt University, Dubai. Before this, Dr. Kalogeras was Chair of Marketing for Higher Colleges of Technology, where she successfullyledtheprogram,curriculum,andonlinetransition across 16 campuses during Covid-19. She is the author of two books and several peer-reviewed research publications and holds various teaching and research grant awards.

In an exclusive nterview with Higher Education Digest, Dr. Kalogeras discussed her experience as an international educator in higher education, with teaching experience in North America, Europe, and the Middle East. She shared insights into how students connect to her pedagogical approach called entertainment education – or edutainment. The following excerpts from this enlightening dialogue encapsulate the essence of student engagement in practice.

Since transmedia storytelling is already engrained into people’s daily lives, it can be considered a holistic teaching method that is student-centered rather than technologically oriented

You innovated a new way of educating and discuss this in your book:

Transmedia Storytelling and the New area of Media Convergence in Higher Education. Can you explain your transmedia edutainment teaching approach?

Transmedia storytelling edutainment involves the use of stories to create learning content around a discipline. These may or may not be popular stories; however, the more popular stories may provide a better hook to capture the attention of learners. For example, a feature film moves across media platforms today and can consist of several parts, such as a book, game, online, TV, and film component. I contend that these self-contained narrative extensions, combined with traditional learning content, can be utilized as teaching aids when the context of the material supports the subject

matter. Faculty can curate or create their own learning content, but the key to this learning experience is the series of impactful content and the messages conveyed. The well-known saying is “content is king” but so is the execution and the connectivity with learners.

Since transmedia storytelling is already engrained into people’s daily lives, it can be considered a holistic teaching method that is student-centered rather than technologically oriented. Within the story domain, there are already professionally produced stories and student-produced narratives that take the form of web-based stories and ‘mashups’ (videos that combine and modify existing digital media works to create a derivative work). In any event, the transmedia approach can be used as a standalone method to keep the content moving without the storied component.

How can the transmedia storytelling approach be implemented? It sounds like you need to have a media production company.

Today, everyone is their own media company with desktop publishing capabilities at their fingertips, but this is not necessary for transmedia approaches. Instead, it’s about curating and sequencing the best content to engage the learner.

One way to implement the approach is by using a pre-produced video at the beginning of a lecture to hook the learners into the lesson and create a desire for more information. Hollywood uses movie trailers to hook their audiences and to get them to visit the movie theater. Next, you could look for learning content in different formats and design a lesson plan that moves from one platform to the next. Industry-related and current event stories work

The main challenge is having the time to develop a lesson and then to think of the story and the learning extensions

great as well. Advancing forward you would take the lesson and write up a story to present the learning.

Harvard Business School has a long tradition of teaching complicated topics using stories, in the form of case studies and several higher education institutions have followed in their footsteps. Professor Oliver Knill, who teaches mathematics at Harvard University, describes this storytelling practice on his website. He

has used such films as The Hangover, ‘simple arithmetic to Fourier theory;’ A Serious Man, ‘the Uncertainty Principle in Quantum Mechanics;’ and The Double, ‘a statistics lesson on hypothesis and p-value.’ Moreover, ChatGPT is an example of generative AI in action with more opportunities to assist with the production of learning content.

What is required to implement such an approach and what are the challenges?

The main challenge is having the time to develop a lesson and then to think of the story and the learning extensions. Additionally, understanding what makes a great narrative is important. It’s a time-consuming endeavor, which is hard to execute under the current work models; however, in simplicity, start with a video on the topic to begin the lesson and then sequence the learning content, using various content from a variety of platforms, and connect information to practice by highlighting a current event, example, or experience. To begin, follow the steps of a literature review but now consider a content review instead: (1) identify the topic, (2) conduct a review of the learning content, (3) read through the content and take notes, saving important information, (4) organize thoughts; create an outline/lesson plan and try to include a story as one of the learning modes (5) iterate as needed. On top of that, I weave into the lesson a motivational component that inspires the learners. For example, I may show Apple’s Think Different image spot (to discuss differentiation strategies) and, at the beginning of the next lesson, show a sports figure in action

and reinforce upon completion of the video that not only should we ‘think differently,’ but we must ‘do’ because it is the doers that make things happen! It’s important to note that not every lesson or course that I teach follows a transmedia approach, but engagement levels significantly increase when incorporated.

Can you explain how media and education impact the new generation of learners?

The popular term mass media was originally in reference to one media for all the masses, but now the landscape has changed, as there are many different sources of media for

Both media and education are influenced by technology, and now they are integrated, for the first time in history, on the internet

different consumers, so the term may be more appropriately stated as media for the masses. Mass media and mass education appear to be running on parallel lines, and as media for the masses arrived, so too did education for the masses. Mass media delivered one message to the masses, while mass education provided standardization to ensure all the children in a society had basic skills and knowledge. The mass education period in higher education is giving way to a new order. Both media and education are influenced by technology, and now they are integrated, for the first time in history, on the internet. Multiple forms of convergence are leading higher education toward a period of transition and transformation. Convergence is a response to pressures arising from a complex set of social, cultural, economic, and technologically advanced systems. More specifically, to answer your question, learners today use media constantly, aligning with their usage can support the learning experience.

How are students different today and do they learn differently?

A major concern in higher education is the differences between generations and those preceding them. The shift in cognitive styles away from focused attention to short attention spans is distinguished as deep attention and hyper attention. Today, more students demonstrate hyper attention and are not supported by educational institutions. What this shows is that transmedia approaches are viable solutions because segmenting the lesson into short junks (microlearning) and keeping them moving aligns with hyper attention. Moreover, learners only learn and retain information that they are interested in, so helping learners find something that they could be enthusiastic about is key to every

classroom experience. The ability to engage an interactive classroom can be challenging but learning with new media and technology; a social process of participation in a shared culture can be achieved.

Where does the e-Learning and distance learning paradigm fit in?

The distance-learning paradigm is influencing and changing the traditional methods of teaching and learning with the formation of virtual universities – or alternative education for the masses. The key to this change is differentiation, which means online learning should be different than seated courses. Replicating ineffective teaching practices to the online space is puzzling to me; however, it was useful as a response to emergency online

teaching brought on by the Covid-19 scenario. Today, students in higher education have more choices, including the choice between online, blended, free, open, traditional classroom instruction, and new formats. These new modes reflect the experience of being students of the ‘global village,’ a term closely associated with McLuhan and popularized in his books The Gutenberg Galaxy: The Making of Typographic Man and Understanding Media.

What insight do you have on the future of education? And how can administrators support these insights?

Higher education needs to be more agile with a quicker response time in developing innovative programs and curricula. Alternative models of education are upon us creating more

Higher education needs to be more agile with a quicker response time in developing innovative programs and curricula

competition in the educational sphere. We need visionary leaders who understand the challenges of our learners, listen to faculty insights, are willing to lead with vision and impact, and are not afraid to step outside of the comfort zones to create disruption where practices are ineffective.

In the classroom, I believe that microlearning can help with the attention span issue. Microlearning deals with small learning units and short-term focused activities that can be used in online, blended, and seated learning environments. Microlearning can cover any subject matter but with shorter content. The benefit to learners is the experience, which resembles their media usage, such as engaging on social networks frequently for short periods. Microlearning combined with transmedia approaches help tremendously with student engagement.

What are some challenges and time constraints that the modern educator faces?

Our students today come from different environments; some are displaced, others are raised in one family households, yet others do not have the proper support or family care. Educators are the intermediaries between the family, administration, well-being, and academic support services. Keeping educators constantly busy with administrative tasks is killing the quality time educators spend with their students outside of the classroom. Students need more social working environments with faculty. Educators are trusted student mentors and have a significant role in the wellbeing of our students and the development of our humanity.

Will AI Kill the MBA Degree?

AI will evolve it. If we learn from media, old media never dies, they simply evolve as new media takes shape. During the golden years of broadcast radio soap operas were in fashion, then television dominated and took the soap opera away, as the dominant visual medium where the audience could now visualize the drama rather than listen to it and try to visualize it. The same happened when film arrived; television reshaped and survived.

In the same way education will need to evolve to survive and focus on its core competency which is knowledge transfer. It is highly likely that MBA programs will evolve to offer specialized concentrations that meet the demands of an increasingly digital landscape. The MBA can survive by embracing change and fostering ongoing collaboration between academia and industry on research, internships, and program development to ensure graduates possess industry-related skills.

The traditional MBA curriculum incorporates a wide range of subjects to equip learners with the knowledge and skills required for managerial roles. To stay relevant, MBA business schools must constantly update their curricula. Learning today is not just about classroom lectures but experiential learning experiences, where theory is put into practice. The human ability to think critically, be creative, and be compassionate are aspects that AI cannot replace. Likewise, problemsolving, strategic decision-making, creativity, and improved innovation is a human ability.

As technology continues to advance, education needs to adapt swiftly, and visionary leadership is vital. MBA programs can remain

Keeping educators constantly busy with administrative tasks is killing the quality time educators spend with their students outside of the classroom

relevant and equip future business leaders with the skills needed to thrive in an AI-driven world. As AI reshapes the future of business, there will certainly be a growing demand for specialized programs that focus on emerging fields like AI strategy, ethics, data analytics, digital marketing, digital transformation, machine learning, and leadership. Ethical implications and responsible AI practices will be necessary alongside technical knowledge. Mindful education should play an important part in developing MBA programs.

Students on the MBA should be equipped with skills to diversify their learning and satisfy a growing demand from recruiters for candidates who have both emotional intelligence and business acumen. To work in almost any company today, cultural intelligence is mandatory. As technology disrupts industries, graduate management education must be responsive. Future business leaders must leverage both human and machine intelligence to drive organizations forward.

MOST

PRESTIGIOUS COLLEGE TO WATCH IN 2024

USC LEONARD DAVIS SCHOOL OF GERONTOLOGY

Transforming Aging Through Pioneering Research, Education, and Community Engagement

Established nearly five decades ago, the USC Leonard Davis School of Gerontology emerged from the foresight of its founders who recognized the critical need for an interdisciplinary approach to studying aging. From its inception, the school has been at the forefront of exploring the biological, sociological, psychological, and policy dimensions of aging, making significant strides in understanding and addressing the challenges and opportunities presented by increasing life expectancy worldwide.

Considered a beacon of excellence in the field, the USC Leonard Davis School stands as a global leader in gerontology education,

In today’s landscape, where longer lifespans redefine societal norms and expectations, the USC Leonard Davis School continues to play a pivotal role in shaping the future of aging

research, policy, and service. Situated within the dynamic city of Los Angeles and affiliated with a premier research university, the school is uniquely positioned to drive innovation and change. Since its establishment in 1975, it has remained unrivaled as the world’s first, largest, and most distinguished institution dedicated to the study of aging.

In today’s landscape, where longer lifespans redefine societal norms and expectations, the USC Leonard Davis School continues to play a pivotal role in shaping the future of aging. From pioneering research endeavors to advocacy

initiatives and leadership development, the school is committed to advancing solutions that promote longevity, vitality, and fulfillment across diverse communities and societies.

Housed within the Ethel Percy Andrus Gerontology Center, named after the esteemed educator and advocate for older adults, the USC Leonard Davis School embodies a legacy of excellence and innovation. The Center, established in 1973 as the first major research institution dedicated solely to the study of aging, laid the groundwork for the school’s establishment two years later.

Today, it remains a hub of interdisciplinary collaboration, fostering groundbreaking research that explores the multifaceted aspects of aging and their broader societal implications.

Over the years, the USC Leonard Davis School has attracted a roster of esteemed faculty members who are pioneers in aging research. From Caleb Finch, the school’s first faculty hire, to contemporary luminaries such as Sean Curran and Berenice Benayoun, the tradition of scientific excellence continues to thrive. With each addition to its faculty ranks, the school’s scope of research expands, ensuring its continued relevance and impact in the field of gerontology.

Through a combination of academic rigor, research innovation, and a commitment to societal impact, the USC Leonard Davis School of Gerontology remains steadfast in its mission to champion healthy aging and empower individuals, communities, and societies to live well throughout their lifespan.

Shaping the Future of Aging Studies

As the world’s premier educational institution on aging, the USC Leonard Davis School of Gerontology offers unparalleled interdisciplinary studies and cutting-edge courses that set the standard for excellence in the field. With a commitment to fostering close collaborations with top professionals, both within its esteemed faculty and in the broader working world, the school provides students with invaluable internships and unparalleled career placement opportunities.

Gerontology, as a discipline, is undergoing a transformative evolution, marked by the emergence of distinct theories, frameworks, and research methods. To address the complex challenges posed by aging, the USC Leonard Davis School pioneers unique interdisciplinary approaches, tackling issues that span multiple domains.

From defining the biological underpinnings of aging processes to developing innovative

To address the complex challenges posed by aging, the USC Leonard Davis School pioneers unique interdisciplinary approaches, tackling issues that span multiple domains

interventions for healthy longevity and successful aging, the school remains at the forefront of research and policy initiatives. Its advocacy for policies supporting aging populations, such as Medicare, Social Security, and the Affordable Care Act, reflects its commitment to advancing societal well-being.

Moreover, the USC Leonard Davis School is dedicated to combating agerelated diseases such as Alzheimer’s, cardiovascular disease, and cancer, while also extending life expectancy and enhancing quality of life. The provision of social and psychological support, along with a wide-ranging inquiry into policy and legislation, underscores the school’s holistic approach to addressing the diverse needs of aging populations.

At the heart of the USC Leonard Davis School is its distinguished faculty—a cohort of passionate researchers and educators who represent some of the brightest minds in gerontology. From visionary pioneers who laid the groundwork for modern aging studies to emerging investigators spearheading groundbreaking research, the faculty embodies a commitment to excellence and innovation.

Through their collective expertise and dedication, the USC Leonard Davis School faculty drive transformative advancements in gerontology research and service, shaping the future of aging studies in exciting new directions.

Through their collective expertise and dedication, the USC Leonard Davis School faculty drive transformative advancements in gerontology research and service, shaping the future of aging studies in exciting new directions

Empowering Futures, Enriching Lives

As the oldest and largest school of gerontology, the USC Leonard Davis School has been at the forefront of improving the quality of life for older adults for nearly half a century. However, its outstanding reputation extends far beyond its academic programs.

A visit to the USC Leonard Davis School campus is an experience filled with palpable excitement from both students and faculty. There’s a shared enthusiasm for learning, discovery, and research opportunities, all within a vibrant and dynamic community dedicated to making a lasting impact on future generations.

While the USC Leonard Davis School maintains a serious commitment to academic excellence, it also fosters an environment where engagement is paramount. The campus boasts a diverse array of philanthropic, educational, and social organizations, offering students ample opportunities for personal and professional growth. And situated in the vibrant city of Los Angeles, students benefit from being at the heart of one of the world’s most influential urban centers.

With the largest selection of gerontology degree programs globally, the USC Leonard Davis School provides students with unparalleled educational opportunities. Hands-on training from internationally renowned professors, stateof-the-art facilities equipped with sophisticated technology, and generous scholarship offerings further enhance the student experience.

In addition to traditional on-campus learning, the USC Leonard Davis School offers a comprehensive range of online programs, providing students with the flexibility to pursue their studies from anywhere in the world. Designed and taught by esteemed faculty members, these online courses feature interactive exercises and

assignments aimed at fostering a dynamic learning environment.

Whether students choose to engage in oncampus classes or online learning, they can expect a rigorous curriculum that prepares them for success in the field of gerontology. With coursework accessible 24/7, students have the flexibility to tailor their learning experience to suit their individual preferences and schedules, ensuring a truly personalized educational journey. By offering innovative programs and embracing emerging technologies, the USC Leonard Davis School continues its legacy of leadership in gerontological education, empowering students to make a meaningful impact in the field of aging studies.

Elevating Aging Studies with a Dynamic Learning Experience

The faculty at the USC Leonard Davis School represents a diverse range of expertise spanning various disciplines, including biology, neuroscience, psychology, sociology, urban planning, demography, medicine, nutrition, and economics. This interdisciplinary approach

While the USC Leonard Davis School maintains a serious commitment to academic excellence, it also fosters an environment where engagement is paramount

enriches the educational experience, providing students with a comprehensive understanding of the multifaceted aspects of aging.

A specialized education at the USC Leonard Davis School offers students a holistic perspective on the needs of older adults, with a curriculum designed to explore the diverse facets of aging. Students can pursue undergraduate gerontology degrees, participate in accelerated five-year undergraduate/graduate programs, pursue doctoral degrees, or opt for a minor in

aging. Additionally, all master’s programs are available in a convenient online format, taught by the same esteemed faculty as oncampus courses.

With 26 educational programs on offer, including pioneering initiatives in age-tech, nutrition, hospitality, and geroscience, the USC Leonard Davis School provides students with unparalleled opportunities for academic and professional growth. From immersive experiences abroad in countries like Italy,

Ireland, Korea, Columbia, and Costa Rica to specialized courses focusing on the mindbody connection, bioinformatics tools, and age-tech innovations, students are equipped with the knowledge and skills needed to excel in diverse fields related to aging.

A USC Leonard Davis education prepares students for fulfilling careers across a wide range of sectors. With the nation’s largest selection of gerontology degree programs, renowned professors, and a robust alumni network, students benefit from unparalleled networking opportunities and industry connections. The school regularly hosts events featuring industry leaders, founders, and funders who share insights into emerging

trends and opportunities in the field of aging. Guest lectures from professionals in industry, government, and academia further enrich the learning experience, providing students with real-world perspectives and valuable internship opportunities.

The Student Gerontology Association plays a vital role in fostering connections between students and professionals in the field, organizing annual alumni receptions and job fairs to facilitate networking and career development. Through these initiatives and more, the USC Leonard Davis School ensures that students are wellequipped to make meaningful contributions to the field of gerontology and beyond.

By offering innovative programs and embracing emerging technologies, the USC Leonard Davis School continues its legacy of leadership in gerontological education, empowering students to make a meaningful impact in the field of aging studies

Empowering Tomorrow’s Leaders

Real-world experience through internships is an integral component of the educational journey at the USC Leonard Davis School of Gerontology. Students have the opportunity to work directly with leaders and practitioners in the field, gaining invaluable hands-on experience in healthcare, business, social work, government, and other related fields. Through partnerships with private companies, non-profits, and government agencies locally, nationally, and internationally, the USC Leonard Davis School places students in diverse settings where they can apply their knowledge and skills in real-world scenarios. Supported by the school’s robust community outreach efforts and extensive alumni network, internships provide students with both practical learning experiences and valuable career opportunities.

Internships at the USC Leonard Davis School comprise two components: supervised fieldwork and practicum discussions. Fieldwork immerses students in various aspects of social services, policy, business, health services, advocacy, and administration, while practicum discussions foster collaborative discussions on timely issues relevant to their studies, led by experienced professors.

For graduate students, internships entail a minimum of 240 hours of community work, ensuring a comprehensive and immersive learning experience. The school and the university offer a range of resources to support students in exploring career paths, refining resumes, preparing for job interviews, networking with alumni and professionals, and securing job or internship opportunities.

A degree in gerontology from the USC Leonard Davis School opens doors to a

multitude of career paths. With a world-class reputation backed by the largest selection of gerontology degree programs globally, handson training from internationally renowned professors, coveted internships, and extensive connections, graduates are highly sought after by various industries.

Whether pursuing careers in law, medicine, entrepreneurship, academia, consulting, science, government, business, social services, non-profits, marketing, advocacy, healthcare,

management, urban planning, or beyond, USC Leonard Davis alumni are well-equipped to make significant contributions in their chosen fields. The school’s holistic approach to education and emphasis on real-world experience ensure that graduates emerge as leaders and innovators in the field of gerontology and beyond.

Forging New Frontiers in Aging Research

The USC Leonard Davis School is home to a multitude of innovative laboratories, institutes,

and centers, where researchers collaborate across disciplines to address pressing issues in aging. Encouraging and fostering collaboration is a cornerstone of the school’s ethos, facilitated by initiatives such as the Multidisciplinary Training Grant in Gerontology, which brings together students from diverse backgrounds to study various aspects of aging.

The Multidisciplinary Colloquium Series, a speaker series covering all facets of aging research, further promotes collaboration by

With the nation’s largest selection of gerontology degree programs, renowned professors, and a robust alumni network, USC Leonard Davis students benefit from unparalleled networking opportunities and industry connections

providing a platform for students, staff, and faculty to engage with leading experts in the field. Faculty collaboration at the Andrus Gerontology Center has led to groundbreaking research and publications, uniting biologists with demographers, policy experts with sociologists, neuroscientists with engineers, and more.

At the Andrus Gerontology Center, USC Leonard Davis School faculty are engaged in a myriad of important and exciting aging

research projects. From investigating the environmental effects of urban air pollution and gene-environment interactions to exploring global variations in aging due to social, economic, and health-related factors, researchers are at the forefront of understanding the complexities of aging.

Current research endeavors also seek to elucidate the interplay between diet, genetics, and aging, unravel the intricacies of emotion and cognition processing in the aging brain, explore sex differences in aging trajectories, and identify policies and

healthcare practices that best serve older adults and their families. Additionally, researchers are uncovering new potential treatments for age-related diseases, paving the way for innovative interventions to improve health and well-being in later life.

Through collaborative efforts and pioneering research, the USC Leonard Davis School continues to push the boundaries of knowledge in the field of gerontology, driving forward impactful discoveries that have the potential to transform the aging experience for generations to come.

Through its multifaceted approach to community engagement, the USC Leonard Davis School remains dedicated to making a positive impact on the lives of older adults and their caregivers, both locally and nationally

Empowering Communities

The USC Leonard Davis School is deeply committed to engaging with the community through various avenues, including research, service activities, student activism, and volunteerism.

For older adults seeking to age safely in their homes, the Fall Prevention Center of Excellence offers training and education to professionals in home modification services.

Acting as an information hub, the center equips both professionals and consumers with comprehensive resources on home

modification, addressing the increasing demand for such services.

The USC Family Caregiver Support Center provides vital support to caregivers across all stages of caregiving, from diagnosis to maintaining the care recipient’s independence and assisting caregivers in managing their own well-being.

In the fight against elder abuse, the USC Center for Elder Justice serves as a hub for research, solutions, and expertise aimed at raising awareness and preventing elder mistreatment. Through collaborations with law enforcement,

policymakers, and the public, including initiatives such as the Los Angeles County Elder Abuse Forensic Center and the National Center on Elder Abuse, the center works to combat elder abuse on local and national levels.

In addition to these research and service centers, USC Leonard Davis School students actively participate in volunteer projects, including food drives, fundraising initiatives, and enrichment activities for senior living communities. During the Covid-19 pandemic, students provided essential support through phone and mail outreach to isolated older adults, ensuring they remained connected and supported during challenging times.

Furthermore, the school maintains strong relationships with local and state agencies and policymakers. USC Leonard Davis faculty members have been instrumental in advising California’s Master Plan for Aging, demonstrating the school’s commitment to shaping policies that benefit older adults and their communities.

Through its multifaceted approach to community engagement, the USC Leonard Davis School remains dedicated to making a positive impact on the lives of older adults and their caregivers, both locally and nationally.

Pioneering the Future of Aging

The USC Leonard Davis School continues to spearhead innovative initiatives aimed at advancing the understanding of aging and improving health and well-being across the lifespan.

Among the school’s newest endeavors is the USC Data Science Institute on the Biology of Aging Research (DScIBAR),

a collaborative effort that leverages data science and AI approaches to unravel the complexities of aging. By bringing together experts from the Leonard Davis School of Gerontology with data science specialists from the USC Information Sciences Institute (ISI), DScIBAR aims to accelerate discoveries in geroscience and pave the way for transformative breakthroughs in aging research.

Additionally, the Los Angeles Aging Research Alliance fosters collaboration between USC, UCLA, and other local organizations to promote age-related advancements and initiatives. By harnessing the collective expertise of leading institutions in the region, the alliance seeks to address key challenges in aging and enhance health and well-being across diverse populations.

The USC SuperAgers project represents another pioneering initiative focused on understanding the factors contributing to exceptional aging. By identifying the social, psychological, and health characteristics of SuperAgers—individuals who maintain exceptional cognitive function well into old age—the project aims to provide valuable insights into successful aging strategies. These insights not only benefit individuals but also inform societal planning for future longevity, shaping policies and interventions to support healthy aging for all.

Through these cutting-edge initiatives, the USC Leonard Davis School remains at the forefront of aging research, driving forward innovative solutions to improve the quality of life for older adults and pave the way for healthier aging across the lifespan.

ACADEMIC VIEW

Artificial Intelligence and International Development: Transforming Academia in the Digital Era

Dr.SouvikLalChakraborty, A Committee Member of the Development Studies Association of Australia and an Affiliate of Monash University

Dr. Souvik Lal Chakraborty is an independent researcher and an Affiliate of Monash University, Australia. He is also a member of the organising committee of the Development Studies Association of Australia (DSAA). He is a former Lecturer of Human Geography at Monash University, Australia where he was also the interim Director of the Master of International Development Practice (MIDP) program. For the past decade, Souvik has worked as a student, researcher, and educator in India, Germany, and Australia. Souvik’s research and teaching focus on studies of nature-society relationships. More specifically his research interests include studies of the politics of mining and resource extraction, intersections between indigenous geographies and political ecology, contentious politics, and critical development studies.

The rapid advancement of Artificial Intelligence (AI) in recent times has not only opened up new possibilities across various sectors but has also emerged as a beacon of promise in international development practice. Countries worldwide, grappling with complex socioeconomic and environmental challenges, from

poverty alleviation to healthcare improvement, can potentially use AI as a transformative tool that can significantly enhance the effectiveness of development initiatives. This warrants a discussion on how academia is adapting to these technological advancements and the potential role of AI in shaping the future of education and international development.

Adaptive learning platforms, harnessing the capabilities of AI algorithms, are designed to tailor educational content to individual students’ needs

In the education sector, AI-powered systems are on the verge of revolutionising learning experiences. Adaptive learning platforms, harnessing the capabilities of AI algorithms, are designed to tailor educational content to individual students’ needs. This ensures that each learner can progress at their own pace, fostering a personalised approach that has the potential to bridge educational gaps and provide quality learning opportunities to children in remote or disadvantaged areas.

A noteworthy example of the integration of AI into academia is the recent collaboration between the University of Arizona and OpenAI. This strategic partnership is anticipated to pave the way for similar collaborations in the education space, promoting the responsible use of AI in educational practices. Such initiatives are crucial in promoting a more holistic approach toward AI, emphasizing the responsible and ethical use of this technology in shaping the future of education.

As a social scientist, I observe that a significant portion of the global population, spanning both the Global North and South, often finds itself at the receiving end of a technological shift largely orchestrated by computer and software engineers. The advancement of AI technology creates an environment that not only demands adaptation but encourages multidisciplinary education, where social scientists and engineers collaborate to address twenty-firstcentury problems.

The collaboration between governments, non-governmental organisations (NGOs), and the private sector is paramount to harnessing

the full potential of AI in international development. Initiatives that promote knowledge transfer, skill development, and the co-creation of AI solutions can pave the way for sustainable and inclusive development practices. The responsible use of AI should be a cornerstone of these initiatives, ensuring that the benefits of AI are accessible to all segments of society.

As we delve deeper into the role of AI in academia, it becomes evident that responsible integration is not just a theoretical consideration; it is a crucial battleground where the trajectory of global development is significantly influenced. The responsible use of AI in education extends beyond personalisation of learning experiences. It encompasses the development of ethical frameworks, addressing issues such as data privacy and ensuring accessibility to AIdriven educational resources for all.

The transformative power of AI in academia also requires addressing the digital divide, both within and between countries. While technologically advanced regions may readily adopt AI-driven educational tools, there is a pressing need to ensure that those in less privileged areas are not left behind. This requires collaborative efforts on a global scale, involving governments, NGOs, and the private sector, to bridge the digital gap and ensure that the benefits of AI in education reach every corner of the world.

In conclusion, the integration of AI in international development practice holds immense promise for addressing global challenges across various sectors. From healthcare and education to environmental

As we delve deeper into the role of AI in academia, it becomes evident that responsible integration is not just a theoretical consideration; it is a crucial battleground where the trajectory of global development is significantly influenced

conservation and economic development, AI has the potential to revolutionise how we approach and solve complex problems. However, a thoughtful and inclusive approach is crucial to ensuring that the benefits of AI are accessible to all, contributing to a more equitable and sustainable world.

As we navigate this technological frontier, collaboration between various stakeholders will be key in unlocking the transformative power of AI for the betterment of humanity.

The intersection of AI and academia is not just a meeting point of technologies; it is a battleground where responsible integration can shape the future of education and, consequently, the trajectory of global development. The responsible use of AI in academia becomes a cornerstone in crafting a future where technology serves as an equalizer, empowering individuals across the globe with knowledge and skills for a brighter tomorrow.

INDUSTRY

PERSPECTIVE

Demystifying Public-Private Partnerships

Dr.MargieVela, Senior Program Manager at Amazon Web Services

As the world becomes more reliant on technology, the race for innovation has become much more intense. Companies in the private sector are beginning to rely on strong partnerships at the intersection of knowledge generation and application for developing high-value products and services. This global shift requires stronger partnerships

between industry and academia. The private sector is leaning on academic researchers and university educators for knowledge transfer, research collaboration, and workforce preparation and development. There is mutual value in understanding common values and nuance of norms in academia and industry for developing a successful public-private partnership.

You and your industry partner benefit from timely communication, so knowing how to effectively do this from the start is central to success

Dr. Margie Vela has devoted her career to advancing scientific knowledge in Science, Technology, Engineering, and Mathematics (STEM). She currently serves the science community as an academic partnership success manager in the technology sector. She has also served the academic community as Regent for New Mexico State University. Margie spent the best years of her career serving students alongside science teams at Historically Black Universities and Colleges and Hispanic Serving Institutions, working to diversify the scientific enterprise. Dr. VelaearnedherPh.D.inWaterScience and Management from New Mexico State University (NMSU) as a United States Department of Agriculture (USDA) National Institute for Food and Agriculture (NIFA) Fellow; and earned a Certification in Diversity, Equity, and Inclusion from Cornell University.

There are several key strategies for building successful partnerships between academic and industry researchers: 1) establish norms for effective communication, 2) prepare to accelerate business processes, and 3) clearly define success for your partnership.

Establish Norms for Effective Communication- Every strong professional relationship requires clear and frequent communication. It is important to keep in mind that vernacular and jargon used in industry and academia may seem incongruent at times. However, when we listen beyond semantics, we find overlapping values that serve as the foundation for a strong relationship. It is a good practice to enter the relationship keeping in mind that there is nuance in the way language is used in our respective spaces. Engaging in a conversation about this with your partners and creating a working relationship where everyone is encouraged and welcomed to ask for clarity creates an inclusive and productive foundation for success. Additionally, effective modes of communication can vary by company and industry. It is important to establish the best mode of communication and the expectations regarding timeframes for responses. You and your industry partner benefit from timely communication, so knowing how to effectively do this from the start is central to success. Similarly, it is important to establish business norms for meetings with partners. It is common for the industry to schedule short and frequent meetings with recurring agendas for updates on progress, identifying barriers to success, and requesting any additional resources needed. Clear communication is

Public-private partnerships are growing at an exceptional rate and provide mutual benefit to the academy and industry

the foundation for establishing a successful and sustainable public-private partnership.

Prepare to Accelerate Processes- It is important to work with business units at the institution to establish efficient and accelerated administrative processes. There are two critical administrative functions involved in all public-private partnerships, legal approval and distributing/accepting funding. It is vital to the relationship that realistic timeline expectations for contract approval and processing funding are clearly understood by industry partners. Many partners use a working backward approach and will set deadlines for the business using the timelines the institution can undertake. While industry partners encourage thorough contract review and approval by the university’s legal team before engaging in the work, there is an expectation for this to be executed within an accelerated timeframe. More importantly,

when funds are disseminated to academic partners, it is expected that an efficient process is in place for accepting it. Research funding often runs against budget deadlines that have use-it-or-lose-it implications. Reductions in a previous year’s budget may result in a reduced budget for the following year, so partners are often eager to disseminate funds. It is vitally important to work with university administrators to develop a sustainable model for transferring funding to the institution through accelerated mechanisms. Academic partners with seamless and accelerated processes for accepting this funding may see more funding in the long term.

Clearly Define Success for Your PartnershipDelivering results is a strong common value across the academy and industry. It is broadly understood that researchers in the academy are drivers for results as experts in their fields. This is one of the reasons these partnerships are

of high value to the industry. One of the major differences between academic research and industry partnership is the frequency by which reporting of results occurs. While research projects in academia have historically been expected to deliver a mid-year progress report and annual report, many business partners are reporting progress in weekly, monthly, quarterly, mid-year, and annual business reviews. The updates do not have to demonstrate a significant breakthrough, but showing incremental progress helps your partner demonstrate the return on investment in academic research. It is important to establish an agreed-upon reporting cadence with your partner and to establish effective mechanisms for delivering reports. In many cases, a quarterly or bi-annual report will help determine if any additional resources are needed or if there are barriers that need to be addressed by your partner. At the end of the funded project, both parties expect to have results from the research, and both parties are expected to benefit from these results. It is imperative to communicate these results with your industry partners to continue a successful partnership. Public-private partnerships are growing at an exceptional rate and provide mutual

benefit to the academy and industry. Academic researchers and educators are critical for establishing a pipeline of competitive and diverse researchers who are working towards accelerating the application of innovation in an impactful way. Industry scientists express that they often enjoy engaging with academic researchers and appreciate the innovation and discoveries happening in the academy. Many industries encourage scientists to collaborate with academic researchers and many industry scientists are seeking opportunities to contribute to cutting-edge work. While public-private partnerships are new for some institutions, disciplines, industries, and companies, the best practices to engage in strong, sustainable relationships with industry partners include clear and frequent communication, efficient administrative processes, and delivering results. As the globe makes a shift towards the integration of tech in all disciplines, the potential to innovate and disseminate innovation is enhanced through the convergence of researchers in academia and industry. Approaching the relationship strategically ensures that both partners benefit from this engagement.

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INDUSTRY PERSPECTIVE

Combating Ageism in the Workforce and Higher Education

Eliot Feldman, President of Higher Education Consulting Services, LLC

Ihave worked in higher education for 20 years. Now as a career coach, I have encountered many individuals over the age of 50 who have been impacted by ageism in the workplace and in higher education. Ageism can take various forms, including biased hiring and promotion practices, negative workplace culture, and barriers to education and career advancement.

One of the most prevalent ways that ageism manifests is through stereotyping and biased attitudes toward older workers. Unfortunately, many employers hold misconceptions that older workers are less adaptable, less technologically proficient, or less capable of learning new skills. As a result, older workers may be overlooked for job opportunities, even if they have the necessary qualifications.

In higher education, ageism can lead to barriers related to access, affordability, and academic support

Eliot is a dynamic executive leader with a passion for coaching, higher education business development, and leadership. With a focus on optimizing the customer experience, he has an exceptional track record of accelerating individual and business growth, building high-performing teams, and supporting sustainable growth. Eliot’s expertise in talent career, college, and business coaching has helped him develop a loyal base of customers, and his commitment to enabling individuals and companies tothriveistrulyinspiring.Hehasworked for prestigious organizations such as Wiley, The NJ Council for Community Colleges, DeVry, and Herzing Universities, and holds a bachelor’s degree from the New York Institute of Technology and a master’s degree in business administration from Keller Graduate School of Management. Eliot’s passion for his work and dedication to professional development make him a true leader in his field.

In addition, older employees may face obstacles to career advancement, as younger colleagues are often perceived as having greater potential for growth and innovation. This can lead to older employees feeling undervalued and frustrated. Employers may also provide fewer opportunities for training and development for older employees, assuming they have less need or capacity to learn new skills. This can create a skills gap and hinder career progression for older workers.

Ageism can also create a negative work environment for older employees, leading to feelings of exclusion, disrespect, and even offensive comments or jokes based on their age. These experiences can have a significant impact on job satisfaction, motivation, and overall well-being.

In higher education, ageism can lead to barriers related to access, affordability, and academic support. Financial constraints, family responsibilities, and limited availability of scholarships or grants specifically for older students can make it difficult for them to pursue educational opportunities. Providing resources such as tutoring, study skills workshops, or academic counseling specifically tailored to the needs of older learners is crucial to addressing these issues. Additionally, designing an inclusive curriculum that recognizes the diverse experiences and perspectives of older learners can enhance engagement and relevance.

To tackle ageism, a multifaceted approach is required that includes education and awareness, policy and legal protection, intergenerational collaboration, and lifelong learning opportunities. Educational programs and awareness campaigns can help promote understanding of ageism and

challenge stereotypes about older workers. Governments and organizations can establish and enforce policies that prohibit age discrimination in employment and education, providing legal recourse for individuals who experience ageism.

Intergenerational collaboration is an essential step towards fostering a positive work environment and combating ageism. Mentorship programs that pair older and younger employees or students can help bridge generational gaps and promote mutual learning. Reverse mentoring, where younger individuals mentor older individuals on technology or emerging trends, can also help break down age-related barriers. Additionally, offering flexible work arrangements, such as part-time options, job sharing, or phased retirement, can accommodate the needs and preferences of older workers while capitalizing on their expertise and experience.

Lifelong learning opportunities that cater to the needs and interests of older individuals can enhance their professional prospects and overall well-being. These opportunities can include continuing education programs, certificate courses, or workshops that enable older learners to acquire new skills, stay intellectually engaged, and enhance their professional prospects.

Creating age-friendly environments requires a concerted effort from employers, educational institutions, policymakers, and individuals. By fostering diversity, promoting inclusivity, and challenging agerelated biases, organizations can harness the potential contributions of older learners and employees and create more equitable and thriving communities.