Higher Education Digest – October 2024 – Prominent Online Programs to Watch in 2024-25
MUST-WATCH
UNIVERSITY IN THE ASIA-PACIFIC 2024
Dusit Thani College
Ahmed Abdel-Meguid Professor of Accounting at the American University in Cairo
David Bach Rio Tinto Chair in Stakeholder Engagement and Dean of Innovation and Program, IMD Business School
EDUCATION LEADER IN AUSTRALIA 2024
MOST INSPIRING Raj Selvam Lead Teacher at Melbourne Polytechnic and freelance Education Consultant
PROMINENT ONLINE PROGRAM TO WATCH IN 2024-25 FEATURING INSIDE
Dr. India White Author, SAVVAS Learning Company
Leena Atkins Head of Secondary at GEMS Winchester School Dubai
Mark Ma Associate Professor of Business Administration, University of Pittsburgh
COMBINING ACADEMIC EXCELLENCE WITH THE CONVENIENCE OF VIRTUAL LEARNING
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Sarath Shyam
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MANAGING EDITOR’S NOTE
Reimagining Learning in a World Without Boundaries
Imagine you’re sipping your morning coffee, juggling work emails and to-do lists, and suddenly it hits you—“What if I could pick up a new skill, right here, right now?” Just a few years ago, that might have seemed like a luxury or a pipe dream. But today, with online education booming, it’s not just possible; it’s practically the norm. This shift has opened doors to learning in ways we never thought possible, making education more accessible and flexible than ever.
As we dive into the 2024-25 academic year, it’s clear that online education isn’t just sticking around—it’s growing, evolving, and reimagining how we experience learning itself. This isn’t merely about logging into a virtual classroom; it’s about making education fit seamlessly into our daily lives. For working parents, professionals balancing careers, students from remote regions, and anyone looking to grow without putting life on hold, online programs offer a bridge. They’re designed to flex with our needs, from career-focused certifications to comprehensive degrees, all delivered in engaging, innovative ways that meet the demands of today’s digital world.
Think about it: whether you’re learning artificial intelligence, tackling healthcare administration, or diving into green
technology, today’s top online programs make it possible to gain in-demand skills from the comfort of your home (or wherever that morning coffee takes you). And the best part? Many programs are as rigorous and respected as traditional on-campus ones, complete with virtual simulations, real-time collaboration, and interactive learning tools. Online education is no longer just an option; for many, it’s the ideal fit.
In this issue of Higher Education Digest, we’re thrilled to spotlight some standout online programs shaping the future of higher education. Take Methodist University, for instance—this year’s cover feature. With students from over 50 countries, Methodist University blends academic rigor with a commitment to personal growth, offering online programs that are as robust as their oncampus counterparts. Whether students are studying paramedicine, mental health counseling, or business administration, Methodist ensures they’re prepared to thrive in today’s dynamic workforce.
So, as you flip through these pages, think of the possibilities: learning that adapts to your life, wherever and however you need it. Online education isn’t just about attending classes; it’s about building a path to opportunity, resilience, and the future.
Happy Reading!
Sarath Shyam
METHODIST UNIVERSITY
COMBINING ACADEMIC EXCELLENCE WITH THE CONVENIENCE OF VIRTUAL LEARNING
MUST-WATCH
UNIVERSITY IN THE ASIA-PACIFIC 2024
MOST INSPIRING
EDUCATION LEADER IN AUSTRALIA 2024
34
DUSIT THANI COLLEGE
Bringing Thailand’s Gracious Hospitality Education to the World
54 RAJ SELVAM
Lead Teacher at Melbourne Polytechnic and freelance Education Consultant
LEADING EFFORTS TOWARDS ENABLING A WORLD THAT IS PROSPEROUS, SUSTAINABLE, & INCLUSIVE
David Bach, Rio Tinto Chair in Stakeholder Engagement and Dean of Innovation and Program, IMD Business School
3 BENEFITS OF IMPLEMENTING GRIT IN THE MATH CLASSROOM!
Dr. India White, Author, SAVVAS Learning Company
30
ACADEMIC VIEW
48
EMERGING IN THE MIDDLE EAST: THE POWER OF BTEC QUALIFICATIONS FOR UNIVERSITY SUCCESS
Leena Atkins, Head of Secondary at GEMS Winchester School Dubai
ENHANCING RELEVANCE AND AMPLIFYING IMPACT: THE POWER OF EXPERIENTIAL LEARNING IN HIGHER EDUCATION
Ahmed Abdel-Meguid, Professor of Accounting at the American University in Cairo
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HELPING SHAPE THE FUTURE OF VIBRANT WORKPLACES
Mark Ma, Associate Professor of Business Administration, University of Pittsburgh
A RENOWNED ON-CAMPUS COMMUNITY FOR 70 YEARS, MU IS NOW RECEIVING EQUALLY HIGH PRAISE FOR ITS UNIQUE, FLEXIBLE, AND SUCCESSFUL ONLINE PROGRAMS.
ONLINE PROGRAM TO WATCH IN 2024-25
METHODIST UNIVERSITY
COMBINING ACADEMIC EXCELLENCE WITH THE CONVENIENCE OF VIRTUAL LEARNING
At the heart of Fayetteville, North Carolina, lies a university built on a dream. In the mid-1950s, the local community envisioned a place where students could access quality education and grow into wellrounded individuals. That dream took shape in Methodist University, which opened its doors in 1960. What started as a small liberal arts college
has grown into a thriving, diverse institution. Today, Methodist University stands out for its welcoming environment, rooted in values of respect, diversity, and human dignity. In fact, it’s been ranked (two of the past three years) as the most diverse university in North Carolina and one of the top 50 in the U.S. for diversity.
With students hailing from across the globe –more than 50 countries represented this year alone
Whether you need academic advising, counseling, or career services, Methodist ensures you can access these tools virtually or in person, depending on what works best for you
– and from all walks of life, Methodist University is a place where spiritual, academic, and social growth go hand in hand. The university’s mission speaks to this – fostering enlightened minds, responsible spirits, and a lifelong thirst for knowledge. But its commitment goes beyond the classroom. Methodist University upholds principles like truth, justice, and love, creating a learning environment where intellectual values and ethical principles are at the forefront.
Building on this foundation, Methodist University’s online programs have been designed to meet the demands of a changing world. Whether students are studying advanced paramedicine, clinical mental health counseling, or business administration, the university ensures that its online offerings match the high standards of its on-campus programs. Each course is crafted by full-time faculty working closely with instructional designers, ensuring that the quality never wavers, whether learning happens in a classroom or from the comfort of home.
Approximately 80% of the faculty teaching these online courses are full-time professors at MU, bringing the same level of expertise and dedication to both online and on-campus students. With over 85% of the faculty holding terminal degrees or bringing decades of
Methodist University’s online programs ensure that students don’t miss out on meaningful interactions or immersive learning experiences
professional experience, Methodist University ensures that online learners receive the same rich educational experience that has been a hallmark of the university since its founding.
Providing a Flexible Future
In today’s fast-paced world, flexibility isn’t just a nice-to-have – it’s a must. That’s exactly what Methodist University’s online programs offer. Imagine being able to further your education without sacrificing your current job, family responsibilities, or personal time. Methodist University understands that life doesn’t always
follow a set schedule, and its online programs are designed to fit around yours.
The beauty of these programs lies in their unique balance: the flexibility of online learning, coupled with the personalized attention of a small student-to-faculty ratio (12 to 1). It’s not just about completing coursework; it’s about growing professionally, gaining real-world experiences, and advancing your career – all while having access to the same resources and support as oncampus students. Whether you need academic advising, counseling, or career services, MU ensures you can access these tools virtually or in person, depending on what works best for you.
For students in fields like Clinical Mental Health Counseling or Social Work, Methodist University goes the extra mile, offering clinical and field placements wherever you are. This means you won’t have to uproot your life to gain the hands-on experience that is so critical in these professions.
Another big perk of MU’s online program is its asynchronous nature. This means you aren’t tied to a specific class schedule – you can log in and complete your work at times that fit your day-to-day life. Whether you’re juggling a 9-to-5, serving in the military, or living across different time zones, you can move through the eight-week courses at your own pace. Discussion forums allow students to engage with classmates when it’s convenient, creating a collaborative environment that doesn’t require everyone to be online at the same time.
While most of the coursework is asynchronous, there are occasional optional live meetings, but these are designed to enhance the experience without adding extra pressure. It’s an ideal setup for the modern learner who needs both structure and freedom.
Empowering Learning Through Technology
Methodist University’s online programs ensure that students don’t miss out on meaningful interactions or immersive learning experiences. From the moment a student logs in, they are plugged into a dynamic, engaging environment designed to foster connection, not isolation.
The heart of MU’s online learning experience is the Canvas learning management system (LMS). It’s more than just a platform for submitting assignments – it’s where students engage with instructors and peers through threaded discussions, messaging, and real-time
feedback. Faculty members are just a video call away, thanks to Microsoft Teams, making it easy for students to seek guidance, ask questions, or discuss course material face-toface, even from a distance.
What makes the experience even more exciting is the way faculty go above and beyond, incorporating a range of third-party tools directly into Canvas. Whether it’s interactive science labs, digital textbooks, or openeducational resources, instructors use these tools to extend the boundaries of traditional online learning. These added resources bring subjects to life, allowing students to engage in hands-on experiences that might otherwise seem impossible in an online setting.
Canvas itself is constantly evolving, with its parent company, Instructure, rolling out updates that keep the system cutting-edge. On-campus administrators and faculty also have the flexibility to enhance the platform with educational apps, many developed by leaders in the field. This makes the learning experience richer, more engaging, and tailored to each course’s needs.
And let’s not forget the tech toolkit MU provides to every student. With full access to Microsoft 365, students can use familiar tools like Word, Excel, and PowerPoint, while Teams offers an additional layer of collaboration. Virtual labs and other field-specific technologies also play a key role in making sure students get the practical experience they need – all while harnessing the power of technology.
Support at Your Fingertips
One of the standout features of Methodist University’s online programs is the full range of academic and personal support services available to students – no matter where they are. Whether
you need help with coursework, career advice, or even spiritual guidance, MU makes sure you’re never navigating your educational journey alone.
Methodist University offers online students access to counseling services, where they can schedule virtual sessions to talk through any personal challenges
Need to brush up on your writing skills or get help with a tricky assignment? The Writing Center and other tutoring services are just a click away. You can schedule a remote consultation with professional or peer tutors to get feedback on your work, whether through an email exchange or a live video chat. The same goes for the library – students have access to a wealth of online resources, including databases and interlibrary loans from the Davis Memorial Library, so you can dive into research without leaving home.
For students who need additional accommodations, the Student Access & Accommodation Services office is there to make sure your online learning experience is smooth and accessible, regardless of any disabilities. From assistive technologies to tips for navigating course content, MU ensures that everyone has the tools they need to succeed. The support doesn’t stop at academics. Methodist University offers online students access to counseling services, where they can schedule virtual sessions to talk through any personal challenges. Even your textbooks and student ID can be ordered online, making life that much easier. And for those seeking spiritual guidance, the University Chaplain is available for one-on-one consultations, ensuring that your personal growth is just as important as your academic progress.
What really sets MU apart is its dedication to personalized advising. Every MU Online student is assigned an academic and career advisor, and they’re just an email or phone call away. Whether
it’s planning your course schedule or preparing for a job interview, these advisors are there to guide you every step of the way. MU’s Writing & Tutoring Center also offers e-tutoring, where you can submit your work and get detailed feedback, or real-time consultations to work through assignments face-to-face with a tutor.
And if you ever run into tech trouble, MU’s IT Help Desk and Canvas support team are ready to assist with any issues. Whether it’s a
forgotten password or a glitch in the system, you’ll have the help you need to keep your focus on learning.
Success Stories
Behind every Methodist University online student, there’s a story of perseverance, passion, and transformation. Take Kourtney Johnson, Class of ‘25, for example. Once an up-andcoming chef, Kourtney’s culinary dreams were
Almost every MU Online student receives some form of financial aid, making education accessible for those from all walks of life
put on hold after two accidents left her with multiple health conditions, including rheumatoid arthritis, spina bifida, and scoliosis. But instead of giving up, she shifted her focus, enrolling in MU’s Clinical Mental Health Counseling program. Now, Kourtney is on her way to becoming a powerful mental health advocate, focusing on the military and African American communities – a career path she never could have imagined before.
Then there’s Ryan Lucas, also Class of ‘25, an Advanced Paramedicine student who’s juggling the demands of his online studies while serving as a critical care flight paramedic in the U.S. Army. A husband and father of three, Ryan plans to retire from military service after graduation and dedicate his skills to providing healthcare for elderly people in rural communities. His story is a testament to how flexible online learning can empower students to continue making a difference in the world, even while serving in the most demanding roles.
Nicole Johnson, a recent graduate, is another shining example. She completed her bachelor’s degree in Health Care Administration in 2023 – all while raising two children and working full-time in customer service for Blue Cross Blue Shield.
Not only did Nicole achieve her undergraduate goals, but she’s now pursuing her Master of Health Administration at Methodist University, with aspirations of either working in a hospital or launching her own health insurance business. Her journey demonstrates the real-world impact of Methodist University’s online programs, where students aren’t just getting degrees; they’re building futures that reflect their true passions.
Making Education Affordable
At Methodist University, financial support isn’t just a bonus – it’s the norm. Almost every MU Online student receives some form of financial
With constant marketing research and feedback from students, Methodist University is currently exploring adding two exciting programs to its online lineup: a Bachelor of Science in Data Science and a Bachelor of Science in Business Analytics
aid, making education accessible for those from all walks of life. Whether you’re activeduty military, a veteran, or a member of the general student body, there’s a financial aid package designed for you. For students with a military background, the Methodist University Military & Veteran Services Office coordinates tuition rates and helps veterans access VA benefits seamlessly.
For other students, the process begins with completing the FAFSA, which opens the door to federal financial aid, including Pell Grants and the NC Legislative Tuition Grant for eligible North Carolina residents. This means that whether you’re balancing family, work, or service commitments, Methodist University has you covered when it comes to making your education as affordable as possible.
What’s Next? Expanding MU’s Online Programs
Methodist University is always looking ahead, ensuring that its online offerings evolve to meet the needs of its growing student community. With constant marketing research and feedback from students, the University is currently exploring adding two exciting programs to its online lineup: a Bachelor of Science in Data Science and a Bachelor of Science in Business Analytics. These programs would provide students with cutting-edge skills in fields that are increasingly in demand, and it’s clear that Methodist University is committed to staying at the forefront of both traditional and emerging industries. Whether you’re looking to pivot into tech or sharpen your business strategy expertise, Methodist University is making sure the future is bright for all its students.
MENTOR’S MANTRA
Leading Efforts Towards Enabling a World that is Prosperous, Sustainable, & Inclusive
David Bach, Rio Tinto Chair in Stakeholder Engagement and Dean of Innovation and Program, IMD Business School
David Bach is Professor of Strategy and Political Economy, Rio Tinto Chair in Stakeholder Engagement, and Dean of Innovation and Programs. He will assume the Presidency of IMD on 1st September 2024.
Recently, in an exclusive interview with Higher Education Digest, David shared his professional trajectory, his vision and future plans for IMD, insights on the future requirements for business graduates, the best piece of advice he has ever received, words of wisdom, and much more. The following excerpts are taken from the interview.
I’ve always believed that what sets IMD apart from other business schools is its commitment to real learning and real impact
Hi David. Could you please share your background and your field of expertise?
Born and raised in a small town in Germany, I went to Yale for my undergraduate degree before earning a PhD in political science at the University of California, Berkeley. I then moved to Spain with my Spanish wife and started work at IE Business School in Madrid, before becoming Deputy Dean of the Yale School of Management in 2012, where I expanded the degree program portfolio, created Yale Center Beijing, and helped establish the Global Network for Advanced Management, an alliance of 32 top business schools. In 2020, I joined IMD as a Professor of Strategy and Political Economy and Dean of Innovation and Programs.
You have been recently appointed as the President at IMD. Can you tell us about your vision for the institute, and how you plan to achieve it?
I’ve always believed that what sets IMD apart from other business schools is its commitment to real learning and real impact. We care about practice and application. We help people think about big issues and we try to look forward, helping leaders and organizations to figure out how, say, the rise of AI, geopolitical tensions, or the workforce entry of Gen Z will impact them. Because learning and ‘the learner are central at IMD, we are also spending a lot of time developing our pedagogy, leveraging technology and new teaching methods
As a strategy and political economy expert, I believe business leaders need to increasingly engage with a diverse set of stakeholders, not just to drive positive change for society and the planet but to maintain their social license to operate
to make our programs more engaging and more personalized.
As President of IMD, I want to build on these remarkable strengths and further cement our reputation as a world leader in management education. What does this mean in practice? I want us to be the go-to institution for organizations to skill up and solve problems and be the most recognized for our applicability of
insight, proximity to practice, and the ability to catalyze change.
Looking at the rapidly changing business environment, what are the future requirements for business graduates?
Leaders and organizations are facing unprecedented challenges that require fresh
thinking and new approaches. This calls for a generation of reflective and responsible leaders; those who cultivate critical thought and self-awareness, and care as much about their impact on people and the planet as they do about the bottom line. In our degree programs, we do this by equipping students with the capabilities to integrate sustainability into both their careers and organizations.
What are some of the things you’re most excited about right now in your field?
As a strategy and political economy expert, I believe business leaders need to increasingly engage with a diverse set of stakeholders, not just to drive positive change for society and the planet but to maintain their social license to operate.
With the rise of social media and technology, many stakeholders now have the tools to scrutinize organizations and hold people to account. Leaders today need to learn how to separate signal from noise and when to speak out and engage.
What are your views on leadership? How should university vice-chancellors and administrators ensure that their faculty members and students transform into world-class leaders?
We live in an age where the expectations of leaders and their organizations are greater than ever. Leaders are paid for being, not merely doing. They must embody and represent at all times the vision for the institution they lead.
At IMD, in keeping with our purpose of
‘challenging what is and inspiring what could be, we develop leaders and organizations that contribute to a more prosperous, inclusive, and sustainable world’, that means not resting, always innovating, and being laser-focused on enabling our faculty and staff, our students and clients, and our alumni to have maximum impact.
In your academic or work career, were there any mentors who have helped you grow along the way? What’s the best piece of advice you have ever received?
Ted Snyder, the Dean of the Yale School of Management, hired me to help expand SOM’s portfolio of innovative and mission-aligned
degree and non-degree programs. I learned many things from him, including the centrality of a bold vision and alignment with it. One simple piece of advice he gave me: ‘The optimal number of mistakes is not zero.’ If you aim for zero mistakes, you will never take risks, and all leadership involves calculated risk-taking. This also means that you have to have your people’s backs, always.
As an award-winning management professor, what are your suggestions to integrate quality and excellence at all levels of business education?
We tend to spend too much time on what we would like to teach (and how we would like to
teach it) and not enough on what students need to learn and how they will learn it best. Learnercentricity is the key to excellence and impact.
How do you define success? What is your take on the ways to achieve longterm success?
For me, success is about impact, which is what makes me so grateful to be working at IMD. Our goal is that ambitious, impact-seeking faculty and staff will want to make IMD their professional home. If we can attract the best people, and set them up for success, we will thrive.
What are your passions outside of work?
One of the advantages of IMD is its incredible location next to Lake Geneva and close to the Alps. In my spare time, I love to head to the mountains to ski with my family. During the summer, inflating a paddle board and getting out on the lake, looking at the mountains from the water, is just balm for the soul.
Where would you like to be in the next 5 years?
For me, success is about impact, which is what makes me so grateful to be working at IMD
Leading the world’s most impactful business school!
What is the one piece of advice that you can share with other professionals in your industry?
Never forget the personal sacrifices many students make to join our institutions. They invest time, money, emotions, and energy, and we owe it to them to give our very best, every time, to help them achieve their potential and to make their contribution to the more prosperous, sustainable, and inclusive world that we all desire.
3 Benefits of Implementing Grit in the Math Classroom!
Dr. India White, Author, SAVVAS Learning Company
Dr.IndiaWhiteisaTEDxspeaker,nationaleducationalconsultant,andauthorof46+books.Athree-time graduate of the University of Florida, her expertise is in math, educational leadership, and administration. As a former math teacher, math coach, and Assistant Principal, she focuses on helping teachers and principals implement equitable practices and develop student grit to bridge the achievement gap. Dr. White has presented at numerous conferences, including MACUL, NCTM, NCSM, and CMC-South. She chairs Equity and Access Committee for FCTM.
W1. Teach Resilience in the Face of Challenges
Math can be a challenging subject for many students, and it is not uncommon for them to encounter obstacles along the way. By
hen it comes to teaching math, having grit is essential for both teachers and students. Grit, characterized by perseverance and passion for long-term goals, can significantly impact student success in the math classroom. It provides the drive students need to overcome challenges and persist through difficult math problems. However, some students lack grit due to factors such as math anxiety, fear of failure, criticism, and low self-esteem. Consequently, they may tense up during mathematical discussions or withdraw as a defense mechanism. To best support your students, here are three benefits for math teachers to consider when fostering grit in their students:
As an educator, it is crucial to refuse to allow students to quit or succumb to failure, fostering a classroom environment where perseverance is valued and rewarded
promoting grit in the classroom, teachers can help students develop the resilience needed to overcome these challenges. When students have grit, they are more likely to persevere through difficult problems, seek out help when needed, and ultimately achieve success in math. Encouraging phrases such as “Keep going, you’re getting there!” or “I know it can get tough, but you’re close to the finish line!” can motivate students to push through tough problems. As an educator, it is crucial to refuse to allow students to quit or succumb to failure, fostering a classroom environment where perseverance is valued and rewarded.
Teaching resilience in the classroom involves several effective strategies. One approach is modeling a healthy, optimistic thought process for students as you navigate through a word problem, demonstrating how to approach challenges positively. Additionally, using higher-order thinking questions and various math question stems can help students explore different strategies and deepen their understanding. Encouraging students to turn and talk, sharing ideas with their peers, while providing scaffolding support, further enhances their learning process. It is important for students to understand that misconceptions and errors are integral to the learning experience. These experiences are stepping stones toward achieving proficiency, helping them grow and progress on their educational journey.
2. Cultivate a Growth Mindset
Grit is closely tied to the concept of a growth mindset, which is the belief that abilities can be developed through dedication and hard work. By fostering a growth mindset in the math classroom, teachers can help students
view mistakes as opportunities for learning and growth. When students believe they can improve their math skills through effort and perseverance, they are more likely to take on challenging tasks and push themselves to reach their full potential. Building grit through a growth mindset involves changing students’ limiting thoughts and perspectives of self-efficacy. I found that through using the acronym G.R.I.T., Great Resilience in Time, we intentionally help students shift from negative or limited thoughts to those that affirm their ability to achieve. Over time, this approach helps students become gritty and overcome the limitations they face in their learning journey. Sometimes, students need a guide or mentor to help them see the light at the end of the tunnel as they learn, and their teacher is the perfect leader to reveal this hope. Teachers are the primary influence on a student’s academic success in the classroom. By implementing effective teaching practices, teachers can significantly enhance student growth, potentially leading to substantial learning gains. Through a growth mindset, teachers can make a big difference each day. As teachers remain gritty and impart these concepts to their students, positive outcomes become inevitable.
3. Increased Motivation and Engagement
When students have grit, they are more motivated to succeed and are willing to put in the effort needed to achieve their goals. This increased motivation can lead to higher levels of engagement in the math classroom, as students are more likely to actively participate in class discussions, complete assignments, and seek out additional learning opportunities. In my TEDx Talk, “The Power of Grit,” I shared a
When students have grit, they are more motivated to succeed and are willing to put in the effort needed to achieve their goals
story about a student who struggled with low self-efficacy and math anxiety, initially scoring at a level 1. By fostering grit and implementing various gritty practices, he was able to turn his academic performance around, ultimately scoring at a level 5 by the end of the school year. This transformation highlights the impact of grit on student success.
Some of the ways I enjoyed motivating students and cultivating grit included various engaging activities. One of my favorites was the “Get Gritty With It!” game, designed to inspire and energize learners. Another was the “Grit Circle,” a time for introspection and encouragement at the end of the lesson. These activities, along with others connected to the grit acronym “Great Resilience in Time,” helped students internalize the concept of grit. As a result, grit became a natural trait for students, growing into a key part of our classroom culture. Persistence and motivation to learn and thrive became the expectation. By fostering grit, teachers can create a positive and supportive learning environment, encouraging students to take ownership of their learning and strive for excellence in math. Thus, having grit in the math classroom benefits both teachers and students in numerous ways.
Conclusion
By promoting resilience, fostering a growth mindset, and increasing motivation and engagement, teachers can equip students with the essential skills and mindset necessary for success in math and beyond. As educators prioritize teaching resilience amidst challenges and cultivate a growth mindset in their students, coupled with efforts to increase motivation and engagement through strategies like reminding students of grit through the acronym G.R.I.T., students exceed the academic benchmarks established in the classroom and persist towards their long-term objectives. Encouraging grit in the classroom empowers students to confront challenges directly, persevere through obstacles, and ultimately attain their academic aspirations.
UNIVERSITY IN THE ASIA-PACIFIC 2024
DUSIT THANI COLLEGE
Bringing Thailand ’ s Gracious Hospitality Education to the World
When Thanpuying Chanut Piyaoui, the visionary founder of Dusit International, established Dusit Thani College, she wasn’t just building an institution—she was empowering her people and her country. Back then, hospitality education in Thailand was theoretical and lacked real-world application. It was a field with potential, but it needed more than textbook knowledge to thrive. And Thanpuying knew it. She recognized the industry’s need for skilled professionals who understood the art of service, and she was determined to change that.
What started as Dusit Thani Hotel School, a small initiative focused on practical training, has now grown into Thailand’s First and Largest Institute Dedicated to Hospitality Education and Culinary Arts Training.
“Dusit International is one of Southeast Asia’s leading and largest hospitality brands and the founders of Dusit Thani College. We established the college to develop hospitality talents in Thailand and now we educate and train talents around the world.”
- Siradej Donavanik, Vice President – Hotel Business Development, Dusit Thani
Plc.
John Lohr, Executive Director of External Affairs and Business Development, Dusit Thani College
“Our founder saw that Thailand’s hospitality industry was facing a serious challenge—there was a shortage of well-trained professionals,” shares John Lohr, Executive Director of External Affairs and Business Development at Dusit Thani College. “She wanted to create an educational environment where students could learn by doing, not just by learning in the classroom.”
Today, after more than 30 years of shaping future leaders, Dusit Thani College stands as a testament to that vision. With over 10,000 graduates who have moved on to become influential figures in the hospitality world, the college is more than just a place of learning—it’s a launchpad for successful careers. Its programs are designed to deliver hands on, industry aligned education and develop leadership skills in real-world situations, giving
With over 97.5% of students employed within a year of graduation and 81.5% of them in the field of hospitality, Dusit Thani College delivers on its promise to educate and train the future talent and leaders of the hospitality industry
students the experiencethey need to stand out in a competitive field.
Currently, Dusit Thani College offers a range of programs, including bachelor’s and master’s degrees in hospitality management and culinary arts. “Our students don’t just learn theory—they master the entire experience of hospitality, from the kitchen to the boardroom,” adds Lohr. It’s no wonder that 97.5% of their graduates find employment within a year.
And the college isn’t stopping there. With plans to expand beyond Thailand, Dusit Thani College is ready to take its unique approach to hospitality education across the region, ensuring that more students get the opportunity to learn what it means to deliver Gracious Hospitality, a cornerstone of the Dusit brand.
A World-Class Education in Hospitality and Culinary Arts
Dusit Thani College isn’t just a place to earn a degree; it’s where students turn their passion for hospitality and culinary arts into their profession. The college’s four-year international bachelor’s programs, taught entirely in English, are designed to meet the needs of today’s global hospitality market. With two flagship programs—Hospitality Management and Professional Culinary Arts— students receive top-tier education backed by global leaders in the field.
For those aspiring to make a mark in the hospitality industry, the B.B.A. in Hospitality Management is the perfect launchpad. This program, certified by the world-renowned EHL
DTC’s Professional Culinary Arts program is run in collaboration with Le Cordon Bleu, the epitome of French culinary excellence
(École hôtelière de Lausanne), offers students the chance to learn from the very best. “It’s not just about learning management theories,” shares Lohr. “We aim to build leadership qualities and a deep understanding of the international hospitality landscape.” What makes it even more appealing is the unique 2+2 study pathway. Students can spend two years at Dusit Thani College and then continue at EHL in Switzerland, earning dual bachelor’s degrees from both institutions.
For those with a flair for cooking, the B.B.A. in Professional Culinary Arts, developed in partnership with Le Cordon Bleu, offers a curriculum steeped in the traditions of French and Western cuisine. This isn’t just about mastering recipes; it’s about cultivating a creative spirit, where every meal is a masterpiece waiting to be created. Students are encouraged to participate in culinary arts competitions worldwide, such as the Young Chef Olympiad in India and Bocuse d’Or in France. “Our students have the chance to showcase their talents on a global stage and learn from top chefs in realworld settings,” Lohr emphasizes.
Both programs also offer various specializations - ranging from Innovation for a Sustainable Future to Maximizing Human Value in a Digital Economy - allowing students to tailor their education to their unique interests. With such diverse learning opportunities, Dusit Thani College ensures that its graduates are more than ready to excel in an everevolving industry.
Flexible, Non-Degree Programs for Every Learner
Not every aspiring professional needs a four-year degree to get ahead, and Dusit Thani College understands that. For those looking for short-term courses or targeted skill-building, the college’s non-degree offerings are just as impactful. Through
the Dusit Hospitality Academy (DHA) and The Food School, Dusit Thani College has created a range of programs that cater to everyone—from novices to seasoned professionals seeking to refine their craft.
The Dusit Hospitality Academy (DHA) offers a wide array of short courses, from baking and cooking classes to hotel and restaurant management programs. “Students can pick and choose courses that fit their career goals, whether they want to specialize in a particular cuisine or polish their management skills,” says Lohr. For Dusit Thani College students, these courses are an excellent way to supplement their learning, providing a chance to explore specific interests at a discounted rate.
One standout initiative is the Talent Opportunity Program (TOP). Created to provide affordable access to hospitality training, this sixmonth program includes two months of hands-on education followed by a guaranteed four-month internship at a Dusit Hotel or other brand name property. The goal? To help students from lowincome backgrounds, get trained, gain experience and get a job in the hospitality industry. “It’s a stepping stone for those who want to enter the field but might not be ready for a full-time degree program,” notes Lohr. What’s even better is that credits earned in the TOP program can be transferred toward a bachelor’s degree at Dusit Thani College, giving participants the flexibility to continue their education when they’re ready.
Meanwhile, The Food School, located in the heart of Bangkok, created for chefs and by chefs, brings together the world’s best culinary institutes under one roof. Here, students can dive deep into the flavors of Italian, Thai, and Japanese cuisine. Long-course certificate programs, offered in collaboration with ALMA (Italian Cuisine) and TSUJI (Japanese Cuisine), provide specialized training with certificates delivered by chefs from the respective partner schools. For those looking for a shorter commitment, The Food School also offers specialty courses,
from wine tasting to pastry and bakery classes, making it the go-to destination for anyone with a love for food and a desire to learn.
A Global Approach to Hospitality Education
If there’s one thing Dusit Thani College understands, it’s that hospitality is a truly global industry. And to excel, students need to be equipped with skills, knowledge, and credentials that go beyond borders. With that in mind, DTC has partnered with some of the most prestigious
“The Food School” Bangkok
DTC’s special relationship with Dusit International allows it to weave real-world experiences into the curriculum, ensuring that students graduate not only with theoretical knowledge but also practical expertise
culinary and hospitality education leaders worldwide, offering students a unique blend of global exposure and local expertise.
This is why every program at DTC is designed with international standards in mind, incorporating global best practices into the very DNA of its curriculum. “Our partnerships and collaborations ensure that our students are not just industry-ready but future-ready,” shares Lohr. This dedication to quality is validated through rigorous evaluations and accreditations by world-renowned organizations like THEICE (The International Centre of Excellence in Tourism and Hospitality Education).
Accredited by THE-ICE, DTC has proven that it delivers education that meets the highest global benchmarks. “This recognition is more than just a badge of honor—it’s a promise to our students and partners that we are committed to continuous improvement and innovation,” adds Lohr. It’s about setting the standard and raising the bar every day.
And it doesn’t stop there. DTC is the first and only hospitality college in Thailand to offer an EHL-certified program. For those unfamiliar, EHL (École hôtelière de Lausanne) is the top
hospitality management school in the world according to QS rankings. To maintain this certification, DTC’s faculty regularly undergo specialized training and must pass stringent annual audits. This ensures that students are receiving the same world-class education they would get at EHL itself.
But the culinary arts are no less emphasized. DTC’s Professional Culinary Arts program is run in collaboration with Le Cordon Bleu, the epitome of French culinary excellence. It’s no wonder that DTC is the first educational institute in Thailand to be recognized by the World Association of Chefs Societies for its quality culinary education.
This alignment with global institutions not only elevates the learning experience but also opens doors. “Our students graduate with degrees that are recognized and respected by the industry globally,” notes Lohr. In a field as competitive as hospitality, these credentials give students a vital edge.
Building a Global Network of Academic and Industry Partnerships
One of the most compelling aspects of DTC’s programs is its vast network of academic and
industry partnerships. “We want our students to see the world as their classroom,” says Lohr. And with partners like LYFE in Lyon, France (formerly the Institute Paul Bocuse), the Hong Kong Polytechnic University, and the University of Houston in the US, DTC makes that vision a reality.
These alliances allow students to participate in study-abroad programs, exchange opportunities, and international internships. Imagine starting your hospitality journey in the vibrant city of Bangkok, then continuing it in the culinary heart of France, and perhaps wrapping it up in Houston’s thriving restaurant scene. That’s the kind of exposure and experience DTC aims to provide.
But it’s not just academic partners. DTC’s industry relationships are equally impressive. As one of only a few hospitality schools owned and operated by a leading hospitality company, Dusit International, thousands of international internships and jobs in all areas of hospitality are available to graduates in they choose to build their careers with Dusit International.
With a curriculum that balances operational skills, managerial expertise, and strategic thinking, DTC graduates are well-prepared to take on leadership roles and drive change in a rapidly evolving industry
But the college doesn’t just provide jobs in Thailand and with Dusit international, with connections to over 100 top-tier hospitality companies—including Hilton, IHG, Park Hyatt, Peninsula Hotels, and Marriott—students have a wealth of internship and career opportunities at their fingertips. One of the highlights of the academic year is the Hospitality Talent Fair, where employers from across the region come to meet and recruit DTC’s bright minds. “We don’t just prepare our students to enter the industry; we connect them with it,” emphasizes Lohr.
At DTC, learning goes beyond the classroom. The college’s special relationship with Dusit International allows it to weave realworld experiences into the curriculum, ensuring
that students graduate not only with theoretical knowledge but also practical expertise.
“Work Integrated Learning (WIL) is a cornerstone of our educational approach,” shares Lohr. Through WIL, students get hands-on experience in a Dusit Thani hotel or resort, under the guidance of seasoned hospitality professionals. It’s one thing to learn about guest relations or event management in a lecture, and quite another to apply those skills in a bustling five-star property.
The college’s prime location next to the Dusit Princess Hotel—a 4-star luxury hotel— means that students can easily transition between learning and practice. The hotel serves as an extension of the campus, offering a real-time learning environment for students to hone their skills in areas like front office management, housekeeping, and F&B operations.
The internship program is another key component, requiring students to complete over 900 hours of real-world experience in either a Dusit property or a similar luxury setting, either in Thailand or abroad and now with the reopening of the iconic, reimagined Dusit Thani Bangkok, Thailand’s original first 5 star hotel, students can gain hands on work experience in an ultra luxury environment. For those eyeing leadership roles, DTC’s LEAD (Management Training Program) fast-tracks high-potential students to a guaranteed management position within the Dusit Group through a 15-month, multi-destination, cross-training experience. “LEAD is not just a program—it’s a launchpad for future leaders in hospitality,” notes Lohr.
Inspiring Leadership and Strategic Thinking
DTC’s commitment to developing leaders is woven into every stage of the four-year
“The iconic re-imagined Dusit Thani Bangkok.”
learning journey. Year 1 focuses on operational foundations, from understanding the principles of hospitality to participating in gracious hospitality field trips. By Year 2, the focus shifts to supervisory skills, preparing students to step up and take charge.
In Year 3, students delve into business and management strategies, applying their learning in a major management internship. Finally, Year 4 is all about strategy and specialization, allowing students to tailor their studies to align with their career aspirations. Whether their interest lies in sustainable innovation, hospitality finance, or culinary entrepreneurship, DTC provides the pathways to explore those interests in-depth.
But perhaps what’s most inspiring is the emphasis on leadership styles and personal growth. “We don’t just teach our students how to manage hotels—we teach them how to lead teams, inspire others, and make a meaningful impact on the industry,” shares Lohr. With a curriculum that balances operational skills, managerial expertise, and strategic thinking,
DTC graduates are well-prepared to take on leadership roles and drive change in a rapidly evolving industry.
For those looking to break into the hospitality industry—or elevate their career to new heights— Dusit Thani College offers an educational experience that is as diverse and dynamic as the industry itself. With world-class partnerships, cutting-edge programs, and a relentless focus on quality, DTC is not just shaping the future of its students; it’s shaping the future of hospitality.
Building a Sustainable Future
At Dusit Thani College, sustainability isn’t just a buzzword; it’s a core value that informs every aspect of their education and operations. Through the innovative “Tree of Life” initiative, a comprehensive sustainability program led by Dusit International, the college is playing a pivotal role in shaping a greener future for the hospitality industry—not just in Thailand, but globally.
“Our commitment to sustainability is integrated into both our Thai and international
“Supakorn Zhang, a student from “Thara” Team on the stage of Sustainable Hospitality Challenge 2024 in Dubai.”
programs,” says Lohr. The International Programs in Hospitality Management and Culinary Arts offer a major concentration on Innovation for a Sustainable Future, encouraging students to explore how the hospitality sector can innovate and adapt to embrace sustainable practices.
But it’s not just theory. DTC students have the opportunity to put their sustainability knowledge into practice by participating in the Sustainable Hospitality Challenge (SHC). This global competition, established by the renowned Hotelschool The Hague in the Netherlands, brings together the best hospitality students worldwide to present their innovative solutions for sustainable practices in hospitality.
Recently, Dusit Thani College had the honor of hosting the Asian and African semifinals of the Sustainable Hospitality Challenge 2024 right in Bangkok, where over 70 students from prestigious hospitality schools competed. It was a thrilling showcase of creativity and ingenuity, with each of the 13 teams presenting
ideas that could make a real impact on sustainability. After intense deliberations, only two teams advanced to the final round, and one of those teams was from Dusit Thani College.
With their innovative organic water purifying system called “Thara,” the DTC team stood out among the competitors. Created by talented students Supakorn Zhang, Shaun Ajay Mathew, Jirada Kluaymaingarm, and Miss Natthanica Teera-atthawet this groundbreaking idea leverages plants to purify grey water for nonconsumption purposes. Imagine a system that uses a vertical green wall and a sterilizing box to transform used water into something reusable— all while reducing energy consumption. A lab test demonstrated an impressive 75% effectiveness in water sterilization.
The excitement continues as the final round of the Sustainable Hospitality Challenge is set to take place in Dubai from September 30 to October 2, 2024, during the Future Hospitality Summit. DTC’s team will proudly represent Thailand on this global stage.
As Dusit Thani College continues to grow and innovate, it aspires to become not just a national leader, but a premier hospitality education institution worldwide
As Dusit Thani College continues to grow and innovate, it aspires to become not just a national leader, but a premier hospitality education institution worldwide. Traditionally, Swiss hospitality schools have held the crown in this arena. However, Lohr argues that “the Swiss model, with its exorbitant fees and highcost living environments, is neither sustainable nor affordable for the industry and for the vast majority of aspiring talents.” Graduates from Swiss institutions often struggle with low initial salaries, and a staggering less than 50% of them remain in hospitality.
In contrast, DTC offers high-quality, affordable programs right in Bangkok, with an impressive 81.5% of its graduates employed in their field of study. Plus, with a massive pipeline of new Dusit International Hotels set to open— 60 in the next three years - students have an incredible opportunity for internships and job placements that rival any elite institution. “The tuition fees for all 4 years of Bachelor program at DTC will cost a student around 35,000 USD. That is around the average yearly tuition of a US university and only half the annual fees of a Swiss hospitality school. Clearly from a ROI perspective studying in Bangkok and at DTC delivers more value” Lohr points out.
Bangkok: The New Education Capital of Hospitality
Bangkok is emerging as a prime destination for international education in hospitality. In 2024, students are increasingly seeking out locations that offer easy visa access, post-study work opportunities, and affordability. Thailand stands out, providing not just a cost-effective alternative to the Big Five - Australia, Canada, the UK, the
US, and Switzerland - but also a more affordable option compared to neighboring Southeast Asian countries like Malaysia and Singapore.
As the most visited city in the world, Bangkok is ranked No. 1 in the “Best City” category for Asia Pacific tourist destinations. It boasts an array of five-star hotels, fine dining establishments, and a vibrant cultural scene. Plus, it’s renowned as the Street Food Capital of the World and is a major hub for commerce, consistently ranking among the top 50 safest cities globally. With such a rich variety of experiences, there truly is no better place to study hospitality than in Bangkok, the heart of the industry!
Dusit Thani College has ambitious plans to evolve into Dusit Thani University within the next five years, becoming the first and largest dedicated hospitality university in Thailand. This transition will make DTC the only major hospitality university globally owned by a hospitality company.
Furthermore, the college is committed to democratizing education by expanding its programs across the region through partnerships. The TOP Program aims to deliver entry-level talent to the hospitality industry at high volumes, meeting global manpower needs while making training accessible to students in Vietnam, Cambodia, Nepal, and the Philippines. With affordable rates for these non-degree programs, Dusit Thani College is poised to train tens of thousands of future hospitality leaders.
“Our founder’s vision was always about educating and training Thailand’s talents. Now, with our aggressive expansion plans, we aim to extend that vision and our renowned gracious hospitality programs to the world,” concludes Lohr.
ACADEMIC VIEW
Emerging in the Middle East: The Power of BTEC Qualifications for University Success
Leena Atkins, Head of Secondary at GEMS Winchester School Dubai
Leena Atkins holds a distinguished academic background, earning a Bachelor of Engineering (Hons) in Mechanical Engineering from Cardiff University. After a successful stint as a Design Engineer in the oil and gas sector, she transitioned to education, completing her teacher training in Mathematics from the University of Manchester. Her dedication to continuous learning is evident through her Master’s degree in Educational Leadership (with distinction) from Middlesex University in Dubai, and most recently her National Professional Qualification for Headship, further solidifying her leadership expertise. With over 15 years of teaching and leadership experience across four Key Stages in both the UK and Dubai, Leena brings a wealth of knowledge and a proven track record to her role. Her leadership roles have included Head of Mathematics, Head of Sixth Form, Head of Middle School, and most recently, Head of Secondary for the past four years. She further contributes to the educational landscape as an examiner and is a qualified British Schools Overseas inspector.
For many years, A Levels have been the traditional pathway for university entrance for international British curriculum schools. Level 3 BTEC qualifications, such as Business, Sport, IT, and Creative Media, however, are an alternative pathway with proven success.
There are many misconceptions surrounding BTECs and their value in preparing students for the demands of university life. From the success of my Year 13 students, I want to highlight how BTECs provide a rigorous, inclusive, and practical approach to learning, making them a fantastic pathway
The BTEC IT program equips students with the latest software development skills, network security knowledge, and IT project management techniques
BTECs move away from the pressure of high-stakes, end-of-course exams and embrace a system of continuous assessment
for a wide range of degree courses in Dubai and internationally.
One frequent misconception is that BTECs offer a “softer” option compared to A Levels. This couldn’t be further from the truth. BTECs are designed to be academically demanding, with a strong emphasis on applied learning. Students engage with real-world scenarios, developing crucial knowledge and practical skills relevant to their chosen course. For instance, our BTEC Business program offers simulated business activities, allowing students to gain practical experience in areas like marketing and finance. This hands-on approach mirrors the projectbased learning often encountered at university, equipping students with transferable skills that are highly valued by employers and universities alike.
The depth of a BTEC qualification shouldn’t be underestimated. Each program boasts a comprehensive curriculum aligned with industry standards. BTEC Sport delves into areas like sports psychology, performance nutrition, and coaching methods, preparing students for careers in sports science, coaching, or even physiotherapy. The Level 3 qualification in Sport, Fitness Instructing and Personal Training is also recognised as an industry standard qualification by the Register of Exercise Professionals for students to become approved personal trainers in the UAE. Students gain not only theoretical knowledge but also practical experience through activities like analyzing training programs, designing coaching strategies, and evaluating performance. Similarly, the BTEC IT program equips students with the latest software development skills, network security knowledge, and IT project management techniques. This prepares them for immediate employment opportunities in IT support or network administration, or positions them well
for university degrees in computer science, cyber security, or software engineering.
Students like Selwan, a BTEC IT student, exemplify this advantage. Selwan has thrived in the BTEC program. His passion for technology shone through practical projects where he undertook website design and development for a fictional company. This hands-on experience not only bolstered his understanding of network security principles but also allowed him to develop problem-solving and critical thinking skills – invaluable assets for both his future career and university studies. Selwan has an offer to read Cyber Security and Forensics from Sheffield Hallam University, the sixth largest university in the UK.
BTECs move away from the pressure of high-stakes, end-of-course exams and embrace a system of continuous assessment. This means students are evaluated throughout the program on their coursework, assignments, presentations, and practical projects. This approach mirrors the ongoing assessment methods used in many university degrees, allowing students to develop strong time management and self-evaluation skills. They learn to manage deadlines, prioritise tasks, and take ownership of their learning –crucial skills for success in higher education.
Beyond academics, BTECs also nurture crucial soft skills. Through group projects, presentations, and client simulations (in the BTEC Business program, for example), students develop communication, collaboration, and teamwork skills. These are highly soughtafter attributes by universities and employers alike. Furthermore, BTEC programs encourage critical thinking and problem-solving through case studies and project-based learning. Students
learn to analyse situations, apply their knowledge creatively, and develop solutions – skills that will benefit them throughout their academic and professional journeys.
The versatility of BTECs is another key advantage. While they provide a strong foundation for related degree courses, such as Business BTEC leading to a Business Management degree, they also open doors to a wider range of programs. Our BTEC Creative Media students, for instance, have received offers for degrees in marketing, international business and even psychology, demonstrating the transferable skills developed through this program. These students develop expertise in areas like animation, graphic design, and web development, but also hone their communication, creativity, and critical thinking skills – all assets for success in a variety of university courses. Additionally, BTECs are widely recognised by universities in Dubai, such as the University of Birmingham Dubai and the Rochester Institute of Technology Dubai, as well as internationally, making them a valuable asset for students planning to study in the UAE or abroad.
BTECs cater to a diverse range of learning styles. The focus on practical projects and coursework allows students who may not excel in traditional exams to shine. This makes BTECs a truly inclusive pathway to higher education, providing a valuable alternative for students who learn best through a hands-on approach.
A prime example is Drashya, a BTEC Business student who felt stifled by the theoretical nature of A-Levels. In the BTEC program, Drashya thrived. His entrepreneurial spirit came alive as he delved into relationship marketing, business plan development, and
BTECs are widely recognised by universities in Dubai, such as the University of Birmingham Dubai and the Rochester Institute of Technology Dubai, as well as internationally, making them a valuable asset for students planning to study in the UAE or abroad
business ethics activities. His final project, a comprehensive plan for business ethics, showcased not only his understanding of ethical behaviour but also how companies can implement socially responsible business practices. Drashya impressed his teachers and even earned himself a place at Heriot Watt University (a top 50 UK university). Drashya’s experience exemplifies how BTECs cater to students who are more hands-on and excel in applying business concepts to realworld situations.
At GEMS Winchester Dubai, we’re proud to be offering BTEC qualifications. As with any new program, places were initially limited. However, with their growing popularity and proven success, we’re committed to expanding our BTEC offerings in the coming years. This will allow more students like Simone, a BTEC
Level 3 graduate, to access a clear pathway to their dream career. Simone has an offer from the University of Westminster to study law. We are confident that BTECs will continue to empower our students to achieve their academic goals and thrive in their chosen careers.
BTECs are not a lesser substitute for A Levels; they are a valuable alternative pathway with distinct advantages. They equip students with the academic rigor, practical skills, and ongoing assessment experience needed to excel in higher education. Whether students aim for a Business degree in Dubai or a Sports Science program abroad, BTECs open doors to a bright future. We ask that more universities add BTEC Level 3 qualifications to their list of entry criteria and work with us in schools to ensure our pupils are ready and well prepared to start your courses.
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MOST INSPIRING
EDUCATION LEADER IN AUSTRALIA 2024
Raj Selvam
Lead Teacher at Melbourne Polytechnic and freelance Education Consultant
Empowering Communities and Breaking Cycles of Disadvantage Through Education
Raj Selvam, a respected Lead Teacher at Melbourne Polytechnic and freelance Education Consultant, has made it his mission to shape meaningful learning experiences. Born in Chennai, India, Raj moved to Australia in 2006 and has since dedicated his career to empowering marginalized communities.
“It was my parents’ dream for me to become a doctor, but I always saw myself as a performer or a choreographer,” Raj recalls. When he didn’t get the grades to pursue a medical degree, he chose Biotechnology for his undergraduate studies, not fully sure where it would lead him.
Despite the uncertainty, Raj’s extroverted nature and love for performance arts kept him engaged. During his school
Today, Raj is not just a teacher; he’s a guide and a mentor who understands the power of education to transform lives
Raj Selvam Lead Teacher at Melbourne Polytechnic and freelance Education Consultant
and university years, he was drawn to subjects like anthropology, sociology, and history. But he didn’t have mentors or role models to guide him in these fields. “I had no insight, exposure, or role models in the areas I was curious about,” he explains.
It wasn’t until Raj began working as a Disability Support Worker while completing his post-graduate studies in Biotechnology that his true calling revealed itself. One of his clients, the Chairperson for the Victorian Equal Opportunity Commission, encouraged him to explore community welfare. “It was like the stars aligned,” Raj says. Shortly after completing a degree in community welfare, he received multiple job offers. This marked the beginning of his work with children and adolescents—particularly those facing homelessness in Melbourne.
Raj found his passion in supporting young people, helping them re-engage with education and find pathways to careers or training. His work, combined with a Master’s in Youth Services Management, a Global Leadership and Social Entrepreneurship course at Charles University in Prague, and several other qualifications, shaped his approach to education and leadership. Yet, through it all, he remained fascinated by human behavior. “I often wondered why well-educated people, whether consciously or unconsciously, harm others,” Raj shares. These diverse credentials and real-world experience now form the backbone of his teaching and leadership approach.
Finding Purpose Through Mentorship
Raj’s transition into vocational education wasn’t something he had planned—it happened by chance. While working as a Team Leader in a Housing and Homelessness service, a colleague approached him with an unexpected offer. “He told me he had a student who had high aspirations and values
Raj finds inspiration in the resilience of people facing everyday hardships
similar to mine. He asked if I would consider taking the student on work placement and mentoring her,” Raj explains. Skeptical at first, he decided to meet the student.
That meeting ended up being transformative— not just for the student but also for Raj. “The student went back to the institute and told them she learned more from me in two months than in her two-year degree,” Raj says, chuckling. The feedback caught the attention of the institution, which promptly offered him a teaching role. Raj, ever the pragmatist, decided to “test the waters” by teaching a subject. Before long, he was offered a teaching contract. He found himself teaching Year 11 and 12 Vocational Education and Training (VET) qualifications, including Certificate 2, 3, and 4, as well as Diploma-level courses within the Australian Qualifications Framework.
Raj’s journey into higher education also began with a chance encounter. During a networking event, he met a Higher Education academic course manager who was inspired by his attitude toward life. She invited him to join her team, leading to over four years of lecturing in a Bachelor of Community Services program. This experience was pivotal for Raj, as it gave him deeper insight into the behavioral changes he had been curious about for years. “Becoming an educator really opened my eyes to how we can influence change in others,” Raj reflects.
Today, Raj is not just a teacher; he’s a guide and a mentor who understands the power of education to transform lives. He’s spent over 15 years working in youth and community services, delivering programs in housing and homelessness, disability services, mental health, and education. His hands-on expertise extends to working with marginalized communities, including refugees, new migrants, and LGBTIQA+ individuals with complex needs.
Professionally, Raj’s guiding light is the work of Paulo Freire, whose philosophy of “developing critically conscious, humanized learners who act to liberate themselves, and the world, from injustice” resonates deeply with his own mission
“The key lesson I’ve learned over the years is that effective programs must be dynamic,” he shares. Raj believes in a holistic approach that combines place-based strategies with co-creation and design-thinking models. “Scalability should always balance sustainability and power dynamics in resource management,” he adds thoughtfully. This approach also informs Raj’s teaching. He is heavily influenced by the ideas of Knud Illeris, who defined learning as “any process that leads to permanent capacity change and is not solely due to biological maturation or aging.” Raj also draws inspiration from Paulo Freire’s concept of developing critically conscious learners who work to liberate themselves and the world from injustice. These philosophies resonate deeply with Raj, as they align with his own values of creating change through education and empowerment.
Balance and Inspiration in a Complex World
Raj understands that students aren’t just learners—they’re individuals with their own unique “ecosystems.” Each student brings their own beliefs, values, attitudes, experiences, and motivations into the classroom, creating a dynamic collision of ecosystems in a shared learning environment. “As an educator, I have to acknowledge and value these rich ecosystems,” Raj explains. His role, he believes, is to honor these complexities while also guiding students toward growth.
For Raj, true learning must bring about lasting change—not just in academic knowledge but in the personal and professional lives of his students. It’s about transforming their individual ecosystems in meaningful ways. “I believe student learning must bring a level of permanent change in their personal or professional lives, or in their ecosystem as a whole,” Raj emphasizes. His teaching approach reflects a commitment to fostering this deep, transformative kind of education.
Balancing his role as an educator with the demands of everyday life, Raj practices traumainformed self-care. In today’s globalized, post-modern, neoliberal, and capitalistic world, he’s fully aware of how information— and sometimes misinformation—can drain emotional energy. He finds inspiration in the resilience of people facing everyday hardships. “Despite not having a roof over their heads or knowing when their next meal will be, they often have a pleasant smile and a helping hand for others in need,” he notes. That sense of selflessness, the ability to be present without expecting anything in return, is what keeps Raj going, even in the toughest of times.
Of course, his biggest inspiration comes from home. “My parents are my first and biggest inspiration,” he says. Growing up, Raj watched his parents work tirelessly at two jobs to support four children, all while living in a small studio room until he was a teenager. Their strength and determination taught him the value of perseverance. “Education aligned with Freire’s critical pedagogy is key to breaking the cycle of disadvantage, marginalization, inequity, and poverty,” Raj asserts. This belief drives him to continuously build his own capabilities while also empowering others to do the same. “Education is the tool that changes everything,” he says with conviction, a belief he carries into every classroom, every program, and every interaction.
Utilizing Vocational Education as a Catalyst for Social and Economic Progress
For Raj, Vocational Education and Training (VET) isn’t just about equipping students with skills—it’s at the heart of innovation and societal advancement. He sees VET as essential to addressing the most pressing challenges facing the world today, particularly in the realms of social, economic, and environmental health. “VET learners and graduates hold the key to solving many of today’s biggest issues,” Raj says with conviction. He believes that VET qualifications, which are industry-informed and designed to address skill shortages, play a critical role in strengthening the economy while fostering broader societal progress.
Raj is especially passionate about reshaping VET to meet the needs of a diverse and evolving world. His vision includes playing a pivotal role in teacher education within the VET sector and promoting trauma-informed teaching practices.
Raj advocates for moving away from a rigid, one-size-fits-all approach to learning. Instead, he envisions a dynamic, experiential, and collaborative model that reflects the diverse backgrounds and experiences of learners. “It’s not just about changing the curriculum,” he explains. “We need to create a learning model
that’s student-led, one that builds cultural humility, industry capability, and promotes a sense of belonging, equity, and social justice.”
At the core of Raj’s philosophy is the belief that learning is not a static event—it’s an ongoing, cyclical process. He emphasizes that both learning and leadership should be relational experiences, not just transactional ones. “Learning can be incredibly rewarding and enjoyable when teaching activities are aligned with learning outcomes and educators are deliberate in their practice,” he notes. Raj stresses the importance of creating a safe environment for learning—physically, psychologically, and spiritually—while fostering humility and respect. He believes that active listening and open communication are key to demonstrating this respect in educational settings.
Raj’s long-term vision is to integrate indigenous experiential learning practices into mainstream education. He hopes to foster equity and synergy in the classroom, with an emphasis on developing critically conscious, ‘humanized’ learners who are equipped to liberate themselves—and the world—from injustice. “Education should be more than just learning skills. It should inspire students to challenge injustices and work toward a more equitable world,” Raj asserts.
Through his work, Raj aims to continue transforming VET, ensuring that it not only meets industry needs but also contributes to the broader goal of social equity and justice. His commitment to building an education system that empowers learners from all walks of life is evident in every aspect of his teaching philosophy.
Enhancing Relevance and Amplifying Impact: The Power of Experiential Learning in Higher Education
AhmedAbdel-Meguid, Professor of Accounting at the American University in Cairo
Ahmed Abdel-Meguid has more than 20 years in higher education and is currently a tenured Professor of Accounting and the Associate Provost for Enrollment Management at the American University in Cairo (AUC). As the Associate Provost, he leads several offices including the Office of Enrollment, Admissions, and Student Service Center, the Office of Student Financial Affairs & Scholarships, and the International Programs and Services Office. He was also the founding faculty mentor for the first Cooperative Education program (CO-OP) at AUC. Previously he served as the Associate Dean for Undergraduate Studies and Administration, the Chair of the Department of Accounting, and the Director of the MBA Programs at AUC - School of Business, a Triple Crown school (AACSB, EQUIS, and AMBA). Abdel-Meguid holds a Master of Science in Accounting and a Ph.D. in Business administration (accounting) both from Syracuse University (NY, USA).
In general, Higher Education Institutions (HEIs) affect their local, regional, and international communities mainly through three channels. The first is students whom are trained and developed in terms of technical academic competencies and general soft skills. Those students graduate, join the workforce, and ideally utilize this training for the betterment of their
lives, and the lives of others, and advancing society and the world at large. The second is research, which is typically directed towards discovery in a certain field, enhancing the understanding of a challenge or a problem and offering some form of solution. The third is outreach through initiatives and activities, which are geared towards serving a certain group of constituents and /or achieving
Successful HEIs continuously engage in effective conversations with employers and other members of their communities regarding emerging market trends and talent needs
Students’ on-the- job learning through Cooperative Education (COOP) and internship programs has become an integral element in academic programs of various disciplines
a certain objective. While all three channels are important, it’s the first one, the graduating students, which typically is the most visible and the most commonly used proxy for institutional quality and reputation. Thus, HEIs invest heavily in the constant assessment of the quality of its programs and students. There are two important aspects of quality in this context. First, the degree to which the skills and competencies of students correspond to the issues and challenges of the market and society (i.e. relevance). Second, the degree to which these skills and competencies could be utilized to actually make a significant favorable change (i.e. impact).
The “Gap” Challenge of Higher Education
A frequently cited challenge facing higher education is the “gap” between academia (i.e. program offerings and students’ skill sets) and practice (i.e. specializations and competencies needed by the job market and society at large).
In general, the structures and governing policies of HEIs make them relatively less agile and slower than the market in terms of pivoting
their programs and their students’ skill sets. The main threat of this setting is that it makes the students’ learning more susceptible to some degree of obsolescence. This would be reflected in both reduced relevance and reduced impact of the student’s academic training as they enter the job market. Ultimately, the career readiness of graduating students could be weakened and might have to be compensated by greater learning and development spending by employers. Thus, the dilution of relevance and impact adversely affects HEIs, students, and the market. While the academia-practice gap will always exist, it could significantly be mitigated through a mix of visionary leadership, organizational culture which fosters creativity and innovation, and the ideal use of financial and well-trained human resources. Other external drivers behind ensuring the relevance and impact of higher education are rankings and accreditations, which constitute a favorable pressure for continuous improvement and maintaining competitiveness. Successful HEIs continuously engage in effective conversations with employers and other members of their communities regarding emerging market trends and talent needs. Using these insights as references, HEIs periodically review their academic programs and recalibrate their student development activities. Furthermore, this usually entails the reskilling of teaching faculty and staff, who oversee cocurricular activities. In essence, HEIs attempt to move its programs closer to the market. While this is important and needed, it typically requires significant time and financial resources to implement. A relatively easier, faster, and more cost-effective approach that could be used in tandem with the revamping of programs, is to bring the market and the community to the classroom. One way
to implement this is infusing ‘learning by doing or by experiencing’ (i.e. experiential learning) in the pedagogies adopted by HEIs.
Experiential Learning: Towards Win -Win -Win Educational Models
Experiential learning can take different shapes and forms such as field trips, community-based projects, student competitions, interactive guest lectures, case solving, student research, internships and Cooperative Education (COOP). The choice of the mix and intensity of each type will differ among HEIs and even among disciplines. The advantages of experiential learning are multifaceted affecting three groups. Students become more engaged with the market, thus enhancing career readiness. Employers and society at large are supported by an ongoing supply of active members who have the skills needed to effectively execute newly introduced functions and address emerging issues. Finally, with structured monitoring and assessment, HEIs receive invaluable indirect feedback concerning its students, programs, and faculty effectiveness. This could be used for minor finetuning to outright corrective actions at both the strategic and operational levels.
Cooperative Education (CO-OP) and Internships: Hands-on Experience and Much More
Students’ on-the- job learning through Cooperative Education (CO-OP) and internship programs has become an integral element in academic programs of various disciplines. When well designed and implemented, these programs could be considered the pinnacle of experiential learning. They provide exceptional benefits for students such as technical experience,
HEIs should keep relevance and impact at the forefront of their strategic plans and in all of their activities with a special focus on teaching
networking opportunities, and enhanced employability. However, there are also more subtle skills that students develop from such programs, which are very difficult to replicate in the normal classroom setting. Examples of these skills include maneuvering through office politics or dealing with a difficult manager. Like other modes of experiential learning, CO-OP, and internship programs vary in structure, while the CO-OP typically being longer in duration, more closely supervised by faculty, and generally more immersive. For example, in 2021 The American University in Cairo (AUC) – School of Business launched an optional credit-bearing CO-OP course. Undergraduate students work on a full-time basis with an expanding list of select employers for six months. The students are carefully screened by both the school and the employers through a rigorous process. To date the list has been very diverse and includes multinational companies, regulatory entities, government, consultants, auditing firms, banks, and many others. The students are paid by the employer and their whole experiential learning journey is supervised by a faculty mentor. The CO-OP students have to enroll in courses for at least one semester after completing their work assignment. This allows them to learn new topics but through the lens of the six months’ work experience. Furthermore, the CO-OP students indirectly share their practice-based insights
with their team members through projects and during wider class discussions. Finally, the COOP has enhanced the employability of students with a large number of them ultimately working at their CO-OP employers after graduation.
In conclusion, HEIs should keep relevance and impact at the forefront of their strategic plans and in all of their activities with a special focus on teaching. Experiential learning with its broad spectrum of methods and tools ensures that faculty bring the ‘real world’ into the classroom. It also drives cocurricular activities staff to design powerful skill development programs for students, making their learning experience more fun and engaging. Finally, students are more employable, and employers secure a sustainable supply of highly qualified job-ready talent. Overall, experiential learning has the potential to enhance HEIs immunity against the many challenges of a rapidly changing higher education landscape, while allowing to capitalize on the many opportunities it could offer. There is no crystal ball to precisely describe the future of higher education, however, there are some precursors which should be carefully considered. The successful HEI of the future is the one which is agile, responsive, creative, and fully aware of market and societal needs. Experiential learning is an effective tool, among potentially others, to sustain this readiness for the future.
Helping Shape the Future of Vibrant Workplaces
Mark Ma, Associate Professor of Business Administration, University of Pittsburgh
Mark Ma is currently an associate professor of business administration at the University of Pittsburgh. Prior to the University of Pittsburgh, he worked at the American University in Washington DC. He holds a PhD in business administration degree with a specialization in accounting from the University of Oklahoma. His current research focuses on several important social and economic issues, including future of work, diversity and inclusion, income inequity, artificial intelligence, corporate financial reporting and tax evasion. He has published more than 10 academic studies in leading business research journals. His research and him have been reported by various national and international news outlets, including NBC news, CBS News, ABC News, Washington Post, Wall Street Journal, NPR, Fortune, Yahoo Finance, Business Insider, Forbes, Inc. Magazine, BBC News, Financial Times, The Guardian, Australian Financial Review, and The National News.
Recently, in an exclusive interview with Higher Education Digest, Mark shared his professional trajectory, significant career milestones, personal role model, the secret mantra behind his successful career in research, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
Hi Mark. Can you tell us about your professional background and areas of interest?
I hold a PhD degree in Business Administration with specialization in accounting from the
University of Oklahoma and a bachelor’s degree in business administration from Beijing Normal University. Currently, I am an Associate Professor of Business Administration and the Ben Fryrear Early Career Faculty Fellow
To prepare my students for the needs of modern society, I incorporate cutting edge research findings into my course materials
at the University of Pittsburgh. Prior to my current position, I worked at the American University in Washington DC. I am passionate about addressing real world social and economic issues through my research. My current research focuses on future of work issues and how firms can develop a flexible, inclusive, sustainable and happy (FISH) workplace. My prior research examines other important issues including how governments can leverage geographic financial disclosure and information exchange to combat aggressive corporate tax avoidance.
Brief us about the programs taught by you at the University of Pittsburgh. How do the courses/programs prepare students for the needs of modern society with practical learning for the real world?
I teach both undergraduate and graduate business courses at the University of Pittsburgh. To prepare my students for the needs of modern society,
I incorporate cutting edge research findings into my course materials. As an example, I use one of my recent studies as an example to explain how firms can use artificial intelligence to make better earnings forecasts. Such forecasts lay the foundation for corporate budgeting and strategic planning. I also use my other research as an example to explain how firms can develop an inclusive and equitable work environment for everyone by tying management compensation to social goals.
You hold a PhD in business administration with a specialization in accounting from the University of Oklahoma. What fascinated you about this subject?
I was attracted to the research area because I like to think about fundamental issues that affect our society and economy. Accounting is about how firms measure and report information to inside and outside information users. Traditionally,
Professors need to realize this upcoming big change due to the development of AI and embrace this change rather than resisting it
accounting research focuses on the financial aspects of information reporting. But more and more new research studies are starting to look at how better accounting can help address social issues. For example, in an ongoing project, we examine how California’s new mandatory environmental reporting requirement affects firms’ stock market performance.
What are some of the roadblocks that you faced in your career? Do you have some examples to share on overcoming them?
My career was significantly affected by the Covid Pandemic from 2020, when I was still an assistant professor and faced very strong tenure pressure. A lot of day care centers were closed at the beginning of the Pandemic, and my son had to stay at home. It was a difficult time for me to both do my university job and take care of my young child at the same time. In order to balance everything, I adjusted my work schedule to improve my efficiency. I plan a to-do list every night for the next day. I always prioritize the most important tasks on the to-do list in the morning when I can be more focused.
In your opinion, what are the most important qualities a professor should have in today’s AI-driven era?
I think the most important qualities a professor should have in today’s AI-driven era is the ability to adapt to change and think creatively. AI can do repetitive and routine tasks better than human beings. But AI relies on big data to learn the patterns in historical data. For new and unique issues, AI does not have big data to learn from. Thus, there are opportunities for humans to contribute. Professors need to realize this
upcoming big change due to the development of AI and embrace this change rather than resisting it. Professors need to help students think more creatively to address unique and new issues.
What has been your most careerdefining moment that you are proud of?
From December of 2023, my coauthored study on return to office mandates attracted a lot of media and public attention. I always hope that my study can contribute to making the workplace better for everyone. Returning to the office and workplace flexibility are important social issues that affect millions of people. I am proud that my study contributes to this important debate.
How do you define success? What is your take on the ways to achieve longterm success?
As a business professor, success means that I have made meaningful contributions to the development of the economy and society. Professors can achieve such long-term success through helping students better understand the academic subjects in the classroom and making an impact on real business issues. For example, our research may be cited to support important business regulations or important business decisions by firms.
Who is the one person you look up to and why?
I have a lot of respect for my doctoral advisor, Professor Wayne Thomas. He sets a very good example for business professors. He is a great teacher and has his own textbooks. He is also an excellent researcher who works on important business issues. Most importantly, he is a great person who is always willing to help students, colleagues and others.
Only if we work on timely and relevant issues, we can inform real business debates and help businesses make better decisions
You have published more than 10 academic studies in leading business research journals and your research has been reported by various national and international news outlets, including NBC news, CBS News, ABC News, Washington Post, Wall Street Journal to name a few. What is the secret mantra behind your successful career in research?
I think it is very important to work on timely and relevant issues that the real business world cares about. The ultimate goal of business research should be to change the real business world and change how the economy works. Only if we work on timely and relevant issues, we can inform real business debates and help businesses make better decisions.
Where do you see yourself in the next 5 years?
I hope I can continue to work on research that informs important social and economic issues.
As a seasoned researcher, what do you think will be the big and exciting areas in business administration in the next five years?
I think an exciting area in business administration is the future of work. Businesses and the economy are facing many upcoming challenges brought about by social changes and the development of technology. For example, the development of AI will represent a fundamental challenge to many companies and workers. Also, in many countries, the workforce is more diver than ever. Our research needs to help firms and regulators better understand how to address these challenges and a flexible, inclusive, sustainable and happy (FISH) work environment.
