Higher Education Digest – February 2025 – Prominent University in Asia to Watch in 2025

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Sarath

A New Era in Higher Education: Why Asia Is the Place to Be

Adecade ago, if you asked a student about their dream university, the answer would likely include Harvard, Oxford, or Stanford. But today? The response is changing. More and more students are packing their bags for destinations they might not have considered before— places like Singapore, UAE, China, Japan, and South Korea. And why not? Asia’s universities are on the rise, offering world-class education, cutting-edge research, and opportunities that rival their Western counterparts.

Take the National University of Singapore (NUS), for example. What started as a small medical school in 1905 has grown into one of the world’s top universities. This year, as it celebrates its 120th anniversary, NUS stands as a symbol of Asia’s growing influence in global education. With its strong industry connections, innovative programs, and diverse student body, it’s no wonder students from all over the world are choosing Singapore as their academic home.

But this isn’t just about one university. Across Asia, governments and institutions are investing heavily in higher education. The growing prominence of Asian universities signals a shift in global higher education dynamics. Students today are looking beyond the traditional academic destinations, seeking institutions that offer not only academic rigour but also cultural diversity, real-world industry exposure, and opportunities to engage with some of the most dynamic economies in the world.

So, what does this mean for students? More choices. More opportunities. A chance to study in some of the most dynamic economies in the world. If you’re looking for academic rigour, cultural diversity, and realworld industry exposure, Asia is no longer just an option—it’s the destination to watch.

As we spotlight the “Prominent Universities in Asia to Watch in 2025,” one thing is clear: the future of higher education isn’t confined to the West. It’s being shaped, redefined, and elevated by the East. And for students ready to embrace this new era, the possibilities are endless.

Enjoy Reading.

Sarath Shyam

MENTOR’S MANTRA

EMPOWERING A NEW GENERATION OF AI ENTREPRENEURS TO DRIVE SOCIAL IMPACT & EQUITABLE GROWTH

Dr Anand Rao, Distinguished Service Professor of Applied Data Science and Artificial Intelligence, Carnegie Mellon University

INDUSTRY PERSPECTIVE

NAVIGATING DIGITAL TRANSFORMATION: WHY SIS IS THE NORTH STAR FOR HIGHER EDUCATION LEADERS

Dr. Joe Sallustio, Co-Founder & Host at The EdUp Experience

STUDENT-CENTERED ACCREDITATION: APPROACHING INSTITUTIONAL CHANGES WITH INTEGRITY

Heather F. Perfetti, President, Middle States Commission on Higher Education

ACADEMIC VIEW

48

PIONEERING MARKETING EXCELLENCE

Dr. Ken Ip, Assistant Professor, Saint Francis University & Chairman, Asia MarTech Society

LESSONS LEARNED FROM THE OLYMPICS ABOUT SUCCEEDING IN HIGHER EDUCATION

Menah Pratt, Vice President for Strategic Affairs and Diversity and Professor of Education at Virginia Tech

SUSTAINABILITYA STRATEGIC IMPERATIVE FOR HE Frederik Dahlmann, Associate Professor of Strategy & Sustainability at Warwick Business School, University of Warwick, UK

NATIONAL UNIVERSITY OF SINGAPORE

120 YEARS STRONG: NUS MASTER’S PROGRAMMES FUEL GLOBAL LEADERS OF TOMORROW!

UNIVERSITY IN ASIA TO WATCH IN 2025 PROMINENT

It started with a vision—a small but ambitious step toward building an institution that could shape the future of a young and evolving nation. In 1905, a community in Singapore came together to establish a medical school, laying the foundation for what would become the National University of Singapore (NUS). Today, as NUS celebrates its 120th anniversary, that vision has blossomed into a global powerhouse of education and innovation.

For over a century, NUS has been more than just a university; it has been a cornerstone of Singapore’s progress. From nurturing leaders who have transformed industries to spearheading groundbreaking research that addresses global challenges, NUS’s journey is a story of resilience,

ambition, and community spirit. This anniversary is not just a celebration of the past but a reaffirmation of its role in shaping the future.

At its core, NUS fosters not just academic excellence but also innovation and leadership, enabling students to leave a mark on the world

Ranked 1st in Asia and 8th globally in the QS World University Rankings 2025, NUS has built a reputation for delivering transformative education. Its master’s degree by coursework programmes stand out for their blend of academic rigour, industry relevance, and a distinctive focus on Asia’s dynamic context. These programmes aren’t just about earning a degree—they’re about equipping students to navigate and lead in a complex, interconnected world.

What sets NUS apart is its ability to bridge the global and the local. Students engage in interdisciplinary learning, benefiting from cutting-edge research and strong collaborations with industry leaders. From internships (where applicable) to international exchange programmes, the opportunities are designed to prepare graduates for real-world impact. At its core, NUS fosters not just academic excellence but also innovation and leadership, enabling students to leave a mark on the world.

Crafting Excellence

Every great academic journey starts with a question: How can education prepare students for a world that’s constantly evolving? At NUS, this question lies at the heart of its master’s degree by coursework programmes.

These programmes go beyond theory. They blend rigorous academic training with real-world applications, offering a curriculum designed to address both regional and global challenges. By integrating the latest research into every course, NUS ensures students gain advanced knowledge that’s always relevant.

Collaboration is key. Programmes are shaped by industry input, offering hands-on projects and opportunities to work alongside leading experts. This means students graduate not only with a degree but also with the practical skills needed to make an immediate impact.

NUS also champions flexibility. With interdisciplinary offerings and customisable curricula, students can align their education with personal interests and career goals. International exchange opportunities and courses that explore global issues provide the kind of cultural awareness that employers value.

When NUS develops new programmes, it does so thoughtfully by analysing industry trends, leveraging academic strengths, and assessing student demand. The goal is simple: to create programmes that are academically rigorous, relevant, and impactful for both students and society.

Staying Ahead in a Changing World

Imagine stepping into a job market where the rules seem to change every day. At NUS, staying ahead of these shifts isn’t just a goal— it’s a commitment.

The University works closely with industry leaders, employers, and alumni to ensure its programmes are always aligned with workforce needs. From curriculum updates to incorporating

When NUS develops new programmes, it does so thoughtfully by analysing industry trends, leveraging academic strengths, and assessing student demand

emerging technologies, NUS makes sure its students are prepared for whatever the future holds.

Collaboration is woven into the fabric of NUS.

By

preparing students for global careers and fostering a culture of lifelong learning, NUS ensures its graduates don’t just meet expectations—they exceed them

Partnerships with global universities, research institutions, and industry experts enrich the learning experience, offering joint degrees, research opportunities, and exchange programmes. These experiences equip students with the versatility to tackle complex challenges in a fast-paced world.

Beyond academics, NUS nurtures essential skills like critical thinking, communication, and teamwork—qualities that employers value in any field. Its Centre for Future-Ready Graduates plays a pivotal role, providing networking events and career guidance to bridge the gap between education and employment.

By preparing students for global careers and fostering a culture of lifelong learning, NUS ensures

its graduates don’t just meet expectations—they exceed them.

Programmes That Shape the Future

Not all programmes are created equal. At NUS, every master’s programme tells a story of innovation and purpose.

The Master of Computing in Artificial Intelligence (MComp in AI) used to be one of the specialisations under the Master of Computing programme. However, as it is the most popular specialisation, it is no longer a specialisation, but a master’s degree on its own. This newly introduced programme prepares graduates for careers in AI, data science, and related fields.

For those passionate about sustainability, the Master of Science (Environmental Management) and the Master of Science in Sustainable Healthcare provide interdisciplinary approaches that combine environmental science, policy, and hands-on fieldwork.

The Master of Science in Sustainable Healthcare programme addresses the growing need for environmentally conscious healthcare practices. It provides professionals with expertise in the intersection of health and sustainability, covering topics like carbon accounting and the impact of environmental systems on human health.

The Master of Science in Financial Engineering addresses the intricate world of finance by merging mathematics, computer science, and industry insights.

The Master of Business Administration stands as a testament to the global business

Master of Computing in Artificial Intelligence (MComp in AI)

The MComp in AI, offered by the NUS School of Computing, is a rigorous programme designed to provide advanced knowledge in AI and Information Technology. It combines foundational principles like machine learning and reasoning with cutting-edge applications in areas such as robotics, data analytics, and language processing. With AI driving global economic growth, the programme addresses the rising demand for specialised education, preparing students for careers in industry or research. Taught by world-class educators, it offers a comprehensive curriculum and opportunities for entrepreneurship through NUS Computing’s The Furnace and career development support via the NUS Centre for Future-Ready Graduates.

Master of Science in Infectious Disease Emergencies (MSc IDE)

The MSc IDE, offered by the NUS Yong Loo Lin School of Medicine, prepares professionals to tackle infectious disease outbreaks and health crises. Developed by the Centre for Infectious Disease Emergency Response in collaboration with global experts, the programme equips students with skills in pandemic preparedness, outbreak management, and health systems resilience. Tailored for healthcare professionals, policymakers, and public health officials, the programme combines academic rigour with practical insights through modules on epidemiology, crisis management, and surveillance. Students benefit from flexible learning options, blending virtual and in-person sessions, and gain exposure to real-world case studies. Graduates are poised for impactful careers in government, healthcare systems, global health security, or academia, with expertise in crisis response, leadership, and global health preparedness, positioning them as leaders in addressing global health threats.

outlook with a distinctly Asian perspective and exchange programmes with top institutions. The Master of Science (Venture Creation) empowers aspiring entrepreneurs to turn ideas into reality, with global networking opportunities through the entrepreneurial hub, BLOCK71. The BLOCK71 initiative provides resources like mentorship, funding, and networking opportunities, helping startups expand into new markets. Originating from a revitalised building in Singapore, BLOCK71 represents the spirit of entrepreneurship and collaboration, supporting startups locally and globally.

The Master of Science (Smart Industries and Digital Transformation) programme prepares graduates for Industry 4.0 by equipping them with skills in areas like AI and virtual reality, combined with business and operational knowledge. The programme emphasises practical application through a capstone project with industry partners, aligning with Singapore’s Smart Industry Readiness Index. Graduates will be ready for roles such as Solutions Architects and UX/UI Designers in the evolving technological landscape.

Bridging Theory and Practice

When it comes to education, striking the right balance between theory and practice is like orchestrating a symphony—NUS does this

seamlessly in its master’s degree by coursework programmes. The curriculum is a blend of foundational courses that lay the groundwork for theoretical knowledge and advanced modules where students dive into real-world applications. It’s learning that doesn’t just stay in the classroom; it spills into laboratories, boardrooms, and even the bustling streets of Singapore.

Picture a student in a science programme, conducting laboratory experiments that simulate cutting-edge industry practices, or an engineering cohort tackling case studies inspired by real-world challenges. This handson approach ensures that theories aren’t just abstract concepts but tools for practical problem-solving. Partnerships with industry leaders amplify this experience—guest lectures, internships, and collaborative projects bring industry expertise straight to the students.

Capstone projects serve as the culmination of this journey. They push students to conduct independent research or solve practical problems, bridging their classroom learning with professional aspirations. By fostering interdisciplinary collaboration, NUS transforms its students into holistic thinkers, ready to navigate the complexities of the modern world with both intellectual depth and practical prowess.

Real-World Learning in Action

Step into an NUS classroom, and you’ll quickly realise this is no ordinary academic setting. Here, real-world challenges fuel learning. The University doesn’t just prepare its Master’s students for the future—it immerses them in it, right from the start.

Consider the Master of Science in Precision Health and Medicine. In this programme,

students not only study but also actively collaborate with leaders from Singapore’s top institutes and hospitals. Meanwhile, students in the Master of Computing programme may focus on developing AI algorithms for specific applications or creating cybersecurity solutions to address real-world security challenges.

For the entrepreneurial spirits, programmes like the Master of Science (Venture Creation) offer something even more exhilarating—collaborations with startup co-founders. The result? Students who graduate not just with degrees, but with invaluable experiences that sharpen their problem-solving skills and broaden their perspectives.

Even traditional case studies come alive at NUS. In fields like project management, students tackle infrastructure planning issues that mirror today’s global challenges. Add interdisciplinary projects and entrepreneurial competitions into the mix, and you have a learning environment that’s as diverse and dynamic as the world itself.

A World of Opportunities

Through partnerships with leading universities worldwide, master’s students at NUS can participate in exchange programmes that open their eyes to new cultures and ways of thinking. Dual-degree programmes take this a step further, allowing them to earn credentials from both NUS and a prestigious international institution.

But the global journey doesn’t end there. Study trips, internships abroad, and research collaborations provide hands-on experiences that prepare students for the demands of a globalised workforce. While internships and study-abroad opportunities are available in some programmes, they are not guaranteed across all fields.

Even on campus, the diverse student body and cultural events foster an environment of

international collaboration and understanding. At NUS, the world truly is your classroom. Every opportunity for international exposure is designed to broaden students’ horizons and empower them with the global perspective needed to excel in today’s interconnected world.

Bridging Generations through Alumni Connections

The heart of any great institution lies in its people, and at NUS, the alumni community forms a vibrant, thriving pulse that connects the past, present, and future. The dedicated alumni office at NUS isn’t just about reunions and nostalgia—it’s a lifeline that keeps the spirit alive and ensures that current students can benefit from the experiences of those who came before them.

At NUS, every opportunity for international exposure is designed to broaden students’ horizons and empower them with the global perspective needed to excel in today’s interconnected world

Imagine attending a panel discussion where seasoned alumni share stories of their journeys— detours, challenges, and triumphs—and suddenly realising that the path you’re carving might just be the next great story. Networking events, industry talks, and reunions are more than gatherings; they’re opportunities to glean wisdom, build connections, and find mentors.

The connections don’t stop at the campus gates. With alumni chapters and interest groups spread across the globe, students find common threads in shared interests and locations. Whether it’s a quick message exchanged through online platforms or a heartfelt talk during a reunion, these connections open doors to advice, opportunities, and sometimes lifelong friendships.

From providing mentorship to acting as guest speakers, NUS alumni ensure their legacy is one of giving back. It’s a network built on generosity, ensuring every student has the chance to learn, grow, and thrive.

Global Partnerships That Open Doors

What’s better than studying at one of the world’s top universities? Partnering with the world while doing it. At NUS, collaborations with prestigious global institutions and companies turn academic programmes into passports to unparalleled opportunities.

Imagine spending a semester in another country, immersing yourself in a new culture while expanding your academic horizons. Through joint- and dual-degree programmes, NUS allows students to experience the best of both worlds. Partnerships with top universities bring global exposure right into the curriculum.

For those with a penchant for innovation, collaborations with hubs like BLOCK71 are where the magic happens. From start-up challenges to innovation workshops, students not only learn entrepreneurial skills but also create new possibilities.

Internships with global companies? Yes, please. Consulting projects with industry leaders? That too. These aren’t just resume fillers—they’re life-changing experiences that shape careers. With every partnership, NUS reinforces its commitment to preparing students for a global stage.

At NUS, the application process isn’t just about admission—it’s about alignment with a mission to innovate, lead, and engage with the world

What It Takes to Be Part of NUS

Getting into an NUS Master’s programme isn’t just about ticking boxes; it’s about showing you’re ready to embrace challenges and make a difference. Think of it like crafting a story where your academic background, skills, and personal aspirations come together in a compelling narrative.

Academic excellence is a given, but NUS looks beyond grades. Passion for your chosen field, a clear sense of purpose, and the drive to contribute positively are what truly set candidates apart. If you’ve led a team, tackled a tricky project, or navigated challenges with creativity, those experiences matter.

For programmes that value professional experience, showing how your work has prepared you for the next step is key. Analytical and problem-solving skills, effective communication, and global awareness—these are the traits that make a candidate stand out.

And for the researchers at heart, a wellthought-out proposal or a spark of curiosity can be the gateway to a transformative journey. At NUS, the application process isn’t just about admission—it’s about alignment with a mission to innovate, lead, and engage with the world.

With students hailing from Asia, Europe, North America, Africa, and Oceania, NUS creates a truly global environment

Resources That Fuel Success

Every student at NUS is on a unique journey, and the University ensures they never walk it alone. Resources here aren’t just tools—they’re stepping stones to growth, success, and self-discovery.

Picture yourself in a workshop on cuttingedge data analysis or consulting with an academic advisor who helps fine-tune your course choices. Whether it’s access to world-class libraries, stateof-the-art labs, or personalised mentorship, NUS creates an environment where potential flourishes.

Career fairs and recruitment drives don’t just connect students with employers—they’re launchpads for dreams. From leadership training to entrepreneurship courses, every programme is designed to help students thrive in the real world.

And it’s not all work and no play. With more than 120 student organisations and wellness programmes, NUS ensures students maintain a balance. International exchange programmes, collaborations with global partners, and cultural events round out the experience, making every student’s time at NUS as enriching as it is rewarding.

Through it all, NUS remains steadfast in its mission: to support every student’s academic and professional aspirations, turning potential into unparalleled achievement.

A Mosaic of Cultures and Perspectives

At the heart of NUS is its richly diverse student body—a kaleidoscope of cultures, experiences, and perspectives that breathe life into the campus. Imagine walking through the university corridors and hearing a symphony of languages, witnessing traditions from all corners of the globe, and exchanging ideas with peers whose journeys are uniquely their own. That’s the daily reality at NUS.

With students hailing from Asia, Europe, North America, Africa, and Oceania, NUS creates a truly global environment. This multicultural setting isn’t just a backdrop; it’s an integral part of the learning experience. Classroom discussions come alive as students contribute insights shaped by their distinct cultural and academic foundations. Whether it’s a debate on global economics or a collaborative project in sustainable technology, the diversity of thought pushes boundaries and fosters innovation.

Master’s programmes add yet another layer of richness. Students bring with them not only academic prowess but also years of professional experience from varied industries—finance,

healthcare, engineering, and beyond. This blend of expertise transforms classrooms into think tanks, where knowledge-sharing becomes a catalyst for groundbreaking ideas.

What truly sets this apart is the global outlook students gain. They leave NUS not just with academic credentials but as culturally competent individuals ready to navigate and lead in an interconnected world. This melting pot of talent and perspectives makes NUS more than just a university—it’s a launchpad for global citizens.

Bridging Dreams and Careers

What does it take to turn aspirations into reality? At NUS, it’s a combination of cuttingedge curriculum, hands-on learning, and unparalleled career support. The Master’s programmes here are meticulously crafted to bridge the gap between academic theory and real-world practice, setting students on a path to professional success.

Every course is a reflection of industry demands. They’re constantly refreshed to include the latest trends, ensuring students are learning skills that matter now. Picture

yourself working on projects rooted in realworld challenges, collaborating with peers and mentors who push you to think beyond the textbook. Internships, case studies, and industry talks add layers of practicality, giving students the confidence to step into any role.

Networking plays a starring role, too. From industry mixers to alumni meetups, NUS creates spaces for meaningful connections. These aren’t just fleeting interactions; they’re stepping stones to careers. With the support of the NUS Centre for Future-Ready Graduates, students are equipped with the tools to ace interviews, refine their resumes, and craft strategies for success.

Leadership and soft skill training are the cherry on top, preparing students for managerial roles and international opportunities. With every step, NUS ensures its students don’t just adapt to the workforce—they lead it.

Innovating for Tomorrow

What if learning could anticipate the future? At NUS, innovation isn’t a buzzword; it’s a

blueprint for action. The University is constantly reimagining its programmes to stay ahead of the curve, preparing students for a world that’s always evolving.

Curriculum updates are a priority, with emerging technologies and contemporary challenges woven into every subject. Fields like artificial intelligence, sustainability, and business are no longer siloed—they’re blended, reflecting the interconnected nature of today’s world.

Digital and blended learning options offer flexibility for diverse learners, whether they’re balancing jobs, families, or other commitments. Meanwhile, partnerships with industry leaders mean students don’t just learn theory; they solve real-world problems, work on cutting-edge projects, and gain practical insights from the best in the business.

Specialised research centres, like the NUS Artificial Intelligence Institute, provide unparalleled access to groundbreaking tools and opportunities. Here, students and faculty work together on challenges spanning education,

healthcare, and sustainability, contributing to innovations that have a global impact.

NUS’s forward-thinking approach ensures students graduate not just with knowledge but with the ability to adapt, innovate, and lead in a rapidly changing world.

Shaping Solutions for Global Challenges

How does a university address the world’s most pressing issues? By embedding them into its DNA. At NUS, sustainability and digital transformation aren’t just topics—they’re imperatives.

Courses across disciplines are infused with principles of sustainability, ensuring every graduate understands the importance of environmental stewardship. For those passionate about creating change, specialised programmes in renewable energy, sustainable urban development, and digital innovation offer deep dives into critical areas.

Interdisciplinary collaboration is a hallmark of the NUS experience. Tackling global challenges like climate change and AI-driven disruption requires expertise from multiple fields, and NUS ensures students have the tools and opportunities to work across boundaries.

The University’s research prowess is another game-changer. With thousands of publications and collaborations spanning over 4,000 institutions globally, NUS’s impact extends far beyond its campus. Initiatives like the NUS AI Institute are at the forefront, driving solutions for industries ranging from finance to logistics.

Tackling global challenges like climate change and AI-driven disruption requires expertise from multiple fields, and NUS ensures students have the tools and opportunities to work across boundaries

Through global partnerships, ethical courses, and a commitment to real-world applications, NUS is not just educating students—it’s empowering them to shape a better future. This forward-thinking approach ensures graduates are ready to lead with purpose and integrity in a world that desperately needs both.

MENTOR’S MANTRA

Empowering a New Generation of AI Entrepreneurs to Drive Social Impact & Equitable Growth

Dr Anand Rao, Distinguished Service Professor of Applied Data Science and Artificial Intelligence, Carnegie Mellon University

Dr Anand Rao is a Distinguished Services Professor of Applied Data Science and AI in the Heinz College of Information Systems and Public Policy at Carnegie Mellon UniversityandafacultywiththeBlockCenterforTechnology and Society at CMU. He has focused on research, innovation, applications, business and societal adoption of data, analytics, and artificial intelligence over his 35-year consulting, industry, and academic career. Anand was the Global Artificial Intelligence Leader for PwC, a Partner in their Data, Analytics, and AI practice, and the Innovation lead for AI in PwC’s Products and Technology segment. With his PhD and research career in Artificial Intelligence and his subsequent experience in management consulting he brings business domain knowledge, software engineering expertise, statistical expertise, and modeling expertise to generate unique insights into the practice of ‘data science’ and artificial intelligence.

Recently, in an exclusive interview with Higher Education Digest, Dr Rao shared his professional trajectory, insights on the most critical skills required by students and professionals to thrive in an AI-driven world, the secret manta behind his success, significant career milestone, words of wisdom, and much more. The following excerpts are taken from the interview.

My research centers on operationalizing AI, responsible AI, and exploring the intersection of AI and ancient Indian philosophy, particularly Advaita, with modern science

Hi Dr. Rao. Please tell us about your background and areas of interest.

I am a Distinguished Service Professor of Applied Data Science and AI at the Heinz College of Information Systems and Public Policy at Carnegie Mellon University, with a career spanning over 30 years across five continents. Until last year, I served as the Global AI Leader at PwC, advising senior executives on harnessing AI for business and societal impact. My AI journey began in the 80s, where I developed realtime decision-making systems using agent-based models. As the Chief Research Scientist at the Australian AI Institute, I contributed extensively to AI research, publishing over 50 refereed papers and earning multiple awards.

My shift to the business world, following an MBA, allowed me to combine my technical expertise with strategic consulting, advising leaders in sectors such as telecommunications, financial services, healthcare, and retail. After moving to the U.S., I led the development of big data, analytics, and AI practices,

pioneering applications like agent-based simulations for strategic decision-making and behavioral economics.

Currently, I’m a Venture Partner at Golden Sparrow, supporting early-stage startups, and the Chair of the Advisory Council at the Center for Data Science and Social Impact at the Indian School of Development Management, where I focus on bringing AI and data science into India’s development sector. I’m passionate about fostering diverse perspectives to create positive change. My research centers on operationalizing AI, responsible AI, and exploring the intersection of AI and ancient Indian philosophy, particularly Advaita, with modern science.

What do you love the most about your current role?

What I love most about my current role is the opportunity to simplify complex AI concepts for graduate students. I enjoy breaking down intricate subject areas, making them accessible

and engaging, while also incorporating recent generative AI research to bring innovations into the way we teach. By using advanced AI tools, I can create more dynamic and interactive learning experiences, helping students better understand and apply these concepts.

Additionally, working with senior executives through the executive education programs allows me to translate academic AI concepts into pragmatic, real-world solutions. I find it fulfilling to bridge the gap between theory and practice, helping leaders apply AI insights to drive business innovation. Being part of the Block Center for Technology and Society at Carnegie Mellon University enables me to work with researchers across the campus to bring rigorous and pragmatics solutions to corporate clients.

Another aspect I cherish is mentoring AI founders in India and supporting their journey

from research to impactful business solutions. Being involved in the development sector in India, particularly through my work with ISDM, gives me the opportunity to leverage data science and AI for social good. It’s deeply gratifying to see how technology can positively influence societal outcomes when applied thoughtfully.

What do you believe are the most critical skills or knowledge areas that students and professionals need to develop to thrive in an AI-driven world? In an AI-driven world, the most critical skills students and professionals need go beyond technical knowledge. AI is evolving from an academic discipline into a professional and engineering one. This shift requires understanding how AI can automate or augment human tasks and decisions, and knowing how to deploy, scale, and monitor AI systems effectively.

Ensuring AI is safe, secure, transparent, explainable, and fair is a growing priority as AI integrates further into our lives

In a world where AI is advancing rapidly, it’s essential that we add value to our work rather than get trapped in routine tasks. As AI systems become more intelligent and creative, humans must focus on strategic, and value-added roles.

Equally important is understanding AI’s societal impact and managing it responsibly. Ensuring AI is safe, secure, transparent, explainable, and fair is a growing priority as AI integrates further into our lives.

Lastly, two key skills stand out: translational skills—bridging the gap between technical AI knowledge and practical application—and the ability to “learn how to learn.” In a field that’s constantly evolving, adaptability and continuous learning are vital for long-term success.

How do you approach teaching AI ethics, bias, and responsibility, and what strategies do you use to ensure students understand the social implications of AI?

I approach teaching AI ethics, bias, and responsibility through three distinct methods.

First, I use real and synthetic case studies that showcase multiple harms caused by AI, consolidating them into single scenarios. This helps students grasp the adverse impacts AI can have and the various strategies to mitigate them.

Second, I engage students in debates, encouraging diverse perspectives on difficult ethical issues in AI. These discussions foster critical thinking and expose them to the complexity of ethical decision-making.

Lastly, I develop and encourage students to create games that illustrate the societal impact of AI. Some examples include “AI Futures -

The Workforce Odyssey,” “AI Governance Game,” and “AI Bias Game.” These interactive tools help students experience firsthand the challenges AI presents in a societal context.

What are some common misconceptions or myths about AI that you encounter in your teaching or leadership, and how do you address them?

One of the most common misconceptions about AI is that current advances, particularly in generative AI, will automatically lead to better ROI for companies, economic growth for countries, and societal benefits. I counter this by emphasizing the potential harms AI can cause if left unchecked. Effective social policies and regulations are needed to ensure AI augments human decisions rather than replaces them, balancing innovation with responsibility.

Another prevalent myth is that building trustworthy AI systems will naturally result in humans trusting AI, leading to widespread adoption. However, my research shows that trust is not automatic. AI systems must ‘earn’ trust, and this trust must be actively managed, as it can fluctuate based on the system’s behavior and its real-world impact. It’s essential to develop ways in which AI systems can demonstrate reliability, transparency, and fairness over time to maintain this trust.

Finally, there’s often an assumption that AI can operate independently without much human oversight, which overestimates the technology’s current capabilities. AI requires ongoing human guidance to ensure it aligns with ethical standards and business goals. I address this by engaging students and executives in discussions around AI governance and ethical deployment,

ensuring that AI is not only technologically sound but socially responsible.

How do you stay current with the latest AI advancements and trends, and how do you incorporate those into your teaching and leadership to ensure students are prepared for the future?

I stay current with the latest AI advancements by reading a wide range of articles and research papers that span diverse fields and perspectives. I actively follow thought leaders, bloggers, and opinion makers from across the globe, ensuring I have insights from both technology and societal viewpoints. My extensive global social network, which includes connections from corporate and academic circles, as well as from both emerging and developed countries, keeps me informed about cutting-edge developments.

Incorporating this knowledge into my teaching and leadership is crucial. I frequently develop new case studies that reflect the latest AI trends and challenges. I also adopt innovative ways of teaching, such as using generative AI to create interactive learning experiences like multi-agent games and Socratic books. These tools help students engage with complex AI concepts in dynamic, forward-thinking ways, preparing them to tackle future challenges in the AI landscape.

You were recently recognized as one of the Top AI Leaders of 2024. Our readers would love to know the secret mantra behind your success. The recognition as one of the Top AI Leaders of 2024 is deeply humbling. If I were to attribute my

success to a “mantra,” it would be a combination of lifelong learning, staying curious, and maintaining a balance between technological innovation and societal responsibility. I believe in continuously evolving—by understanding diverse viewpoints, mentoring others, and being open to the ever-changing landscape of AI. Ultimately, success comes from fostering collaboration and always looking for ways to use AI to create positive, meaningful impact.

What is your favorite non-academic book and why?

My favorite non-academic book is Service Model by Adrian Tchaikovsky. The novel presents a world where humanity relies entirely on artificial labor, and a domesticated robot begins to question its purpose after gaining a new perspective. What resonates with me is how the book tackles one of AI’s most profound challenges—value alignment. The story illustrates the difficulty in getting AI to understand and align with human values, which is a central theme in my own research. Through its characters, the book powerfully explores the consequences of AI autonomy and ethical dilemmas.

What has been your most careerdefining moment that you are proud of?

One of the most defining moments in my career has been successfully transitioning between research, corporate, and academic roles. I’m particularly proud of blending my early research in AI with my professional corporate career, where I advised global leaders on implementing AI solutions, and then returning

Success comes from fostering collaboration and always looking for ways to use AI to create positive, meaningful impact

to a more academic and research-focused role. Navigating these transitions across different cultures and countries has been incredibly rewarding. It’s this ability to adapt and innovate across diverse environments that has shaped my career and continues to drive my passion for AI.

Where do you see yourself in the next 5 years?

In the next five years, I aim to further my research in critical areas such as operationalizing AI and developing responsible AI systems. I’m passionate about teaching business executives, mid-level management, and young graduate students about AI systems management and helping build the discipline of AI engineering. Additionally, I hope to continue making a significant impact in the AI startup ecosystem and the development sector, both in the U.S. and in India, by fostering innovation and supporting responsible AI applications.

What piece of advice would you give to aspiring AI professionals across the globe?

My advice to aspiring AI professionals is to focus on the 3 Cs: Collaboration, Content, and Curiosity. First, collaborate across disciplines and within your organization to unlock the full potential of AI in different domains. Second, develop deep content expertise in at least one business domain and one technical area to effectively apply AI. Finally, stay curious— always ask why and how things work, and dare to imagine what seems impossible. This mindset will help you innovate and shape your future in AI.

ACADEMIC VIEW

Pioneering Marketing Excellence

Dr. Ken Ip, Assistant Professor, Saint Francis University & Chairman, Asia MarTech Society

The author of “Life Hacks” and “Growth Hacks”, Dr. Ken Ip is an award-winning brand strategist, assistant professor, columnist and expert commentator in Web3, AI, Tech, Branding and Digital Economy. Ken has held a variety of senior positions for leading multinationals and conglomerates, ranging from corporate consulting to public affairs advisory. He currently serves as Chairman of the Asia MarTech Society and on the Advisory Boards of several professional organisations, including two universities. He is also a strategic advisor for a Web3-focused VC firm with a USD75 million asset portfolio.

Recently, in an exclusive interview with Higher Education Digest, Ken shared his professional trajectory, the secret mantra behind his success, significant career milestones, personal hobbies and interest, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.

Hi Ken. Please tell us about your background and areas of interest. My background is in advertising, marketing, and communications, but these days, everyone claims they do marketing. So instead, I tell people that I’m now semi-retired and interested in what I call the new ABCDs of business: AI, Blockchain, Cloud, and Data. I

wear many hats—serving as a board director, Web3 venture capital investor, entrepreneur, and academic, researching topics from digital innovation to blockchain. I’ve also authored two bestsellers, “Life Hacks” and “Growth Hacks,” and I contribute to three major newspapers in Hong Kong, writing columns in both English and Chinese.

While the core principles of leadership—such as leading by example and having a compelling vision—remain unchanged, the dynamics of today’s workforce are different

What do you love the most about your current role?

What I love most is the constant evolution of who I am and striving to be the best version of myself. I recently got a tattoo on my forearm that says, “What is my thing?” It serves as a daily reminder to reflect on my life’s purpose. Every morning, it prompts me to think deeply about how I’m moving toward my goals. This constant introspection fuels my growth both personally and professionally, making every aspect of my current role fulfilling.

You are Chairman at Asia MarTech Society. Can you please tell us about this Society, its mission and vision?

Asia MarTech Society is a community-driven association that connects MarTech players and stakeholders across Asia. Our mission is to promote the adoption of marketing technologies and facilitate trade within the region. We achieve this by organising events, sharing knowledge, and forming strategic partnerships with our counterparts in Europe and the U.S. Additionally, we actively engage with governments, MarTech developers, and institutional investors to foster a robust ecosystem for growth and collaboration in the MarTech sector.

What are some of the things you’re most excited about right now in your field?

Though I often talk about “AI overdose” in my keynotes, there’s no denying its transformative impact as a driver of the Fourth Industrial Revolution. Beyond AI, I’m excited by the broader spectrum of the “new economy”—from Fintech and Blockchain to emerging fields like Deeptech, spatial computing, and even the lowaltitude economy. These concepts are redefining the future of business, and the pace of innovation

If you want to achieve something, you have to quantify it, track it, and hold yourself accountable

in these areas keeps me energized and optimistic about the possibilities.

The meaning of leadership can change from one era to the other, how would you define the meaning of leadership today?

While the core principles of leadership—such as leading by example and having a compelling vision—remain unchanged, the dynamics of today’s workforce are different. Millennials, now in their 30s and 40s, present new challenges and opportunities for leaders. Additionally, with the rise of remote work, leaders must adapt to manage teams from a distance, ensuring productivity while respecting work-life balance. The ability to harness these changes, while staying true to the fundamentals of leadership, defines success today.

How do you keep yourself skilled and relevant in terms of knowledge?

For the past six or seven years, I’ve been doing a “52 books in 52 weeks” challenge, which has been a transformative experience. Writing weekly columns, teaching, and speaking publicly also keep me sharp. Whether it’s preparing for media appearances or drafting a lecture, I’m always in a position where I need to learn something new. This constant exposure to fresh ideas and emerging trends keeps me relevant and continuously evolving in my field.

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?

I’ve been fortunate to have had mentors in the form of previous bosses. They didn’t hold my hand or micromanage; instead, I learned by observing and doing. They taught me to take initiative, solve

problems, and make things happen. One of the best pieces of advice I’ve received is that actions speak louder than words. The ability to execute, rather than just talk, is what separates true professionals from the rest.

What do you feel has been your ‘career-defining’ moment?

I often tell people I do two things: I’m a storyteller, and I connect brands with audiences. In some ways, I think of myself as a celebrity agent, ensuring my ‘clients’ are in the right place at the right time—getting opportunities to shine, whether that’s in the media or at major events. These days, when you type “Ken Ip” into Google, it recognizes me even before you finish typing, which is a reflection of how I’ve become known as a business influencer.

What are your passions outside of work?

Outside of work, I’m deeply involved in music— playing guitar, bass, and piano—and even dabble in beatboxing. I’m also a dedicated Muay Thai boxer and Wing Chun instructor, and I spar regularly with both pro and amateur fighters.

These hobbies keep me grounded and teach me discipline and respect, not just for myself but for others. Whether I’m writing, sparring, or playing music, these passions enrich my life in ways that go beyond my professional achievements.

Where would you like to be in the next 5 years?

When you’re early in your career, you often get asked about your five-year plan. These days, I think that question is limiting. Instead, my life revolves around three things: Fame, Fun, and Fortune. Rather than planning too far ahead, I focus on creating a life that embodies those three principles, allowing me to remain flexible and open to new opportunities as they arise.

What is the one piece of advice that you can share with other professionals in your industry?

What gets measured gets done. If you want to achieve something, you have to quantify it, track it, and hold yourself accountable. This simple yet powerful concept has been a guiding force in my career, and I believe it can help others reach their goals as well.

Want to Sell or find Investor for your Business?

INDUSTRY

PERSPECTIVE

Navigating Digital Transformation:

Why SIS is the North Star for Higher Education Leaders

Dr. Joe Sallustio, Co-Founder & Host at The EdUp Experience

Imagine, for a moment, that one single decision could affect enrollment, retention, registration, course scheduling, course management ability, student accounts, financial aid processing, student experience, outcomes tracking, data visibility, cybersecurity, artificial intelligence adoption, or any other area on the mind of today’s higher education leader. This trajectory-defining decision is often overlooked, the impacts misunderstood, and the consequences of a bad decision are dire.

This decision is not launching a new program, breaking ground on a new building, moving athletics programs through divisions, or even launching a new strategic plan. It’s not a functional restructuring, an investment in a new initiative, or deciding to execute cost-cutting measures to align revenue and expenses. In fact, this consequential decision is one that leaders at the highest level within higher education don’t fully understand – which is why the results bring confidence or catastrophe for staff, faculty, and students

The SIS is the technology foundation powering an institution to achieve its mission

Dr. Joe Sallustio is one of our nation’s foremost higher education experts and currently serves as the Vice President of Industry Engagement at Ellucian. Previously, Joe served as a higher education executive administrator for over two decades, overseeing every functional area outside of the classroom, at multiple institutions across the U.S. with on-ground, hybrid, and online education options. He is also cofounderandhostof“TheEdUpExperience,” the nation’s leading higher education podcast, where he has interviewed over 900 total guests and over 300 college and university Presidents. These interviews led him to co-author Commencement: The Beginning of a New Era in Higher Education, that includes insights from the first 125 Presidents interviewed on The EdUp Experience Podcast.

What single decision is this consequential and all-encompassing? The answer?

Selecting a cloud-based Student Information System (SIS).

Why SIS Matters

The SIS is the linchpin for higher education operations. Gartner defines the SIS as “the core system of record for higher education institutions that serves as the central hub for storing, organizing and processing student academic and administrative activities.”

The SIS supports the entire student lifecycle, from interest to outcome. It’s the technological backbone that enables institutions to track credit or competency achievement, record progress toward degree completion, and ultimately track outcomes and student success. In essence, the SIS is the technology foundation powering an institution to achieve its mission.

Students, as primary stakeholders, experience the most direct impact. Today’s learner expects user experience in higher education with ondemand access, ease of use, and one that is information-rich – like other technologies they use in their daily lives. A modern SIS can dramatically improve their educational journey through streamlined enrollment processes, real-time access to academic records, and personalized recommendations that are proactive, guide the student and remove friction. It can facilitate easier course registration, more transparent degree progress tracking, and seamless integration with learning management systems. Financial aid officers benefit from improved processing capabilities, ensuring more efficient and accurate aid distribution and registrars can manage academic records and degree audits more effectively. For faculty

members, a robust SIS can revolutionize course management and student engagement. It can provide comprehensive student profiles, enabling more personalized instruction and timely interventions. Additionally, streamlined grading and attendance tracking can reduce administrative burdens, allowing faculty to focus more on teaching and learning.

The interconnected nature of these stakeholder benefits underscores the strategic importance of SIS selection. A well-chosen system can create a positive ripple effect throughout the institution, improving overall efficiency, effectiveness, and satisfaction across all stakeholder groups – especially for students.

The Current Landscape

According to an April 2024 study completed by ListEDtech, data showed that institutions keep their student information systems between one and forty-nine years, with the average being fourteen years. Many leaders in higher education only upgrade their main student system after the current system ages out –which is not a foundation for strategic decisionmaking or meeting students where they are. This lag in modernization can have serious implications for institutional competitiveness, student satisfaction, and data protection.

Some leaders have become enamored with the possibility of artificial intelligence (AI) enhancing operations and overall institutional efficiency. The active search for bolt-on enhancements is swaying decision-making away from the SIS, the system of institutional service, by demanding implementation time and resources. Future-ready is being A.I. ready – but understanding how artificial intelligence is embedded into the modernization of current

product platforms will help leaders maximize their time, efforts, and resources.

If a President or leader needed proof of the need to modernize the SIS, the recent (and continued) FAFSA Simplification initiative has highlighted the crucial role of a modern, flexible SIS. Institutions with agile systems are finding themselves better equipped to handle the changes, processing student information quickly and gaining a competitive edge in a highly competitive marketplace. This situation has served as a wake-up call for many leaders, demonstrating how technological infrastructure directly impacts an institution’s market position.

Business Model Innovation and SIS

As institutions seek to diversify revenue streams and innovate their business models, the SIS becomes even more critical. Discussions around alternative term structures, new financial aid packaging models, and competency-based education all require a flexible SIS capable of supporting these innovations to meet a student

where they are - modern technology for a modern student. As institutions experiment with alternative credentials, three-year bachelor’s degrees, and subscription-based Title IV, the modernization of the SIS to keep pace with business ideation becomes table stakes.

For instance, creating different program versions with varying Title IV disbursement models necessitates sophisticated SIS configuration. As institutions face budget cuts, enrollment decline, and, in extreme examples, a potential closure, it’s more important than ever that colleges and universities can remain relevant in the shifting marketplace. A modern SIS isn’t just a repository of information; it’s a powerful tool for data analytics and informed decisionmaking. It serves as a central hub, integrating data from various institutional systems and providing real-time analytics capabilities. Advanced SIS platforms incorporate predictive analytics models, empowering institutions to be proactive in addressing student retention, enrollment trends, and resource allocation.

As institutions experiment with alternative credentials, three-year bachelor’s degrees, and subscription-based Title IV, the modernization of the SIS to keep pace with business ideation becomes table stakes

The choice of SIS is not merely a technological decision but a strategic one that can enable or constrain an institution’s future direction

By providing accessible, accurate, and timely data, a modern SIS can foster a data-driven culture across the institution – disintegrating silos that hinder innovation. This can transform how an institution operates, leading to improved student outcomes, more efficient resource allocation, and a stronger competitive position.

The Leadership Imperative: A Wake-Up Call

The strategic importance of the SIS selection necessitates Presidents and other senior leaders be actively involved in technology decisions affecting students, staff, and faculty. The choice of SIS is not merely a technological decision but a strategic one that can enable or constrain an institution’s future direction. These decisions require a true partnership with higher education experts - who have built their solutions around the unique and specific needs of colleges and universities.

Modernization initiatives can begin in many areas. Some institutions modernize administrative departments first, delaying student-facing modernization. Others move with a student-first mentality pushing to modernize the SIS and student experience to meet student needs before tackling support areas. Any leader in higher education who has

tried to conduct a degree audit for a student who has been misadvised, while trying to bring clarity to their financial aid package, knows exactly where the biggest impact will be. Student-first institutional positioning is best displayed by student-first decision-making.

Eyes on the Future

Selecting a SIS is arguably the one of the most consequential decisions a college leadership team can make. This isn’t a simple technological decision, it affects how effective the institution will be in achieving their mission in the future. It impacts every aspect of institutional operations and directly influences the ability to serve students effectively. As higher education continues to evolve, leaders must recognize the strategic importance of this choice and approach it with the careful consideration it deserves – and avoiding a SIS modernization due to institutional inertia is an excuse to accept the status quo.

In an era where data-driven decisionmaking and student-centric operations are paramount, the right SIS is the most powerful tool for institutional success. It’s time for Presidents and university leaders to give this decision the attention it warrants — the future of the institution may depend on it.

ACADEMIC VIEW

Lessons Learned from the Olympics about Succeeding in Higher Education

Menah

Pratt, Vice President for Strategic Affairs and Diversity and Professor of Education at Virginia Tech

Menah Pratt is the Vice President for Strategic Affairs and Diversity and Professor of Education at Virginia Tech. A fierce advocate for those who have been disempowered, she is the founder of the Faculty Women of Color in the Academy National Conference, now in its 12th year, and the Black College Institute, now in its 7th year. She has over 30 years of experience in higher education in senior leadership roles at major public and private universities. Nationally recognized as a leader, scholar, and author, Dr. Pratt received the American Council on Education Fellowship award, the Top 50 Women We Admire in Virginia, and the American Education Studies Association Critics’ Choice Award for outstanding scholarship for A Black Woman’s Journey from Cotton Picking to College Professor: Lessons about race, gender, and class in America. The National Association of Diversity Officers in Higher Education honored her with the Inclusive Excellence Individual Leadership Award and elected her to their board. In addition, she serves as chair of the Council on Diversity, Equity, and Inclusion for the Association of Public and Land-Grant Universities, representing 250 landgrant universities in the United States and internationally.

My father, Dr. Theodore Pratt, was my tennis coach. He came to the United States in the 1960s from Freetown Sierra Leone to get his education. He got his bachelor’s degree in physics at Hampton University and his PhD in Nuclear Physics from Carnegie Mellon Institute (at the time). His short-lived three-year faculty career was sabotaged by racism. In a radical lifestyle shift, he became my tennis coach. I graduated

If we want to strive for success and excellence, we must be prepared to spend many hours, often alone, being disciplined and perfecting our skills

In education, there are many talented students and scholars who do not get opportunities to actualize their potential, often for reasons outside of their control

from high school at sixteen and spent two years pursuing a professional tennis career. Achieving some level of success on the Avon professional tour as an amateur, I was invited to compete at the 1984 Olympic Trials Tennis Qualifying tournament in New York. I share more about that part of my life in my new memoir, Blackwildgirl: A Writer’s Journey to Take Back Her Superpower. The recent Olympics, however, have brought back those long stashed-away memories. I have gleaned some lessons from the Olympics and athletic competitions that are relevant to succeeding in higher education.

1. Accept the isolation. Our success in athletics and in higher education is a result of our time being alone. For athletes, it is time spent alone in training, lifting weights, and

practicing the same skills over and over again. For students, it is time behind the scenes, studying, and working in labs. For a professor, it is the lonely isolating time in labs doing research and at our desks writing and revising grants and publications. If we want to strive for success and excellence, we must be prepared to spend many hours, often alone, being disciplined and perfecting our skills. As Lorraine Hansberry wrote, “The thing that makes you exceptional, if you are at all, is inevitably that which must also make you lonely.”

2. Do not be an island. In chasing excellence, it is sometimes challenging to create a life outside of your work, your sport, or your field of study. Yet, it is important to be in community with others, to stay close with family and friends, and to have hobbies and interests outside of your

profession. We are not one-dimensional and the pursuit of excellence does not require that we abandon family, friends, and fun.

3. Depend on coaches. As athletes, we need coaches to succeed. My father was my coach. He had skills, expertise, perspectives, and experiences to help guide me. In higher education, our coaches are our dissertation advisors, mentors, and colleagues. Sometimes, they are actually professional career coaches. They provide advice, guidance, suggestions, and wisdom. The best coaches advocate for us and sponsor us to help us get to the next level.

4. Be coachable. As athletes, we have to be coachable. Being coachable requires a certain level of humility and the ability to receive criticism, input, feedback, and suggestions. In higher education, we have to be able to receive feedback on our papers, on our grants, and on our publications. In higher education and athletics, our success is often correlated with our ability to accept feedback and criticism and make the necessary adjustments.

5. We will be judged. In athletics, there are judges and officials. In the Olympics, we see the scores of gymnasts, swimmers, and other athletes. In higher education, we are judged, too. We receive grades from professors. Our grants get evaluated and our publications get reviewed. We, too, are at the mercy of others who are judging our work and performance.

6. Understand complex identities. The Olympics reminds us of the distinction between ethnicity and nationality. There are citizens of

countries who have a very different ethnicity than the dominant populations. One example is Sifan Hassan. She was born in Ethiopia and became a refugee and moved to the Netherlands. She competed in the Olympics for the Netherlands and won the bronze in the 10,000 and the 5000-kilometer races. She also won gold in the marathon. Like athletics, higher education is a space with many different identities, backgrounds, and experiences, working together. It is a space of world-wide collaboration and engagement, particularly as individuals try to work together to address the world’s most difficult and complicated problems.

7. Inclusion matters. The Olympics reminds us to notice who is present and who is absent. Athletes from Russia and Belarus had to compete as Individual Neutral Athletes, some chose not to compete, and some were not able to compete in their fields. At the mercy of politicians, those same athletes trained for years for their moment, and it didn’t come. In education, there are many talented students and scholars who do not get opportunities to actualize their potential, often for reasons outside of their control.

8. Recognize fleeting moments. Our moments of recognition are fleeting and small. As an athlete, when we are successful, we are rewarded with medals on a podium. At the Olympics, the national anthem is played for the winner and photos are taken. There is much fanfare and celebration. And then, the moment is over. In higher education, our moments of recognition are also fleeting and small. It could be a graduation ceremony, where we wait for those few minutes when our name is

We might not always get the book deal we hope. But, like an athlete, we have to continue to work hard and compete

read, and we get to walk across the stage to receive the public recognition. For faculty, when we get promoted to associate professor or full professor, there is often no ceremony or recognition. It is a letter that comes to us that we open often in private. For administrators, we are rarely recognized with awards. We just do our jobs and hope that we are making a difference. Because rewards and moments of recognition are so fleeting, we cannot rely on those moments to motivate us. We have to find the intrinsic motivation when we are working behind the scenes where there is no fanfare.

9. We are not always winners. The Olympics reminds us that not everyone can win. Athletics reminds us of the value of competing and doing our best. Sometimes we have setbacks and disappointments. Likewise, in education, we will not always get the A and be the best. We might not always get the grant. We might not always get the publication in the journal when we initially submit. We might not always get the book deal we hope. But, like an athlete, we have to continue to work hard and compete.

10. Always believe in yourself. Although there is often heartbreak and disappointment in athletics, there is often redemption. American athlete Sha’Carri Richardson won a silver and gold medal after being disqualified from the Toyko Olympic; Rai Benjamin won gold in the 400-meter hurdles after receiving the silver in Tokyo; and Simone Biles won four medals, after withdrawing from the Games in Tokyo. In education, there are also moments of redemption, when we finally get published; finally get an award; finally get published; and finally get promoted. We just have to continue to believe in our work and that we are making a difference.

ACADEMIC VIEW

SustainabilityA Strategic Imperative for HE

Frederik Dahlmann,

Associate Professor of Strategy & Sustainability at Warwick Business School, University of Warwick, UK

Dr Fred Dahlmann is an Associate Professor of Strategy & Sustainability at Warwick Business School, University of Warwick, UK. His research and teaching focus on understanding how companies respond to global sustainability challenges in their business strategies, management practices, and corporate governance systems, specifically factors that shape how companies address climate change and reduce corporate carbon emissions. Fred is also interested in the emerging phenomenon of purpose in business and its role within the wider sustainability transformations as well as the ethical implications of the Anthropocene for business and managers. Fred’s research has been published in leading academic journals and books. Fred holds a BSc Construction Engineering Management (Loughborough University), MSc Management (University of Bath), and PhD Management (University of Bath). Prior to joining WBS, he also gained professional experience in the construction sector and worked as an energy analyst in London. In a recent interview with Higher Education Digest, Dr Fred Dahlmann discussed his experience with Higher Education sustainability and strategy. He shared his views on the strategic goals of higher education institutions, the culture of sustainability on campus, and many more.

How do you define the intersection of strategy and sustainability in higher education?

Higher Education institutions are increasingly called on to consider their role and impact on

sustainability in ways that are constantly growing in terms of scope and complexity. Much depends on their interpretation of sustainability in the first place, though in practice for most the narrower response to the climate emergency is giving

Universities and colleges must develop sustainability strategies that are not created in isolation from, but rather in conjunction and alignment with, other institutional and operational strategies

way to a recognition that sustainability embraces a diversity of issues and concerns that are, at least for now, best reflected in the ambitions and targets covered by the UN Sustainable Development Goals.

Apart from their inherent interest in Goal 4 – Quality Education – HEs are also beginning to realise their strategic goals (e.g., pursuits of knowledge, truth, and justice, societal relevance, internationalisation and growth, digitalisation and innovation) are all directly linked to, enabled and affected by all other SDGs. Consequently, the need for strategic alignment between “traditional” aims and sustainability is becoming ever more pressing and urgent. Ignoring the intersection between strategy and sustainability risks creating organisational incoherence, operational inefficiencies, and the potential for backlash and resignation among staff, students, and society.

While the complexity involved in addressing sustainability undoubtedly leads to many new tensions and trade-offs, HEs are uniquely placed to address, experiment with, and critically reflect on the issues involved in the hope they can inspire and support other actors and institutions (e.g., government, public and private sector, nonprofits and communities) with their insights and experiences.

How does sustainability align with the strategic goals of higher education institutions?

Consequently, integrating sustainability into HEs’ strategic goals creates both external and internal imperatives. Externally, sustainability represents an issue and agenda of such global significance and urgency requiring the collective power and resources of all HE

institutions to engage with the problems and challenges facing people and planet in the 21st century. The interconnected ecological and socio-economic dimensions provide a multidisciplinary and multifaceted “call for action” which institutions focused on research and education must engage with in order to stay relevant.

Internally, sustainability raises a multitude of organisational questions and considerations that equally require holistic and strategic engagement. Spanning research, education, and operational functions, they cover questions ranging from grant funding, publications, impact creation and innovation, dissemination, outreach and engagement to recruitment and widening participation, curriculum and programme design, teaching methods and philosophies, as well as local space, building and asset management, energy production and consumption, waste, mobility, logistics, and catering. Regardless of whether they target specific SDGs or a nexus of interconnected sustainability goals, in all circumstances, sustainability considerations can inform choices, decisions, and behaviours.

What are some key considerations when developing a sustainable strategy for a university or college?

Universities and colleges must therefore develop sustainability strategies that are not created in isolation from, but rather in conjunction and alignment with, other institutional and operational strategies. Achieving this requires deep reflections on and revisions of existing governance arrangements and policy procedures in order to integrate decision-making in both effective and inclusive ways. Committee structures, terms of references, job titles and

HEs need to be clear on their own targets and metrics implied by their sustainability strategies in order to evaluate progress and affect changes where and when necessary

descriptions, promotion criteria and incentives, but also internal and external communications as well as efforts and initiatives for wideranging engagement are all critical building blocks needed to ensure sustainability strategy is not treated as a tick-box exercise but rather becomes part of the institutional culture and lived reality of faculty, staff and students alike.

How important is collaboration with students, staff, and external partners in advancing sustainability goals?

Leadership is another essential ingredient for effectively integrating and achieving sustainability goals. In this context, it is important to recognise that knowledge and expertise are likely to be diffused and may reside in very different parts of the organisation. It may also be patchy and incomplete, but passion and interest are vital for initiating debate and momentum. Collaboration with students (including alumni!), staff, and external stakeholders therefore becomes critical for identifying early-stage champions and for developing initial coalitions-of-the-willing and interested. However, over time it is also essential to formalise such efforts and, importantly, to recognize and reward those who initiated changes in practices, policies, and outcomes to avoid disappointment and burn-out.

How can universities effectively engage with stakeholders to foster a culture of sustainability on campus?

Addressing sustainability inherently entails a pursuit of continuous improvement and innovation which requires a culture of open-mindedness and willingness to engage across traditional functions, departmental silos, and job roles. More than ever, HEs also need to develop a

certain level of risk tolerance to encourage and incentivise the development of novel ideas, processes, and practices. But there is also a need for humility, a desire to listen to and especially work with outside partners. Transparency is key as is the development of trust to ensure all sides understand each other’s intentions and interests. Importantly, HEs need to be clear on their own targets and metrics implied by their sustainability strategies in order to evaluate progress and affect changes where and when necessary.

Looking ahead, what trends do you foresee in the integration of sustainability practices into higher education strategies?

There are certainly key trends that will increasingly lead to HEs appear to resemble each other in terms of their practices and strategies. These include sustainability-oriented education policies and initiatives at national levels, but also international reporting initiatives such as the Times Higher Education Impact ranking or the QS World University Sustainability rankings. While the latter are improving transparency and creating incentives for HEs to measure and compare their efforts, they also risk creating identical profiles and processes which may not necessarily be in the interest of addressing sustainability as an issue. HE leaders should therefore weigh up the extent to which, beyond compliance with policy, rankings indeed promote genuine contributions towards engaging with issues of sustainability or simply lead to incorporating sustainability as a basic hygiene factor without a clear sense of how each institution can develop innovative and unique answers and approaches that are relevant for its specific context.

Aligned with these trends, there is also a growing need for improving data and information capture, both for external and internal reporting purposes. Beyond being able to identify individuals with relevant knowhow and skills across colleges and campuses, using novel data processing tools and software will become essential for developing a clearer picture of how institutions perform against their own strategic goals and targets and for better understanding the potential of existing and new networks and collaborations.

How can universities ensure the sustainability of their initiatives in the long run?

Much like all other initiatives, success, and longevity depend on leadership, resources, and widespread commitment over time. Paying lip service without meaningfully underpinning targets and initiatives with the necessary finances, staff, and other support is likely to lead to disappointment and disengagement. Similarly, people will need to see that this is not a short-lived issue but is deeply integrated into all other targets and processes with meaningful and (at least partially) measurable outcomes targeted in years to come. More importantly, HE institutions need to ensure their sustainability strategy is clearly anchored within their own purpose and values to ensure future strategic choices and decisions will continue to take them into account. Sustainability is a defining issue of our time, HEs must engage with it strategically to demonstrate their role and relevance in service to society.

INDUSTRY

PERSPECTIVE

Student-Centered Accreditation: Approaching Institutional Changes with Integrity

Heather F. Perfetti, President, Middle States Commission on Higher Education

Significant transformation will continue to define the higher education landscape. As an accreditor for domestic and international institutions, the Middle States Commission on Higher Education (MSCHE) holds studentcentered standards, requirements, policies, and procedures as the foundations from which we, and our institutions, must approach change. It is important that institutions and the public understand the accreditor’s role in

helping the higher education community navigate significant changes. Whatever form the change takes, it must be approached with integrity. Mergers, acquisitions, and closures reflect complex and difficult changes where the most advice and assistance are needed to help institutions best understand how to approach them. The institutional accreditor also positions the change appropriately within the regulatory triad, which reflects the accreditor, the United States Department of Education, and state

A substantive change can impact the fabric of an institution, including the quality of education, and changes like these require approval ahead of the implementation of the change for that reason

An experienced, high-level executive with a demonstrated and diverse history of working in complex educational environments, Heather F. Perfetti, Ed.D., J.D., became President of the Middle States Commission on Higher Education on July 1, 2020. Over the course of her career, she has made an impact in numerous areas of higher education, including academic and student affairs, faculty affairs, legal and regulatory affairs, strategic planning, policy development, and innovative, organizational change management. She joined the Commission in January 2015 and served in positions of increasing responsibility before being named as President-Elect in June 2019 to begin her transition to President. Dr. Perfetti earned her Doctor of Education degree with specialization in Higher Education Leadership from Northcentral University (CA), the Juris Doctor degree from the University of Mississippi School of Law, the MasterofSciencedegreeinCriminal Justice from Troy University (AL), and a Bachelor of Arts degree in English from Frostburg State University (MD).

authorities. As a result, accreditors can share with institutions the diversity of experiences amidst these types of changes, which are governed by state and federal regulations as well as Commission policy and procedures, specifically in what is referred to as substantive change. Perhaps most importantly, institutions commit to the Commission’s standards, and they cannot abandon those during any moment in the many stages of change. In particular, the standard on Ethics and Integrity remains paramount when undertaking these changes and executing them.

A substantive change can impact the fabric of an institution, including the quality of education, and changes like these require approval ahead of the implementation of the change for that reason. Our Commission has a separate category for complex substantive changes, which require even more in-depth review and analysis before the change can be undertaken. Changes in legal status, form of control, or ownership are all specific kinds of complex substantive changes. These changes tend to be emotionally significant, impacting constituents and communities, and the challenges often sit beyond the legal form of the transaction.

Changes can, and do, impact an institution’s accreditation status, and that gets conveyed to the public through our Commission’s institution directory where each Statement of Accreditation Status, or SAS, can be found. In circumstances of mergers or acquisitions, if approved by the Commission, the transaction can result in an institution no longer being independently accredited as the institution becomes part of the surviving institution.

Institutional sustainability requires the consideration of many factors, and both public and private institutions are being tested in a changing higher education environment as a result. Institutional leaders must attend to their data and face the reality of the status of their institutions. We expect these important discussions about institutional sustainability, driven by data, to be drivers of sound decisions. When data shifts institutional thinking toward partnerships with others, with whatever term institutions may use – consolidation, affiliation, partnership, among others – the next best step is some time with the Commission in order to receive critical advice sooner rather than later. While an accreditor will not dictate the type of legal transaction undertaken, staff should be seen as partners in any next steps. Institutional accreditors do provide the kinds of advice and support that help institutions avoid the usual pitfalls that we see, and that can be done before any signed document incorporates what may not be permissible. Institutional accreditors hold expertise and experience in this area and can share what has worked best for institutions as they prepare to guide the legal, regulatory, and emotional aspects of the work among constituents directly impacted.

These are certainly difficult decisions for institutional leadership to face and implement, and when institutions do decide to pursue a partnership like a merger or acquisition, they must also consider what may happen through a failed attempt. Sometimes, failed attempts result in institutional closure.

This is perhaps where even more significant challenges need to come into clarity. All institutions, whether initially pursuing a merger

All institutions, whether initially pursuing a merger or acquisition, or simply determining it is best to close, must plan for closure with integrity and a student-centered focus

or acquisition, or simply determining it is best to close, must plan for closure with integrity and a student-centered focus. It should go without saying that students need both time and reliable information to make informed decisions about how to complete their education following closure.

Closures reflect perhaps the most challenging times across the higher education community. The Commission has witnessed planned closures done well, and we applaud these institutions. However, more recently, unplanned closures have proven that they present unique and even more difficult circumstances for students and all constituents, including regulators.

Closing with integrity cannot happen overnight or within days. Our Commission has now defined a planned institutional closure as one that provides a minimum of six months’ notice, although we recognize that our closures done best have stretched far beyond six months. Anything less than six months is simply far too insufficient to provide students, faculty, staff, and communities the time needed to prepare for their futures. Too often inadequate information accompanies a closure that is imminent. Much like everything done in an institution’s name, it should be well-planned, and well-executed, with ethics and integrity driving decisions, even when closure may be necessary.

When institutions decide to close, they often fail to understand how time is truly a gift, for them and for their constituents

Institutional accreditors recognize that institutions may need to decide to close. In these situations, it is critical that institutions remain transparent with the Commission and are honest with their constituents about the status of the institution. When institutions decide to close, they often fail to understand how time is truly a gift, for them and for their constituents. Time allows institutions to tend to the many details that must be considered with a closure. The hallmarks of closures done well have been

defined by transparency for students and other constituents, an approvable and implementable teach-out plan with the widest range of teach-out agreements that benefit students in all programs and considers all modalities or locations, at least a year or several years of advance notice, ending new student enrollment so additional students are not brought to the institution, and staying focused on the enrolled students and their experiences throughout all phases of a closure. Closures are certainly challenging enough without approaching them poorly or without the recognition that closures should be student-centered. Closing with integrity is only possible when at the core of the institutional decision is service to students.

Institutional leaders and governing bodies must continue to honor the principles of the Middle States Commission on Higher Education at all times, including when pursuing complex legal transactions with others or when recognizing closure may be its only option. The Commission’s Standards for Accreditation and Requirements of Affiliation and all of its policies and procedures most holistically, represent the quality required for our institutional members. Our Commission not only strives for excellence as its mission; it stands upon it to protect the future of educational quality, guide our community for good, and set the standard of quality through honest reflection.

Accreditors are not only guided by these integral principles; we also offer experience and expertise to help institutions navigate complex realities with integrity. When institutional leaders lean on their accreditors to approach changes both with the gift of time as well as with integrity, students truly benefit, and they deserve nothing less.