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Redefining Research and Innovation in the Age of AI
Not long ago, research in universities often meant long hours in libraries, stacks of journals, and experiments that tested patience more than anything else. Today, things look very different. A click, a code, and suddenly artificial intelligence is helping researchers do in days what once took years. It almost feels like stepping into a science fiction story, but this is the new reality of higher education.
This rapid change is both exciting and daunting. On one hand, AI is speeding up discoveries, connecting disciplines, and opening doors we couldn’t even imagine a decade ago. On the other hand, it brings tough questions: How do we ensure ethics keep pace with progress? How do institutions balance commercial interests with academic freedom? And perhaps most importantly, how do we keep research human at its core; curious, inclusive, and driven by purpose?
This issue of Higher Education Digest dives right into these questions. Our cover story features Rachel Msetfi, Vice President for Research and Innovation at Maynooth University, Ireland. With warmth and clarity, Rachel shares her
perspective on building environments where researchers don’t just survive but thrive. She talks about kindness, courage, and curiosity in leadership, reminding us that even in the age of AI, values matter as much as vision.
Beyond the cover, you’ll find stories and insights from around the world; institutions experimenting boldly, leaders embracing innovation, and researchers redefining what it means to create knowledge. Together, they show how AI isn’t replacing the human element in research but amplifying it, provided we steer it with care.
As you read, I encourage you to pause and think: What kind of future do we want higher education to shape? Technology will take us far, but it’s collaboration, inclusivity, and imagination that will take us further.
At Higher Education Digest, our goal remains simple: bring you stories that matter, voices that inspire, and ideas that spark reflection. So, grab a cup of coffee, settle in, and join us in exploring the possibilities. After all, the future of research is unfolding right now and it’s a journey worth sharing together.
Enjoy Reading.
Sarath Shyam
52
LEADING A UNIVERSITY THROUGH THE ACQUISITION PROCESS: NAVIGATING COMPLEXITY WITH POISE AND PURPOSE
Stephen Healey, Chief Executive Officer, Cambridge College
DRIVING INNOVATION IN BUSINESS EDUCATION AND PREPARING FUTURE LEADERS FOR A GLOBALIZED WORLD
Michael L. Koenig, Associate Dean for Innovation Initiatives & Executive Director of Executive Education at Rice University Jones Graduate School of Business
18
ACADEMIC VIEW
ACADEMIC VIEW
26
INTERNATIONALIZATION OF HIGHER EDUCATION: AND NOW WHAT?
Mirko Varano, Vice Rector for Internationalization, TEC Monterrey, Mexico
INNOVATING FOR IMPACT IN AGETECH AND DEMENTIA CARE
Winnie Sun, Associate Professor in Nursing, Faculty of Health Sciences, Ontario Tech University
Ben Kellard MSc, CIPD, Director of Business Strategy, Cambridge Institute for Sustainability Leadership (CISL)
38
EMPOWERING STUDENTS AND INSTITUTIONS THROUGH EQUAL OPPORTUNITY
Tessa Douglas, Director, Office of Equal Opportunity, Southern Utah University
46 THE ROLE OF CREATIVE CONSULTANTS IN HIGHER EDUCATION REFORM
Tim Herd, PhD candidate and Wasserman Fellow in the Higher Education & Organizational Change (HEOC) Program at UCLA
COVER STORY
RACHEL MSETFI
VICE PRESIDENT RESEARCH AND INNOVATION, MAYNOOTH UNIVERSITY
NURTURING RESEARCH EXCELLENCE AND INNOVATION
Rachel Msetfi is Vice President for Research and Innovation at Maynooth University, Ireland. A psychologist by training, she has held academic and leadership roles across the UK and Ireland. Her work focuses on building inclusive research environments, supporting academic freedom, and enabling researchers to thrive. Rachel is passionate about research as a public good and believes that flexibility, diversity, and intellectual curiosity are essential to knowledge creation. She works closely with researchers across all disciplines — from music and early Irish to data science and engineering — and is committed to making research careers more open, accessible, and impactful.
Recently, in an exclusive interview with Higher Education Digest, Rachel reflected on her experiences as a leader in higher education, the importance of kindness and curiosity, her vision for the future of research and innovation, words of wisdom, and much more. The following excerpts are taken from the interview.
Hi Rachel. What inspired you to pursue a career in research and innovation?
I came to university as a mature student, so my path into academia wasn’t typical. Like many others who’ve returned to education later in life, I found the process both exhilarating and demanding. What sustained me was a deep curiosity about the world and the joy of learning how to make sense of it — especially the complexity of human thoughts, emotions, and behaviour, which became the focus of my research.
I was fortunate to have opportunities early on to work on real research projects, volunteering as a research assistant and learning by doing. The academics I worked with became mentors, supervisors, colleagues and eventually friends — their generosity with time and ideas shaped my entire career.
In many ways, research gave me a way to bring structure to a chaotic world. That combination — curiosity, creativity, and method — pulled me into academia and still motivates me today.
I see my role as helping to navigate that complexity, break it down, and problem-solve — a bit like an experimental lab, just with different variables
What do you love the most about your current role?
What I love most is the opportunity to remove barriers that get in the way of researchers doing their best work.
There is enormous pressure on universities and researchers to deliver excellent research, but over time, the resources available have not kept pace with expectations. Regulatory and compliance demands have grown significantly, often reducing the time researchers have to think, write, and explore. I see my role as helping to navigate that
complexity, break it down, and problem-solve — a bit like an experimental lab, just with different variables.
Much of this work happens behind the scenes, and its effects aren’t always immediately visible to those it’s meant to support. That can be difficult — not because it needs to be seen, but because I genuinely want to do more. I want researchers to feel the difference in their everyday working lives. Creating space for them to think, experiment, and thrive is what motivates me, and I’m always looking for ways to strengthen that support.
AI has real potential to transform research support functions —streamlining administrative processes, improving access to information, and reducing time spent on repetitive tasks
What are some emerging trends or technologies that you think will have a significant impact on research and innovation in the next few years?
The most obvious — and far-reaching — is artificial intelligence. We’re just beginning to understand how it will reshape research, from data analysis and writing support to fundamental questions around authorship, originality, and research integrity.
One of the biggest challenges will be integrating AI in ways that are ethical, transparent, and sensitive to the norms of different disciplines. That’s particularly important for early-career researchers, who are still developing their research identities and practices, and need clarity about what’s acceptable and encouraged.
At the same time, AI has real potential to transform research support functions — streamlining administrative processes, improving access to information, and reducing time spent on repetitive tasks.
But in all of this, we must not lose sight of the human experience. As researchers navigate this evolving landscape, their resilience and wellbeing need to be actively supported. The rapid pace of change can create uncertainty and pressure — especially for those at the early stages of their careers. It’s not enough to equip people with tools; we must also foster confidence, adaptability, and a sense of belonging in a research environment that continues to shift.
How do you stay current with emerging trends and technologies?
That’s easy — I spend time with and listen to our researchers! They’re the ones who really know what the future holds.
At Maynooth University, I’m so fortunate to work with experts across a wide range of disciplines — from the humanities and social sciences to data science, engineering, and beyond. I learn a huge amount just by engaging with them — through leadership groups, research initiatives, and the informal conversations that happen across our academic community.
Just in the past two days, I’ve attended the Innovation Value Institute’s Annual Summit and the IUA Deans of Graduate Studies Doctoral Symposium we hosted on research supervision. At both events, I was struck by the insight, creativity, and ambition on display — from early-career researchers to senior academic and industry leaders working on digital transformation, sustainability, and responsible innovation. These are the spaces where emerging ideas take shape, and I make it a priority to be present and engaged.
I also stay connected through national and international networks focused on research policy and innovation strategy. But it’s those direct conversations — hearing what excites, challenges, and motivates our researchers — that most clearly show me where the future is heading.
Can you share your perspective on the importance of diversity and inclusion in research?
For me, it’s about ensuring that research careers are genuinely open to everyone — and that means designing systems with flexibility, accessibility, and inclusion at their core.
When we’re too rigid about how research should be done — or how research training should be structured — we unintentionally narrow the field of who can participate. Whether you’re
a stay-at-home parent returning to study, first in your family to attend university, or simply don’t ‘look the part’ of a typical academic, you bring valuable and often unique perspectives. I know this personally — I’ve walked those paths myself.
People who’ve had to carve their own way into research often bring with them determination, creativity, and resilience — exactly the traits that lead to new insights and breakthroughs. As leaders, we need to remove unnecessary hurdles, enable diverse ways of contributing, and build environments where all researchers can thrive.
That’s how knowledge moves forward — when everyone has a chance to shape it.
What has been your most careerdefining moment that you are proud of?
I’ve never thought of my career in terms of a single defining moment or achievement. Instead, what has shaped me most are the moments of generosity I’ve received — from mentors who gave their time, listened, answered my questions, and helped me believe I had something to offer.
I carry those moments with me, and I try to pass them on in my own work — whether that’s mentoring others, shaping policy, or building research systems that help people succeed. That kind of quiet, sustained influence has meant more to me than any title or milestone.
And it’s not only mentors from the past. I’m continually shaped by the colleagues I work with today — people who show kindness, offer honest feedback, and create space for others to grow. Sometimes it’s as simple as someone taking the time to say, “You did that really well,” or gently suggesting another way forward. Those everyday interactions build
trust, reflection, and growth. I’m proud to be part of that kind of community.
What is your favorite quote?
I don’t have a favourite quote — and I did consider asking ChatGPT for something suitably profound! But honestly, in the middle of a busy day, I’m more likely to say “Is lunch ready?” or “What time is coffee?” Perhaps that says something in itself — we need space to pause, connect, and think.
How do you see your role as a leader in the arts and education sectors evolving in the future, and what impact do you hope to make?
Leadership often feels like problem-solving at pace — there’s always something urgent. But when I step back, I think the most important impact I can make is to create the conditions in which others flourish.
That means building systems that are supportive, inclusive, and open to diverse contributions. It means valuing kindness and collaboration as much as metrics and rankings. And it means using whatever influence I have to open doors for others — particularly for those whose potential might otherwise be overlooked.
If, through my work, I’ve helped make the academy more accessible, more humane, and more intellectually vibrant — then I’ll feel I’ve made a meaningful contribution.
What are your long-term career aspirations, and how do you see yourself evolving as a leader over the next five years?
This is a hard one! I don’t have a rigid fiveyear plan. Like many people, I try to give
Curiosity will take you places no career plan can predict. Kindness will make the journey worthwhile — for you and for everyone you work with
my best in the role I’m in, remain open to opportunities, and stay aligned with my values.
That said, I do care deeply about the future of universities — as spaces for learning, questioning, and public good. If I ever took on a broader leadership role, I’d want to do so in a way that reflects those values, and that builds community rather than hierarchy.
Universities are all different — in culture, ethos, and purpose — and that’s a strength. My aspiration is to continue learning from them, contributing where I can, and helping shape environments where people and ideas thrive.
What advice would you give to aspiring researchers and innovators?
Stay curious, stay kind.
Curiosity will take you places no career plan can predict. Kindness will make the journey worthwhile — for you and for everyone you work with.
Driving Innovation in Business Education and Preparing Future Leaders for a Globalized World
MichaelL.Koenig, Associate Dean for Innovation Initiatives & Executive Director of Executive Education at Rice University Jones Graduate School of Business
Michael L. Koenig is Associate Dean for Innovation Initiatives and Executive Director of Executive Education at Rice Business since 2017. In his dual role, he bridges technology and business education, driving innovation internally and externally. As Associate Dean, he aligns technology with strategic goals. In Executive Education, he focuses on expanding technology-driven programs for local, national, and global impact. Previously, at the Darden School of Business, he was Senior Assistant Dean and inaugural Executive Director of Program Innovation, shaping innovative programs and expanding global reach. Koenig also has startup experience, orchestrating rapid growth at Logictier Inc. from four to 220 employees. Earlier, he was Senior Manager for Professional Education at Stanford Center for Professional Development, growing Stanford Online.
In this insightful conversation with the Higher Education Digest Magazine, Michael shares his experiences in driving innovation within academia, overcoming resistance to change, and leveraging emerging technologies like AI to enhance learning. He also discusses the critical role of global collaboration in preparing students for an interconnected world and the importance of fostering adaptability and lifelong learning.
You’ve played a key role in driving innovation at both Darden and now Rice Business. What are some of the most significant challenges you’ve encountered in implementing change within established academic institutions, and how did you overcome them?
Senior faculty members, especially those with long tenures at the institution, often hold
significant formal and informal influence. While their expertise and leadership are invaluable, their professional backgrounds may not always be closely tied to entrepreneurship or innovation. As a result, fostering change can sometimes be challenging.
To overcome this, I focus on involving faculty leadership early in the conversation. By engaging them in discussions about strategic
The real measure of success comes when faculty members start coming to you with their own ideas, big or small, for improvement
changes and innovations, I ensure that we have buy-in from key faculty members across disciplines. This collaboration helps build a foundation of goodwill, which can be leveraged to influence the larger faculty body. When faculty feel a sense of ownership over the changes, it’s easier to gain their approval and avoid negative inertia.
Change is not culturally common in academic institutions, so I take a gradual approach. Small successes help build trust and demonstrate the value of innovation. Once these changes show results, I make sure to highlight them publicly, which is crucial to maintain momentum and ensure that successes are acknowledged.
The real measure of success comes when faculty members start coming to you with their own ideas, big or small, for improvement. At that point, you’ve fostered a culture of creativity and innovation. The final step is to implement systems and governance to evaluate, pilot and scale these ideas. Unsuccessful ideas are either refined or phased out, while successful ones are expanded. My experience at Rice Business is somewhat exceptional as faculty leadership and the culture of the institution are much more aligned with entrepreneurship and innovation frameworks and processes. This has resulted more rapid adoption of significant innovation and change over the past decade.
It’s absolutely possible to drive innovation within academic institutions, but it requires patience, resilience and the ability to navigate the complexities of governance. It can sometimes feel slow, but with long-term value in mind, persistence pays off. Finding champions within the institution and keeping them engaged is key to creating lasting change.
We must adopt new technologies with a researchbased approach, testing internally and sharing insights to guide broader academic and industry adoption
The intersection of technology and business education is constantly evolving. What emerging trends do you see as most transformative for higher education in the next 5-10 years, and how should institutions adapt to capitalize on these trends?
Having worked at the intersection of technology and executive education, I’ve seen firsthand
how technology advances through various cycles, with early adopters sometimes succeeding and sometimes failing. As academic institutions, it’s crucial that we stay ahead by adopting new technologies with a research-based approach. We must not only test and evaluate technologies internally, but also share what we learn with the broader community, helping non-
academic institutions understand what works and what doesn’t.
The key is to be informed and strategic in our adoption, understanding both the risks and rewards. We don’t need to be the first to market, but we should be thoughtful about when and how to integrate new tools. That way, we can lead by example and use evidence to guide our decisions.
I believe technologies like artificial intelligence and generative AI will create significant opportunities in higher education. However, as these technologies become more ubiquitous, the value of face-to-face interaction will only grow. Classroom engagement, professional networking and the physical campus will differentiate institutions in ways that AI cannot replicate.
My approach is to experiment, add new technologies to our portfolio and continuously test their effectiveness. Different students have different learning styles, and geographical factors play a role as well. We must adapt to meet those needs, understanding that technology will make our offerings more differentiated and valuable — though it may require more resources. Ultimately, it’s about blending the
Classroom engagement,
professional networking,
and the physical campus will
differentiate institutions
in ways that AI cannot replicate
best of both worlds: technology’s power to enhance education and the irreplaceable value of in-person experiences.
Global interconnectedness is reshaping the student experience and the demands of the modern workforce. How can universities foster a more global perspective in their curricula and prepare graduates for success in an increasingly interconnected world?
First and foremost, universities need to ensure their faculty and staff represent the diversity of the world. It’s essential to allocate time, energy and resources toward providing global experiences for students, and these experiences must be meaningful and engaging. One of the most effective ways to globalize is to help students understand both the similarities and differences across cultures and business practices.
While physical locations are important, technology can also play a key role in fostering a global perspective. Synchronous digital platforms allow students, faculty and staff to engage across borders, offering a low-cost, impactful way to expand their global reach.
Additionally, partnering with trusted global entities is crucial. Collaborating with institutions from different regions allows access to diverse economies, cultures, business systems and historical contexts. For example, our partnership with Leadership Academy Nepal provides a model where students and faculty can engage with a very different set of business practices, leveraging both inperson travel and digital connections. By offering both high-value global programs and more accessible digital courses, universities can create rich, globally diverse educational experiences extending reach and impact.
Access and affordability remain critical challenges in higher education. What innovative approaches can universities take to address these issues and ensure a more equitable and inclusive learning environment?
One of the great things about Rice University is that we actively tackle these challenges in two key ways. First, we have significant philanthropic resources that allow us to support students who might otherwise not have the financial means
to attend Rice. These resources help make education more accessible to a diverse group of students across the university.
Additionally, through platforms like Coursera, edX, 2U, and GetSmarter, Rice University has developed online programs that offer greater convenience and accessibility at a lower cost than traditional on-campus programs. By leveraging these platforms, we can extend the reach of our education to a broader audience while keeping costs manageable, making higher education more affordable and inclusive.
What are some of the most significant skills and competencies that students need to develop to thrive in the future of work, and how can higher education institutions effectively cultivate these skills?
First and foremost, it’s essential for students to cultivate a mindset of curiosity and active learning. While specific skill sets may evolve over time, the ability to adapt and continuously learn is crucial. Higher education institutions must foster this adaptability by emphasizing the importance of a learning mindset in both psychology and leadership.
Institutions should ensure that students understand how to become effective and efficient learners —how to acquire skills when needed and continuously build and redesign their own skill sets. This approach is essential, and it’s why research-driven institutions are so valuable. Faculty and researchers in these environments are constantly exploring new ways to help students develop tools and frameworks that will serve them well in the future of work.
Looking back on your career, what is a piece of advice or experience that has been particularly influential in shaping your leadership style and your approach to innovation in education?
One of the most impactful experiences in my career was being selected as a United Nations Graduate Fellow, where I was one of only four fellows chosen out of 75 candidates from around the world to represent the United States. This experience taught me how many core concerns people share across cultures, but also how different the systems and frameworks we operate within can be. I realized that to create successful, sustainable outcomes in such diverse contexts, it’s essential to approach everything with humility and a mindset of learning. By asking questions and understanding both similarities and differences, we can build something truly impactful together. This is particularly true in fields like education, policy and sustainability, where the work is complex, takes time and requires resilience.
Another key lesson I’ve learned is the importance of surrounding myself with people who share my passion for innovation and are willing to take risks. Not every initiative will succeed, and things may break along the way, but having a team that embraces the journey and learns from setbacks is crucial. Over time, I’ve found leaders who are willing to take those risks with me, and I’ve learned that it’s essential to build diverse teams, never burn bridges and always uplift others by giving them opportunities to grow. When you create a culture of support and continuous learning, everyone benefits.
ACADEMIC VIEW
Innovating for Impact in AgeTech and Dementia Care
Winnie Sun, Associate Professor in Nursing, Faculty of Health Sciences, Ontario Tech University
Dr. Winnie Sun completed her PhD in Nursing and collaborative graduate program in Health Services and Policy Research at the University of Toronto, Canada. She is an Associate Professor at the Faculty of Health Sciences in Ontario Tech University, and she is holding a research appointment as the CoResearch Director of the Advancement in Dementia Care Centre (ADCC), collaboration between Ontario Tech University and Ontario Shores Centre for Mental Health Sciences, in Ontario Canada. In 2024, Dr. Sun received the Research Excellence Chair Award from Ontario Tech University where she is leading the development of AVOID frailty model of care to promote healthy aging and dementia care.
Recently, in an exclusive interview with Higher Education Digest, Winnie shared insights on the future of dementia care and research, the secret mantra behind her success, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
Hi Winnie. What inspired you to pursue a career in nursing and gerontology, and how have you seen the field evolve over time?
The legacy of Florence Nightingale was the role model that inspired me to pursue a career in Nursing. She was the Founder of Nursing
and Public Health. I deeply admire her leadership in the development of professional nursing through a formalized education; her dedication to advance infection prevention and environmental health, as well as her advocacy for social justice in the world. My interest in gerontology stems from my early
I love my current role as a Nurse Scientist in AgeTech where I could develop, co-design and implement technologies with older adults, people with dementia and caregivers to promote their quality of life
Leadership and mentorship are inter-related and complementary to support the goal of capacity building
career in Home Healthcare Nursing. I’m passionate about the care of older adults with the goal of finding innovative approaches to promote their independence and create a safe environment for them to age in place as long as possible. As the field of nursing evolves over time, I witness the increasing challenge of attracting and retaining nurses in the field of gerontology due to factors related to stress and burnout, inadequate educational training and professional development, unfavorable work environment, as well as stigma and stereotypes about working with older adults. Therefore, one of the current focuses of my research agenda is to explore approaches and strategies to build capacity of healthcare workers to promote workforce retention in the field of gerontology.
What do you love the most about your current role?
I love my current role as a Nurse Scientist in AgeTech where I could develop, co-design and implement technologies with older adults, people with dementia and caregivers to promote their quality of life. I enjoy the opportunities of generating new ideas; thinking outside the box; imagining the possibilities and challenging the status quo.
What are some common misconceptions or myths about aging and dementia that you’d like to debunk?
I would like to debunk the misconception about “older adults and people with dementia don’t want to or don’t know how to use technologies”.
In my research program, I worked with older adults and people with dementia using advanced technology including virtual reality
reminiscence experiences and conversational artificial intelligence (AI). The preliminary findings indicate that they truly enjoy the opportunities of accessing these technologies to enable them to become physically and mentally active, as well as staying engaged and socially connected. Older adults and people with dementia need adequate time, appropriate training and caregiver support to facilitate learning and overcome barriers of technology use.
How do you approach leadership and mentorship in your role as a professor and researcher?
Leadership and mentorship are inter-related and complementary to support the goal of capacity building. As a leader in academia, I believe that a visionary leader must also be an empowering mentor. This includes taking leadership in advancing a priority of research and educational agenda that are important and timely while inspiring and motivating teamwork and collaboration. As a leader-mentor, I provide student mentorship to nurture their talents, provide guidance and support them to create a positive professional network and community of learning that are conducive to achieving their career goals and aspirations.
Can you share your thoughts on the future of dementia care and research, and how you see your work contributing to this broader landscape?
The future of dementia care and research should focus on advancing early detection and prevention, use of technology-enabled innovations, application of non-pharmacological
interventions, enhancing caregiver well-being and addressing equity, diversity and inclusion in dementia care. Examples of my current initiatives that address these priorities include co-designing of technological innovations to address accessibility considerations; application of virtual reality reminiscence therapy and exergaming as the non-pharmacological approaches to enhance cognitive simulation, memory recall and prevention of frailty; using conversational AI to promote relationship building with caregivers; and developing microcredential program for healthcare workers to build capacity in dementia care workforce.
You were recently recognized as one of the Rising Star Women Leaders in Healthcare for 2025. Our readers would love to know the secret mantra behind your success.
Thank you for the recognition! I really appreciate the accolades and am deeply honored to be recognized for the work that I’m doing. One key success ingredient is to have the courage to persevere. Don’t give up easily and don’t be afraid to be challenged by other people. Believe in your passion and always remember the motivation of your work and the “why”. Always set realistic goals and achieve them through seeking feedback, continuous learning and building a strong professional network. Don’t overly fixated on the accomplishments on your CV but rather stay focus on the humanistic impact of your work. Teamwork and collaboration (encouraging, supporting, building and lifting each other) is the essence of what makes our work meaningful!
How do you prioritize your own wellbeing and self-care given the demands of your work?
Balancing own well-being and work demands are no easy tasks! Setting boundaries and making sure to make space for “breathing room”. For example, I make room to “breath” by making time for spirituality, reflection and meditation. Be kind to yourself! Task delegation is one way to be kind to myself, allowing me to focus on the priority tasks. Making efforts to allow for regular scheduling of “ME” time, such as going out with my colleagues and friends for social activities is invaluable in promoting a sense of wellbeing, establishing social connection and building meaningful relationships.
Is there a particular person you are grateful for who helped get you to where you are?
First, I would like to express my gratitude for AGE-WELL (Canada’s Technology and Aging Network), where I completed my Post-Doctorate Fellowship and developed a deep passion in AgeTech innovations for the care of older adults and people with dementia. Additionally, I’m grateful to my mentor in Nursing who believed in me and invited me to join her project as the Principal Investigator, where I took the lead in completing my first dementia care research. This community-based dementia care research project ended up growing into a larger program of research that I’m now leading as a Research Excellence Chair. I hope to role model my mentor and help my
students to believe in themselves, as well as cultivating their strengths and maximizing their potential.
Where do you see yourself in the next 5 years?
In the next 5 years, I hope to take leadership (with my Co-Research Director Dr. Amer Burhan) in broadening and expanding the operations of Advancement for Dementia Care Centre (ADCC), collaboration between Ontario Tech University and Ontario Shores Centre for Mental Health Sciences. My vision is to foster national and international partnerships to expand ADCC as an integrated hub to advance dementia-friendly communities through spreading and scaling up its innovations, research, and evidence-informed practices to support knowledge translation initiatives and workforce capacity-building in both the Durham Region and beyond.
What advice would you give to students or early-career professionals looking to make a difference in the field of gerontology?
My advice for future generations of gerontologists is to focus on combating ageism, challenging stereotypes, as well as raising awareness about the stigma related to dementia care. We need to build a healthy workforce that will cultivate empathy and compassion to connect with older adults and understand their needs and experiences. Together, we can create an inclusive age-friendly and dementiafriendly community for all.
ACADEMIC VIEW
Internationalization of Higher Education: And Now What?
Mirko Varano, Vice Rector for Internationalization, TEC Monterrey, Mexico
Mirko Varano is a distinguished advisor and consultant in the field of internationalization of higher education, with a career spanning over three decades dedicated to the development of strategies and implementation of internationalization. Since August 2024, Mirko has been serving as Vice Rector for Internationalization at TEC Monterrey, Mexico. Previously, he has served as international officer, covering different positions of responsibility, at the Turin Technical University (Italy), at KTH Royal Institute of Technology in Stockholm (Sweden), UNITE! European University Alliance, and at a number of international associations and networks. He currently chairs the EAIE Thematic Committee on Partnerships.
Internationalization of higher education has increasingly become a force that affects institutions, policies, and curricula across the globe. From its initial stage as an aspirational potential to its present institutional imperative, internationalization is no longer simply a question of sending students abroad or attracting international talent. In recent years, it has developed into as a multi- dimensional response to
emerging opportunities and to threatening global challenges. According to the refrain, internationalization is not an aim in itself. Therefore, confronted with such challenges and dangers, higher education must reconsider the relevance and future of internationalization so that it does not merely fulfill the interests of individual higher education institutions but those required to promote the common benefit of society at large.
Internationalization is now considered to be at the core of a university’s academic, financial, and cultural development
How It Started: Three Phases of Internationalization
We tend to forget that universities have been international since their infancy. Already during the middle ages, the “grand tour”, by which the greatest scholars were studying and teaching at the greatest universities of the time, was an everyday occurrence with Latin as the main lingua franca. The very same Erasmus from Rotterdam, after whom the most successful programme fostering the internationalization was named, studied and worked at colleges, universities and libraries in England, France, Italy, Belgium, Germany, and Switzerland. Nevertheless, these were individual and unstructured initiatives with no institutional collaborative ambitions.
The internationalization of higher education today can be traced through three main phases. Throughout the early 20th century, internationalization was primarily characterized by student and scholar mobility,
which was primarily a cultural and academic exchange. It was viewed as a commendable yet voluntary practice for individuals, mainly in Western countries, as it presented a chance for students to subject themselves to global outlook and perception. By the latter part of the 20th century, however, internationalization had a stronger hold as universities recognized the economic and strategic benefits of international collaboration. Universities began to seek international partners not only to enhance their international image but also to benefit from research funding, talent acquisition, and economic capital (through transnational education initiatives). In the 21st century, the process has been formalized. Internationalization is not a secondary or optional process anymore, but an integral part of a university’s mission. It is now considered to be at the core of its academic, financial, and cultural development.
Internationalization at home has emerged in the past two decades as an essential factor required to pursue both inclusion and sustainability, where institutions understand that global learning can be pursued within the local context, beyond the need for physical mobility
From Desirable Opportunity to Institutional Imperative
In today’s age, internationalization of higher education is not a distant fantasy for just a few select institutions and cannot be viewed through the lens of economic globalization alone. It is a crucial institutional effort that makes universities able to respond to grand challenges, and equip their students and educators with the tools needed to stay competitive in today’s globalized world, and not merely a set of initiatives driven just by economic considerations. These are political questions such as the rise of populism, nationalism, protectionism, and social questions such as migration crises, fear of the “other,” and growing skepticism towards scientific thinking and expertise.
The dangers are wider and more perilous than globalization itself. The advent of post-truth politics and the resurgence of nationalism, akin to the interwar period before World War II, threaten the very existence of democracy and global cooperation. Besides, the rapid evolution of artificial intelligence and the post-COVID era have injected new dimensions of uncertainty.
These trends call for a deeper and more inclusive internationalization, more needsrelevant actions, and to respond to changing global patterns.
Moving Beyond the Traditional Model: A Call for a New Internationalization
It is no longer possible to measure internationalization success solely in terms of mobility alone. The practice of internationalization needs to expand to include a number of different dimensions:
internationalization for all, comprehensive internationalization, internationalization for society, responsible internationalization, and internationalization of the curriculum. Internationalization at home has also emerged in the past two decades as an essential factor required to pursue both inclusion and sustainability, where institutions understand that global learning can be pursued within the local context, beyond the need for physical mobility. It’s not a question of leaving behind local identity and community for global prestige; it is one of establishing relationships and awareness while maintaining commitment to local relevance and impact.
The EUI Model: A Collaborative Path Forward
The European University Initiative (EUI) offers an interesting example of a new path. Rather than viewing internationalization through the competitive lens of separate institutions, the EUI encourages systemic, long-term collaboration among universities that share a mission and vision. The EUI model recognizes that, in a more global world, no university can make a difference alone and that collaboration, rather than competition, is the key to the accomplishment of several strategic goals.
This model of economies of scale based on complementarity departs from the monadic idea of universities. It inspires collective action where the principle of subsidiarity, applied successfully in the European Union, can be the driving force. When individual universities are unable to achieve desired results on their own, the higher “entities” are empowered to intervene and chart the way forward. If properly executed, collective
What we should be asking ourselves is not whether we should internationalize, but how we internationalize in a way that we can best serve the welfare of all
action will create value, result in efficiencies, and enable future integration.
If several actors. succeed in reproducing this model successfully, the others will follow, not ideologically in and of themselves, but as the only alternative to irrelevance and redundance on the global stage.
The Recipe for Success: Progressive Integration
Successful internationalization is a matter of gradual integration—of balancing the need to preserve institutional identities and local distinction with the imperatives of a cooperative, globalized system. Universities will have to be adaptable and sacrifice some individual interests for the greater good, as must any organism in order to thrive in an evolving environment. The idea of merging to achieve critical mass can be defective if carried out for size’s sake. But when undertaken with a genuine conviction of the value of joining forces—pooling resources, satisfying each other’s needs, and reducing inequality—it can be transformative. While individual institutions may still be better suited to achieve shortterm, tangible goals due to historical, cultural,
or legal considerations, there is potential for a paradigm shift.
The Future: Unity in Diversity
Basically, internationalizing higher education is ultimately a case of “together we stand” and “unity in diversity”. Internationalization is not a zero-sum game: universities need not lose their institutional, local, or national identity or gain exclusive global involvement and exposure. They can—and should—do both, for their own sake, the one of their communities, and to acquire the status of global players with a driving force towards change. What we should be asking ourselves is not whether we should internationalize, but how we internationalize in a way that we can best serve the welfare of all. By envisioning internationalization as a collaborative, inclusive, and progressive movement, we can create a system of higher education that not only withstands the test of globalization but thrives by assisting in the resolution of some of the world’s most pressing challenges and risks. Through collaborative models of internationalization, universities can redefine their global role and, in doing so, secure their continued relevance and impact.
Wa n t t o S e l l o r fi n d
I nve s t o rs f o r yo u r
B u s i n e s s ?
ACADEMIC VIEW
Empowering Students and Institutions through Equal Opportunity
TessaDouglas, Director, Office of Equal Opportunity, Southern Utah University
Tessa Douglas has spent her entire career working in higher education and was recently recognized as a Top 50 Woman Leader in Utah. Her diverse leadership experiences include establishing and building her institution’s study abroad program, developing effective multi-institutional partnerships locally and internationally, and leading efforts through a multi-organizational collaboration to promote small business development and economic growth in Southwestern Utah. Her volunteerism includes serving as Cedar City Rotary Club President, running for local office, and serving on multiple local and state boards. She currently works as Director of the Office of Equal Opportunity at Southern Utah University.
Recently, in an exclusive interview with Higher Education Digest, Tessa shared her insights on diversity and inclusion in higher education, the secret mantra behind her success, significant career milestone, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
Hi Tessa. What drives your passion for higher education, and how do you stay motivated and inspired?
One of the aspects of higher education that drew me to the field and keeps me here is the inherent hope that comes from educating and developing the next generation. Our future leaders, teachers, scientists, doctors are finding
themselves in our colleges and universities. They are energized and passionate, and neither they nor we know how greatly they will change the world and individual lives when they leave us. Their potential is limitless, and I get to play a part in their development. It’s exciting! Their success and my contribution to it is what inspires and motivates me.
Their success and my contribution to it is what inspires and motivates me to stay passionate about higher education
Service learning, civic involvement, and, again, exposure to people who are different are all components of higher education that develop more well-rounded graduates
What do you love the most about your current role?
My career in higher education has been diverse. I began in Continuing Education, transitioned to Study Abroad, then moved to Technical
Education and Workforce Development before entering my current role as Director of Equal Opportunity and Title IX. That’s one of the great things about working in higher education—it is so diverse and there are
so many opportunities to learn and develop within the system.
Truthfully, my current role has been the most difficult by far. In Equal Opportunity and Title IX, you are working with people who have experienced violence, harassment, and discrimination. When a student stays in school and succeeds because we were able to help them through those experiences, it feels incredible! However, the weight of the work, combined with the ever-present legal and compliance liabilities, can be particularly heavy. I am grateful for this experience though. My skills and knowledge in critical thinking, policy making, and communication have grown immensely. I have also seen a completely different side of higher education than I had before—one of the uglier sides, but nonetheless one that exists—and it has not only made me more compassionate, but also more impassioned about making our institutions safe and welcoming for all students. The bad exists with the good, and I’m grateful for a more well-rounded understanding of my institution. If we don’t know what problems exist, we won’t ever address them.
What role do you think higher education institutions should play in promoting global citizenship and social responsibility?
Institutions of higher education should contribute to a capable workforce and a well-rounded citizenry. Both are supported immensely by graduates who are globally engaged and have a strong sense of social responsibility.
Employers across the U.S. consistently indicate they need employees who not only have technical skills, but soft skills like adaptability, critical thinking, teamwork, and
communication. One of the most effective ways we can teach these skills is by exposing our students to the broader world. This can be done through coursework and programming, but more impactfully through diversity on our campuses and opportunities to study abroad. I’ve experienced first-hand how getting to know and work with those who come from different backgrounds—whether cultural, racial, religious, or otherwise—helps us to become more adaptable, more collaborative, more open-minded, and more tolerant. Ultimately, these skills translate to better leaders and a more capable workforce. Similarly, our graduates build valuable soft skills and become better citizens when exposed to opportunities for social engagement. Service learning, civic involvement, and, again, exposure to people who are different are all components of higher education that develop more wellrounded graduates. These opportunities cultivate empathy, greater community involvement and civic engagement, and a desire to be positive contributors to the places where they live and work.
What are your thoughts on diversity and inclusion? How important is it to have authentic conversations with leaders, professionals, and changemakers to create more acceptance across the globe?
Utah is a state where diversity and inclusion in higher education is under attack, at least in the traditional sense. It has been difficult for many students, faculty, and staff. My experiences in higher education have shown me how life-changing exposure to
diverse people can be. That exposure promotes acceptance and appreciation, with inclusion as a natural byproduct. The more we get to know and understand those who are different from us, the better we can live and work together. Humans fear the unfamiliar; diversity and inclusion create understanding. We are all neighbors on this planet, and ultimately, we all rely on each other in some capacity.
As the world becomes increasingly divided, I believe we will realize more and more how we are all connected. That’s why these conversations need to continue. Those of different races, religions, nationalities, gender identities—they aren’t some abstract “other.” They are people. But without exposure to differences, without getting to know them as individuals rather than a nebulous group of “others”, it is harder to see their humanity and harder to see how we and they need each other.
You were recently recognized as one of the Top 50 Women Leaders of Utah for 2025. Our readers would love to know the secret mantra behind your success.
Since the first time I led a successful fundraiser for a local domestic violence prevention organization, I’ve asked myself “what else can I do?”. The idea behind this question is to challenge myself once I’ve been successful at something to see if I can stretch further. This question has led me to apply for better jobs, to run for our local school board, to serve as president of a large and very active Rotary Club, and to many other opportunities. Sometimes, I don’t succeed. In fact, I’ve had some difficult failures. But as long as I keep asking myself “what else can I do?”, I will continue to develop as a leader and individual. Something special
about this question is anyone can challenge themselves with it, and the challenge can begin wherever they are in their leadership journey.
How do you prioritize your own wellbeing and self-care given the demands of your work?
I’m still trying to figure this out. Prior to my current job, my work and service roles filled my proverbial bucket to the point I didn’t need much self-care. I was able to engage in things I loved with people I loved in ways that more than compensated for any stressors I faced. That is not true in my Equal Opportunity/Title IX role. Prioritizing my well-being has been a journey of experimentation and letting go. It has meant leaving work sometimes to detach from a particularly hard experience. It has meant asking for and accepting support from others. It has meant scheduling activities with friends because I’ve learned I recharge most when I’m with people. Self-care looks different for everyone and finding out what really works for myself has been a fascinating process.
Who has been a significant influence or mentor in your career, and how have they helped shape your professional journey?
One of my earliest supervisors was a woman named Alla Paroiatnikova. When I began working with her, I was a university student who was incredibly shy and had no experience interacting with groups of professionals. She, on the other hand, was experienced, classy, intelligent, and well-connected. She also grew up in a foreign country and had been hired to start our institution’s study abroad program. She brought me to as many meetings as she could, invited me to events with university
and community leaders, showed me how to network in those settings, and taught me how to work with professionals from all over the world. She also gave me feedback, which helped me hone my skills as we continued to work together. By the time she retired, I was a completely different person. I had grown far more confident, adaptive, and capable in a forward-facing role, and I credit so much of that to her.
What has been your most careerdefining moment that you are proud of?
Taking the leap from my 15-year university career in study abroad to directing educational, community and workforce development programs at a technical college was both terrifying and exciting. I had spent most of my working years in the same field thinking that was all I could do. Studying abroad was very much a part of my identity. It was comfortable, familiar, and I was considered a top state leader in the field. Then, a series of events led me to seek other opportunities that could challenge me and help me develop more as a leader. That resulted in my move to technical education.
The bad exists with the good, and I’m grateful for a more well-rounded understanding of my institution and its challenges
Mentors can help you navigate the complexities and politics of higher education, so you don’t have to figure it out all on your own
The first year was rough. I struggled to adjust and find my new identity. But once I did, I thrived! I was given additional responsibilities and leadership opportunities, and found a passion for community, economic, and workforce development I never would have been exposed to had I stayed in my previous job. I learned that I can not only adapt but excel in new and diverse roles. I learned I love serving in my community and creating real impact within it. And I learned a career in higher education doesn’t mean sticking to just one path.
What are your long-term career aspirations, and how do you see yourself evolving as a leader over the next five years?
I love higher education. I aim to continue growing and developing as a leader within it. Now that I know I can adapt and thrive in different types of jobs and environments though, I’m also open to working in other industries. My long-term aspirations are to continue to challenge myself, contribute meaningfully to others through my work, and be open to opportunities when they present themselves, even when they feel scared. As a leader, my goal is to increase my capacity and adaptability. I don’t want to become too
comfortable or complacent. With that in mind, I see myself seeking out places to stretch, whether through work, volunteerism, or training.
What advice would you give to aspiring women leaders in higher education?
My first piece of advice is to find leaders who can be mentors and advocates for you. Mentors can help you navigate the complexities and politics of higher education, so you don’t have to figure it out all on your own. You’ll develop more quickly and more effectively as a leader yourself. Advocates are individuals who believe in you and want to help you rise. They do this by promoting you in leadership circles, serving as professional references, including you on special projects, and sharing your successes with others.
My second piece of advice is not to fear change or challenges. In higher education your career path can be straight or windy depending on your goals and adaptability. There are innumerable opportunities because of the diverse array of institutions, their diverse programs and departments, and the possibilities for collaboration across institutions and the world. If you are open to challenges and unafraid of change, you’ll have many more opportunities for leadership.
ACADEMIC VIEW
The Role of Creative Consultants in Higher Education Reform
Tim Herd, PhD candidate and Wasserman Fellow in the Higher Education & Organizational Change (HEOC) Program at UCLA
Tim Herd, PhD candidate and Wasserman Fellow in the Higher Education & Organizational Change (HEOC) Program at UCLA. Tim Herd is currently a fourth-year PhD candidate and Wasserman Fellow in the Higher Education & Organizational Change (HEOC) program at UCLA. Outside of his studies, Tim also serves in the capacity of a creative consultant that partners with non-profits and other organizations aroundtheareasofgovernance,culture,andstudentsuccess.Timisalsothefounderoftwoorganizations, Rising Black Men and the Grosse Pointe Black Alumni Association, and co-founder of another, the Doctoral Student Writing Collective. Tim is passionate about improving community through mentorship and support, which he supplements through his involvement in media.
The role of a creative consultant is to provide expertise to help clients solve creative problems and generate ideas. The work focuses on brainstorming innovative solutions and these areas of solution and generative ideas consist mainly within creative projects, brand identity development, and digital visibility. Above all,
creative consultants identify issues in creative projects in order to propose transformative solutions. Over the course of the past five years, I have engaged in creative consulting, working on projects from Selena Gomez’ mental health company Wondermind to a creative project targeted on closing the digital divide in ward within DC. These, along with numerous
Creative consultants can assist universities in reestablishing their brand identity to reflect evolving missions and build trust with stakeholders
experiences within the higher education and creative space have allowed me to refine the consulting that I conduct. A 2024 report by the Lumina Foundation concluded that 70% of working-age people in the US will need a degree or credential beyond high school by 2031 to fulfill labor needs. In that same report, it was concluded that only 54.3% of workingaged people were qualified. This comes at the helm of significant conversation about a growing disillusionment of college, which has risen to factors such as increasing tuition, fees, and student loan debt. The Education Data Initiative found the average cost of college including textbooks, housing, and supplies total up to $38,270. As higher education institutions continue to reconceptualize their role in supporting the next generation, creative consultants can make an impact through collaborative partnerships.
Brand Identity:
Creative consultants can assist universities in re-establishing their brand identity, also known as the mission in the university context. Beal University in Maine recently updated their brand identity to reflect their unwavering commitment to shaping the future of education. With the evolution of technology and a new administration that has made repeated attacks at the Department of Education, universities refreshing themselves on their mission and brand is an invaluable action moving forward. As a 2021 Forbes article once concluded, universities have multiple but ill-defined goals, making success hard to measure. Creative consultants can add value to the development of more well-defined goals and mission fidelity. The brand identity of colleges and universities
are integral in self-accountability through its external and internal display of its mission and ideas. Along with building trust with the surrounding community and educational stakeholders, brand identity can increase university recognition and provide clarity for all members of the institution.
Digital Visibility
Creative consultants can assist universities in the act of digitally highlighting the positive effects of attending colleges and universities. In a September 2024 poll by the Learning Network, nearly 400 teenagers claimed to use social media as their main sources of news. Colleges and universities are often called the ivory tower, which is defined by Merriam-Webster as “a secluded place that affords the means of treating practical issues with an impractical often escapist attitude”. The ivory tower is often referred to as a place of learning, and in these places can equip students with skill development,
personal growth, and opportunities for civic engagement amongst other areas. These benefits, which are essential to the structures of higher education institutions, need to continually be emphasized to college-ready students, who will make up the next generation of leaders. One of the biggest ways to connect with this demographic of students and also to promote awareness of various initiatives is through social media, as another recent report concluded that 87% of Americans use social media daily. Universities using mediums such as Instagram and TikTok can also be helpful in reaching a younger audience by highlighting some of the exciting work that a university may be implementing. Creative consultants can be helpful by offering strategic marketing and digital transformation.
Identifying Creative Projects
Creative consultants can assist universities in the development of creative projects that will create various university improvements,
Creative consultants can assist universities in the act of digitally highlighting the positive effects of attending colleges and universities
from departmental to larger universitywide initiatives. Depending on the various background and expertise of the creative consultant, this partnership can be beneficial for students, faculty, and staff. For example,
Creative consultants can empower universities through brand refinement, digital visibility, and the development of transformative creative projects
at the department level, a creative consultant with an expertise in web development could partner with the Computer Science department to provide additional programming for students around their own portfolio development. The
creative consultant in this capacity could also be helpful in providing trainings with staff and faculty around web development, identifying potential employers and summer internship opportunities for students by leveraging their own networks, and serving as a direct source for students through their practical experience. As a creative consultant with a background in student leadership development and organizational culture, some of my creative projects have included partnering with offices of Student Success and Academic Affairs. In this capacity, I have developed projects with student leaders in order to assist in their navigation of universities academically and socially. It has also included working in collaboration with universities on more specific topics, such as identifying strategies to improve overall engagement between student organizations and university governing boards. As some colleges and universities continue to combat the narrative of the value of higher education, creative consultants can empower these universities through brand identity, digital visibility, and facilitating creative projects.
Transformative Solutions
Creative consultants can engage in the brainstorming of transformative solutions that can play a role in the reform of higher education institutions. These solutions can provide valuable assistance in displaying the value of higher education institutions to a larger audience while through brand refinement and additional creative projects. These solution areas will not also be valuable for the bottom line of universities, but it will also assist as universities continue to identify their roles for the present and the future.
INDUSTRY
PERSPECTIVE
Leading a University Through the Acquisition Process: Navigating Complexity with Poise and Purpose
StephenHealey, Chief Executive Officer, Cambridge College
Ihave guided several universities through the complexities of an acquisition process, and each journey has added to my insight into what it takes to succeed. By combining strong leadership anchored in teamwork and commitment to people, using appropriate professional support, and engaging in effective communication, I have found that success, while not guaranteed, is likely.
In my experience, a successful acquisition will result from focusing on the following factors:
The People
Success begins and ends with people. Prioritizing the well-being of students and employees provides direction, ensures urgency, and strengthens resolve. Regardless of the circumstances surrounding an acquisition, emotions will run high, and individuals—regardless of their typical stress levels—will experience the strain of change. Employee well-being should be a paramount concern. The stress associated with change can
Success begins and ends with people. Prioritizing student and employee well-being provides direction, urgency, and strengthens institutional resolve
An executive with extensive experience in mergers and acquisitions, program development, and accreditation, Steve Healey’s philosophy is to lead institutional transformation through serving others. With a background in strategic planning and organizational development, he has successfully led numerous highstakes initiatives, driving growth and innovation. Known for his ability to foster collaboration of well-rounded teams, Steve excels in navigating complex business environments and implementing effective solutions. His commitment to excellence and continuous improvement has positioned him as a trusted advisor in the higher education industry. His passion for mentoring future leaders further enhances his impact.
significantly impact mental health, leading to burnout and disengagement just when all-handson-deck are required. Senior staff members will likely be working the equivalent of two jobs for a six-to-nine-month period. Work with your board to find ways to take care of them. Each transaction should prioritize the best outcome for students and employees.
Getting good advice about how and when to share the news with students and employees and care for them throughout the acquisition is essential. Acquisition timeframes are determined by an interplay of federal and state regulations and the requirements of regional and professional accreditors. Formal communication requirements focus attention on students and employees because higher education is a studentserving enterprise. They also make transactions complex and multifaceted
Be good to your transaction partners— those on the other side of the table who will eventually acquire the institution or those whose institutions you will acquire. Navigating an acquisition involves making hundreds of micro-agreements; even a single misstep can complicate or derail a deal. Success often hinges on both sides, having leaders committed to discovering a mutually beneficial path forward. Because of that, make it personal. Establish a cycle of daily calls and check-ins. Solve problems one at a time and empower senior leaders to identify and remove obstacles.
Accreditors, state, and federal regulators are not bureaucrats but people with needs and feelings. Engaging them early and often is essential. Seek their insights and guidance. They may not be able to bend the rules, but in my experience, they will assist in navigating complexities and finding pathways. In such
transactions, friendships are formed, or existing relationships are deepened. When people are first, goals are common for all stakeholders.
Equally important is self-care. I have learned, sometimes the hard way, that maintaining my well-being is critical. Do what works for you, but do not treat health as optional.
The Purpose
Focusing on meaning and purpose will guide a successful acquisition. Some decisions may be difficult, painful, and lead to disappointment for specific individuals. The most crucial decisions will require confidentiality due to their sensitive nature. That leads to a sense of isolation and loneliness. Keeping the North Star of meaning in view is urgently necessary.
During the transactions I led, reflecting on the university’s mission and the rationale behind the acquisition was invaluable. Each day, I recalled the students and employees and what was at stake for them. This reflection served as a grounding force, provided moral clarity in decision-making, and injected a sense of purpose into communication. Uncertainty is a constant companion during an acquisition. Maintaining composure, calmness, and confidence is not optional. Poise stems from a profound understanding of the institution’s values and a steadfast commitment to upholding them throughout the transition.
Patience is also crucial. By ensuring reasonable transparency while acknowledging the limitations of what could and could not be shared, I have been able to cultivate trust— an essential element for alleviating fears and anxieties, allowing the community to progress together.
Maintaining composure, calmness, and confidence during an acquisition stems from a deep understanding of institutional values and purpose
The Help
Engaging qualified professional assistance is vital. Depending on your circumstance, this will likely include legal experts, financial advisors, communication professionals, and other advocates—individuals who understand the nuances of the evolving higher education landscape. Accreditation and regulatory deadlines can be demanding, and reliable resources will facilitate navigation through these processes. Strong advisors can help manage debt, keep an eye on unrestricted cash, calculate run rates, liaise with vendors, and help guide completing due diligence. My institutions benefited from multimillion dollar loan reductions, improved repayment terms, and better lease arrangements. Media and press relations have been handled in terms that informed the public while protecting institutional interests and needs. Relationships maintained by board members might very well help tilt the balance in a make-it-or-break-it scenario.
Reflecting on the transactions I led, I am glad I did not have to go through them alone.
The Alignment
One of the most significant challenges during an acquisition is maintaining cohesion among the diverse groups within the university. Board members, faculty, staff, and students possess different perspectives and varying levels of concern regarding the acquisition. Keep all constituencies engaged and supportive, even during limited transparency, will limit public complaints. Consider engaging a communications firm to help.
While the board may focus on high-level discussions, faculty members might feel excluded from critical decision-making processes.
Making good and timely decisions will test your best capacities, especially when certainty is elusive and transparency is limited
It is essential to keep everyone informed and involved without inundating them with details that are not yet finalized. Regular updates, town hall meetings, and smaller group discussions can foster a sense of inclusion. Additionally, providing platforms for faculty and staff to voice their concerns allows leaders to address anxieties directly.
In these instances, it is important to communicate the facts and express empathy and understanding. Acknowledging the challenges and fears of others can strengthen community bonds. Fostering a culture of collaboration and support helps sustain morale, ensuring individuals feel connected to a shared mission, even during uncertain times.
To ensure that deals are made, the typical timeframe accorded university decision processes must be heightened. Timely decision-
making is necessary. Some choices may need to be made with limited data. While randomness should be avoided, certainty is frequently elusive. Making good and timely decisions will test your best capacities.
The Landscape
Acquisitions often emerge from a necessity for financial stability, growth, or strategic realignment. As a leader, I have recognized that understanding the financial implications of these situations is paramount. A thorough assessment of the institution’s financial health—including unrestricted cash reserves, revenue streams, accounts payable, and employee obligations— forms the basis for making informed decisions that align with long-term objectives.
Maintaining a clear understanding of the institution’s cash run rate is essential, which indicates the rate at which cash is being utilized over a specific period. This metric provides valuable insights into the sustainability of operations and the capacity to meet obligations, particularly when navigating the transition of an acquisition.
By analyzing these financial elements, leaders can make prompt and well-informed decisions, even in situations where information may be limited. This ability to act decisively, grounded in a comprehensive understanding of the institution’s financial landscape, is an invaluable skill that can significantly influence the success of an acquisition.
A Successful Conclusion
Leading a university through the acquisition process is a grueling and rewarding exercise. Maintaining focus on the why—and getting good support—will augur your success.
