BLOOMINGTON, Ind. – March 21, 2023 — Dean Hoke, of Bloomington, Indiana, has been chosen to serve as the next President and Chief Executive Officer of the American Association of University Administrators (AAUA), currently based in Glen Mills, Pennsylvania. His appointment is effective July 1st when the current President & CEO, Dan L. King will retire after nineteen years of service in that position.
A highly successful and internationally recognized higher education administrator, Mr. Hoke first affiliated with the Higher Colleges of Technology in the United Arab Emirates in 2009 as Head of Marketing and Institutional Development; that experience was followed by four years at Khalifa University with the UAE Advanced Network for Research and Education. In 2014 he became Co-Founder in a new educational management consulting firm, Edu Alliance Ltd. based in the UAE; three years later Edu Alliance Group opened its US office in Bloomington serving as the Managing Partner.
Mr. Hoke has extensive experience in the fields of higher education, marketing, communications and e-Learning. He has held a number of senior higher education administrative positions; and co-founded the Connected Learning Network, a provider of online educational services for educational institutions. In the field of broadcasting he served as an executive and CEO of four public broadcasting stations, and executive vice president of a cable network. He currently serves on the Advisory Board of the School of Education of Franklin University in Ohio and is a member of the Advisory Board of Higher Education Digest. He recently served as president-elect for the United States Distance Learning Association and chaired the Global Partnership Committee.
Mr. Hoke currently produces and co-hosts the podcast series Higher Ed Without Borders. He holds a B.A. degree from Urbana University and an M.S. degree from the University of Louisville. He also completed the Executive Management Program at The Wharton School of the University of Pennsylvania.
AAUA Board of Directors chairperson William Hill, assistant dean of the College of Education at Wayne State University, said, “Mr. Hoke is, without a doubt, the best person to step up and take over the executive administration of this organization. His background and his wide range of experiences will be useful. Moreso, his enthusiasm for leading AAUA to new programming ventures which should lead to expanded membership is contagious!”
When interviewed, Mr. Hoke remarked, “It is a great honor to be selected as the AAUA’s next President and CEO. I am grateful to the Board for their unanimous support and to Dan King, who has led the organization for several years.”
He continued, “AAUA sees a high percentage of administrators leaving the higher education profession. They are frustrated over the lack of opportunities for advancement, work challenges, and readily available professional development. The AAUA board of directors and I will work with our membership to build new and innovative professional development programs and services which will address a higher level of training and increase retention of our higher education administrator colleagues.”
Departing chief executive, Dan King remarked, “I had planned to leave my AAUA responsibilities over two years ago but my departure was delayed by the COVID pandemic. The delay turned out to be fortuitous because it was during this time that I developed a closer professional tie with Mr. Hoke and was able to recruit his candidacy for this position. AAUA is ready for new direction, and Mr. Hoke has the perfect combination of personality, vision and enthusiasm to lead it to new heights. I look forward to watching the association improve and grow.”
During the Empower Learners for the Age of AI (ELAI) conference earlier in December 2022, it became apparent to me personally that not only does Artificial intelligence (AI) have the potential to revolutionize the field of education, but that it already is. But beyond the hype and enthusiasm there are enormous strategic policy decisions to be made, by governments, institutions, faculty and individual students. Some of the ‘end is nigh’ messages circulating on Social Media in the light of the recent release of ChatGPT are fanciful click-bait, some however, fire a warning shot across the bow of complacent educators.
It is certainly true to say that if your teaching approach is to deliver content knowledge and assess the retention and regurgitation of that same content knowledge then, yes, AI is another nail in that particular coffin. If you are still delivering learning experiences the same way that you did in the 1990s, despite Google Search (b.1998) and Wikipedia (b.2001), I am amazed you are still functioning. What the emerging fascination about AI is delivering an accelerated pace to the self-reflective processes that all university leadership should be undertaking continuously.
AI advocates argue that by leveraging the power of AI, educators can personalize learning for each student, provide real-time feedback and support, and automate administrative tasks. Critics argue that AI dehumanises the learning process, is incapable of modelling the very human behaviours we want our students to emulate, and that AI can be used to cheat. Like any technology, AI also has its disadvantages and limitations. I want to unpack these from three different perspectives, the individual student, faculty, and institutions.
Get in touch with me if your institution is looking to develop its strategic approach to AI.
Individual Learner
For learners whose experience is often orientated around learning management systems, or virtual learning environments, existing learning analytics are being augmented with AI capabilities. Where in the past students might be offered branching scenarios that were preset by learning designers, the addition of AI functionality offers the prospect of algorithms that more deeply analyze a student’s performance and learning approaches, and provide customized content and feedback that is tailored to their individual needs. This is often touted as especially beneficial for students who may have learning disabilities or those who are struggling to keep up with the pace of a traditional classroom, but surely the benefit is universal when realised. We are not quite there yet. Identifying ‘actionable insights’ is possible, the recommended actions harder to define.
The downside for the individual learner will come from poorly conceived and implemented AI opportunities within institutions. Being told to complete a task by a system, rather than by a tutor, will be received very differently depending on the epistemological framework that you, as a student, operate within. There is a danger that companies presenting solutions that may work for continuing professional development will fail to recognise that a 10 year old has a different relationship with knowledge. As an assistant to faculty, AI is potentially invaluable, as a replacement for tutor direction it will not work for the majority of younger learners within formal learning programmes.
Digital equity becomes important too. There will undoubtedly be students today, from K-12 through to University, who will be submitting written work generated by ChatGPT. Currently free, for ‘research’ purposes (them researching us), ChatGPT is being raved about across social media platforms for anyone who needs to author content. But for every student that is digitally literate enough to have found their way to the OpenAI platform and can use the tool, there will be others who do not have access to a machine at home, or the bandwidth to make use of the internet, or even to have the internet at all. Merely accessing the tools can be a challenge.
The third aspect of AI implementation for individuals is around personal digital identity. Everyone, regardless of their age or context, needs to recognise that ‘nothing in life is free’. Whenever you use a free web service you are inevitably being mined for data, which in turn allows the provider of that service to sell your presence on their platform to advertisers. Teaching young people about the two fundamental economic models that operate online, subscription services and surveillance capitalism, MUST be part of ever curriculum. I would argue this needs to be introduced in primary schools and built on in secondary. We know that AI data models require huge datasets to be meaningful, so our data is what fuels these AI processes.
Faculty
Undoubtedly faculty will gain through AI algorithms ability to provide real-time feedback and support, to continuously monitor a student’s progress and provide immediate feedback and suggestions for improvement. On a cohort basis this is proving invaluable already, allowing faculty to adjust the pace or focus of content and learning approaches. A skilled faculty member can also, within the time allowed to them, to differentiate their instruction helping students to stay engaged and motivated. Monitoring students’ progress through well structured learning analytics is already available through online platforms.
What of the in-classroom teaching spaces. One of the sessions at ELAI showcased AI operating in a classroom, interpreting students body language, interactions and even eye tracking. Teachers will tell you that class sizes are a prime determinant of student success. Smaller classes mean that teachers can ‘read the room’ and adjust their approaches accordingly. AI could allow class sizes beyond any claim to be manageable by individual faculty.
One could imagine a school built with extensive surveillance capability, with every classroom with total audio and visual detection, with physical behaviour algorithms, eye tracking and audio analysis. In that future, the advocates would suggest that the role of the faculty becomes more of a stage manager rather than a subject authority. Critics would argue a classroom without a meaningful human presence is a factory.
Institutions
The attraction for institutions of AI is the promise to automate administrative tasks, such as grading assignments and providing progress reports, currently provided by teaching faculty. This in theory frees up those educators to focus on other important tasks, such as providing personalized instruction and support.
However, one concern touched on at ELAI was the danger of AI reinforcing existing biases and inequalities in education. An AI algorithm is only as good as the data it has been trained on. If that data is biased, its decisions will also be biased. This could lead to unfair treatment of certain students, and could further exacerbate existing disparities in education. AI will work well with homogenous cohorts where the perpetuation of accepted knowledge and approaches is what is expected, less well with diverse cohorts in the context of challenging assumptions.
This is a problem. In a world in which we need students to be digitally literate and AI literate, to challenge assumptions but also recognise that some sources are verified and others are not, institutions that implement AI based on existing cohorts is likely to restrict the intellectual growth of those that follow.
Institutions rightly express concerns about the cost of both implementing AI in education and the costs associated with monitoring its use. While the initial investment in AI technologies may be significant, the long-term cost savings and potential benefits may make it worthwhile. No one can be certain how the market will unfurl. It’s possible that many AI applications become incredibly cheap under some model of surveillance capitalism so as to be negligible, even free. However, many of the AI applications, such as ChatGPT, use enormous computing power, little is cacheable and retained for reuse, and these are likely to become costly.
Institutions wanting to explore the use of AI are likely to find they are being presented with additional, or ‘upgraded’ modules to their existing Enterprise Management Systems or Learning Platforms.
Conclusion
It is true that AI has the potential to revolutionize the field of education by providing personalized instruction and support, real-time feedback, and automated administrative tasks. However, institutions need to be wary of the potential for bias, aware of privacy issues and very attentive to the nature of the learning experiences they enable.
Get in touch with me if your institution is looking to develop its strategic approach to AI.
December 5, 2022 by Dean Hoke: In the newest edition of the 2022 Open Doors Report, US university’s international student enrollment shows encouraging signs. International students coming to the United States are reported at 948,519, which nears the pre-pandemic level. However, the number of Americans studying abroad in 2020-21 was 14,549 compared to 162,633 in 2019-20 and the high watermark of 350,000 in 2018-19.
The chart below shows how long US students study overseas.
Of the 350,000 students in 2018-19 who studied overseas, the majority either studied abroad for a summer or a short term.
What is the profile of the American student who studies abroad?
The number of US students who study abroad represents only 2.7% of the American university students who attend four-year and above institutions. Students who study abroad tend to be juniors or seniors in undergraduate school, female, Caucasian, have financial means, and study in Europe.
What countries have the largest number of students studying abroad?
T.I.M.E. Association, located in France, conducted a study in 2021 of UNESCO mobility data which reported 5.6 million international students worldwide to determine the top countries with the most outgoing students studying in another country. They looked at the “long-term mobility of students to complete a whole study cycle and acquire a degree (Bachelor, Master or PhD) abroad. The top countries university students leave to study abroad are:
China – 993,367
India – 375,055
Germany – 122,538
Viet Nam – 108.527
South Korea – 101,774
France – 99,488
United States – 84,349 (long-term studies)
Students from other countries study abroad primarily due to the:
Future Employment Opportunities, be it at home or abroad
Quality of institution and program
Meet a diverse range of people
Study and learn differently
Self-reliance and being on your own
Meeting new friends and lifelong networking
Seeing your culture from a different point of view
How important are students studying abroad to the business community as future employees?
Businesses worldwide are putting a higher emphasis on international experience. Most big and small companies are trying to attract business and partnerships with international partners. In a 2014 survey titled U.S. Business Needs for Employees with International Expertise, 800 executives in US companies were surveyed to identify the demand for corporate employees with international competence, including international skills and/or knowledge of foreign languages and world areas. The results of the 2014 survey call for a continuing need for international business education in the US, with increased emphasis on intercultural communication, foreign language skills, and international experience. The 800 represented a broad cross-section of Industries and the number of employees.
Some interesting facts come out:
39% failed to fully exploit international business opportunities due to insufficient internationally competent personnel in the past five years
39% have no foreign offices, and all international operations are handled in the US
43% state that overall business would increase a great deal if more international expertise were available on staff
60% state that an appreciation for cross-cultural differences is of great importance for professional staff, followed by Understanding country legal and government requirements (59%) and understanding of local markets and business practices (58%)
83% state their company will place a greater emphasis on international competence among management and employees over the next ten years
Additional studies support that studying abroad helps employers and helps students get jobs. In 2016, The Institute for the International Education of Students (IES), founded in 1950, conducted a comprehensive survey of 1205 of its alumni.
Here are the key points from the study:
93% who entered the workforce were employed within six months
89% of those who entered graduate school earned admissions in their first or second-choice school
50% felt that their IES Abroad Program experience helped them to get this first job
The American Passport Project
How can we encourage and support students to study abroad?
In a recent interview with Higher Ed Without Borders (in which I am a co-host), we asked Dr. Allan Goodman, CEO of the IIE, about a new program they established in 2021 titled The American Passport Project. Dr. Goodman commented that studying abroad is one of the best ways that students can acquire global skills and create personal and professional opportunities. Furthermore, it’s a part of IIE’s mission to increase participation and diversity in studying abroad and extend these benefits to all students regardless of socioeconomic status. However, students of limited financial means find it more difficult to participate in studying abroad due to financial hurdles, which could bar them from moving forward.
The American Passport Project plans to have enabled 10,000 students to be awarded passports by the end of this decade. IIE will help 1,000 college students obtain U.S. passports annually by awarding funds to 40 U.S. colleges and universities in the IIE Network. Each institution will identify 25 of its first-year students who are eligible for Pell grants. Eligibility will be limited to first-year students to ensure that they have ample time remaining in their college career and receive guidance from their advisors to map out a study abroad plan. Competitive institutions will demonstrate grant need, support obtained, and impact on study abroad participation.
First Year Results
In the inaugural year, nearly 200 institutions applied for the grant to support students obtaining U.S. passports. These institutions informed IIE of the various ways they could utilize the grant to support targeted student populations.
Forty institutions were selected, and more than 50% of institutions chosen represent minority-serving student populations (HBCU, HSI, MSI) or are community colleges.
Nearly 50% of U.S. states are represented (33% South, 32% Midwest, 25% Northeast, and 10% West).
The majority are expanding their diversity, equity, access, and inclusion efforts by targeting these top 4 student populations: students with demonstrated financial need, racial/ethnic minorities, students who have never traveled abroad, and first-generation students.
In a follow-up interview with Lindsay Calvert, IIE’s lead for the Passport Project, I asked about the program’s status and the number of students approved by IIE as of November 2022.
One thousand one hundred twenty-two students have been nominated by their awarding institutions and approved by IIE to be supported with the IIE-granted funds to help them obtain their U.S. passport and engage them in study abroad planning.
778 students from the first cohort
344 from the second cohort)
Some institutions can quickly able to identify, nominate, and confirm students. Others have been challenged with their outreach and recruitment, so this process can span over a year to fulfill the goal of 25 students per campus.
Since the Passport Project aims to support first-year students, they anticipate them to study abroad in the 2023/24 academic year and subsequent years of their undergraduate term.
One million U.S. college students will study abroad annually for credit
Study abroad participants will more closely represent the demographics of the undergraduate population in terms of gender, ethnicity, students with disabilities, income level, and field of study
A significantly greater proportion of study abroad will occur in nontraditional destinations outside Western Europe
Higher education institutions will make studying abroad a critical component of a quality higher education
U.S. higher education institutions could apply for federal grants, individually or in a consortium, to help them institute programs that would move the country toward achieving these objectives.
Conclusion
I have long wondered why so few Americans go overseas to study, even for a summer. Aren’t they seeing the benefits that students from other countries see? Are they not aware that by studying abroad, they increase their chances of graduation and employment? Perhaps most university students are unaware of studying overseas or believe they can’t afford the cost or cannot give up a part-time job to be away for the summer.
Organizations like IIE are helping address increasing study abroad opportunities with its American Passport Program by emphasizing minorities and non-elite schools. The proposed Simon bill also helps address the issue and pushes for a million students to study abroad, but it remains to be seen if it will pass. It will take bi-partisan support and a higher public profile to get through the upcoming Congress. Last and not least are higher education institutions themselves. While the larger state institutions and elite privates have programs and resources to help promote study abroad, that is not necessarily the case with thousands of other colleges and universities. While most schools have international affairs offices, they need more personnel and budget to adequately promote or financially support students. Their priority in fundraising for such programs is lower than other needs.
We need businesses that will benefit from these students and federal and state governments to help promote and partially subsidize. If companies and governments want to compete for an increasing share of international business successfully, they need employees who have spent time abroad.
Dean Hoke is Co-Founder and Managing Partner Edu Alliance a higher education consulting firm located in Bloomington, Indiana and Abu Dhabi, United Arab Emirates. Dean received his Bachelor of Arts degree from Urbana University in Ohio, his Master of Science from The University of Louisville, and a graduate of the Wharton School of Business Executive Management program. Since 1975 Dean has worked in the higher education and broadcasting industry, serving in senior leadership roles specializing in international education, marketing, communications, partnerships, and online learning.
He currently serves as Chairperson Elect of the American Association of University Administrators , Advisory Board of the School of Education, Franklin University and is Co-Host of the Podcast series Higher Ed Without Borders and Distance Learning Roundtable. Dean is actively engaged in consulting projects in international education, branding, business intelligence, and online learning leading projects in the United States, the Middle East, Africa, and Asia. Dean resides in Bloomington, Indiana
As we enter the holiday season, we recommend you tune in to Higher Ed Without Borders. We now have the 2022 audio podcast season available, including 14 complete episodes. In addition, we have created five video highlight programs on our YouTube Channel. The series is a production of Edu Alliance.
Also, we are proud to announce that in December and January, five new episodes are being produced. Our last episode for the 2022 season will be with Dr. Chris Howard, Executive Vice President and COO of Arizona State University.
In January 2023, Dean Hoke and Tom Davisson will co-host a four-part mini-series titled Small College America. Scheduled guests will be: Dr. Barry Ryan, President of Woodbury University, California Ryan Smith, President, University of Rio Grande, Ohio Dr. Stefanie Niles, President of Cottey College, Missouri Dr. Janelle Vanasse, President of Alaska Pacific University, Alaska
The YouTube series currently has 6 video highlights, with more to come. They include: Dr. Ehab Abdel Rahman, Provost of The American University in Cairo Dr. Allan Goodman, Chief Executive Officer of the Institute of International Education Part 1 Dr. Allan Goodman, Chief Executive Officer of the Institute of International Education Part 2 Dr. Jim Henderson, President of the University of Louisiana System Dr. Mariët Westermann, Vice-Chancellor of New York University, Abu Dhabi Dr. Frank Dooley, Chancellor of Purdue University Global
Guest for the 2022 season includes: Elliott Masie, founder of MASIE Innovations Dr. Cynthia Jackson Hammond, President of the Council for Higher Education Accreditation Dr. Peter Wells. Chief of the Section for Higher Education at UNESCO, Paris Dr. Samantha Alvis, Senior Advisor for Higher Education for USAID Dr. Matthew Wilson, Dean, and President of Temple University Japan Campus Dr. Tarek Sobh, President of Lawrence Technological University Dr. Tony Chan, President of King Abdullah University of Science and Technology in Saudi Arabia Dr. Gil Latz, Vice Provost for Global Strategies and International Affairs, The Ohio State University Dr. Mariët Westermann, Vice-Chancellor of New York University, Abu Dhabi Dr. Jim Henderson, President of the University of Louisiana System Dr. Allan Goodman, Chief Executive Officer of the Institute of International Education Dr. Frank Dooley, Chancellor of Purdue University Global Dr. Ehab Abdel Rahman, Provost of The American University in Cairo
Feel free to let us know if you have any questions or comments. Happy Holiday Season to you and your loved ones.
Dean Hoke and Dr. Senthil Nathan Edu Alliance Group and Co-Hosts of Higher Ed Without Borders dean.hoke@edualliancegroup.com senthil.nathan@edu-alliance.net
September 6, 2022 by Dean Hoke – The percentage of students without a post-secondary degree in the United States has been a widespread concern for decades. Employment at a decent working wage did exist for those who did not have a degree however that world is quickly changing. This topic has been of interest to me for over 50 years because I am one of those who dropped out of college.
I started attending university in the Fall of 1968 and it took me until June 1975 to complete my bachelor’s degree. I attended two universities and dropped out twice before coming back and finishing. I thought in early 1969 when I left the university, I didn’t have the academic ability to get a degree and my university advisor certainly was not supportive and suggested I should go sign up for military service that day.
I did go back to another smaller university six months later and though I had pauses due to those challenges everyone has in life I finished with a bachelor’s degree six years later. Upon graduation, I started immediately after commencement at a small university in Kentucky as an admissions officer and completed my master’s in a relativity short amount of time while working.
With that in mind, I have always wondered how we get dropouts back to school and finish their degree. Employers, government, and adults all believe it’s needed, and it has financial benefits for all. Yet nearly 40 million people from the age of 18-64 started higher education and did not complete one degree. I am presenting my initial thoughts and I would ask for your thoughts on how to address this question.
US Labor Market
According to the Federal Reserve Bank of Saint Louis, the US Civilian Work Force from 25-34 as of June 2022 has the following educational attainment
The Harsh Facts on College Dropouts
American higher education overall has 39 million people with Some College, No Credential (SCNC) as of July 2020 according to the National Student Clearinghouse Research Center. The most recent study dated 2017 shows the following:
30% of first-year students drop out before their second year of college.
58.5% of students who started in community college after 6 years have not obtained any degree or certificate (1,071,720 students from students starting in 2011)
32.6% of students who started at a four-year institution after 6 years have not obtained any degree or certificate. (730,556 students starting in 2011)
More than two-thirds of college dropouts are low-income students, with family-adjusted gross income (AGI) under $50,000.
Full-time employment reduces graduation rates.Students who work a full-time job during the school year are half as likely to graduate with a bachelor’s degree, as compared with students who work 12 hours or less a week. Every additional hour of work beyond 12 hours a week reduces graduation rates. Working a full-time job takes too much time away from academics.
The reasons why are not surprising but still distressing.
Source: Hanson, Melanie. “College Dropout Rates” EducationData.org, June 17, 2022,
Economic Impact
According to the 2020 US Bureau of Labor Statistics, the average wage earned by a person by education level looks like this.
One statistic that stands out is the percentage of the income difference between a 4-year degree vs a person with a two-year degree person is $19,288 a 38.5% increase.
As the United States’ employment needs quickly change, industry and government have a pressing need for more qualified workers. In the publication HR Drive titled“Employers are hiring, but 80% say they can’t find skilled candidates”More than 82% of employers said they’re actively hiring, despite predictions of an economic downturn, according to a survey of 150 HR leaders by Challenger, Gray & Christmas, Inc. 80% of the respondents, however, reported having difficulty finding workers, with 70% identifying skills shortages as the reason.
It is further reported that 43% of Challenger’s respondents reported that, although they have enough applicants, those applicants do not have the needed skills. Another 43% said they do not receive enough applicants, with 27% noting that candidates who do apply are not qualified. “The labor market remains tight and employers are reporting skills shortages in almost every area, including in STEM, data analytics, human resources, finance, and operations.
During the next decade, the need for people with advanced credentials will continue to rise. Corporations have made it clear there is a need for more qualified workers whether it’s via a traditional degree such as a bachelor’s or micro-credentials/badges which verify customized skills. A report by McKinsey projected that more than 100 million workers will need to find a different occupation by 2030. In the United States, for instance, customer service and food service jobs could fall by 4.3 million, while transportation jobs could grow by nearly 800,000. Demand for workers in healthcare and STEM occupations may grow more than before the pandemic.
Organizations use different techniques for reimbursing student employees. The most common include:
Tuition assistance/reimbursement (63%)
In-house training seminars (61%)
Attendance at educational conferences (51%)
Continuing education courses (50%)
Coverage for licensing courses and exams (44%)
Personal development courses (35%)
Looking at tuition assistance the concept by employers is not new and many have had some sort of program in place for well over 10 years.
The Society for Human Resource Management survey reports tuition assistance programs are an attractive recruiting measure, and most employees are aware of the basic benefit. However, less than 5% percent of employees participate. Of those who participate in the tuition assistance program more than 4 in 10 who are using the benefit to attend graduate school.
Large corporations such as Starbucks, Target, Walmart, and others have all implemented go-back-to-school incentive programs using various higher institutions schools with an emphasis on online degree institutions.
Example One – Starbucks
Starbucks was one of the early adopters. In 2014, Starbucks and Arizona State University (ASU) introduced the Starbucks College Achievement Plan (SCAP), which provided Starbucks’ U.S. employees the opportunity to earn their first-time bachelor’s degree with the company paying for 100% of their tuition.
in 2021, Starbucks modified the tuition reimbursement benefit by paying all tuition and fees up front, as opposed to reimbursing employees for their out-of-pocket costs later.
More than 20,000 Starbucks employees are currently participating in SCAP.
The number of employees finishing their undergraduate degrees through SCAP will reach over 8,500, with Starbucks setting a goal of 25,000 graduates by 2025.
There are more than one hundred different degree programs offered through the SCAP program, and Starbucks has employees enrolled in all of them.
Almost 20% of people who apply to work for Starbucks say that SCAP is a major reason for their decision.
SCAP scholars are retained by Starbucks for a 50% longer period than non-participants, and they are promoted at nearly three times the rate of those employees who do not participate
Example Two – Walmart
In July 2021 Walmart announced it will pay for full college tuition and book costs at some schools for its US workers, the latest effort by the largest private employer in the country to sweeten its benefits as it seeks to attract and retain talent in a tight job market.
The program includes 10 academic partners ranging from the University of Arizona to Southern New Hampshire University. Participants must remain part-time or full-time employees at Walmart to be eligible. They have recently dropped a previous $ 1-a-day fee paid by Walmart and Sam’s Club workers who want to earn a degree and will begin to cover the costs of their books.
Example Three – Target
Target in August 2021 announced a fund to support educational courses for its employees. It is similar to the Walmart program. Available to 340,000 full-time and part-time workers.
Cover the full cost of select undergraduate degrees, certificates, and certifications for its 340,000 U.S.-based workers.
Pay up to $10,000 each year for master’s programs at those institutions.
Allow participants to attend one of 40 partner institutions.
Invest more than $200 million within the next four years in the program
However, one of the issues employees are challenged by is tuition remission vs tuition assistance. It is difficult and a deterrent to potential participants to upfront costs.
Researchers who have studied tuition benefits, including Jaime S. Fall, director of UpSkill America at the Aspen Institute, and Kevin Martin, chief research officer at the Institute for Corporate Productivity, believe that frontline workers might be more likely to participate in these programs if companies moved from “tuition reimbursement” to “tuition assistance” models, where employers pay their portion of education costs upfront. Many lower-income employees—or workers of any kind—can’t afford to float tuition costs for several months while they wait to be reimbursed.
Despite these new and innovative programs, we still have millions who are not going back to school. While 80% of employees are positive about these benefits only 40% have made any investigation and only 2% have taken advantage.
Student Barriers include
Restricted options by degree, college choice, net cost, upfront payment before receiving reimbursement
Lack of knowledge of grants and loans by employers, government, and schools.
Student personal issues (living life and family issues)
Childcare options and cost
Fear of failure,
School too far away
The older you get the less likely you will return to school
Paths to Explore by Higher Education, Corporate, and Government
Each sector is aware of the challenge and trying different approaches to get students dropouts and get a degree.
Higher Education
Private and state-supported regional universities are an asset underutilized
Further development and refinement of quality online degree programs to encourage re-enrollment
Developing stronger retention programs to reduce the percentage of college dropouts
Expansion of Teaching and Learning Centers for their communities
Evening and weekend on-campus programs
Academic credit for life experience
More student-friendly transfer of credits to a new school
Easier for students with outstanding bills to send an academic transcript
Corporate
More generous funding for employees to return to school. Going above the $5,200 a year tax deduction
The movement to paying tuition in advance by the employer rather than paying tuition in advance by the student
Increasing the number of majors a company will financially support
Opening the door for employees to have a selection of more universities including accredited private institutions
An example is the IBM apprentice program which aims to hire more than 400 trainees each year, from software development to data science to human resources. The current estimated cost to the company is $65 million since 2018.
Improvement in communicating and encouraging employees to return to school
Government
Increased priority in developing joint partnerships that incentives employment and encourage dropouts to return to school
Increase current state and federal student grants program
Establish no-interest loans to encourage students who have previously dropped out to return to complete their undergraduate degree
Let me expand on the role of partnerships between government, Corporate and higher education. The development of regional partnerships between government, industry, and higher education is not necessarily new. It has been used with tier one institutions such as Ohio State, the State of Ohio, and local government to entice Intel to establish a major tech center in Central Ohio.
Another recent bi-partisan proposal was introduced in August, by Rep. Jim Costa (D–Fresno) and co-sponsored by Rep. Bruce Westerman, an Arizona Republican. The bill is aimed toward four-year regional public universities in distressed areas that could receive federal grants of up to $50 million for economic and community development efforts under newly introduced bipartisan legislation.
In a press conference at Fresno State to unveil new legislation that he will put forward to Congress that would benefit up to 174 universities, Congressman Costa stated “Universities like Fresno State and many universities throughout California, but throughout the country, support community development. “They represent constituencies where we have distressed communities. They support the workforce, leading to faster employment growth, along with a higher per capita income.”
Robert Maxim, a senior research associate at Brookings, a think tank based in Washington, D.C. is an advocate of this type of partnership. “There are way more regional public universities in the U.S. than there are R-1s, our view is that they are really good anchor institutions to route federal investment through. They are a set of institutions that have been historically neglected and deserve a bit more attention and support from the federal government.”
Conclusion
I believe we need to prioritize on the group with the best chance of returning and obtaining a degree, the 25-34 age group with some college but no degree. This is 5.7 million of the overall 39 million who started college but did not finish. While we should make available any current or new programs that encourage people to return to school the 25-34-year-olds are the most likely to go back.
The United States should emphasize the wider use of partnership programs with government and industry teaming up with state regional higher education institutions and local small town and private colleges and universities would be a valuable asset to all parties. These schools are scattered in smaller cities across America. Both regional state institutions and private schools come from the applied teaching traditions Many are in small towns and rural areas in which employees who wish to return for a degree have few options. The question of cost certainly exists but I believe some form of government/industry/university partnership can effectively address the cost issues. They have space and teaching knowledge and the ability to customize local solutions.
One final thought and that is the question of will. While cost is a significant issue government, industry and schools must work in unison to get students to return and complete their education. We must remember these are second or in some cases third-chance students. They have failed in their attempts for various reasons. However, these students must overcome the fear of failure. We must find ways to support and encourage these students to take that leap of faith and believe they can graduate.
Postscript:
Graduation day 1975
I have been asked why did I go back? I worked in a factory and my parent’s deli for 6 months I felt I needed someone to test me and determine what I should do for the rest of my life. I went to the state employment bureau in my hometown to be skills tested to learn what I was best suited for. After the tests, I sat down with a lady who read the results. She told me with a smile that scared me I needed to go back to college and get a degree. Seeing I was somewhat shocked by her recommendation she stated the test revealed my hand/eye coordination was horrible and if I worked in a factory as my father did, I would seriously hurt myself. I asked her about joining the military and she commented if you went into the military, it better be an officer working behind the lines in military intelligence because I was unlikely to be much of a decent front-line soldier. As you can see, I graduated, and my proud parents were there for the event. I later in my life suspected the lady at the employment bureau was trying to give me a slap of reality to grow up and use my brain.
Dean Hoke is Co-Founder and Managing Partner Edu Alliance a higher education consulting firm located in Bloomington, Indiana and Abu Dhabi, United Arab Emirates. Dean received his Bachelor of Arts degree from Urbana University in Ohio, his Master of Science in Community Development from The University of Louisville, and a graduate of the Wharton School of Business Executive Management program. Since 1975 Dean has worked in the higher education and broadcasting industry, serving in senior leadership roles specializing in marketing, communications, partnerships, online learning and fund raising.
He currently serves as Chairperson Elect of the American Association of University Administrators , Franklin University and is Co-Host of the Podcast series Higher Ed Without Borders . Dean is actively engaged in consulting projects in international education, branding, business intelligence, and online learning leading projects in the United States, the Middle East, Africa, and Asia. Dean resides in Bloomington, Indiana
On this podcast episode of Higher Ed Without Borders co-hosted by Edu Alliance Founders Dr. Senthil Nathan and Dean Hoke speak with Dr. Jim Henderson, President of the University of Louisiana System.
Dr. James Henderson, President of the University of Louisiana System, a multi-university campus system with an enrollment of approximately 90,000 students. Prior to being appointed as President of the System, Dr. Henderson served as President of Northwestern State University. He is a native of Shreveport Louisiana. He received his Master’s in Administration from the University of West Florida, and his Doctor of Management degree from the University of Maryland – University College.
In an October 2021 newspaper article in the Acadiana Advocate, Dr. Henderson’s wife Tonia discussed her husband and love of learning. “Jim has “gone through a lot of schooling” during their marriage and he is a constant reader. He earned his master’s and doctorate while they were married. He also has routinely taken coursework where available — he oftentimes takes Massive Open Online Courses, or MOOCs — most recently one in Irish literature. “He’s always trying to learn new things,” she said.
His penchant for lifelong learning made an impact on their three children; only the youngest lives at home now. She says she gets inspired by watching him use his time so well. He allots time for work, family, and his own study.”
Senthil and Dean discussed with Dr. Henderson about the university system and his views on education and leadership.
Comments and Suggestions:
Higher Ed Without Borders would love to hear your ideas for future topics and guests. Connect with Dr. Senthil Nathan or Dean Hoke on LinkedIn. You can also visit the Edu Alliance website. To hear the entire series please subscribe to Higher Ed Without Borders on your preferred podcast platforms such as Apple, Spotify, or Google. The podcast is sponsored by Edu Alliance, an education consulting firm located in Bloomington Indiana, and Abu Dhabi, United Arab Emirates.
We assist higher education institutions worldwide on a variety of mission-critical projects. Production support was provided by White Rabbit Printing and Design.
If your organization wants to know more about how Edu Alliance can best serve you, please contact either Dean Hoke or Dr. Senthil Nathan.
July 5, 2022 by Dr. Candace Goodwin – Although every industry has undergone significant changes over the past several years, higher education has been impacted more profoundly. When the pandemic hit, traditional colleges and universities were abruptly forced to adapt their mindset and move toward thinking differently, scrambling to transform standard brick-and-mortar programs into online or hybrid delivery modalities. Colleges and universities that already had successful online programs could pivot quickly and sustain student enrollment. Universities unable to make these changes rapidly faced many challenges.
High education leadership teams were confronted with workforce challenges they had not faced before. The changes in the economy, staffing shortages, healthcare concerns, loss of international students, diversity, equity, and inclusion were all simultaneously impacting higher education. College leadership focused on enrollment as their highest priority and lost sight of how the pandemic influenced staff and shaped their expectations and preferences. Employees were seeking out empathy, remote work, and flexible work hours and wanted to feel more connected than ever.
As the environment of higher education leadership becomes more complicated by outside events and shifting employee motivations, the benefits of executive coaching only increase. High- quality executive coaching balances organizational priorities like enrollment with the leadership development and insight required to move those priorities forward. Executive coaching is an essential problem-solving tool for higher education executives seeking support balancing leadership challenges and understanding the higher education landscape from both the 30,000 ft elevation and the 100 ft elevation.
1. Executive coaching activates and animates wisdom.
Many executives and aspiring higher education leaders lean most heavily on their level of intelligence. Clayton (1982) defined intelligence as the ability to think logically, conceptualize, and abstract from reality. Intelligence focuses on how to do. It helps leaders accomplish and achieve.
By contrast, Clayton defines wisdom as the ability to grasp human nature, which is paradoxical, contradictory, and subject to continual change. Wisdom provokes a person to consider the consequences of their actions on themselves and the effects on others.
Wisdom helps people decide whether to pursue a course of action. Higher education executives work in concert with many others. It is incumbent on all higher education leaders to work with their wisdom.
The difference between intelligence and wisdom can be described as knowing what vs. knowing how. According to Stenberg (2005), knowing how adds creativity and experience to our knowledge. While an executive has proven intelligence, the wisdom gained by learning from various experiences provides multiple points of view at their disposal to solve problems creatively.
It is no longer sufficient to only have intelligence and management skills to make high- level and far-reaching leadership decisions. Wisdom is a crucial component of good leadership. Staudinger, Lopez, and Baltes (1997) found that individuals who discussed life problems with another person and reflected on the conversation before responding out-performed others. Executive coaching can make the difference in that kind of wisdom and more.
An executive coach for higher education helps college and university executives activate and animate their wisdom. Executive coaches guide leaders to go beyond reporting metrics and learn ways to increase their wisdom through natural reciprocity, investing in their team, and developing new leadership traits. The result is a higher education leader able to make more creative and cultured decisions that are the best for university and college leadership, staff, and students.
2. Executive coaching galvanizes conscious and intentional conversations.
There are two conversations we have every day. One is with other people—and one is in our heads. Having conversations with other people can feel fraught in this increasingly complicated world. Higher education executives need to ensure their conversations are conscious and intentional. Executive coaching can help!
Conscious conversations encourage connection and overcoming differences. The basis is hearing and understanding instead of judging as right or wrong. Participants in a conversation of this nature must be fully present, listen fully and respectfully, keep an open mind, and be patient. It is important to understand that conversations of this kind are a skill to be learned and built upon. There is always room to improve communication as a leader.
Intentional conversations are purposeful and planned. Being intentional means being strategic in how to communicate, what to communicate, and to whom. Intentional conversations can make staff members feel valued and ensure that conversations are productive.
With an executive coach, higher education executives can build confidence in their ability to have conscious and intentional conversations.
3. Executive coaching stimulates creativity.
With the landscape for higher education rapidly changing, a successful higher education executive needs to move beyond the same old, same old. It is time for creativity in all aspects of leadership. Nothing helps creativity like the collaboration that comes from partnering with an executive coach.
Most executives could benefit from switching things up and taking their leadership off auto pilot. A significant outcome could be developing a flexible mindset and considering new ways to get things done. A lack of creativity could result in missing opportunities for innovation and growth. Working with an executive coach helps open the door to explore innovative ideas and getting excited by new, creative possibilities.
4.Executive coaching creates “emotional safety.”
Having emotional safety means feeling secure enough to be your most authentic self, and isn’t that the ideal for all employee-leader scenarios? Who wouldn’t want to bring their real selves to work? Well, that takes work. Emotional safety is an important aspect of having a satisfying connection. Connection is increasingly vital to today’s workforce. It is worth the investment.
Higher education executive coaching cultivates emotional safety so executives can get the most out of their experience. Our brains constantly detect whether a situation is safe or dangerous. When people experience safety, they are better listeners, able to collaborate more, innovative, creative, and able to connect with others. Emotional safety has positive effects that flow to others.
Emotional safety encourages freedom of expression and increased compassion. A skilled executive coach can help guide you to understanding and increasing emotional safety.
Executives and leaders in higher education benefit from the investment in high-quality executive coaching. Coaching is transformative—helping leaders leverage their best selves. An executive coach empowers creativity, impact, connection, and influence. Great leaders have great coaches—everyone can use that kind of support! Especially leaders working in higher education.
Levine, Arthur and Pelt, S. “The Future of Higher Education is Occurring at the Margins.” Inside Higher Education, 4, Oct. 2021, https://www.insidehighered.com/views/2021/10/04/higher-education- should-prepare-five-new-realities-opinion
Staudinger, U.M., Lopez, D. F., and Baltes, P. B. (1997). The psychometric location of wisdom-related performance: Intelligence, personality and more. Personality and Social Psychology Bulletin, 23(11). 1200-1214,
Sternberg, R. J. (2005). WICS: A model of leadership. The Psychologist- Manager Journal, 8(1), 20-43.
Sternberg, R. J. (2005a). WICS: A model of leadership. The Psychologist-Manager Journal, 8(1), 20–43
Dr. Candace Goodwin a member of the Edu Alliance Group Advisory Council is a culture strategist and the CEO of Organizational Leadership Partners, an organization that helps leaders achieve exceptional results through the alignment of organizational priorities and culture. Candace’s expertise in culture, employee engagement, emotional intelligence, and leadership development provides guidance to leaders who desire to create an environment where people can do their best work.
Dr. Goodwin has a Doctorate in Organizational Leadership, an MBA in Human Resources, and a Bachelor’s degree in Finance.
Edu Alliance Group, Inc. (EAG) is an education consulting firm located in Abu Dhabi, the United Arab Emirates, and Bloomington, Indiana, USA. We assist higher education institutions worldwide on a variety of mission-critical projects. Our consultants have accomplished university/college leaders who share the benefit of their experience to diagnose and solve challenges.
EAG has provided consulting and successful solutions for higher education institutions in Australia, Egypt, Georgia, India, Kazakhstan, Morocco, Nigeria, Uganda, United Arab Emirates, and the United States.
Edu Alliance offers higher education institutions consulting services worldwide. If you like to know more about how Edu Alliance can best serve you, please contact Dean Hoke at dean.hoke@edualliancegroup.com
May 31, 2022, by Don Hossler – Setting a Context for Recruiting International Graduate Students
There is a dearth of research on the factors that influence international graduate students to select the graduate program in which s/he will enroll. For decades, my advice to enrollment managers has been to look at the research on what influences the enrollment decisions of high ability domestic undergraduates and assume that many of the same factors will be at play. Keep in mind that for these prospective students the decision to enroll out of home country is a risky decision. It is risky because many of these students will have never lived out of their home countries. Students from more affluent families may have traveled abroad, but many prospective students will not have done so. They are unaccustomed to the cultural norms in other countries.
Recruiting international graduate students involve different considerations. For example, international students seeking master’s degrees in applied areas such as MBAs, and students looking at Ph.D. programs in STEM fields will have different concerns. Prospective students may have never studied in a setting where the language of the host country was the only language spoken. If a student is from some regions of Africa, Asia, or South America it is possible that the teaching style to which they have been exposed is didactic. But if the student is looking at studying in Western Europe, Canada, the United States the instructional style will be more dialectic, with give and take between students and faculty. All of these factors should be considered when universities/specific graduate programs craft recruitment strategies.
Female students from Europe or North America, may be reluctant to consider graduate programs in the Middle East or parts of Asia because the roles of women, both inside and outside of the classroom is more constrained. Women from more religiously conservative Islamic countries may not be allowed to travel outside of home country without a male chaperone (Muharem). When graduate programs are considering the applications from students who have not grown-up in western industrialized countries consideration should be given to the fact that GRE score may not accurately reflect the abilities of prospective students. It should be clear by this point those institutions who seek to recruit graduate students from across the globe need to do their homework to be culturally sensitive.
The Importance of Program Quality
For graduate programs that seek to attract the best students from around the globe there are some universal truths.
One of the differences between graduate and undergraduate programs is that students are likely to have courses taught by some of the leading scholars in the field. Graduate programs need to capitalize on this when attempting to recruit international students.
The ranking of a graduate program is of great import. The further a graduate program is removed from being ranked among the best programs in the world, the more difficult it becomes to attract top graduate students.
The reputation of individual faculty members also matters. In top ranked MBA programs, or in a STEM field for example, there may be a single professor that is regarded to be amongst the best researchers in the world in his or her field.
For prospective graduate students looking only at elite programs, it is important that they have a chance to interact with faculty members by phone, video conferencing, email, and visits to campus prior to enrollment. There is always the risk that a world-renowned professors will treat students like they are lucky to be talking to him/her – which is a mistake. Returning to a theme from my last essay on recruiting international undergraduates, graduate programs should court these top students, they will have other choices. Do not treat them like you are their only choice.
Another important consideration for prospective students is the opportunity to participate in internships or to serve as research assistants (and later in post-doc fellowships). For more applied master’s degree programs, the opportunity to be part of consulting efforts can be a consideration. Finally, the longer the time period allowed for time spent in internships or in post-graduate fellowships – the better.
In addition, cost matters. Prospective doctoral students in STEM fields will assume that they will get a research assistantship that will cover all, or most, costs. Most master’s degree programs do not include assistantships, thus tuition and fees, along with the availability of financial aid will influence their decisions.
In addition to the factors above, there are other considerations for prospective students. In fields and programs, where students hope to become pre-eminent researchers there is often a preference that instruction be in English. There are practical reasons for this preference. For prospective doctoral students, the majority of the top journals in STEM fields are published in English. Often conference papers are presented in English. In the case of business, both spoken and written English is the lingua franca of international business.
While less important, there are other considerations for prospective students. The permeability of the country culture in which the institution has been admitted can also be a consideration. Can students easily connect with other students and the wider community? Personal safety is also a factor. For example, this is often a concern about studying in the United States. In addition, any recent perceived mistreatment of international students quickly spreads across the globe. The visa process put into place by the Trump administration or China’s decision to expel all international students during the pandemic are examples of government policies that can influence the decisions of future graduate students.
Many international students are admitted and enroll in less prestigious graduate programs so high rankings are not always a key factor. Some students coming from Third World Countries may hope to immigrate to the country in which they choose to study. Thus, the probabilities of legal immigration can matter. Proximity to extended family and of course the probability of being admitted can be a factor.
What Should Graduate Programs Do?
Graduate programs that seek to enroll international students need to organize themselves to do this effectively. Unlike efforts to enroll undergraduates, where the image of an entire university plays a major role in matriculation decisions, the prestige and structure of an individual graduate program is what matters. The faculty of the program, with the support of the academic unit in which the program is housed, need to be clear eyed about the program’s strength and weaknesses. In addition, graduate programs need to collect information on all of the students who applied, which ones were admitted, and where they enrolled. The use of data is critical especially for programs that are seeking to move higher in rankings schemes.
Successful efforts require more organizational structure and focus than is often found at the program level. Any fellowships and scholarships need to be used in a strategic and coordinated manner. Programs need to develop communication strategies and targeted web pages – this is necessary regardless of how highly ranked a graduate program may be. Both the communication streams and the website need to be customized to reflect the unique interests of international students. The concerns of prospective international doctoral students in Education are different from those of potential master’s students in Bioinformatics, or potential Ph.D., students in Materials Science.
For universities and for graduate programs that seek to enroll more international graduate students there are a host of factors that influence students’ enrollment decisions. Program leaders need to be thoughtful and strategic in order to achieve their goals. Less prestigious programs may need to consider using recruiting agents, similar to undergraduate recruitment. It is likely to be necessary to assign many of these tasks to a professional staff position who has the time and expertise to create a highly integrated recruitment, admissions, and scholarship function.
Donald Hossler a member of the Edu Alliance Group Advisory Council is an emeritus professor of educational leadership and policy studies at Indiana University Bloomington (IUB). He currently serves as a Senior Scholar at the Center for Enrollment Research, Policy and Practice in the Rossier School of Education, at the University of Southern California. Hossler has also served as vice chancellor for student enrollment services, executive associate dean of the School of Education, and the executive director of the National Student Clearinghouse Research Center.
Hossler’s areas of specialization include college choice, student persistence, student financial aid policy, and enrollment management. Hossler has received career achievement awards for his research, scholarship, and service from the American College Personnel Association, the Association for Institutional Research, the College Board, and the National Association of Student Personnel Administrators. He recently received the Sonneborn Award for Outstanding Research and Teaching from IUB and was named a Provost Professor.
Edu Alliance Group, Inc. (EAG) is an education consulting firm located in Abu Dhabi, the United Arab Emirates, and Bloomington, Indiana, USA. We assist higher education institutions worldwide on a variety of mission-critical projects. Our consultants have accomplished university/college leaders who share the benefit of their experience to diagnose and solve challenges.
EAG has provided consulting and successful solutions for higher education institutions in Australia, Egypt, Georgia, India, Kazakhstan, Morocco, Nigeria, Uganda, United Arab Emirates, and the United States.
Edu Alliance offers higher education institutions consulting services worldwide. If you like to know more about how Edu Alliance can best serve you, please contact Dean Hoke at dean.hoke@edualliancegroup.com
May 29, 2022 – Higher Ed Without Borders a podcast series dedicated to education professionals worldwide announced its opening guest will be Dr. Ehab Abdel-Rahman, Provost of The American University in Cairo. The series is hosted by co-founders of Edu Alliance Dr. Senthil Nathan in Abu Dhabi, UAE, and Dean Hoke in Bloomington, Indiana. The episode will be available on June 7th.
Each episode is a half-an-hour-long conversation with international thought leaders that will enlighten and provide some new thoughts on critical issues facing higher education globally. You can subscribe to this free podcast series by going to Higher Ed Without Borders or searching for “Higher Ed Without Borders” on your preferred podcast app.
Podcast Guest Dr. Ehab Abdel-Rahman
Dr. Abdel-Rahman is the Provost of the American University in Cairo (AUC). The university founded in 1919 has over 7,000 undergraduate and graduate students from over 60 nations. He is the Chief Academic Officer and provides administrative leadership and oversight for all academic components of the University. As Provost, he has twice led the re-accreditations of AUC by the Middle States Commission on Higher Education (MSCHE) and the National Authority for Quality Assurance and Accreditation of Education “NAQAAE”.
He also spearheaded the development of AUC’s Strategic Plan, and in 2020, AUC’s QS World University Rankings moved up 25 places, placing it amongst the top 1.5% of universities worldwide.
Dr. Abdel-Rahman holds his Bachelor’s and Master’s Degrees in Physics from Helwan University in Cairo and his Ph.D. in Physics from the University of Utah.
Future Guests Include
Dr. Allen Goodman, Chief Executive Officer of the Institute of International Education (IIE)
Dr. Frank Cooley, Chancellor Purdue University Global
Dr. Jim Henderson, President, and Chief Executive Officer of the University of Louisiana System
Dr. Gil Latz, Vice Provost of Global Strategies, and International Affairs for The Ohio State University
Dr. Mariët Westermann Vice Chancellor of New York University, Abu Dhabi
Co-Host Biographies
Dr. Senthil Nathan is Co-Founder and Managing Partner of Edu Alliance Ltd in Abu Dhabi, UAE. Since the founding of the company in 2014, Senthil has been involved in numerous advisory & consulting projects for higher education institutions and investment firms.
After spending a decade in the USA on research and engineering design projects, Dr. Nathan joined the Higher Colleges of Technology in 1993, the largest higher education institution in the UAE. He served in various positions and from 2006-to 2014 was Deputy Vice-Chancellor / Vice Provost for Planning & Administration. Dr. Nathan has been involved in numerous advisory and consulting roles in education/training & development engagements. In 2014 he received the Distinguished Alumni Award from the National Institute of Technology in India. He is the Chairman of the Board of Trustees for Livingston University in Uganda. Dr. Nathan is an accomplished speaker and presents at educational events worldwide.
Dean Hoke is Managing Partner of Edu Alliance Group in the United States and Co-Founder of Edu Alliance Ltd. in the United Arab Emirates. Dean has decades of progressively responsible and visionary leadership roles in higher education, communications & online learning. He has led numerous initiatives that have created innovation & positive change in the higher education & non-profit sector. He has worked since 1974 in senior positions in higher education, broadcasting, and online learning.
He participates in numerous advisory & consulting projects in the fields of international education, branding, business intelligence, and online learning. He is an active speaker and writer in the field of global higher education and distance learning. Dean is a member of the Board of the American Association of University Administrators, the Franklin University School of Education Advisory Board, and is a member of the Board of Advisors for Higher Education Digest.
Edu Alliance
The podcast is a production of Edu Alliance an education consulting firm located in Bloomington, Indiana, and Abu Dhabi, United Arab Emirates. Founded in 2014 Edu Alliance assists higher education institutions worldwide on a variety of mission-critical projects. The consulting team is accomplished leaders who share the benefit of their experience to diagnose and solve challenges. They have provided consulting and executive search services for over 35 higher education institutions in Australia, Egypt, Georgia, India, Kazakhstan, Morocco, Nigeria, Uganda, United Arab Emirates, and the United States.
A special thanks to:
White Rabbit in Bloomington, Indiana is the production partner providing graphics and audio support.
Higher Education Digestis the media partner for Higher Ed Without Borders podcast. The Digest is an independent Higher Education Portal and Magazine.
May 9, 2022 – Edu Alliance announces the launch of Higher Ed Without Borders a podcast series dedicated to education professionals worldwide. The series is hosted by Dr. Senthil Nathan and Dean Hoke co-founders of Edu Alliance. Each episode is a half-an-hour-long conversation with international thought leaders that will enlighten and provide some new thoughts on critical issues facing higher education globally.
The series will examine critical issues in higher education that are common to universities throughout the world. The introduction episode titled “What Makes This New Series Unique?” Dr. Senthil Nathan and Dean Hoke, discuss why they created this international higher education podcast series.
The initial 13-part series will begin on June 7th and a new episode will air every two weeks. The free podcast series will be available on Spotify, Apple, Google Podcasts, IHeart, Deezer, Player FM, and others, just search for the phrase “Higher Ed Without Borders”.
Higher Ed Without Borders is conducting a short survey asking members of the higher education community to suggest future topics and guests. You can participate by going to Podcast Topics and Guest Suggestions.
If your organization wants to know more about how Edu Alliance can best serve you, please connect with either Dean Hoke in the United States or Dr. Senthil Nathan in the United Arab Emirates.
The podcast is a production of Edu Alliance an education consulting firm located in Bloomington, Indiana and Abu Dhabi, United Arab Emirates. Founded in 2014 Edu Alliance assist higher education institutions worldwide on a variety of mission critical projects. Our consultants are accomplished leaders who share the benefit of their experience to diagnose and solve challenges. We have provided consulting and executive search services for over 35 higher education institutions in Australia, Egypt, Georgia, India, Kazakhstan, Morocco, Nigeria, Uganda, United Arab Emirates, and the United States.
A special thanks to:
White Rabbit in Bloomington, Indiana who is providing graphics, and audio support.
Higher Education Digestis the media partner for Higher Ed Without Borders podcast. The Digest is an independent Higher Education Portal and Magazine.
