Tag: borders

  • Innovation Without Borders: Galileo’s Networked Approach to Better Higher Education System

    Innovation Without Borders: Galileo’s Networked Approach to Better Higher Education System

    One of the biggest, but least remarked upon trends in European higher education in recent years is the growth of private for-profit, higher education. Even in countries where tuition is free, there are hundreds of thousands of students who now prefer to take courses at private for-profit institutions.

    To me, the question is, why? What sort of institutions are these anyway? Interestingly, the answer to that second question is one which might confuse my mostly North American audience. Turns out a lot of these private institutions are relatively small, bespoke institutions with very narrow academic specializations. And yet they’re owned by a few very large international conglomerate universities. That’s very different from North America, where institutions tend to be either small and bespoke, or part of a large corporation, but not both.

    Today my guest is Nicolas Badré. He’s the Chief Operating Officer of the Galileo Group, which operates a number of universities across Europe. I met him a few months ago at an OECD event in Jakarta. When I heard about some of Galileo’s initiatives, I knew I’d have to have him on the show. 

    There are three things which I think are most important about this interview. First is the discussion about Galileo’s business model and how it achieves economies of scale across such different types of institutions. Second, there’s how the network goes about collectively learning across all its various institutions. And third, specifically how it’s choosing to experiment with AI across a number of institutions and apply the lessons more globally. 

    Overall, it’s a fascinating chat. I hope you enjoy it too. But now, let’s turn things over to Nicolas.


    The World of Higher Education Podcast
    Episode 3.27 | Innovation Without Borders: Galileo’s Networked Approach to Better Higher Education System

    Transcript

    Alex Usher (AU): Nicolas, Galileo Global Education has grown significantly over the years. I think the group is, if I’m not mistaken, 13 or 14 years old now. Some of the universities it owns might be a bit older, but can you walk us through the origins of the group? How did you grow to be as big as you are? I think you’ve got dozens of institutions in dozens of countries—how did that growth happen so quickly?

    Nicolas Badré (NB): Thank you, Alex, for the question. It’s an interesting story. And yes, to your point, the group was created 13 and a half years ago, with an investment by Providence Equity Partners into Istituto Marangoni, a fashion school in Italy. That dates back to 2011. Since then, we’ve made 30 acquisitions.

    The growth started primarily in Europe, especially in France and Germany. Then, in 2014, we took our first steps outside of Europe with the acquisition of IEU in Mexico. Significant moves followed in 2018 and 2019, particularly into the online learning space with Studi in France and AKAD in Germany.

    There’s been a very rapid acceleration over the past five years. For context, I joined the group at the end of 2019. At that time, Galileo had 67,000 students across nine countries. Today, we have 300,000 students in 20 countries.

    Back then, the group was primarily focused on arts and creative schools, as well as business and management schools. Now, we’ve expanded into tech and health, and even into some professional training areas—like truck driving, for instance.

    What does this reflect? Two things. First, very strong organic growth from our existing schools and brands. Take ESG in France as an example. It’s been around for 40 years and is a well-known entry-level business school. Over the past five years, it’s diversified considerably creating ESG Luxury, ESG Tourism, you name it. It’s also expanded its physical presence from just a few cities to now being in 15 or 16 cities across France.

    So it’s really been a combination of strong organic growth and selective acquisitions that have helped us more than quadruple our student numbers in just five years.

    AU: It’s interesting— I think a lot of our listeners and viewers might be surprised to hear about such a strong for-profit institution coming out of France. When you think of French higher education, you think of the Grandes Écoles, you think of free education. So why would so many people choose to pay for education when they don’t have to? It’s a pretty strong trend in France now. I think over 26% of all students in France are in some form of private higher education. What do you offer that makes people willing to give up “free”?

    NB: It’s a good question, and you’re right—it’s not just about France. In many places across Europe, including Germany, the Nordics, and others, you see similar dynamics.

    That said, yes, in France in particular, there’s been a growing share of private players in higher education over the past few years. That probably reflects the private sector’s greater ability to adapt to new environments.

    I’d highlight three main factors that help explain why we’ve been successful in this space.

    First, we’re obsessed with employability and skills-based education. And that’s true across all levels and backgrounds. When we worked on our group mission statement, everyone agreed that our mission is to “unleash the potential of everyone for better employability.” 

    Because of that focus, we maintain very strong ties with industry. That gives us the ability to adapt, create, and update our programs very quickly in response to emerging demands. We know competencies become obsolete faster now, so staying aligned with job market needs is critical. That’s probably the strongest unifying driver across all of Galileo.

    Beyond that, we also offer very unique programs. Take Noroff, for example—a tech school in Norway, which is even more tuition-free than France. It’s one of the very few fee-paying institutions in the country. But the program is so strong that students are willing to pay around 15,000 euros a year because they know they’ll get a top-tier, hands-on experience—something that might be slower to evolve in the public system.

    So that’s the first point: employability and unique, high-impact programs.

    Second, we put a strong emphasis on the student experience. How do we transform their education beyond just delivering content? That’s an area we continue to invest in—never enough, but always pushing. We’re focused on hybridizing disciplines, geographies, and pedagogical approaches.

    And we’ve systematized student feedback—not just asking for opinions, but making sure we translate that feedback into tangible improvements in the student experience.

    And third, I’d say there’s a values-based dimension to all of this. We focus heavily on innovation, entrepreneurship, and high standards. Those are the core values that we’re driven by. You could say they’re our obsessions—and I think that kind of vision and energy resonates with our students. Those are the three main things I’d point to.

    AU: I have a question about how you make things work across such a diverse set of institutions. I mean, you’ve got design schools, drama schools, law schools, medical schools. When people think about private education, there’s often an assumption that there’s some kind of economies of scale in terms of curriculum. The idea that you can reuse curriculum across different places. But my impression is that you can’t do that very much. It seems like you’re managing all these different institutions, each of them like their own boutique operation, with their own specific costs. How do you make it work across a system as large and diverse as yours? Where are the economies of scale?

    NB: Well, that’s also a very good point—and you’re absolutely right. We have a very diverse network of schools. We have a culinary arts school in Bordeaux, France, with maybe 400 students, and we have universities with more than 10,000 students, whether in medical or business education.

    So yes, you might wonder: why put these institutions together?

    The answer is that we really built the group’s development around the entrepreneurial DNA of our school directors. They’re responsible for their own development—for their growth, diversification, and how they respond to the job market.

    We’re not obsessed with economies of scale. What we really value is the network itself. What we focus on is shared methodology—in areas like sales and marketing, finance, HR, and student experience.

    There are also some opportunities for synergies in systems. In some cases, for instance, yes—we use a similar CRM across several countries. But I think the real value of the network lies in its ability to share experiences and experiment with innovation throughout, and then scale up those innovations appropriately across the other schools.

    So I’d say it’s more about shared practices than about forcing economies of scale across borders—because that doesn’t always make sense.

    AU: Am I correct in thinking that you don’t necessarily present yourself as a chain of institutions to students? That each institution actually has a pretty strong identity in and of itself—is that right? Is there a fair bit of autonomy and ability to adapt things locally at each of your schools?

    NB: Yes, I think that’s true. In terms of branding, we believe that each of our schools generally has a stronger brand than Galileo itself. And that’s how it should be, because each school has its own experience, its own DNA, its own momentum and development.

    So, we see ourselves more as a platform that supports the development of all these schools, rather than a chain imposing the same standards and practices across the board.

    Of course, we do have certain methodologies—for example, how to run a commercial campaign. We provide guidance, but it’s ultimately up to each school to manage that process and use the methodology in a way that works best for their own development.

    That doesn’t mean there’s no value in having the Galileo name—there is. But the value is in being a platform that supports the schools, rather than overshadowing them.

    AU: Nicolas, I know Galileo is testing a lot of AI-driven approaches across its various institutions. What I found interesting in a discussion we had offline a few weeks ago is that you’re experimenting with AI in different parts of the institution—some of it around curriculum, some around administration, and some around student services. Can you give us an overview? What exactly are you testing, and what are the goals of these experiments?

    NB: I think we first need to frame how we’re using AI, and it’s important to look at our strategy globally. We believe there are three major trends shaping higher education.

    First, student expectations are evolving quickly—they’re demanding more flexibility and personalization. Second, there’s a rapid emergence of new competencies, which challenges our ability to adapt and update programs quickly. And third, we need to go beyond boundaries and be agile in how we approach topics, address new skills, and serve diverse learners. These are the three starting points we see as opportunities for Galileo to differentiate itself. Now, we’re not trying to become a leading AI company. Our goal remains to be a recognized leader in education—improving employability and lives. That’s our benchmark.

    With that in mind, our AI vision is focused on four areas:

    1. How do we deliver a unique experience to our students?
    2. How do we connect educators globally who are trained in and comfortable with AI?
    3. How do we develop content that can be adapted, localized, translated, and personalized?
    4. And how do we improve operational productivity?

    AI is clearly a powerful tool in all four areas. Let me walk through some of the things we’re doing. 

    The first area we call AI for Content. We’re using AI to more quickly identify the competencies required by the job market. We use tools that give us a more immediate connection to the market to understand what skills are in demand. Based on that, we design programs that better align with those needs.

    Then the next step is about course and content creation. Once we’ve defined the competencies, how do we design the courses, the pedagogical materials? How do we make it easier to localize and adapt that content?

    Take Studi, an online university in France with 67,000 students and around 150 different programs. A year ago, it would take them about four months to design a bachelor’s or master’s program. Now, it takes one to two months, depending on the specifics. The cost has been cut in half, and development speed has increased by a factor of two, three, even four in some cases. This also opens up opportunities to make programs more personalized because we can update them much faster. 

    The second area is AI for Experience. How do we use AI to enhance the student experience?

    We’ve embedded AI features in our LMS to personalize quizzes, generate mind maps, and create interactive sessions during classes. We’ve also adapted assessments. For example, in Germany, for the past two years, our online university AKAD has let students choose their own exam dates. That’s based on an AI approach that generates personalized assessments while staying within the requirements of German accreditation bodies. This wouldn’t be possible without AI. The result is higher engagement, faster feedback, and a more personalized learning experience.

    Lastly, beyond content and experience, we’re seeing real gains in AI for Operations. In sales and marketing, for example, we now use bots in Italy and Latin America to re-engage “dead” leads—contacting them again, setting up meetings, and redirecting them through the admissions funnel. It’s proven quite efficient, and we’re looking to expand that approach to other schools.

    We’re also seeing strong results in tutoring. Take Corndel, a large UK-based school focused on apprenticeships. They’re using AI tools extensively to improve student tracking, tutoring, and weekly progress monitoring.

    So, we’re seeing a lot of momentum across all these dimensions—and it’s really picked up speed over the last 18 months.

    AU: So, you’ve got a network of institutions, which gives you a lot of little laboratories to experiment with—to try different things. How do you identify best practices? And then how do you scale them across your network?

    NB: Well, first of all, we have lots of different pilots. As you’ve understood, we’re quite decentralized, so we don’t have a central innovation team of 50 people imposing innovations across all our schools.

    It’s more about scouting and sharing experiences from one school to another. It’s a combination of networks where people share what they’re learning.

    Just to name a few, we have a Digital Learning Community—that’s made up of all the people involved in LMS design across our schools. They exchange a lot of insights and experiences.

    We also hold regular touchpoints to present what’s happening in AI for content, AI for experience, and AI for operations. We’ve created some shared training paths for schools as well. So there are a lot of initiatives aimed at maximizing sharing, rather than imposing anything top-down. Again, as you pointed out, the schools are extremely diverse—in terms of regulations, size, content, and disciplines. So there’s no universal recipe.

    That said, in some cases it’s more about developing a methodology. For example, how do you design and implement a pedagogical chatbot? The experiments we’re running now are very promising for future scale-up, because we’re learning a lot from these developments.

    AU: I know that, in a sense, you’ve institutionalized the notion of innovation within the system. I think you’ve recently launched a new master’s program specifically focused on this question—on how to innovate in education systems. Can you tell us a little bit about that?

    NB: Yeah, I’m super excited to talk about this, because it’s where I’m focusing most of my energy these days.

    We’ve been working on this project for a year with four Galileo institutions. It’s called Copernia, and the name, like Galileo, is intentional—these are people who changed perspectives. That’s exactly what we want to do: change the perspective on education and truly put the student at the center.

    Copernia started the initiative, Galileo confirmed it, and it’s no coincidence we’re focusing on this.

    The first program we’re launching under Copernia is a Master of Innovation and Technology for Education. The idea is to bring together and leverage expertise from several fields: neurocognitive science, tech, AI and data, educational sciences, innovation, design, and management. The goal is to offer students a unique experience where they not only learn about innovation—but also learn to develop and apply it.

    One of the major assets we want to leverage is the Galileo network. With over 120 campuses, we can offer students real, hands-on opportunities to experiment and innovate. So the value proposition is: if you want to design and test educational innovation, we’ll give you the tools, the foundational knowledge, and, most importantly, the chance to apply that in practice—within our network, with our partners, and with other institutions.

    The goal is to help the whole ecosystem benefit—not just from Galileo’s environment, but also from the contributions of tech partners, academic collaborators, and business partners around the world. I’m convinced this will be a major tool to develop, share, and scale practical, applied innovation.

    And importantly, this isn’t meant to be just an internal initiative for Galileo. It’s designed to be open. We want to train people who can help transform education—not only in higher education, but also in K–12 and lifelong learning. Because we believe this kind of cross-disciplinary expertise and hands-on innovation experience is valuable across the entire education sector.

    AU: I’m really impressed with the scale and speed at which you’re able to experiment. But it did make me wonder—why can’t public higher education systems do the same? I mean, if I think about French universities, there are 70 or 80 in the public system—though it’s hard to keep track because they keep merging. But theoretically, they could do this too, couldn’t they? It’s a moderately centralized system, and there’s no reason institutions couldn’t collaborate in ways that let them identify useful innovations—rolling them out at different speeds in different areas, depending on what works. Why can’t the public sector innovate like that?

    NB: First of all, I wouldn’t make a sweeping judgment on this. I think there is innovation happening everywhere—including within public institutions. So I wouldn’t describe it in black-and-white terms.

    That said, it’s true that as a private organization, we face a certain kind of pressure. We need to prove that we operate a sustainable model—and we need to prove that every month. In other words, we rely on ourselves to develop, to test, and to optimize how we grow. 

    The second is that we have an asset in being able to test and learn in very different environments. Take the example I mentioned earlier, about Germany and the anytime online assessments. We were able to implement that model there because it was online and because the regulatory environment allowed it.

    Now, when we approach accreditation bodies in other countries, we can say: “Look, it works. It’s already accepted elsewhere. Why not consider it here?” That ability to move between different contexts—academic and professional, vocational and executive—is really valuable. It allows us to promote solutions that cross traditional boundaries.

    That’s not something all public universities can do—and frankly, not something all universities can do, period. But it’s an advantage we’ve built over the past several years by creating this large field for experimentation.

    AU: Nicolas, thank you so much for being with us today.

    NB: Alex, thank you very much. It’s been a pleasure.

    AU: It just remains for me to thank our excellent producers, Tiffany MacLennan and Sam Pufek, and to thank you—our viewers, listeners, and readers—for joining us. If you have any questions about today’s podcast, please don’t hesitate to get in touch at podcast@higheredstrategy.com. And don’t forget—never miss an episode of The World of Higher Education Podcast. Head over to YouTube and subscribe to our channel. Join us next week when our guest will be Noel Baldwin, CEO of the Future Skills Centre here in Canada. He’ll be joining us to talk about the Programme for the International Assessment of Adult Competencies. See you then.

    *This podcast transcript was generated using an AI transcription service with limited editing. Please forgive any errors made through this service. Please note, the views and opinions expressed in each episode are those of the individual contributors, and do not necessarily reflect those of the podcast host and team, or our sponsors.

    This episode is sponsored by Studiosity. Student success, at scale – with an evidence-based ROI of 4.4x return for universities and colleges. Because Studiosity is AI for Learning — not corrections – to develop critical thinking, agency, and retention — empowering educators with learning insight. For future-ready graduates — and for future-ready institutions. Learn more at studiosity.com.

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  • Do fixed borders guarantee peace?

    Do fixed borders guarantee peace?

    The crumbling of the Soviet Union brought bloodshed. I remember covering clashes in Kyrgyzstan’s Osh province in 1990 between ethnic Kyrgyz, who were mainly animal herders, and ethnic Uzbek, who were mainly farmers, with very different needs and interests.

    Since then, disputes over grazing and water rights have also boiled over along the borders of Kyrgyzstan’s Batken region and Tajikistan’s Sughd region. In autumn 2022, in the worst fighting over the border since the fall of the Soviet Union, dozens were killed and thousands forced from their homes.

    It was after this that the leaders of Kyrgyzstan and Tajikistan started working on new demarcation lines. Now, after successful diplomacy to deal with the root cause of the problem, the two nations have agreed to shift their borders.

    “Negotiations have reached the final point and can be discussed openly,” Kamchybek Tashiev, head of Kyrgyzstan’s secret service, told the Kyrgyz parliament in March. “After parliamentary consideration, our presidents will sign the ratification.”

    Under the deal, Kyrgyzstan and Tajikistan will swap small areas of land and make better arrangements to share water resources. A number of disputed roads will be declared “neutral” and made available to both nations, according to the Defense Post.

    Which all goes to show that to secure friendship and good neighbourly relations, you sometimes have to define your boundaries.

    Recommended reading: “Prisoners of Geography” by Tim Marshall, an excellent account of how geography affects history and politics.


     

    Questions to consider:

    1. Why might there be disputes over borders?
    2. Why does the world generally agree that existing borders should remain untouched?
    3. What does the case of Kyrgyzstan and Tajikistan tell us about changing borders?

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  • Bridging borders in knowledge: the internationalisation of Chinese social sciences

    Bridging borders in knowledge: the internationalisation of Chinese social sciences

    by Márton Demeter, Manuel Goyanes, Gergő Háló and Xin Xu

    The dynamics of Chinese social sciences are shifting rapidly. As policies aim to balance domestic priorities with global integration, the interplay between China’s academic output and its international reception highlights critical challenges and opportunities. In a recent study published in Policy Reviews in Higher Education, we analyzed 8,962 publications by the top 500 most productive China-affiliated scholars in Economics, Education, and Political Science between 2016 and 2020.

    Uneven impacts across disciplines

    Our analysis reveals that most Chinese-authored works in these disciplines are published in Western-edited journals. Political Science publications often focus on China-specific topics, creating what may be interpreted as intellectual silos.

    By contrast, Economics stands out for its significant global impact, with Chinese scholars’ publications frequently outpacing the citation rates of their Western peers. Meanwhile, Education and Political Science publications from China generally attract fewer citations compared to those from the U.S., U.K., and Germany.

    Why does Economics perform so well? The field’s emphasis on data-driven, globally relevant research – addressing topics like economic policy, market dynamics, and financial crises – positions it effectively within international discourse. Substantial funding and resources further strengthen Economics’ visibility and impact.

    In contrast, Education often highlights region-specific practices that may resonate less with a global audience, while Political Science is constrained by political sensitivities and limited opportunities for broad international collaboration.

    Patterns of collaboration

    Collaboration offers another perspective of Chinese academia’s strengths and limitations. Scholars in Economics and Education often engage in diverse partnerships, with strong connections to both Western and Asian institutions. In contrast, Political Science remains more insular, with most co-authorships occurring within mainland China. This inward focus may restrict the field’s integration into global academic conversations.

    At an institutional level, hybrid collaborations – combining domestic and international partnerships – highlight China’s strategic approach to bridging local and global aspirations. However, the predominance of Western collaborators, particularly from the United States, underscores a continued reliance on established academic hubs.

    The duality of “siloed internationalisation”

    A significant finding of our study is the duality evident in Political Science research: while these publications often appear in international journals, their focus on China-specific issues reflects a form of “scientific nationalism”. This approach limits their global engagement, confining them to niche scholarly communities rather than positioning them as contributors to broader, international dialogues.

    The “international in format but national in essence” approach underscores a broader challenge for Chinese academia. It must navigate the tension between adhering to global visibility standards while championing non-Western perspectives and priorities.

    Policy and practical implications

    Our findings also carry critical implications for policymakers, institutions, and global academic networks. For China, fostering more diverse collaborations – beyond traditional Western partners – can reduce overreliance on dominant paradigms and contribute to a more equitable global knowledge production system. Initiatives with an emphasis on partnerships with Asia-Pacific, Africa, and Eastern Europe, could play a key role in reshaping these dynamics.

    We believe that, for the global academic community, greater inclusivity requires deliberate efforts to decenter Western paradigms. Platforms that ensure equitable participation and strategies to protect collaborations from geopolitical tensions are vital for sustaining open and impactful scientific exchange.

    Looking forward

    The field of Economics exemplifies how targeted investment and international integration can amplify visibility and impact. To replicate this success in Education and Political Science, expanding international collaboration and addressing thematic silos are essential. At the same time, global academic networks must also embrace diverse perspectives to ensure that voices from regions like China enrich rather than merely adapt to dominant discourses.

    Importantly, in an era of geopolitical uncertainty, research can serve as a vital conduit for mutual understanding and collaboration. By prioritising equitable partnerships and sustaining global dialogue, we can work toward a more inclusive and, therefore, more resilient academic ecosystem.

    Our study offers practical guidance for addressing the challenges of internationalization in Chinese social sciences, providing valuable tools for scholars, institutions, and policymakers working to advance global knowledge production.

    For more details, explore our full paper:

    Demeter, M, Goyanes, M. Háló, G and Xu, X (2024) ‘The Internationalisation of Chinese Social Sciences Research: Publication, Collaboration, and Citation Patterns in Economics, Education, and Political Science’ https://doi.org/10.1080/23322969.2024.2438240.

    Márton Demeter is a Full Professor at the University of Public Service, Budapest at the Department of Social Communication, and he is the Head of Department for Science Strategy. He has extensively published on academic knowledge production in communication studies and beyond.

    Manuel Goyanes serves as Associate Professor of Research Methods at Universidad Carlos III de Madrid. His interdisciplinary work revolves around theoretically designing, and empirically testing, cutting-edge quantitative and qualitative methodological procedures to scientifically address challenging aspects of social science inquiry 

    Gergő Háló, an assistant professor at the National University of Public Service Budapest, specialises in socio-critical studies of geopolitical and gender inequalities in science, academic performance, research assessment frameworks, and higher education policies.

    Xin Xu is a Departmental Lecturer in Higher/Tertiary Education at the Department of Education, University of Oxford, and the deputy director of the Centre for Skills, Knowledge, and Organisational Performance (SKOPE). Her research focuses on tertiary education and the research on research.

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

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  • Higher Ed Without Borders Now Available on Audio and Video – Edu Alliance Journal

    Higher Ed Without Borders Now Available on Audio and Video – Edu Alliance Journal

    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

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  • Higher Ed Without Borders speak with President Jim Henderson of the University of Louisiana System – Edu Alliance Journal

    Higher Ed Without Borders speak with President Jim Henderson of the University of Louisiana System – Edu Alliance Journal

    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.

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  • Higher Ed Without Borders Announces Its First Guest – Edu Alliance Journal

    Higher Ed Without Borders Announces Its First Guest – Edu Alliance Journal

    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 Digest is the media partner for Higher Ed Without Borders podcast. The Digest is an independent Higher Education Portal and Magazine.

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