As part of the Studiosity podcast series, "Reimagining Higher Education," Dr Ashraf Mahate has interviewed a growing number of university leaders from the United Arab Emirates and the surrounding area. These leaders, representing a mix of well-established and newer institutions, shared their insights on the challenges and opportunities facing the sector, and offered unique perspectives shaped by their personal journeys and the dynamic environment of the Middle East.
As Dr Ashraf interviews more of the people leading the region's education institutions, some common threads and themes are emerging.
Theme: Shifting Student Expectations and the Importance of Skills
One theme that keeps coming up among the leaders is the dramatic shift in student expectations. Today's students, often referred to as Generation Z, are "digital natives" with different aspirations than previous generations. They are highly focused on employability and career progression, often seeing a university degree as a means to an end. This stands in contrast to the experiences of many of the leaders themselves, who studied for the "love and the passion of studying" rather than worrying about jobs after graduation.
The leaders recognise that students now have shorter attention spans, shaped by the rapid pace of technology and social media. This necessitates a change in teaching methodologies, moving away from long, traditional lectures towards more engaging, interactive, and hands-on approaches. They stress the need to be facilitators and mentors rather than the sole sources of information.
"I think one of the biggest mistakes that we, the faculty members do sometimes is that we want to teach students the same way we were taught. And I think this is the biggest mistake anyone can make - simply because you are speaking to a different generation."
- Prof. Khaled Assaleh, Vice-Chancellor Academic at Ajman University
These new expectations also mean that universities must prioritise a holistic student experience, fostering a vibrant campus life with extracurricular activities, clubs, and sports to help students develop character and personality. Several leaders also emphasised the value of living on campus, which they see as a crucial step in a student's transition to a self-reliant adult.
Theme: the Inescapable Influence of AI and the Challenge of Academic Integrity
Artificial intelligence (AI) emerged as an inescapable topic, with leaders acknowledging its transformative potential and the challenges it presents to traditional academic models. Rather than fearing it, they advocate for embracing AI as a tool to enhance learning and institutional effectiveness.
"We are still figuring that out just like society is as a whole... But I think that's a much more productive strategy than denying the existence of this or being scared of it. I mean, it's going to happen. It is happening."
- Dr. Tod Laursen, Chancellor of the American University of Sharjah
Leaders recognise that students are often early adopters of AI and are already using it in their academic work. This presents a significant challenge to academic integrity, and they are actively working on policies and guidelines to provide clear direction on the ethical use of AI. The focus is on moving beyond memorisation and basic writing assignments, which can be easily completed by AI, and instead on developing critical thinking, analysis, and reasoning skills.
"Is AI gonna replace any of those things? No. Is the way we're gonna do those things gonna change because of AI? Almost certainly."
- Dr. Tod Laursen, Chancellor of the American University of Sharjah
They also see AI as an opportunity to change assessment methods. Instead of traditional written exams, new assessment approaches might include projects, presentations, and discussions that test a student's ability to apply knowledge and think critically. They also highlight the need for faculty to adapt, as the old methods of teaching are no longer as effective.
Theme: Redefining the University's Role in a Dynamic Ecosystem
Unanimously, Middle Eastern university leaders interviewed on this podcast agree that universities must evolve from isolated "ivory towers" to become integral parts of a broader ecosystem. This involves strengthening ties with industry, government, and the community to ensure that education is relevant and that graduates are equipped with the skills needed for the workforce.
"We're not creating students who will only be able to get a job in the UK or get a job in Dubai. We are creating graduates and alumni that are global players. And that's what it's all about. That's the difference that we're, making."
- Prof. Yusra Mouzughi, Provost at the University of Birmingham Dubai Campus
To achieve this, some institutions are creating innovative programs and centres in collaboration with industry partners. They are also rethinking curriculum design to be more interdisciplinary and responsive to market needs. The goal is to produce "global citizens" who are adaptable and can navigate a rapidly changing world.
"I really feel the mission of education worth everything. That's my view. And really, if you ask me, what's keeping me going on and what's keeping my colleagues here going on, is really this feeling that eventually we're able to impact some people's lives that we are really getting a best practice or an experience, a lot of people would not have the chance to get. We're getting close and we are offering it here."
- Mohamed Salem Zein, President of University of Wollongong in Dubai
Finally, the leaders all offer advice to their "younger selves," which can be distilled into two key pieces of wisdom: find your passion and don't be afraid to take risks, and be open to new experiences and learning throughout your life.
- Prof Ghassan Aouad, Chancellor of Abu Dhabi University: emphasised the importance of having proper mentors and developing emotional and cultural intelligence, as well as being a person of integrity.
- Prof Mohamed Salem Zein, President of the University of Wollongong in Dubai advocated for a career in education, acknowledging that it might not be a source of great wealth but is deeply rewarding. He would tell his younger self to have more patience and to be a leader, not a judge, when dealing with students.
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Dr Wafa Al Mansoori, Interim President and Provost at the American University of Bahrain advised her younger self to seize more opportunities, acknowledging that a lot of her life was about being a student. She would also advise herself to take more courses outside her core discipline to widen her horizons.
- Dr Tod Laursen, Chancellor of the American University of Sharjah advised his younger self to have passion, purpose, and a sense of service to others. He would not have advised himself to pursue a specific career path but rather to be open to new experiences.
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Prof Khaled Assaleh, Vice-Chancellor Academic at Ajman University would tell his younger self to have taken an opportunity to work at a university in the US before returning to the region, to gain both industrial and academic experience there.
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Dr Kyle Long, President of the American University in Dubai advised his younger self to commit to the study of a second language, an area he felt was a real hole in his education.
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Prof Yusra Mouzughi, Provost at the University of Birmingham Dubai Campus told her younger self to not take everything so seriously and to enjoy the journey more. She would also tell herself to "slow down a little".
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Dr Sudhindra Shamanna, Academic President at Manipal Academy of Higher Education Dubai would tell his younger self not to fret about decisions and to just be decisive. He believes there are no right or wrong decisions but that it's important to keep moving forward.
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Dr Marc Poulin, Acting President of Abu Dhabi School of Management would not change much about his career path, but would tell his younger self to not stress as much about small things. He also advised against wasting time, particularly in the sense of taking the easy route instead of challenging oneself.
- Prof Mohamed Kerkeb, President of Ibn Tofail University in Morocco, believed that the purpose of education extends beyond job preparation and that students should strive to make a positive impact on society. He also stated that every student should have the means to succeed and that education must be accessible to all without distinction.
