Re-designing Educational Processes for Relevance in a Globalized VUCA Context
Bibliographic record
Abstract
While Canada’s multicultural higher education institutions are welcoming, international students contend with volatile realities in their countries of origin, complex new regulations and relationships, and ambiguous and uncertain futures. This chapter draws insight from the experiences of over 500 international students in Canada’s largest graduate leadership programme. It addresses how young, globalized professionals find purposefulness and collegiality in their pursuits and shared academic spaces. The authors present a VUCA Prime design process that re-defines goals (vision) for both students and institutions, proposing pathways to re-design higher education programmes and improve leadership practices that are effective, student-centred, and growth-focussed. To stay relevant, leaders of higher education institutions must be discerning of students’ needs and responsive to their academic, psychological, and spiritual well-being, especially as international students often rely solely on their university environment. A servant leadership approach can create and sustain environments challenged by a VUCA world. In offering strategies and tactics, the authors draw on real-world applications that are academically informed and practitioner focussed. The practice of academic hospitality leverages generosity and good will, inclusion in the midst of diversity, equity despite difference, and personal and professional growth. The design process enhances awareness of students’ histories and needs, advocating for a personhood-based leadership style. It highlights the importance of clarity in programme policies and procedures, and meaningful student resources and opportunities. The chapter concludes by offering ideas for making programmes and professors agile, reflective, and responsive, ensuring their relevance in an evolving academic landscape.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".