PROGRAMMES & CURRICULA
prospects include increased student enrolment and space for constant development, improvement and expansion, as well as the chance to use new technologies and implement collaborative learning. Weighing against these would be the potential threat of scepticism among traditional universities, a consideration of safety issues for new developments online and any implications for administrative and decision-making processes. As touched on in weaknesses, professional and regulatory issues in an institution’s home country, or political obstacles, could also pose threats that would need to be mitigated in any implementation plan. Certainly, the Global Degree initiative has grand objectives and delivering its methodology to thousands of people simultaneously requires a high degree of expertise. Implementation must, therefore, include the development of a liaison network with universities and international organisations, alongside private and public entities. A new stream of positive thinking The Global Degree initiative is a concise and innovative model with the potential to revolutionise international higher education and, at the same time, blend conventional learning with distance learning without compromising an institution’s existing structures. By taking advantage of the new and emerging technologies available, the initiative can also foster a new stream of positive thinking on the future of education. As Plato said: “Do not train children to learn by force and harshness; but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each.” Apart from the usual bene ts of pursuing a quali cation and upskilling, the bene ts of undertaking this particular form of study might include recognising and achieving goals and ambitions, especially in response to global challenges; enhancing knowledge with a global perspective; joining an international community and furthering understanding of multiculturalism; and the opportunity to practice skills and creativity beyond a student’s regional environment. In this way, the Global Degree initiative would lead to a better knowledge of the world around us and should assist us in being better able to cope with its evolving demands.
Kyriakos Kouveliotis FRSA is the provost and chief academic o cer at the Berlin School of Business and Innovation. He is also the honorary chancellor at Longford International College in Ireland, a professor at Uninettuno University in Italy and president of Atheneum Liberal Studies in Greece. Kouveliotis is an expert in developing new curricula and in building global educational networks and partnerships around the world.
He has published 12 books and dozens of articles on a variety of political, economic and educational issues. He holds a PhD in European integration and international relations from Newcastle University and an MA in diplomacy from Lancaster University, as well as a BA in English literature and linguistics from Aristotle University in Thessaloniki, Greece. Kouveliotis is the founder and executive director of the Global Degree Foundation in the Hague and has received a fellowship from the Royal Society of Arts
teaching and educational material, networks and informal learning. For example, a virtual learning environment (VLE) discussion forum on Zoom might provide the best option for the answering of questions or for class interaction. SWOT analysis A strengths, weaknesses, opportunities and threats (SWOT) analysis of what would be involved for an individual institution to set up the Global Degree initiative successfully is necessary as it highlights all key features, characteristics and constraints of the proposal at the same time. Universal accessibility, a ordable tuition fees, exibility and the potential for lifelong learning would be among the initiative’s key strengths. Further strengths identi ed include degree-building opportunities, the global sharing of knowledge and the model’s promotion of sustainability. Weaknesses, on the other hand, are likely to include a lack of faculty expertise or digital literacy, poor knowledge of technology, initial expenses and any legal or bureaucratic constraints. Gradual and slow adaptation to change is another potential drawback. Opportunities at the heart of the initiative, as well as potential risks also o er great insight. Key
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Business Impact ISSUE 4 2023
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