IIE Networker - Spring 2009 - (Page 13)

IIENETWORKER UNIVERSITY PRESIDENT’S INTERVIEW SERIES A Conversation with President Edward Guiliano, New York Institute of Technology By Jessica Angelson AS PRESIDENT OF the New York Institute of Technology (NYIT), an institution with a pioneering strategic plan to present students with a globalized university experience, Edward Guiliano has faced unique leadership challenges. In this installment of the IIENetworker University President’s Interview Series, Dr. Guiliano shares the challenges associated with being a trailblazer: NYIT was the first licensed American non-profit university to offer full degree-granting programs in Jordan and Bahrain, the first licensed undergraduate American program in China and the first licensed American non-profit university in Abu Dhabi. Edward Guiliano began his NYIT career as an English professor in 1974 and continues to teach one course a year. President of NYIT since 2000, Dr. Guiliano explains his vision for a new type of 21st Century global university. leadership challenges have you faced as NYIT has grown? President Edward Guiliano Q. As an institution dedicated to providing students with a careeroriented, professional education, what is NYIT’s approach to preparing globally competent graduates? In one sense, the term “glocalization” typifies what NYIT is striving to achieve: we try to educate our students to think, plan, and act on a global basis but do so with an acute understanding of and respect for local customs, needs, economies, and cultures. At NYIT, we only graduate professionals—from engineers to computer graphics artists—and aim to prepare students for jobs that exist on the day they graduate as well as for jobs that do not exist today. As a result, our core curriculum has been revisited and refreshed twice in the past decade and incorporates tools that all 21st Century leaders need to succeed: an understanding of technology and its practical applications; superior communication skills and the ability to identify problems and devise solutions in real-world situations using an interdisciplinary, team-oriented approach. These elements, combined with a solid foundation of liberal arts and sciences, equip students with the tools needed to embark on a successful career as citizens of the world. Q. NYIT has campuses in New York, Canada, Bahrain, Jordan, the United Arab Emirates and China. What presidential The inability to clone oneself is a generic problem for university presidents, and becoming truly global multiplies the challenge of time: NYIT students, faculty, and campuses never sleep, and with all the digital modalities we have, we are constantly receiving information and requests. So, it is not uncommon to have a video conference with colleagues in China at 10 p.m. or 7 a.m. in New York or to get a series of e-mails from the Middle East on Sunday. Sometimes it means getting on a plane for a 24-hour visit to a campus that requires at least 24 hours of travel time. More serious is the challenge to keep apace with the phenomenal progress of technology and the ever-changing geopolitical landscape at our global campus locations. We as an institution (and I as its president) are constantly challenged to be more nimble, creative, and accessible than ever before. This means careful allocation of funding and constant review to ensure proper outcomes. Of course, as the president of a 21st Century global university, I also grapple with some macro-level challenges, such as how to educate our millennial students as efficiently and effectively as possible, who is going to educate them and where— especially as the number of university students doubles between now and 2030, and what it is that we should teach them in this century. Education alone is not enough to enable people in developing countries to share in the wealth being generated by the global economy. They must also have access to the latest technology. In effect, they must be “plugged in” to the rest of the world in order to take part in it. Clearly, 21st Century teaching and learning has to evolve to reach this multimedia, multitasking, mobile generation of students, no matter where they are. Q. You spearheaded the development of NYIT’s 2030 strategic plan, designed to position NYIT as the model for a 21st Century global university. Describe the typical NYIT student experience in 2030. The NYIT I envision in 2030 will be a university that knows no boundaries, at least not those we perceive today. Students, faculty, and ideas will be exchanged and flow among our campuses throughout the world, and students will earn their degrees on a global platform versus a campus-specific one. Our campuses will be “idea centers” around the globe where commerce, culture, intellectualism, and academics come together. It is clear that we hope and expect all of our students not only to experience more than one of our physical sites during their studies at NYIT, but also to interact with students from other countries in person or virtually wherever they are studying, and to study a curriculum that is infused with relevant global content and competencies. They will regularly collaborate on coursework and often be involved in research with students across the globe. At the NYIT of the future, students will be 13

Table of Contents for the Digital Edition of IIE Networker - Spring 2009

IIE Networker - Spring 2009
Contents
 Message from Allan E. Goodman
 News
 IIENetworker University Presidents Interview Series: Edward Guiliano, President of New York Institute of Technology
 Best Practices in International Education: 2009 Andrew Heiskell Awards
 HRH Princess Ghida Talal of Jordan Receives IIE Humanitarian Award
 Qatar's Outstanding Schools Initiative: A New Model for International Linkages in Education
 The Community College of Qatar: New Initiative to Meet Emergent National Educational and Labor Market Goals
 Toward a UAE Liberal Studies Stream
 New York University Abu Dhabi and the Research University as Global Network
 Expanding Education Abroad in the Arab World
 The Middle East as a Study Abroad Destination
 Student Flows from the Middle East: Iranian and Saudi Arabian Students in the United States
 The Desert as Meeting Place: Where Students from the Middle East and Around the World Come Together
 A Race to the Top: Helping Jordan Win the Right Race
 The Browser: Index of Advertisers
 IIE Program Profile: IIE's Work in the MENA Region

IIE Networker - Spring 2009

http://www.nxtbook.com/nxtbooks/naylor/IIEB0212
http://www.nxtbook.com/nxtbooks/naylor/IIED0112
http://www.nxtbook.com/nxtbooks/naylor/IIED1112
http://www.nxtbook.com/nxtbooks/naylor/IIEB0112
http://www.nxtbook.com/nxtbooks/naylor/IIEB0211
http://www.nxtbook.com/nxtbooks/naylor/IIEB0111
http://www.nxtbook.com/nxtbooks/naylor/IIEB0210
http://www.nxtbook.com/nxtbooks/naylor/IIEB0110
http://www.nxtbook.com/nxtbooks/naylor/IIEB0209
http://www.nxtbook.com/nxtbooks/naylor/IIEB0109
http://www.nxtbook.com/nxtbooks/naylor/IIEB0208
http://www.nxtbook.com/nxtbooks/naylor/IIEB0108
http://www.nxtbook.com/nxtbooks/naylor/IIEb0207
http://www.nxtbook.com/nxtbooks/naylor/IIEB0107
http://www.nxtbook.com/nxtbooks/naylor/IIEB0206
http://www.nxtbook.com/nxtbooks/naylor/IIEB0106
http://www.nxtbook.com/nxtbooks/naylor/IIEB0205
http://www.nxtbookMEDIA.com