University News & Insights
19/11/2025 2025-11-19 22:13University News & Insights
University News & Insights
Teaching and Learning Bulletin
Graduate Attributes: Exploring how our students shape their futures through skills, values, and reflection In this post, I wanted to share and reflect on a recent session with our new students focused on our Graduate Attributes. The students worked in small groups to discuss and consider the skills, values, and characteristics that underpin our five EUB Graduate Attributes. With plenty of post-it notes and a lively discussion, the session aimed to give students the opportunity to think about what our graduate attributes can mean to them personally, and how they can take ownership of them during their time at university What are EUB Graduate Attributes? Graduate attributes represent the essential skills, knowledge, and qualities that universities seek to cultivate so students can thrive both during and beyond their studies. At EUB we talk about five graduate attributes that we believe shape not only academic success, but also the kind of people and professionals our students become: Together, these attributes provide a framework for the kind of graduates we aspire to nurture: adaptable, innovative, and socially conscious leaders. Why do graduate attributes matter? Graduate attributes are more than abstract ideals. Research and sector trends consistently highlight that employers and communities value not only subject expertise, but also critical thinking, digital literacy, cultural awareness, and social responsibility. For our students, these attributes open pathways to professional success and empower them to make meaningful contributions to society. By working actively with the attributes during their studies students begin to see how their academic and extracurricular experiences interconnect, shaping both who they are now and who they are becoming. How can we bring attributes to life in practice? Our recent session provided a clear example. In small groups, students explored each attribute, noting the skills, behaviours, and values they believed were most relevant. Post-it notes clustered around each attribute raised awareness and attention as well as capturing a range of insights: • Problem-solving means not just finding answers, but asking better questions. • Social responsibility is about small everyday choices as well as big community projects. • Being globally aware includes listening to peers from other cultures right here at EUB. This collaborative, interactive format encouraged students to define attributes in their own words and recognise them in their everyday academic and personal lives. As lecturers, we can build on this approach by embedding graduate attributes into our curriculum, our seminar sessions, assessment activities, and feedback conversations — helping students continually connect their active engagement in different sessions with the wider global community they participate in. Graduate Attributes and the Falcon Award At EUB, we are taking the opportunity to encourage students to explicitly engage with our Graduate Attributes. The Graduate Attributes have been embedded into our Falcon Graduate Attribute Award. This award will recognise students who demonstrate high engagement with the attributes through self-awareness and reflection. Working towards the award involves: Students who complete the process receive a certificate and LinkedIn badge, formal recognition that enhances their employability and professional profile. More importantly, they gain confidence in articulating the value of their EUB education, both to themselves and to future employers. The role of the Teaching and Learning Centre The Teaching and Learning Centre collaborates with staff across EUB to embed graduate attributes meaningfully into teaching, learning, and assessment. We provide training, guidance, and opportunities to innovate in curriculum design, helping colleagues align their modules with the attribute framework. During the academic year, we will also run seminar sessions where staff can share practice, and students can showcase how they are developing the attributes through their studies and extracurricular activities. Together, these conversations ensure that graduate attributes remain a living, dynamic part of our ethos, not just a list of words. Graduate Attributes embedded in EUB teaching practice The session with the students reminded me that when students are invited to actively engage with our graduate attributes, they bring fresh perspectives and a strong sense of ownership. As staff, we have the opportunity to harness that energy, embedding attributes across all aspects of the student journey. I hope this reflection sparks conversations in your teaching teams. If you would like to explore further how graduate attributes can be integrated into your modules or how your students can participate in the Falcon Graduate Attribute Award please connect with us at the Teaching and Learning Centre. Together, we can ensure that our graduates leave EUB with not only academic excellence but also the confidence, skills, and values to shape a better future.
Teaching and Learning Bulletin
Placing our students at the heart of the learning process. Active Learning: what it is, why it matters Welcome to this edition of our Teaching and Learning Bulletin (now shared as a blog).Our aim is to offer ideas and approaches that can enrich our students’ learning experiences and encourage us to look at our teaching and learning practices from fresh perspectives. Building on discussions from our recent Teaching and Learning session during staff induction week, I’d like to continue embedding into our Teaching and Learning ethos the concept of active learning. This is an approach that places our students at the heart of the learning process. As a reminder of what we explored together, you’ll find below an overview of what active learning is, why it matters, and how we can begin to embed it meaningfully in our classrooms. What is active learning? Active learning places students at the centre of the educational process. Instead of sitting back as information is passively provided to them, students are encouraged to interact with content through tasks that require reflection, application, and collaboration. This approach is grounded in constructivist learning theory, which recognises that learners build new knowledge by connecting it to what they already know (Bransford, Brown, & Cocking, 1999). Social constructivism, as articulated by Vygotsky (1978), adds that learning is shaped through interaction — reinforcing the value of collaborative and cooperative environments in our classrooms. In practice, active learning can take on many forms from pair work and structured discussions, group problem-solving, debates, to case studies and case-based tasks. What matters is that students are thinking with the material, not just about it. Why does active learning matter? There is a growing body of evidence showing the impact of active learning. Freeman et al. (2014) found that it significantly improves student performance and reduces failure rates compared to traditional lectures. Similarly, Prince (2004) and Michael (2006) argue that active learning not only promotes deeper understanding but also develops the transferable skills our graduates will need. Importantly, the purpose of active learning goes beyond content mastery. It fosters critical thinking, problem-solving, and metacognitive awareness (Anderson et al., 2005; Kember & Leung, 2005). It also creates a more inclusive, motivating environment that benefits students from diverse backgrounds (Eddy & Hogan, 2014; Theobald et al., 2020). When students feel engaged and supported, they are more likely to take ownership of their learning. How can we make active learning work? While the benefits are clear, successful active learning requires intentional planning and facilitation. As lecturers, this means designing learning environments that encourage participation, risk-taking, and reflection. Activities should be aligned to learning outcomes and structured in ways that scaffold students’ engagement, giving them the confidence to participate fully. It can be tempting to see active learning as a single strategy or activity. In reality, it is a mindset that places our students as active participants in constructing their own learning journeys. This said, on the TLC Moodle page you will find practical examples of active learning. These examples range from project-based assignments where students participate in real-life assignments, to in-class activities that encourage students to remain engaged and active during lectures and seminars. These types of activities include using online survey tools, like Kahoots, to present concept checking questions during the lecture or prompt discussion at the beginning of a session to raise awareness of misconceptions, shared understanding and individual knowledge. The examples also include think-pair-share questions that students can participate with during and towards the end of academic sessions. How the Teaching and Learning Centre can support you The Teaching and Learning Centre collaborates with you to provide training, support and guidance to help you plan, innovate and develop your use of active learning activities and techniques. Our aim is to work alongside you as you explore and embed new approaches in your teaching. Throughout the academic year, we will run seminar sessions that bring colleagues together to share and learn from one another’s practice. These sessions will highlight different ways in which active learning can enhance our students’ experiences — from fostering deeper understanding to building their confidence and independence as learners. By connecting theory with lived practice, and by learning from each other, we can build a vibrant, collaborative culture of active learning across our classrooms. Moving Forward As always, we hope this piece prompts fresh conversations in your teams and inspires you to try something new. If you would like to explore active learning further or discuss how it might work in your own teaching context, please do get in touch with us at the Teaching and Learning Centre, come along to our regular seminars or put your name forward to run a seminar in collaboration with us. Let’s continue to learn from and with each other as we shape rich, engaging learning environments for our students. Some Useful References: Anderson, W.A., Mitchell, S.M. and Osgood, M.P., 2005. Comparison of student performance in cooperative learning and traditional lecture-based biochemistry classes. Biochemistry and Molecular Biology Education, 33(6), pp.387–393. Bransford, J.D., Brown, A.L. and Cocking, R.R., 1999. How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. Brame, C.J., 2016. Active learning. Vanderbilt University Center for Teaching. Available at: https://cft.vanderbilt.edu/guides-sub-pages/active-learning/ Eddy, S.L. and Hogan, K.A., 2014. Getting under the hood: How and for whom does increasing course structure work? CBE—Life Sciences Education, 13(3), pp.453–468. Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H. and Wenderoth, M.P., 2014. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), pp.8410–8415. Kember, D. and Leung, D.Y.P., 2005. The influence of active learning experiences on the development of graduate capabilities. Studies in Higher Education, 30(2), pp.155–170. Kozanitis, A. & Nenciovici, L., 2023. Effect of active learning versus traditional lecturing on the learning achievement of college students in humanities and social sciences: A meta-analysis. Higher Education, 86, pp.547–569. Michael, J., 2006. Where’s the evidence that active learning works? Advances in Physiology Education, 30(4),
The Lessons That Come From Getting It Wrong
In education, as in leadership, we tend to celebrate what goes right. The project that succeeds. The idea that works. The outcome that matches the plan. But often, it’s the times we get it wrong that shape us most. Why We Resist Mistakes Psychologists call it cognitive dissonance: the discomfort of facing evidence that doesn’t match how we see ourselves. A leader who doubles down on a failing strategy because changing course would feel like weakness. A student who hides a mistake on an assignment instead of asking for help, missing the chance to learn. But the cost is the same: it shuts down the very learning that could move us forward. Evidence, Not Embarrassment James Dyson’s story is often told for good reason. He tested more than 5,000 prototypes before producing the vacuum that made his name. Every “failure” mattered. Each one was evidence — data that guided the next attempt. The same pattern holds in research, in leadership and in our classrooms. Progress is rarely linear. It comes through iteration: trying, adjusting, persisting. The Role of Leaders The question, then, is less about whether mistakes happen, and more about how we respond. In too many organisations, errors are hidden for fear they will be punished. But when leaders are candid about their own missteps, they set a different tone. They create space for others to take risks, to share openly, and to learn quickly. That is where innovation takes root. A Shift in Perspective Thomas Edison once put it simply: “I have not failed. I’ve just found 10,000 ways that won’t work.” At Euro University of Bahrain, we try to give students the same perspective. Mistakes are not proof of incompetence. They are steps on the path to improvement. Final Thought We admire those who can say, “I was wrong, you were right.” It doesn’t diminish them. It builds trust. Getting it wrong is not the end of the story. More often than not, it is where the real learning begins.
Growth Mindset: Evidence and Application
Carol Dweck’s research at Stanford University has reshaped how we think about learning. Her central conclusion is simple but powerful: people who see ability as fixed tend to avoid challenge and give up quickly; those who see ability as developable through effort, strategy and feedback are more resilient, more open to challenge, and more likely to improve. In one of her most widely cited studies, schoolchildren were given praise in two different ways. Some were told they were clever; others were praised for effort. When later given harder problems, the first group became cautious and avoided risk. The second group persisted. This was the first clear evidence that the way ability is framed changes behaviour and outcomes. In higher education and the workplace, cultures that encourage learning from mistakes and adapting strategies see stronger engagement and innovation. Avoiding Simplifications Growth mindset has sometimes been reduced to slogans. That is unhelpful. Dweck herself has stressed that effort without effective strategy does not produce progress. Working harder at the wrong method is wasted energy. The value comes when effort is paired with feedback and adaptation. Another misconception is that growth mindset solves everything. Large-scale replication studies show that the effect is not uniform. Context matters. Students improve most when they are given structured challenges, clear feedback and time to reflect. Belief on its own is not enough. Implications for Higher Education For universities, the lessons are clear. Assessment should be framed as feedback, not as a final judgement on ability. Teaching should include guidance on how to study and practise effectively, not only on what to learn. And institutions must create cultures where mistakes can be acknowledged, analysed and used as part of learning. EUB’s Commitment At Euro University of Bahrain, growth mindset is not rhetoric. It is a stated objective in our Strategic Plan. Goal Ten commits us to “provide a unique community for students that fosters a growth mindset.” This is backed by objectives to promote independent learning, critical thinking, employability workshops, wellbeing services, international placements and an active Student Council. The emphasis extends across our goals. Goal Three prioritises student-centred education, using problem-based learning, small-group teaching and formative assessment to ensure that effort is paired with effective strategies. Goal Five addresses practical study skills and targeted support for students at risk of falling behind. Goals Thirteen and Fourteen focus on innovation and experiential learning, encouraging curiosity, resilience and safe risk-taking through real-world projects. These commitments are tracked. The Strategic Plan defines Key Performance Indicators for growth mindset, teaching quality, progression and community engagement. Reports are produced and followed up through our quality processes. In this way, principles become practice and aspirations become accountable. Conclusion Growth mindset is not about telling students to try harder. The research shows that improvement depends on effort joined with reflection and strategy, and on environments that make it safe to learn from mistakes. Studying at all universities is not the same. To learn and to thrive, teaching must align with growth mindset principles. That means creating challenge, giving structured feedback, and providing the support to adapt and improve. At EUB, this is part of our design. Growth mindset is embedded in our Strategic Plan, supported by measurable objectives, and delivered through teaching, support and student life. It is not an abstract idea. It is a practical commitment to helping students face challenge with confidence, adapt through feedback, and continue to improve.
Writing Papers that Get Published: Solving Problems that Matter
Over three decades I’ve published more than 600 papers and supervised over 60 PhD students. Along the way, I’ve seen what makes the difference between a paper that gets published and one that gets rejected. The difference is rarely about technical quality. Many of my “failed” papers were clever, detailed and rigorous. I recently came across a lecture by Larry McEnerney from the University of Chicago’s writing programme. It’s remarkable since it flips so much of what we think we know about academic writing on its head. His core point is simple: an academic paper must create value for a community of readers. That means every paper should start with a problem that matters to that community. Editors and reviewers are not interested in a showcase of what you did. They want to know why it matters and who needs to hear it. From Exams to Publications: A Different Game Part of the problem is how we’re trained. As students, we write essays and exam answers to show we’ve understood the course material; we demonstrate the learning outcomes to an examiner paid to read our work. That creates a habit of writing where we show what we know. Publishing is different. Readers only read our work if it offers value to their community. To do that, we must address a problem they recognise, care about and want solved. The Mistake I See Too Often Time and again, I’ve seen co-authors dive headlong into technical depth. Introductions fill up with equations, code, datasets, results. What’s missing is the one thing readers need first — the problem and the community that cares about it. It’s easy to fall into this trap. We’ve spent months, sometimes years, immersed in the work and naturally we want to show it off. But unless the context is clear; unless the reader can see why the problem matters; the detail is irrelevant. Nobody cares what you did if they can’t first see the value of the problem. Contribution as Solution Once the problem is established, position your contribution as a solution. This is where novelty comes in. However, a new idea on its own is not enough. If nobody needs it, it won’t be publishable. What does get published is a result, a method, or a tool that helps a community solve a recognised problem. I’ve learned this the hard way. Some of my cleverest technical papers went nowhere because they didn’t connect to the issues my community was wrestling with at the time. Others, which seemed straightforward to me, were widely read and cited because they spoke directly to a live problem. Write Into the Conversation Too often I see colleagues write a paper and only then decide where to send it. That rarely works. The community must come first. Ask where the people who care about your work publish, then read those papers closely. What problems are being debated? How are they framed? What kind of evidence carries weight? Publication is not broadcasting into a void; It is contributing to an ongoing dialogue in the language the community already uses.. Personal Reflections After 30 years, the pattern is clear. The most successful papers I’ve written weren’t the most technically sophisticated. They were the ones that engaged directly with the community — framed in its terms, tackling its problems, and offering a contribution readers could use. I can think of several colleagues who struggled for years to get their work accepted. The technical detail was sound, but the introduction started in the wrong place. Only when they reframed their paper — starting with the problem and the community — did reviewers respond positively. The results didn’t change, the way they presented them did. The Takeaway If you want to publish papers don’t start with your results; start with your readers. Identify the community you are writing for, make the problem they care about unmistakable, and show how your work changes the picture for them. This isn’t about proving how clever you are. It’s about creating value for others.
Why Struggle Matters: Active Learning, AI and the Future of Student Success
As we begin a new academic year at Euro University of Bahrain, our focus is clear: students must not just attend classes—they must live them as learners. Simon Cleary, our Academic Director, recently reminded faculty that the classroom is not the place for passive listening. The real work happens when students apply, debate and use knowledge—while the preparation, the reading and the content acquisition take place through our Virtual Learning Environment and the University of London’s world-class resources. This is more than a method. It’s a philosophy. Why Active Learning Matters Active learning turns a class from a lecture into a workshop. Instead of information flowing in one direction, students engage in dialogue, solve problems and test ideas against each other. The shift is simple but profound: if I lecture, you may receive information. But if we work together through case studies, peer tasks and structured debate you actually learn. This matters because active learners retain more, think more critically and graduate not just with knowledge, but with the capacity to use it. Scaffolding the Learning Journey Active learning does not mean leaving students unsupported. On the contrary, scaffolding is central to our approach. Just as a structure rises step by step, learning must be built through carefully designed stages—guiding students from dependence to independence. Through scaffolding, our faculty ensure students are stretched but not stranded. Each activity is designed to build confidence and competence, helping learners to take increasing ownership of their progress. The Role of Metacognition Alongside this, we are introducing our faculty to the importance of metacognition—the art of learning about learning. When students reflect not only on what they know, but on how they know it, they become more self-aware, adaptable and resilient. They begin to recognise which strategies work for them and how to transfer those skills across contexts. This is where education moves beyond content and becomes transformational. AI and the Temptation of Easy Answers Here, AI brings both promise and risk. Too often, AI tools provide the answer too quickly. But learning doesn’t happen at the moment of receiving the answer—it happens in the struggle toward it. What we need from AI is not a shortcut but a tutor: a partner that provides hints, scaffolding and guiding questions, enabling students to wrestle with a problem until they arrive at the solution themselves. That is how understanding is built. At EUB, we are determined to use AI in ways that support the learning journey, not bypass it. From Classrooms to Career Why invest so much in this approach? Because the outcomes are real. Employers consistently tell us they need graduates who can collaborate, think critically, adapt quickly and communicate clearly. These are precisely the skills that active learning, scaffolding and metacognitive reflection develop. When our graduates leave EUB, they don’t just carry a globally recognised University of London degree—they carry the mindset and habits of lifelong learners. And that’s what shapes graduate destinations, career opportunities and long-term impact. Looking Ahead We believe students deserve more than a transactional education. They deserve a formative one: an education that challenges, equips and empowers them to thrive. As we welcome our new cohort, I am excited to see active learning embedded in our classrooms, not as a slogan but as a lived reality. Because when students are engaged as learners—questioning, applying, reflecting—the future isn’t something they wait for. It’s something they are already creating.
Confidence and Humility: The Balance of Real Leadership
This morning’s induction for our faculty and Deans, prepared and led by Dr Maria Casoria, did more than cover policies and processes. It asked a harder question: what does leadership in higher education actually require? Maria introduced two useful terms from Roman public life: potestas and auctoritas. Potestas is formal authority, the legal power to command. Auctoritas is less tangible and more durable: influence that flows from wisdom, trust and respect. The distinction is ancient, but its relevance to modern leadership could not be clearer. Potestas vs Auctoritas: Authority and Influence In Rome, potestas described the formal authority granted by office — the legal power to command. By contrast, auctoritas meant something less tangible but more enduring: the influence that comes from wisdom, trust, and respect. Every Dean arrives in post with a measure of potestas. The title itself carries weight. It conveys responsibility for students, staff, budgets, and programmes. Yet the effectiveness of that authority depends on something deeper: the ability to earn auctoritas in the eyes of colleagues and students alike. This is not unique to academia. Across sectors, titles confer authority, but real leadership depends on credibility. In universities, where academic freedom and professional autonomy are core values, auctoritas matters more than potestas. You cannot simply command; you must persuade, inspire, and build trust. Managers and Leaders: Echoes of the Same Tension The Roman distinction has long found echoes in modern leadership thinking. Warren Bennis and Peter Drucker famously observed that “managers do things right; leaders do the right things.” Grace Hopper put it more succinctly: “You manage things; you lead people.” These distinctions remind us that management and leadership are not the same. Management focuses on processes, compliance, and systems — the realm of potestas. Leadership focuses on people, vision and influence — the realm of auctoritas. In higher education, both are needed. Universities are complex organisations. Without processes, systems falter. Without leadership, culture stagnates. The task for academic leaders is not to choose between the two, but to balance them wisely. Confidence and Humility: The Balance Point How do leaders navigate that balance? I believe the answer lies in the twin qualities of confidence and humility. Confidence without humility becomes arrogance, alienating those we are meant to lead. Humility without confidence becomes insecurity, paralysing progress. But when the two are held together, they generate trust. Staff and students can sense when a leader is both steady enough to decide and humble enough to listen. Leadership in Service of Strategy Leadership is not abstract. It is always in service of a purpose. For our Deans, that purpose includes the successful delivery of the university’s strategic plan. Strategic documents are important, but they do not achieve themselves. Progress depends on the choices leaders make every day: how resources are prioritised, how programmes are shaped, how opportunities are seized, and how setbacks are addressed. Deans sit at the fulcrum of this work. They connect institutional vision to faculty reality. Their leadership is what transforms goals on paper into actions that matter: new programmes launched, partnerships built, standards enforced, students recruited, and staff supported. Here, confidence and humility are not optional. They are essential. Confidence provides the decisiveness to move strategy forward. Humility ensures that strategy is translated in ways that respect the expertise and experience of academic staff. Leadership in Service of People If strategy provides the framework, people are the lifeblood. The success of any plan ultimately depends on the growth and development of those who deliver it. Academic leadership is inseparable from staff development: our responsibility is to create the conditions in which colleagues flourish as teachers, researchers, and mentors. That means: This is where humility becomes visible. Leaders who see their role as service create the space for others to grow. As staff grow, the institution grows. Accountability: Where the balance is tested Leadership is not privilege; it is responsibility. Every decision carries consequences for budgets, programmes, careers and students. Leaders must be willing to own those consequences when things go well and, especially, when they do not. Accountability requires confidence to act and humility to admit mistakes and learn from them. People respect consistency and ownership, even when outcomes are difficult. Inconsistency or blame-shifting erodes both potestas and auctoritas. Closing Reflection: Leadership as Service Today’s session reminded me that leadership in higher education is both demanding and profoundly important. It is not about occupying a position, but about shaping an environment where strategy is delivered and people can thrive. Dr Maria Casoria‘s reminder of potestas and auctoritas grounds this in a truth we easily forget: titles may grant authority, but trust grants influence. Formal power will carry you some distance, but only credibility sustains leadership over time. The balance is simple to name and hard to live: confidence to act decisively, humility to serve others first. Together they generate auctoritas — the kind of authority that inspires, not compels. That is the mark of great leadership: not how much power one holds, but how faithfully one serves the success of the institution and the flourishing of its people.
Preparing for University Isn’t About Packing Bags. It’s about Setting Goals and Building Daily Habits
Congratulations to all the new students starting university this month. The first few weeks can be overwhelming, but a few simple plans make a big difference. Set clear learning objectives and build small daily habits that support them. Be clear about why you’re at university and what you want to achieve. In my experience, class attendance on its own is not enough. You need to be engaged in classes and schedule private study sessions that reflect on the lecture material and translate theory into practice. As a guide, make a habit of doing about one hour of private study for every hour in class, adjusting for the demands of each module. At EUB we’re clear about what helps you progress: show up and participate; stay curious when the answer isn’t obvious; start building professional readiness from year one; contribute to the community you’re joining. You’ll feel the difference when you move from watching to engaging, from guessing to testing, from waiting to asking, from standing apart to helping others do well. For assessments, read the question carefully and understand the marking criteria before you start. Share a draft for feedback if the opportunity exists. Use office hours to ask questions. Speak up in taught sessions to test your understanding. These steps will help you address any issues while they’re still small. Check progress regularly. Note what you finished, what you can now explain and what you changed because of feedback or evidence. Reflect on what worked and what you can change to do better next time. At EUB we see education as a process. You learn through effort and gain motivation by converting struggle into breakthrough. Over time you pair new knowledge with new skills and experiences. Through internships and live projects you’ll gain familiarity with the workplace, build confidence and secure valuable experience in the labour market. Remember, success at graduation is being ready to thrive in the workplace, not hanging a new certificate on the wall.
