The President’s Blog
28/08/2025 2025-09-18 9:37The President’s Blog
The President's Blog
What Do We Value in a University?
This week I’ve been attending education fairs and meeting prospective students and their families. It reminded me that to maximise an outcome you first need to know what you value. Some things are easy to see: certificates, facilities, rankings — and yes, the price. These matter, of course. But the deeper values are less visible, and yet far more decisive. Confidence. A student who leaves university believing in their ability to contribute, lead and adapt will go further than one who only collected credits. Connection. A certificate may open one door, but networks, internships and industry links open many more. Education must connect students to the world beyond the classroom. Capability. Employers don’t only ask “what did you study?” but “what can you do?” A certificate signals completion; but a portfolio demonstrates ability. Care. Support, encouragement and belonging. These are not extras — they are what sustain students through challenges …
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 …
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. …
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 …
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. …
Professor Andrew Nix is the President and CEO of Euro University of Bahrain. He has published more than 600 international papers and successfully supervised 65+ PhD students. He is well-known for his ground-breaking research contributions that shaped the Wi-Fi and Bluetooth standards. More recently, Professor Andrew’s 5G wireless research is globally recognized for tackling societal challenges related to smart cities, urban transportation and digital healthcare.
