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Computer networking degree guide: Everything you need to know


A computer networking degree prepares graduates for careers designing, building, and managing data communications networks between computers and devices. 

This guide outlines everything you need to know about computer networking degree programs. 

We start with an overview of the degree and potential post-graduation positions. Then, we'll guide you through assessing your strengths, interests, and career goals. Finally, we dive into the nuts and bolts of coursework, required skills, and tuition costs.  

What is a computer networking degree?

Colleges and universities offer computer networking degrees at the associate, bachelor's, master's, and doctorate levels. 

Courses focus on topics like computer programming, cybersecurity, database management, network design, operating systems and scripting, and routing and switching. Coursework may be similar or nearly identical to a network administration degree .

Concentration areas may include: 

  • Applied math
  • Computer science
  • Cloud computing
  • Computational biology
  • Wireless networks

As as student, you'll build skills in information security and network configuration, flow optimization, management, and troubleshooting.

Potential computer networking careers include:

  • Computer and information systems managers
  • Computer network architects
  • Computer systems analysts
  • Network and computer systems administrators
  • Network engineers
  • Field service engineers

Is computer networking right for me?

To answer that question, you'll need to understand your strengths and interests, what these professionals do, and how to break into the field. 

Think about your strengths.

Successful computer networking professionals are skilled at:

  • Adapting to changing technology
  • Learning new processes
  • Analyzing problems and offering solutions
  • Communicating with clients, team members, and supervisors
  • Maintaining their focus and noticing details

Strengths in coding, mathematics, and statistics are key to job performance. If you're eyeing manager roles, you'll need leadership, collaboration, and business skills.

Consider your interests.

Computer networking tends to attract people interested in both the theory and hands-on sides of computer science and network engineering. They enjoy translating complex information for non-specialist audiences.

The job involves a lot of problem-solving. Computer network professionals often channel their inner detectives and employ creative thinking to resolve issues. They also are interested in collaborating with colleagues. 

Visualize the kind of career you want.

The best computer science job options explained.

Computer science jobs remain in high demand. Here, discover the career paths and timelines of the computer science field, including typical job assignments, salaries, and degrees.

Computer networking happens in offices and server rooms with networking hardware, but organizations may also allow working from home. Companies typically require at least 40 hours of work per week. Depending on the role, you may need to travel to sites and clients.

The job comes with multiple and competing deadlines, which can be stressful and require abilities to prioritize and communicate under pressure to solve problems expeditiously. Companies will also expect you to learn new skills and may require continuing education.

Consider what it takes to break into a computer networking career.

Many positions require a bachelor's degree and some information technology experience. 

Taking advantage of hands-on tech internship opportunities at tech companies, government agencies, and healthcare organizations can help you build a resume and references. 

Another way to land a position is to develop in-demand industry skills. Earning Cisco, CompTIA, and other tech certifications can improve your chances of a job offer.

What to expect from computer networking courses

Computer networking degree curriculums include computer science courses, but there are differences between the two. This section discusses them, along with what to expect in your computer networking program. 

Courses are more narrowly focused compared to a computer science or information technology degree.

A computer science degree program focuses on theory and understanding what is possible in computing. Computer networking programs include computer science courses like data structures and algorithms, operating systems, programming language structure, and software development.

Computer science courses offer the foundation for the more narrow focus of computer networking study later in the degree.

Similarly, information technology degree programs include computer science courses because IT professionals use and maintain software developed by computer scientists.

Courses are a mix of theoretical and hands-on.

Computer networking degree programs emphasize both theory and hands-on skills. 

While computer networking involves computer system and device connectivity, network professionals also: 

  • Test and configure software
  • Troubleshoot system failures
  •  Secure data, software, and information

That's why computer networking degrees introduce computer and web application development theories.

In addition, computer networking professionals team up with other information technology specialists. Knowing the theories help cross-discipline teams communicate and collaborate.

There may be skills you will want to learn outside of your computer networking courses.

Business courses online: grow your business skills from home.

Online business courses are a convenient, accessible way to sharpen your skills, advance your career, or take your entrepreneurship to the next level.

Taking extra classes in business, electrical engineering , and writing (think project proposals and design specs) gains you skills that can help you break into the computer networking field. 

If you're interested in working in a particular industry, such as healthcare, scientific research, or finance, take classes in those areas to round out your education.

Internships and certifications can help you stand out after graduation.

Computer networking degree programs may arrange internships for students to gain workplace skills, employment references, and valuable contacts. Or you may find your own opportunities. 

Try looking for internships on job search sites like Glassdoor or AngelList Talent.

Information technology certifications offer another way to stand out among job-seekers. Many schools prepare you to take and pass industry-standard certifications as you progress through the degree program.

How hard is a computer networking degree?

A computer networking degree program's rigor depends on several factors. Difficulty and level of support offered to students varies from college to college.

If you have little experience and comfort with computers, math, and abstract thinking, this will likely be a challenging degree for you.

Extra coursework or tutoring in math and computer science topics can help if you find yourself struggling with classes.

Choosing an online or on-campus program can make the experience more challenging if self-motivation isn't one of your strengths.

Best online network administration degrees: Top picks

Help organizations manage their communication systems with training from one of the best online network administration degrees.

How much does a computer networking degree cost?

The cost of a computer networking degree varies, depending on the degree level and whether you study on-campus or online or attend a public or private school. 

For example, tuition for an online  network administration associate degree  can total $13,000-$18,000 per year. A bachelor's program costs $13,900-$33,550, though the  cheapest online colleges  can cost less.  Online master's in security  students pay $14,600-$33,560. 

Students should also factor in associated costs, such as textbooks and laptops. Some  online schools provide a computer  to each student. Certification courses add $39-$749 per credential. 

Completing the  FAFSA  and applying for scholarships can help offset costs. Start your search for scholarships with these links:

  • Computer science scholarships
  • Information technology scholarships
  • Scholarships for students with disabilities
  • Scholarships for minorities in STEM
  • Scholarships for STEM subjects
  • Scholarships for women in STEM

In conclusion

A computer networking degree offers a wide range of opportunities, from earning an associate degree and exploring career options to specializing your studies in a master's program.

Tailor your path to your background, strengths and interests, and time and financial constraints.

This article was reviewed by Monali Mirel Chuatico

In 2019, Monali Mirel Chuatico graduated with her bachelor's in computer science, which gave her the foundation that she needed to excel in roles such as a data engineer, front-end developer, UX designer, and computer science instructor.

Monali is currently a data engineer at Mission Lane. As a data analytics captain at a nonprofit called COOP Careers , Monali helps new grads and young professionals overcome underemployment by teaching them data analytics tools and mentoring them on their professional development journey.

Monali is passionate about implementing creative solutions, building community, advocating for mental health, empowering women, and educating youth. Monali's goal is to gain more experience in her field, expand her skill set, and do meaningful work that will positively impact the world.

Monali Mirel Chuatico is a paid member of the Red Ventures Education Integrity Network.

Last reviewed May 3, 2022.  

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Building Community Why Linking Matters in K-12 Education: Network Effects and Other Benefits

Curtis Ogden headshot

Curtis Ogden Senior Associate Institute for Social Change

Students and a teacher pose for a group selfie

When educators design and create new schools, and live next gen learning themselves, they take the lead in growing next gen learning across the nation. Other educators don’t simply follow and adopt; next gen learning depends on personal and community agency—the will to own the change, fueled by the desire to learn from and with others. Networks and policy play important roles in enabling grassroots approaches to change.

What is the big deal about networks? Educators, change agents and learners can create value by taking advantage of these "network effects."

"We cannot live for ourselves alone. Our lives are connected by a thousand invisible threads, and along those sympathetic fibers, our actions run as causes and return to us as results.” –Herman Melville

In an earlier post, Connection is Fundamental , I explored the underlying vitality of connection and flow in our world and how this can create opportunity and health in our lives and in learning. According to network theory and practice, it can make a big difference when we are aware of who is and is not connected and then act intentionally to build and leverage relationships in both number and quality. Stories from a variety of fields illustrate the phenomenon of small and great change being rooted in creating ties and flows between different actors and elements in a system.

Networks for Education and Learning

First, let’s take a step back and ask, what is a network? A basic definition is that networks are nodes and links. That is, they are elements of different kinds (people, schools, other kinds of organizations) that are tied together (consciously or unconsciously) in some larger pattern by one or more types of connectedness—values, ideas, friends and acquaintances, likes, exchange, transportation routes, communications channels. Social networks, comprised of individual people or groups, can be experienced in person and also virtually.

In the world of education and learning, here are some of the ways networks show up:

Open classrooms – Digital technology is used to connect students to a wide array of information, but also to a diversity of students and teachers beyond a classroom’s walls. (e.g., CommunityShare )

Communities of practice – Students, teachers, and school or district leaders connect their learning, engage in inquiry, and refine practice through learning webs within or across schools and districts.

Community schools/schools robustly connected to local community ecosystem – Connections create opportunities for authentic learning, job readiness, and student resilience; wrap-around services ensure fuller suite of supports for students. (e.g., Dudley Street Neighborhood Initiative )

Networks of schools – Schools are connected by their alignment to a model or philosophy, influencing a culture shift within the broader field of education.

Movement networks/“networks of networks” – Collectives of schools or education organizations push for transformation in the field toward greater equity, democracy, "education as a public good” (e.g., National Public Education Support Fund ).

You (yes, you!) as a network (student, teacher, leader …all learners) – As individuals, we are internally connected to our multiple intelligences and ways of knowing—analytical/intellectual, embodied/somatic, emotional, spiritual.

educator network

The Value of Networks for Education and Learning

So what is the big deal about networks? Is there really anything new here? These are questions that come up in my work, though seemingly less often over the past five years or so with the proliferation of various social media. On the one hand, networks have always existed as long as life has existed, so there is not anything new here. On the other hand, the various digital tools and technologies that have evolved to rapidly and dramatically shrink the world are showing us what more intricate and efficient forms of communication and exchange can make happen.

And while it is true that virtually all collaborative forms of social organization meet the basic definition of being a network (coalitions, alliances, organizations, communities), not all such forms leverage to the same extent what are called “network effects.”

“You've got to keep asserting the complexity and the originality of life, and the multiplicity of it, and the facets of it.” -Toni Morrison

In their seminal paper, “ NETGAINS: A Handbook for Network Builders Seeking Social Change ,” Madeleine Taylor and Peter Plastrik describe some of the network effects that are worthy of the attention of social change agents and educators.

Rapid growth and diffusion – Through various nodes and links, as well as the ongoing addition of new participants and new pathways, robust and intricate network activity can expand quickly and broadly. This can be important for spreading timely information and other resources and catalyzing action in ways that relatively simple and static organizations cannot. A great example of this is how various social media memes have spread like wildfire in recent years, leading to great amplification and mass mobilization around a variety of civil rights themes.

Small world reach – As a network adds connections and those connections in turn add other connections, the overall reach of the network can shrink geographic and other forms of distance and separation. The resulting ability of linked participants to discover and work with one another across expanses and barriers means that new partnerships and ideological convergences can happen, leading to greater efficiency, shared intelligence, and innovation. There are numerous examples of this happening in regional and global networks that have come together across cultures, physical distance, and time zones to learn from one another, create common agendas, and start new ventures. See here some of Steve Waddell’s work on global action networks (GANs).

Resilience – Provided that a network is not overly centralized and dependent upon a single or limited number of larger hubs that hold (and sometimes hoard) most of the connections to other nodes, it can withstand certain pressures and recover from disruptions. This includes the loss of some nodes and links as it refashions itself from the rich and diverse array of participants and pathways. Redundancy of roles and overlapping functions support a network’s ability to absorb shocks without collapsing completely. This is the case with diversified and intricate ecosystems, economies, and other forms of social networks.

Adaptive capacity – To the extent that it is intricately connected, diversely composed, characterized by relatively free flowing information and an ability for participants to self-organize, a network can respond quickly to environmental shifts, assembling a variety of capacities and responses and disassembling them as needed. A prime example of this is how the self-organized initiative Occupy Sandy demonstrated its ability to respond more rapidly to a natural disaster than a more centralized and controlled federal response.

Though implied above, it is also important to note that in any network it is not just the number and pattern of links that matter, but also the quality and depth of the connections and what these facilitate with respect to resource flows. For example, deeper trust and familiarity may lead to more robust and responsive sharing.

Furthermore, it matters who is connected to whom (and who is not), and what resources flow in which directions between these actors or segments of a network. As patterns of connection move and strengthen and flows of resources are enhanced in different ways and reach different parts of a network, this can add up to structural and systemic change , such as shifts in who has access to different opportunities and forms of power and influence in systems at different levels (classroom, school, district, community).

“To get strong cells, you need strong bonds.” -Sally J. Goerner

When you consider the perspective of individual participants in a network, there are other forms of value to highlight. When colleagues and I have informally polled people and helped formally evaluate various types of networks and networked activity, some of the most commonly mentioned benefits from robust networks and network activity include:

Inspiration and support

Learning and skill development

Access to information, funding, and other resources

Greater systemic/contextual awareness

Breaking out of isolation and being a part of something larger

Amplification of one’s voice and efforts

New partnerships and joint projects

When these individual benefits are combined they can have a multiplier effect in networks. Check out the research of Nicholas Christakis and Jim Fowler on how behaviors and emotions, such as happiness, can spread in a network.

None of these effects or value are necessarily guaranteed or fully realized in every network. Experience shows that what is required is both attention to and intention around certain network dynamics and features. More on that in future posts.

For now, the invitation is to think about the networks and networked activity in which you are engaged as educators, change agents, and learners and how these may or may not be leveraging network effects and creating value for participants.

What do you see and experience as valuable in your education networks? What else would you like to see and experience? How might that happen?

“Now if you listen closely I’ll tell you what I know Storm clouds are gathering The wind is gonna blow The race of man is suffering A nd I can hear the moan, ‘Cause nobody, But nobody C an make it out here alone.”

-Maya Angelou

Next Generation Learning Challenges invites you to respond to these ideas about network effects in education and learning. Please comment below and join the conversation in the NGLC Networks for Learning group on LinkedIn. The group asks how we design our networks, how we act within and across them, what we know works well, and how they can best drive future learning shifts in K-12 education.

Curtis Ogden

Senior associate, institute for social change.

Curtis Ogden has served as Senior Associate at the Interaction Institute for Social Change  since 2005 and brings to IISC his experience in education, community building, leadership development, and program design, as well as an abiding passion for work at the intersection of racial justice and environmental sustainability. For the past several years he has built a robust practice in support of numerous multi-stakeholder collaborative change networks. He is a recognized thought leader around network development and social change, and has presented numerous webinars and keynote speeches. He is co-author of “Equity as Common Cause: How a Sustainable Food System Network is Cultivating Commitment to Racial Justice” ( Othering and Belonging Journal, April 28, 2017 ) and was featured in the Getting Smart Podcast on “How Networks Make the World Better.”

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Kresge announces second cohort of Thrive Leaders, executives of color working in higher education

A group photo in a conference room of executives of color that work in higher education.

Thrive Leaders at a recent gathering.

Communications Officer Tracey Pearson

Tracey Pearson

The Kresge Foundation announced its second cohort of executive leaders joining the Education Program’s Thrive Leaders Network. Kresge is providing $5,000 in unrestricted stipends to support the leadership and well-being of 14 executive directors over one year. They join a network of 32 grantee leaders engaging with this vibrant community of national postsecondary success and access professionals.

Launched in 2022, Thrive Leaders is designed to provide grantee leaders of color in the program portfolio and other partners with flexible leadership enrichment resources to support their sustainability and growth as sector leaders.

Nationally, Black, Indigenous and people of color (BIPOC) leaders are charged with navigating the adverse challenges of intersectionality, heightened stress and the persistent demand for resiliency and creativity, often with limited resources leading to burnout and high turnover for organizations.

Reports indicate burnout among nonprofit leaders may be a perpetual concern. The demands of leading identity-based organizations are more intense than those of non-identity-based organizations and often outweigh any racial gaps between EDs/CEOs generally.

“As a collective, these leaders need flexible support, opportunities for renewal and growth, and chances to connect with other executives,” said Caroline Altman Smith, deputy director of Kresge’s Education Program. “We’ve seen these leaders make big personal and professional sacrifices on behalf of their non-profit organizations and the students they serve. Many have dedicated their entire careers to removing barriers to higher education and helping both young people and adults set a path toward a degree or credential. I hope Thrive provides a source of rejuvenation and affirmation that their work is vitally important.”

In 2020, the Education Program partnered with a consultant to survey more than 20 BIPOC postsecondary nonprofit leaders to learn firsthand about their leadership and diversity, equity, and inclusion challenges and opportunities. The goal was to use this information to help inform how the program could best support grantees. In response, the Education Program launched the first cohort of Thrive Leaders Network with a grant in unrestricted funds to support leaders of color and programming to fuel a sense of community.

“Many nonprofit leaders face challenges in the executive director/CEO role. Leaders of color often face even more challenges when it comes to fundraising, social capital, culture building and owning influential relationships,” said Aditi Goel, founder of P16 Partners, who conducted the original survey and serves as the program’s facilitator. “It’s lonely at the top, and leaders of color don’t have safe spaces to share their struggles and ask questions. We’ve seen with Thrive that the grant and monthly sessions foster a sense of needed community, space to ideate and share best practices, and allow leaders to do what is rarely seen in the nonprofit sector —  invest in themselves.”

The following leaders are joining the network in 2024:

  • Angel Perez — NACAC
  • Brandon Nicholson — Hidden Genius Project
  • Braulio Colon — FCAN
  • Clara Baron-Hyppolite — College Beyond
  • Cyekeia Lee — Detroit College Access Network
  • Danielle North — Degree Forward
  • David McGhee — Steve Fund
  • Jorge Elorza — Education Reform Now
  • Kathy Chow — Education Writers Association
  • Mary-Pat Hector — Rise Education
  • Nicole Lynn Lewis — Generation Hope
  • Rashawn Davis — Andrew Goodman Foundation
  • Siva Kumari — College Possible
  • Tani Cantil-Sakauye — PPIC
“Through the Kresge Thrive Cohort, I have received invaluable peer connections, skill building opportunities, and a vulnerable space that reassures I am never alone in this work. Through this work, leaders of color gain access to unparalleled resources, networks, and support systems, enabling us to not only thrive personally but also drive transformative change within our respective fields.”

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Cyekeia Lee, Detroit College Access Network 

2024 cohort.

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Sameer Gadkaree, The Institute for College Access and Success (TICAS)

2023 cohort.

“The Thrive Leaders cohort has been an invaluable space to connect with leaders of color who are helping to advance racial equity in education. It is rare for leaders across policy and practice, state and federal policy work to have the space to collaborate – and I’m thankful to Kresge for creating a supportive space for myself and other leaders in the sector.”
 “Participating in Kresge’s Thrive Leaders program has been an incredible experience. Being an ED of color can be a decidedly lonely affair, but through Thrive I’ve met and deepened relationships with more than a dozen leaders of color. We’ve built trust, we’ve laughed, we’ve become each other’s thought partners, connected at conferences and are actively finding ways to collaborate in ways that will help improve outcomes for young people — and especially for Black and Brown youth.”

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John Branam, Get Schooled

Grants awarded to new cohort of public health, community leaders to advance health equity , 30 artists named 2023 kresge artist fellows and gilda award winners, awarded $550,000.

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The UNU Macau AI Conference 2024: the Path towards AI For All

UNU Macau AI Conference 2024 took place in Macau SAR, China on April 25, as a contribution to the UN Summit of the Future.

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  • The UNU Macau AI Conference 2024 offered a unique opportunity to convene the Global North and the Global South, as well as the cultural East and West. This Conference is also UNU’s Contribution to the United Nations Summit of the Future in 2024.
  • Nearly 500 participants from governments, business, academia and civil society from more than 30 countries, including 30 Ministers of ICTs and senior officials from 20 countries, participated in the meeting and connected across diverse viewpoints on the AI.
  • The conference convened under the theme AI for All: Bridging Divides, Building a Sustainable Future, featuring 26 sessions in 3 thematic tracks. 
  • The plenary session launched by the UNU Policy Guideline: Recommendations on the Use of Synthetic Data to Train AI Models.
  • The UNU Global AI Network was officially launched under the witness of over 30 members.

UNU Macau AI Conference 2024 took place in Macau SAR, China on April 25. Close to 500 representatives from the academic community, policy-makers, private sectors, international organizations and civil society organizations from around the world came together for this conference under the theme AI for All: Bridging Divides, Building a Sustainable Future.

26 sessions and 4 side events took place over the course of one week, facilitating dialogue, discussion and exchange across 3 main thematic pillars: AI to Accelerate SDGs, AI Governance for the Future, and AI and Capacity Building.

The UNU Global AI Network was officially launched at the UNU Macau AI Conference, embodying a collaborative initiative spearheaded by the United Nations University (UNU) alongside its partners.


“AI is complex because it is how we are attempting to grapple with a planet in its full intricacy, and to solve some of the biggest problems of all time.” said Tshilidzi Marwala, Rector of the United Nations University, Under-Secretary-General of the United Nations. “The next milestone in this story is the Summit of the Future”.

A High-level International Gathering on AI


“It is the first AI conference hosted by UNU in Macau”, noted Dr. Jingbo Huang, director of UNU IIST Macau, in her welcome speech.


Ms. Ao Ieong U , Secretary for Social Affairs and Culture, representing the Chief Executive of Macao SAR Government, gave opening remarks and congratulated the opening of the conference.

H.E. Mr. Neang Mao , Under Secretary of State, Ministry of Post and Telecommunications of Cambodia, in his opening shared the experience from Cambodia and commended the efforts of UNU Macau to provide scholarships to youth from the Global South to participate in the conference.

“Ensuring the interoperability of governance initiatives, addressing the digital divide, and fostering a multi-stakeholder approach will be essential for realizing the full potential of AI”, said Dr. Amandeep Singh-Gill , the Secretary-General's Envoy on Technology and Under-Secretary-General of the United Nations.

Mr. Guy Bernard Ryder , Under-Secretary-General for Policy of the United Nations, congratulated the launch of the UNU AI Network, noting that “it has the potential to bring together experts from many sectors to discuss issues and challenges related to AI and to develop solutions.”

Prof. Tshilidzi Marwala , Rector of UNU and Under-Secretary-General of the United Nations, gave a keynote speech on AI and its relation to the Sustainable Development Goals: “It’s time to ask the biggest questions, and to bring AI home to the material essentials of sustainable development.”

Prof. Xue Lan , Dean of Schwarzman College and Dean of Institute for AI International Governance, Tsinghua University, gave a keynote on China’s development and governance, and lessons learnt.

The plenary session launched the UNU Policy Guideline: Recommendations on the Use of Synthetic Data to Train AI Models .

A further group of over 120 speakers from leading tech companies, academia, and civil society presented at the conference. Some of the speakers include Professor Joseph Hun-Wei Lee , President and Chair Professor Macau University of Science and Technology, Professor Ji Weidong , Chair Professor and President of China Institute for Socio-Legal Studies of Shanghai Jiao Tong University, Peter Knees , the UNESCO Chair of Digital Humanism from Technical University Vienna, Yanhui Geng , the director of Huawei Hong Kong Research Centre.

The conference also hosted a high-level international delegation of participants made up of 30 ICT ministers and senior officials from Global South including Bangladesh, Bhutan, Cambodia, Egypt, Ethiopia, Fiji, Gambia, Lao PDR, Mexico, Mongolia, Morocco, Rwanda, Samoa, Sierra Leone, Tanzania, and Vanuatu. the United Nations Department of Economic and Social Affairs (UN DESA) and UNU Macau hosted the first side event, a workshop on data governance and digital transformation, for the delegates.

The Launch of the UNU Global AI Network

AI network

The UNU AI Network embodies a collaborative initiative spearheaded by the UNU alongside its partners. This network is envisioned as a comprehensive global platform, uniting the expertise of academia, the innovation of the private sector, the foresight of policymakers, and the grassroots engagement of civil society. 

The network was officially launched at the UNU Macau AI Conference on April 25. The launching ceremony went under the witness of over 30 network members including Federal Ministry Republic of Austria, Ministry of Post and Telecommunication of Cambodia, Macau University of Science and Technology, Institute for AI International Governance of Tsinghua University, Norwegian University of Science and Technology, African Society in Digital Sciences, Chunlai Education, MGM, Tencent, Sensetime, and Venture Cup China.

“The UNU AI Network aims to connect AI experts from industry, academia, policy-making bodies, and NGOs worldwide. It will serve as a dynamic platform for sharing AI knowledge and insights, thereby enhancing the application of AI technologies in promoting sustainable development and achieving the Sustainable Development Goals of the United Nations,” remarked Prof. Tshilidzi Marwala , Rector of UNU and Under-Secretary-General of the United Nations, at the launching ceremony.

As one of the founding members of the Network, Tencent remarks that under the concept of "Tech for Good," Tencent places great emphasis on responsible AI. Not only does it propose and implement the four AI ethical principles — being available, reliable, comprehensible, and controllable — but it also actively explores using AI technology to serve people, contributing to the innovation of social values and supporting the Sustainable Development Goals.


A collaboration pledge was signed between the UNIDO Global Alliance on Artificial Intelligence for Industry and Manufacturing and the UNU Global AI Network during the launching ceremony.

Achieving AI for All

26 sessions and 4 side events took place over the course of one week, facilitating dialogue, discussion and exchange across 3 main thematic pillars: AI to Accelerate SDGs, AI Governance for the Future, and AI and Capacity Building.  

AI to Accelerate SDGs This track explores what AI can do to accelerate the achievement of SDGs. Sessions in this track included AI Agents in Practice: Harnessing AI for All; Integrating Artificial Intelligence with Complex Systems Modelling to Achieve the SDGs; Integrating Data to Ensure Inclusive Education of Climate Change Displaced Population and more.  

AI Governance for the Future This track examines the complex issues related to the ecosystem and governance of AI. Sessions in this track included: Digital Humanism - an Approach to Master the Global Challenges of Tech Power; Gen-AI Governance and Law in the Asia-Pacific Region; A Gender Equality Perspective on Responsible AI and more.  

AI and Capacity Building This track deals with ways to harness the full potential of AI by building the capacity of individuals, organizations and societies, to understand, create and use AI effectively and responsibly. Sessions in this track included AI, Peace Building, and Digital Inclusion; Citizen Science, Participation and AI; AI Media, Communication, and Education and more.

Side Events

AIM Global: AI for Sustainable Development Goals in Industry and Manufacturing . A special AIM side event was held at the Conference. With speakers from different UN bodies, governments, leading tech firms and academia, the event provided a platform for discussion on the transformative potential of AI in different sectors.


The side-event started with a keynote speech by Prof. Tshilidzi Marwala, Rector of United Nations University and Under-Secretary-General of the United Nations. He noted that “Global collaboration, such as the partnership between the UNU Global AI Network and the UNIDO initiative AIM Global, is essential for promoting knowledge and resource sharing to scale up AI implementation.”

Dr. Gerd Müller, Director General of UNIDO, pointed out in his video message that “AI is revolutionizing the industry, boosting productivity and paving the way for sustainable practices.” and “At UNIDO, we're leading the charge to integrate AI in the industry for a sustainable future.”

AIM Group photo

Speaker of the event, Dr. Yanhui Geng, director of Huawei Hong Kong Research Centre also highlighted how Huawei is keen to implement AI for development in industry and manufacturing, “We are actively exploring various applications of industrial-level AI technology in the field of smart manufacturing. We are committed to enhancing production efficiency and driving industry progress through technological innovation, bringing about continuous transformation and development for the entire manufacturing sector.”

The Global Forum on Data Governance and Digital Transformation is organized by the United Nations Department of Economic and Social Affairs (UN DESA), and features a delegation of 30 ICT ministers and senior officials from the Global South.

Pre-Summit of the Future Dialogue on Artificial Intelligence and Digital Technology is one of four pre-Summit of the Future Events organized by the United Nations in China, aimed at facilitating a sustained multi-stakeholder dialogue and cooperation in the digital world.

ICTP-UNU Workshop on TinyML for Sustainable Development . In the course of 5 days, this workshop focuses on applications of TinyML that are particularly relevant to Asian researchers and provides hands-on training on commercially available hardware.

The UNU Macau AI Conference 2024 would like to express special thanks to China Chunlai Education Group, Huawei Technologies Co., Ltd., MGM, Tencent, Venture Cup China, the Consulate General of France in Hong Kong and Macau, the Federal Ministry for European and International Affairs, Republic of Austria.

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Grant-Funded Project Expands Oklahoma’s Research Network to Four Additional Campuses

Home » News Center » Grant-Funded Project Expands Oklahoma’s Research Network to Four Additional Campuses

The National Science Foundation (NSF) has awarded the Oklahoma State Regents for Higher Education (OSRHE) and OneNet a $1,014,757 Campus Cyberinfrastructure (CC*) grant to connect four additional campuses to the OneOklahoma Friction Free Network (OFFN). This marks the fifth award to OSRHE and OneNet to expand the OFFN network.

Administered by NSF’s Office of Advanced Cyberinfrastructure, the CC* grant program invests in campus-level cyberinfrastructure improvements for science applications and research projects. Previous NSF awards have connected a total of 26 Oklahoma research and regional public and private college and university locations to OFFN.

Under the terms of this two-year grant cycle, Connors State College (CSC), Eastern Oklahoma State College (EOSC), Northeastern Oklahoma A&M College (NEO), and Oklahoma Panhandle State University (OPSU) will be connected to the OFFN network.

“The OFFN connection enhances research collaborations and educational opportunities in a variety of critical degree programs for faculty and students throughout the state,” said Chancellor Allison D. Garrett.

OFFN is a 10 and 100 Gbps research network that provides higher education institutions with a specialized internet connection dedicated for research. This specialized connection is much faster than traditional internet highways, allowing researchers to transmit large amounts of data at higher speeds. It also provides a pathway to connect to other resources, such as supercomputers, that empower more sophisticated research capabilities for students and faculty that are not geographically limited.

This CC* project will support a wide range of scientific disciplines at the four newly connected sites, including biology, behavioral/social sciences, mathematics, aeronautical engineering, information technology, nursing and other STEM-related fields that meet workforce needs outlined in the State Regents’ Blueprint 2030 strategic plan. Once connected to the network, institutions will begin implementation of the projects, known as science drivers, that drove the need for the expanded capabilities.

The project will increase connectivity to 10 Gbps to OneNet and the OFFN network for all four campuses. The grant award also will fund an optical fiber build from NEO’s main campus to its animal sciences building and a 10G service upgrade for OPSU.

The award will be managed by OneNet, the state system of higher education’s comprehensive digital communications entity. Brian Burkhart, OneNet’s chief technology officer, will serve as principal investigator. Paul Wills, chair/instructor of psychology, sociology and child development for EOSC, will lead research and education application adoption, and Heath Hodges, chief information officer for the Oklahoma State University A&M system, will lead campus technology deployment. Bill Bradford of OneNet will manage network technology implementation and training, and April Goode of OneNet will provide planning, communications and coordination services for grant implementation.

“OneNet continues to build on the success of the OFFN network to expand cyberinfrastructure resources to Oklahoma’s colleges and universities,” said Burkhart. “OFFN’s high-speed connections and data transfer capabilities make research computing possible for campuses previously without access to these capabilities. As Oklahoma’s research and education network, OneNet’s mission is to advance research, science, innovation and discovery through initiatives like OFFN.”

15 minute read

Russian Federation

Secondary education.

Prior to the Revolution of 1917, the prototypes of modern secondary schools were gymnasiums and lyceums. The first gymnasiums opened in the early 1700s, with Russian as the language of instruction. These were followed by other secondary schools, which were affiliated with the Moscow (1755) and Kazan (1758) Universities. The lyceums introduced at the beginning of the nineteenth century were a combination of primary and secondary schools. The legislation of 1864 established two types of gymnasiums: classical and real. The curricula of the former included ancient history and classical languages, whereas the latter gave preference to sciences. The Charter of 1871 declared classical gymnasiums the only type of educational institutions representing complete secondary education. Only in 1912 did the graduates of real gymnasiums acquire the right to apply to universities.

The October Revolution (1917) declared the schools to be unified, labor, and polytechnic. As a result, general education in secondary schools was combined with vocational training. Strong emphasis was also made on the indoctrination courses expected to propagate Communist ideology. The regulation of 1934 established two types of secondary general education: incomplete seven-year and complete ten-year education. The law of 1959 extended the length of study in complete secondary schools to eleven years, but in 1966 it was cut back to ten years.

The socioeconomic crisis of the 1980s endangered the state of Russian secondary education: its uniformity, lack of educational choice, and social apathy alienated students from the school. The reform of 1984 declared a number of goals to enhance the quality of education, but the state failed to realize most of them. The decision to lower the school age from seven to six years once again extended complete education to a total of eleven years. In the early 1990s, schools acquired the right to choose curricula and textbooks, to diversify the teaching process and introduce different profiles of education.

Primary and secondary level grades are usually located in the same building and are regarded as one school. Nevertheless, there is a major difference between the levels: if in primary grades most of the classes are taught by the same teacher, on the secondary level there is a different teacher for each subject. Students are transferred from primary to secondary school as a class of about thirty, who continue on together as a group. One of the subject teachers is appointed their klassny rukovoditel (academic director) in order to give them guidance, watch their progress, provide leadership for extracurricular and recreational activities, and keep in touch with the parents. Parent-teacher conferences called "parents meetings" are devoted to the students' achievements, discipline, and organizational issues. They also elect representatives to the school parent committee, which assists the teachers and administration.

The academic year in all the schools begins on September 1, which is celebrated as the Day of Knowledge, and continued until the end of May, exclusive of the examination period. The year is divided into quarters. Students go to school five or six days a week (depending on the decision of the school administration) and have up to 36 lessons per week. Classes last 40 to 45 minutes. The intervals between them are from 5 to 25 minutes long, and there is no additional lunch break. Since most of the school buildings cannot accommodate all the students at once, schools usually operate on a shift schedule.

The subjects in the curricula are grouped into seven areas of knowledge: languages and literature (includes Russian, as well as other native and foreign languages; the number of hours allotted for the Russian language can be different and depends on the linguistic situation in the area, as well as peculiarities of a particular school); mathematics (includes algebra, geometry, logic, statistics); sciences (includes physics, chemistry, biology); society (includes Russian and world history, law, foundations of modern civilization, world economics, international relations, and sociology); art (includes fine arts, music, world culture, and courses reflecting the cultural peculiarities of the region where the school is located); labor (includes labor education, professional training, and technical drawing); and physical training.

The number of hours in each area is subdivided into the federal, regional, and school components. The curricula comprise an invariable part, which is mandatory for all the schools, and a variable part, within which schools are free to make decisions of their own. The programs also provide for individual consultations, electives and optional courses, which are often taught by invited university professors, actors, artists, or people of other professions. For the last thirty years the number of subjects at schools have doubled. It can be as high as seventeen to twenty, therefore the schedule of classes is different every day of the week.

Though computer literacy instruction is part of the programs, it is ineffective because in most of the schools the equipment is outdated or nonexistent. The lessons of physical training take place in the gym or on the sports grounds. Due to the lack of adequate equipment and poor organization, sports activities are not very popular with Russian students. Insufficient state financing compels schools to look for sponsors and seek additional funds to improve their facilities. Some innovative schools also work in close conjunction with universities, local libraries, museums, and industrial enterprises.

Students in grades five to eight are evaluated at the end of each quarter, and students in grades ten to eleven twice a year (after the second and the fourth quarter). All secondary school students receive a cumulative grade in each subject at the end of the academic year. Officially the grading is based on a four-point scale: five, excellent; four, good; three, fair; and two, poor (failure). Grade one (very poor) is usually an emotional response to unsatisfactory performance and is used as a disciplinary measure. Students are promoted to the next grade on the basis of academic achievement during the year and the results of the annual examinations (oral or written) in Russian and mathematics (obligatory for all) and one or more subjects of their own choice. Those who fail in two or more disciplines either repeat the year or are transferred to a class of compensatory education. Students with a failing grade in one subject are allowed to go on to the next grade, but they have to complete their work on the subject. People who are unable to cope with a particular level cannot go on to the next one. Excellent students of grades five to eight are exempt from examinations. However, everybody is required to take exams after grade nine, because it is the final year of basic (incomplete) secondary school. After it some students go on to secondary professional schools; others continue with grades ten and eleven.

The examinations for the Certificate of Secondary Education, also called a "maturity certificate," conclude the eleventh grade. They are prepared by the federal authorities and strictly monitored. The school can offer five or seven exams, which always include an essay on Russian literature and a written test in mathematics. Other subjects can be chosen by the student. Those who get all excellent grades for the last four semesters and the final examinations are awarded a gold medal. Students with a maximum of two good grades (all the others being excellent) receive a silver medal. The medals significantly improve their chances to be admitted to a competitive higher educational institution.

The democratization of the school system, greater flexibility in curricula development, and encouragement of innovations have opened up the way for numerous experiments at the secondary school level. In 1998-1999, alongside with regular secondary schools, the network included 2,547 lyceums and gymnasiums with 1,700,000 students. The old terms have acquired a new meaning. The word "lyceum" has come to denote an innovative secondary school with a specialization in a particular area (e.g., mathematics, law, ecology, pedagogy), which is attached to a higher educational institution. "Gymnasium" is a nontraditional humanitarian school with a comprehensive program and the study of at least two foreign languages. To be granted the status of a lyceum or gymnasium, schools are expected to prove that they have highly qualified teachers, advanced programs, and adequate facilities. Among the first institutions to receive this status were the schools with intensive foreign language programs, which had been established under Khrushchev (the 1960s) and had gained popularity for producing nearly bilingual graduates. Though officially these schools are expected to enroll all the children of eligible age from the local community, the entry there is becoming more and more competitive.

The schools for the gifted and talented, which work in conjunction with theaters and conservatories, provide advanced training in ballet, music, and performing arts. Children with outstanding abilities for mathematics, biology, physics, and other sciences selected during nationwide competitions ( Olympiads ) are enrolled in specialized educational establishments, which are affiliated with universities and serve as laboratory schools or experimental grounds.

Those who decide to combine work with parallel secondary education can study at part-time evening schools. Due to the low quality of instruction and the inability to compete with daytime institutions, enrollment in such schools is steadily decreasing. Boarding schools, which in the late 1950s were seen as the Communist school of the future, now predominantly accommodate orphans, children deprived of proper parental care, and students from remote rural areas, who do not have a regular private school in their locality. In 1998-1999 the number of children in boarding schools and orphanages was more than 96,000. Most of such schools, as well as children's homes, are poorly financed and maintained. Their existence is a struggle for survival, rather than a strive for innovation.

The state also operates special facilities, which provide secondary education for the blind or partially sighted, deaf or partially hearing students, individuals with speech defects, and other health problems. The educational process in such schools is adjusted to the students' special needs and trains them in skills, which can be useful in their adult life. Alcoholism, crime and other social problems account for the growing number of institutions for mentally retarded and physically handicapped children, as well as closed correctional establishments for juvenile delinquents.

A school is headed by the Director who is personally responsible for the general management of the school life. As the main administrator, the Director deals with the educational process, staffing, the financial state of the school, the maintenance of its facilities, as well as food and security. Deputy directors ( zavuchi ) take care of particular areas of work (curricula, schedules, extracurricular activities, etc.). The highest organ of school self-government is the pedsovet (pedagogical council), which deals with fundamental aspects of the school life. It is chaired by the Director and includes all the deputy directors and educational staff. The Pedsovet adopts the school Charter ( Ustav ), defines the organizational structure of the school administration, makes decisions about educational programs, choice of curricula, forms and methods of teaching, approves the students' final grades, cooperates with the parents committee, educational institutions, and NGOs.

In the situation when schools have to deal with numerous economic difficulties, it has become vitally important to preserve and support the educational network, especially in the Far North, Siberia, and the Far East. Due to insufficient financing, only 46.3 percent of schools have the necessary facilities; and one third of the buildings need repairs. There is no construction of new educational establishments occurring in rural areas. Many schools are overcrowded, 32 percent of them have to work in two or three shifts.

Due to low social and territorial mobility of students and teachers, people living in different parts of the country do not have equal access to high-quality programs. It is necessary to improve and diversify the content of education, develop new methods, technologies, curricula, and textbooks. Another aim is to make various forms of education accessible for the gifted and talented students living in remote areas. The transition to a market economy requires paying more attention to professional orientation and programs for individuals who combine their education with work.

The principle of continuity between different stages of schooling is declared, but not truly implemented. The number of secondary school graduates, who can enter higher educational institutions without additional training (private tutoring), is steadily decreasing. Serious efforts have to be made to bridge the gap between the content of secondary and higher education. In order to support students from rural schools (68.9 percent of the total number), it is essential to intensify professional guidance, organize specialized classes, and search for other forms of cooperation between VUZs and rural schools. The introduction of unified state examinations is expected to make the admission to higher educational institutions more objective.

One of the long-term goals is a gradual transmission to a 12-year secondary education (4-6-2 model), which involves the development of new curricula, alleviates the students' work load, and allows for the individual choice of subjects according to the students interests and abilities. The reform is preceded by a period of experimentation: beginning in 2001, five educational institutions in every region are working along the lines of the new program. By 2015 the reform will embrace ninety percent of all the students.

The development of specialized professional education in Russia was strongly encouraged by Peter the Great and started with the opening of the Artillery School (1701), Medical School (1707), Engineering School (1709), Navy Academy (1715), and other institutions. By 1914-1915 there were more than 400 professional schools with 54,000 students, who were trained to work in construction, industry, transportation, medicine, and agriculture. During the first years after the October Revolution the Soviet government, which made special emphasis on vocational training, established 450 new institutions called technicums.

In the 1930s the network continued to grow; the night and correspondence departments were opened for those who combined studies with work. During the Second World War the vocational training system prepared 340,000 workers and specialists. When adults were recruited into the Army, teenage graduates replaced them in factory shops. By the late 1940s there were 4,000 vocational schools and technicums with 1,007,700 students. After three more decades of steady growth, the enrollment figures became stabilized and in the 1990s started decreasing (4,611,000 students in 1980, 4,231,000 in 1990).

Vocational institutions were subordinated to the republic, regional, and local administrative organs in order to meet the needs of particular territories. New types of schools (professional colleges and lyceums) combined general and vocational training with the purpose to improve the students' economic, legal, and industrial competence. By 1998-1999 there were 2,649 state and municipal secondary professional schools with 2,052,000 students.

The system encompasses two levels of education. The initial level comprises professional technical schools (PTU) and centers of continuing professional education, which train skilled workers and paraprofessionals for blue-collar jobs. The course lasts from one to two years for professional training only, and three to four years if it is combined with general secondary education.

The types of schools at the secondary professional level include: technicums (or polytechnicums ) (independent institutions, which predominantly train middle-level technicians, lower managers, shop foremen for industry, transport, construction, and agriculture); uchilishcha (schools, which prepare specialists for non-production spheres, including preprimary and primary school teachers, nurses, circus performers, and librarians); and colleges (secondary specialized institutions, which can be either independent or function as structural divisions of a university, institute, or academy).

Other types of vocational institutions are farmers' schools, commercial schools, and specialized schools aimed at the social rehabilitation of juvenile delinquents. Organizationally, all the schools are subdivided into state, municipal, and non-state institutions. In order to acquire a legal status, they have to be accredited by the state. The prerequisite for admission is basic (nine-year) or complete (eleven-year) secondary education. Prospective students have to take entrance examinations, which in some cases can be substituted by an interview. Preference in admission to free education is given to applicants who are getting professional training for the first time, as well as those who are referred to the institution by employment agencies.

The length of study at schools, which offer an mixture of professional and general education, is from three to four years. The state standards, adopted in 1992 and 1996, introduced a completely new approach to the structuring of the permanent and variable parts of the curricula. They include the federal, national, and regional components. The federal component defines the obligatory minimum content of educational programs, maximum workload, and the required level of student training. In their turn, the national and regional components reflect the specific needs of a particular locality and ethnic group. The standards have to be reviewed at least once every ten years. The new arrangement allows for adjustments, which take into consideration the peculiarities of the natural environment, climate, and the demand for certain skills and occupations. It aims at training specialists of wider profiles, who would have more professional mobility and adaptability to the changing social conditions. The mandatory minimum in the curriculum provides for the equivalency of training on all the territory of Russia.

The curricula, built along the lines of the state standards, include practical and theoretical courses. The annual number of hours can be from 4,418 to 5,744. Approximately one-third of them are devoted to general education (710 to 800 hours for humanitarian subjects, 500 to 680 hours for sciences, and 263 to 435 hours for electives and optional courses). In technical schools special emphasis is made on the basics of technology, economics, law, organization of production, intensive work methods, and use of new equipment. In addition to traditional topics, students get acquainted with new trends in commerce, management, marketing, auditing, and computer science. The educational process consists of lectures, tutorials, laboratory work, consultations, tests, excursions, simulation games, and practical training. The weekly study load is 36 to 38 hours. Students are organized in groups of 25 to 30 students (12 to 15 students for complex specialties). An academic director or a master of production training, attached to each group, is responsible for developing the students' vocational skills. Practical training usually takes place at the school shops or corresponding enterprises. At some schools the course culminates in the defense of a final paper called a diploma project.

Vocational schools are administered by a council representing all categories of employees, students, and other interested parties (enterprises, organizations, or parents). The council is chaired by the Director, who is responsible for the educational process, the school's financial state, the students' health and security, and recreational activities. In 1998-1999 there were 123,200 teachers employed in the network of secondary professional education. Most of them were graduates of industrial pedagogical institutes, higher, and specialized secondary institutions.

Educators are trying to find a rational correlation of theoretical and practical knowledge—a calculated balance of creative thinking and professional skills. In order to intensify the professional, social, and territorial mobility of specialists and make them more competitive on the job market, it is necessary to extend and combine the existing specialties and advance the quality of education. The educational tendencies encompass competitive enrollment; diversified curricula; financial reform of the network; cooperation of the state, businesses, trade unions, and educational institutions; and attraction of investments into the sphere of vocational training.

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Education - Free Encyclopedia Search Engine Global Education Reference Russian Federation - History Background, Constitutional Legal Foundations, Educational System—overview, Preprimary Primary Education, Secondary Education

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A Conversation with Farida Shaheed, UN Special Rapporteur on the Right to Education

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Farida Shaheed , a special rapporteur on the right to education with the U.N. Office of the High Commissioner for Human Rights, will discuss global educational issues such as children's rights in the digital world, key trends pertaining to achievement and inclusion, and considerations for education policymakers in today's increasingly complex world.

Sociologist and executive director of Pakistan's leading gender justice organization, Shaheed took office as the U.N. special rapporteur on the right to education in 2022. Join the Johns Hopkins School of Education for this exclusive talk marking the final public appearance of her official U.S. visit.

Christopher Morphew , dean of the School of Education, and Chiedo Nwankwor , vice dean for education and academic affairs of the Johns Hopkins School for Advanced International Studies, will host. Ashley Rogers Berner , director of the Johns Hopkins Institute for Education Policy, will provide introductory remarks.

This is a hybrid event; to attend virtually, use the livestream link .


Please register in advance

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Paul Pavlou named new dean of Miami Herbert Business School

Paul Pavlou

By Michael R. Malone [email protected] 04-30-2024

Paul A. Pavlou, recognized as one the “world’s most influential scientific minds,” a visionary, and an inspirational leader with a reputation for bridging academia and industry together, has been named the new dean of the University of Miami Patti and Allan Herbert Business School . 

Pavlou begins his new appointment on July 1. 

“It is a tremendously exciting time for both the Miami Herbert Business School and for Miami. Miami is booming, and it is an unprecedented opportunity for Miami Herbert to be a driving force in the growing business ecosystem of Miami and Florida,” Pavlou said. “I am committed to leading Miami Herbert to the next level of excellence, success, and impact.” 

A specialist in information technology and artificial intelligence, Pavlou highlights how new transformative technologies—from the internet to blockchain, cybersecurity, and AI—are reshaping the world and fundamentally changing the future of work and the role of higher education. 

For the past five years, Pavlou has served as the dean and Cullen Distinguished Chair Professor in the University of Houston C. T. Bauer College of Business. 

“At a time when Miami has become an increasingly important global tech hub, Paul’s research interests—ranging from information systems to strategy—add value to our interdisciplinary efforts and to South Florida’s blossoming innovation ecosystem,” said President Julio Frenk. “We are delighted to welcome him to our community.” 

Guillermo “Willy” Prado, interim executive vice president for academic affairs and provost, noted that Pavlou is “an accomplished leader and a distinguished academic and researcher who we expect will take the Miami Herbert Business School to great heights. Dean Pavlou’s work in disciplines that include emerging technologies, data science, and artificial intelligence will bring new insights and enhance the school moving forward.” 

In Houston and as he has done throughout his career, Pavlou strove to build bridges with companies across multiple industries in the community. He is especially proud that nearly 100 percent of the students at Bauer were successfully placed in high-paying jobs, and he looks forward to continuing this success in Miami. 

Previous to his position in Texas, Pavlou served as senior associate dean for faculty, research, doctoral programs, and strategic initiatives at Temple University in Philadelphia, Pennsylvania, where he was also the Milton F. Stauffer Professor and co-director of the universitywide Data Science Institute. 

“As a researcher, consultant, and more recently as a dean, for nearly a quarter century, I have always made a very concerted effort to forge meaningful connections with industry. 

“I jokingly say that industry is our customer, and students are our product,” he said. “It is a lighthearted analogy, but one rooted in a profound truth. Our job is to equip students with the best possible quality education that caters to what industry seeks so that they are job ready on day one. We are here to transform lives—our students come from diverse backgrounds—and we want to prepare them for well-paying jobs and career success.” 

In addition, Pavlou said executive and continuing education that reaches all students, from pre-K to 90-plus, is one of his passions. 

“I am a true believer in lifelong learning, and I look forward to seeing the University and the business school in particular have an even more integral role in the business community so we become a destination for all Miami professionals and businesses to upskill and reskill, enhance their leadership skills, and to learn more about emerging technologies, such as AI,” he said. 

Pavlou’s research has been cited over 90,000 times by Google Scholar, and he was recognized among the “world’s most influential scientific minds” by Thomson Reuters, according to his curriculum vitae. 

Pavlou is an avid advocate for interdisciplinary collaboration. 

“Both within the business school, from our undergraduate to our M.B.A. programs, and across the University, I look forward to working more closely together,” Pavlou said. “The world of business has become so interdisciplinary, and business today transcends so many fields, from health care to engineering to the sciences and the arts. We need to develop our students as true business leaders that have a true multidisciplinary perspective.” 

Originally from Cyprus, a small island country of about one million people in the Mediterranean Sea, Pavlou first came to the United States on a Fulbright Scholarship and studied at Rice University. A basketball star in his home country—he played for the Cyprus men’s national team and competed in the European league—Pavlou dreamed of playing one day in the NBA. He did play for several years in college before making academia his career focus. 

He went on to earn a bachelor’s in electrical engineering from Rice University in Houston, and then a master’s in electrical engineering and Ph.D. in business administration from the University of Southern California. 

“My life has been transformed by higher education. To come from modest means, to be able to be in the U.S. and have all these opportunities—to have worked at five elite institutions and now at the University of Miami, I feel very privileged that I’m living the American dream,” Pavlou said. “I’d like to give this opportunity to as many worthy students as possible.” 

Pavlou will be accompanied by his spouse, Angelika Dimoka, who will concurrently assume a faculty position within the Business Technology Department at the Miami Herbert Business School, along with their 11-year-old daughter.

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Details of UK’s first menopause education and support network announced in Parliament

Yesterday at the House of Commons, a UCL team of researchers announced new details about the UK’s first menopause education and support network.

Joyce Harper and Shema Tariq with Carolyn Harris and Professor Dame Lesley Regan

Last year, experts at UCL teamed up with leading women’s health charities to design a new education and support programme for women across the country experiencing menopause.

Since then, the team have been listening to the public through a survey, focus groups and workshop, to co-design the programme.  

Today, the team revealed that the programme will be called ‘In Tune’ – as they hope it will allow people to be in tune with menopause, in tune with their bodies, and in tune with each other. 

They also announced that they are developing two programmes. The main programme will be aimed at people experiencing perimenopause (when symptoms have started) and the menopause (when periods have stopped) and will be modelled on antenatal classes, combining education and peer support, and will be rigorously evaluated using complex intervention frameworks.

Menopause parliament

And this summer they will also be launching “Be Prepared for Menopause”, aimed at women and people under 40 who have not reached the perimenopause, and men, to improve menopause awareness and knowledge.

For both programmes, interactive teaching methods will be used. The programmes will be accessible, and use evidence-based menopause education and support to improve menopause awareness for everyone who needs it.

The programmes will be offered both online and face-to-face.

The UCL team is led by Professor Joyce Harper (UCL EGA Institute for Women’s Health), Dr Shema Tariq (UCL Institute for Global Health) and Dr Nicky Keay (UCL Medicine). It is in partnership with the charities Wellbeing of Women and Sophia Forum and has the support of the Royal College of Obstetricians and Gynaecologists (RCOG) and British Menopause Society (BMS).

An advisory group of key stakeholders has also been providing critical guidance.

Professor Joyce Harper said: “We need to teach everyone about their reproductive health at key life stages and menopause education is critical. Too many people enter this life stage with no idea what is going to happen to them, and it seriously affects their quality of life. This has to change. Our name ‘ In Tune ’ reflects that women should be in tune with their menopause, in tune with their bodies and in tune with each other.” 

Joyce Harper presenting in parliament

Recent research led by Professor Harper has shown that more than 90% of women were never educated about the menopause at school. Over 60% only started looking for information about it once they began to experience menopausal symptoms*.

The event at the House of Commons discussed the need to provide education and support for menopause and was chaired by Carolyn Harris MP, who is Chair of the All-Party Parliamentary Group on Menopause, and Professor Dame Lesley Regan.

Speaking at the event, Carolyn Harris praised the "fantastic” initiative for giving women information and support about the menopause that is currently so difficult to access. She said: “A lot of women come to the realisation, when they are quite old and desperate, that if I knew then what I know now, it would have been a completely different life path.”

Over the last year the UCL team have made inclusion a priority and in their research have included those with early menopause, surgical menopause, breast cancer, as well as people who are neurodiverse, culturally diverse and from the LGBT community.

panel discussion in parliament

Dr Shem Tariq said: "I'm so excited about launching ‘In Tune’, and taking the next steps to scale up this important project. Fundamentally, ‘In Tune’ recognises that with the right information and support, delivered to the right people, at the right time, we can empower communities to manage their health and wellbeing through this key life shift."

At the House of Commons event, Chief Executive of Wellbeing of Women, Janet Lindsay discussed the charity’s work on menopause and the menopause pledge.

Dr Geeta Kumar spoke about the work of the Royal College of Obstetrics and Gynaecology on menopause care and the importance of guidelines and patient education resources .

Juddy Otti, Project Manager at Sophia Forum, talked about the group’s work on developing an education and support programme for women living with HIV. And Haitham Hamoda and Melanie Davies from the BMS discussed how the organisation is training health professionals.

Dr Nicky Keay said: “I am delighted to be working with colleagues on this important project to provide reliable information and support to all those who will experience and be impacted by this stage of the hormone odyssey.”

  • Professor Joyce Harper's academic profile
  • Dr Shema Tariq's academic profile
  • Dr Nicky Keay's academic profile
  • UCL EGA Institute for Women's Health
  • UCL Institute for Global Health
  • UCL Population Health Sciences
  • UCL Medical Sciences
  • Wellbeing of Women
  • Sophia Forum
  • Royal College of Obstetricians and Gynaecologists
  • British Menopause Society

Images (top-bottom)

  • Carolyn Harris MP,  Professor Dame Lesley Regan, Joyce Harper and Shema Tariq (credit: Shema Tariq)
  • Speakers and attendees in parliament (credit: Shema Tariq)
  • Professor Joyce Harper presenting (credit: Shema Tariq)
  • Carolyn Harris MP speaking to attendees (credit: Joyce Harper)

Media contact 

Poppy tombs.

E: p.tombs [at] ucl.ac.uk

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Who is Bob Graham? Here’s what to know about the former Florida governor and senator

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Former two-term Florida governor and three-term U.S. Sen. Bob Graham died Tuesday . He was 87.

Graham, who died of old age with his wife, Adele, and their family by his side in a retirement community in Gainesville, was celebrated for his "common man" approach to governing and his regular "work days" spending an entire day each month working different ordinary jobs with the press kept away.

Who is Senator Bob Graham?

You could say education and politics were in his blood. Daniel Robert Graham was born in Coral Gables on Nov. 9, 1936, the son of a schoolteacher (Hilda Elizabeth Simmons) and a Florida state senator, mining engineer and dairy farmer (Ernest "Cap" Graham).

Just barely, though. Ernest Graham was elected to the first of his two four-year terms just six days before Bob was born. Back at the cattle and dairy farm, Graham grew up raising livestock.

Bob Graham attended Miami Senior High School and received a bachelor's degree in 1959 in political science from the University of Florida and a Bachelor of Laws from Harvard Law School in 1962. He moved back to Miami and went into real estate development law just as Florida was experiencing another land boom.

While at UF, he met Adele Khoury and they married in 1959. Bob and Adele Graham, who also became a teacher, have four daughters.

'Made a huge difference for Florida': Friends, colleagues react to death of Bob Graham, past Florida governor, U.S. senator

Was Bob Graham a Florida Senator?

Graham, a Democrat, was a member of the Florida House of Representatives first, elected in 1966 to represent Dade County.

In 1970, he moved to the state Senate and was re-elected in 1972 and 1976. During his time, he chaired an education committee but turned down a potential appointment as Education Commissioner under then-Gov. Reubin Askew because he had bigger plans.

Was Bob Graham a Florida governor?

Graham, a relatively unknown candidate, won the governor's race in 1978 through nonstop campaigning and positioning himself, a rich, Harvard-educated lawyer, as a working man with his habit of working 8-hour days at different everyday jobs to meet constituents and get a better idea of what they did.

“Graham used the campaign for governor to radically change his persona from D. Robert Graham, button-downed Harvard lawyer and millionaire dairy farmer and land developer, to folksy, down-home ‘Bob,’ “ history professor Steven G. Noll wrote in "The Governors of Florida."

It worked. He won, and four years later he won again with a massive margin — nearly 800,000 votes — that no one has touched since.

What were Bob Graham's 'working days'?

When he was in the Senate, Graham talked to a frustrated teacher who said no one on his education committee had any experience in education. She arranged for him to teach a semester of civics at Carol City Senior High in Miami.

During his gubernatorial campaign, Graham worked at 100 different jobs across the state , carrying luggage, fishing for lobsters, picking tomatoes, shrimping, serving tables, cutting hair, picking up trash, paving roads, plumbing, and more. He was a social worker, he rode along with police, and he spent two days as a temporary worker and applied for food stamps. His last job, before the election, was housewife.

After his election, he continued the practice as governor and U.S. Senator, working Floridian's jobs one day a month. He always trained beforehand, worked an entire shift, kept the press away for all of it except a very limited portion, and did every part of the job. Ultimately, according to floridamemory.com , he worked 921 jobs in over 109 cities and five states.

What did Bob Graham do as governor of Florida?

During his two terms as Florida's 38th governor, Bob Graham was known for :

  • Focusing on improving state universities, lowering class sizes, increasing teacher salaries and raising per-pupil spending from 21st to 13th in the country.
  • Launching the largest environmental protection program in Florida history, bringing thousands of environmentally important lands under state control and establishing the Save the Everglades program.
  • Working to improve the state's economy, which added 1.2 million jobs during his tenure, many of them in high-tech manufacturing.
  • Expanding childcare and abuse prevention programs and service programs for the eldery.
  • Presiding over 16 executions, including the first one in modern times.
  • Working to get an anti-gay amendment declared unconstitutional.
  • Activating 1,800 National Guard troops to move fuel during a trucker strike.
  • Proposing the winning design for the collapsed Sunshine Skyway Bridge.

What is the Bob Graham Sunshine Skyway Bridge?

Decades before a container ship smacked into a Baltimore bridge and brought it down, part of the Sunshine Skyway Bridge over Tampa Bay collapsed in 1980 when a freighter hit a support column. Several cars and a Greyhound bus plunged into the water and 35 people were killed.

Graham's suggestion of building a cable-stayed bridge that was twice as wide won out. The design seemed to be sound: on the day before the original grand opening date in 1987, a shrimp boat struck the new bridge's protective bumpers without damage to the bridge.

While most residents just call it the Skyway, the official name is the Bob Graham Sunshine Skyway Bridge.

Was Bob Graham a U.S. Senator?

Graham's popularity got him into the U.S. Senate in 1986. where he served for 18 years. He became known as a consensus builder and an expert on both domestic issues like environmentalism and Everglades restoration but also foreign policy. He also continued working to improve education, authoring a bill to require testing for competency and progress in public schools.

He served 10 years on the Senate Intelligence Committee and was the chairman during 9/11. where he led investigations of the terror attacks. He was an outspoken critic of the Saudi government but voted against authorizing the invasion of Iraq, which he considered a distraction . Graham also was a primary author of the USA Patriot Act.

Who is Gwen Graham?

Gwen Graham , one of Bob and Adele's daughters, followed him into politics. She represented a 14-county North Florida Congressional district (which included Tallahassee) from 2015 to 2017, but chose not to seek a second term after redistricting made her district mostly Republican.

Instead, she ran for governor in 2018, ultimately losing to Ron DeSantis. In 2021, President Joe Biden named her to an advisory position in the Department of Education.

She's not the only famous Graham. Among Bob Graham's family, there's also:

  • Philip Graham : Bob's half-brother, he was publisher and co-owner of The Washington Post and its parent company.
  • Katherine Graham: Bob's sister-in-law and the first female publisher of a major American newspaper (The Washington Post) and the first woman elected to the board of the Associated Press.

The Grahams have four daughters: Gwen Graham, Cissy McCullough, Suzanna Gibson and Kendall Elias.

Did Bob Graham run for president?

Graham was often considered as a Vice President nominee and ran for the Democratic nomination in the 2004 presidential race, but he dropped out before the primaries a few months after he underwent heart surgery. He retired from the Senate in 2005.

In so doing, he also maintained his record: in his entire political career , Bob Graham never lost an election.

After his retirement, Graham spent a year at Harvard teaching citizenship and writing his first book, "America, the Owners Manual." He then established the Bob Graham Center for Public Service at the University of Florida "to create a community of students, scholars, and citizens who share a commitment to revitalizing the civic culture of Florida and the nation," according to the center's website.

Did Bob Graham write a book?

He wrote several.

  • “ America: The Owner’s Manual " : A book about how the government works, for young readers.
  • “ Intelligence Matters ": His account of his work with the Senate Intelligence Committee.
  • “ Keys to the Kingdom ": A fiction novel about the Middle East.
  • “ Rhoda the Alligator ”: A children's book based on stories he told his grandchildren.


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