Dr Theodora Issa's teaching philosophy

Theodora Issa's personal teaching philosophy

I firmly believe that effective teaching involves creating a conducive learning environment for students. I advocate for student-centered, constructivist learning, where students take ownership of their learning process. I approach my students with respect, understanding their needs and circumstances, and motivate them to excel by fostering open discussions on the subject matter with fairness and compassion. My goal is to nurture students' character development, preparing them to be responsible and ethical members of society. In today's rapidly changing world, students face various challenges that require them to think ethically and sustainably. For instance, they must navigate the ethical use of artificial intelligence in their professions and understand their role in environmental stewardship. Educators are tasked with instilling these values in students amidst the technological advancements and societal changes of the 21st century.

In an era characterized by complexity and uncertainty, tertiary educators bear significant responsibilities towards our communities and society. These responsibilities encompass supporting the corporate world during times of crisis and preparing our students, who are the future leaders, for the challenges that lie ahead. Middleton and Porter (2009) emphasize the importance of equipping students to navigate the current uncertainties and anticipate future downturns.

As part of society, we are confronted with adaptive challenges rather than traditional technical problems. Heifetz, Kania and Kramer (2009, and 2013) outline the key characteristics of these challenges: complexity, unknown solutions, the need for continuous learning, and the involvement of stakeholders in creating and implementing solutions. John Ebersole, in an article published in Forbes (2014), underscores the responsibility of higher education institutions to produce graduates with essential skills and competencies.

In his book "Courageous Learning: Finding a New Path Through Higher Education" (2015), Ebersole delves into the needs of adult learners and offers a comprehensive assessment of the evolving landscape of adult higher education. This shift is driven by changing economic conditions and the increasing demand from businesses to promote individuals with higher education qualifications.

Heifetz, Kania, and Kramer (2009) argue that 'adaptive problems' are often complex, multifaceted issues that can appear overwhelming to stakeholders. Framing these issues in a way that allows people to understand both the opportunities and challenges they present is a crucial role. To facilitate smooth transformation and effective adaptation to such ambiguous and uncertain situations, academics must embrace an 'adaptive leadership' style. This style does not assume to have all the answers or a predetermined vision of the outcomes. Instead, as described by Heifetz, Kania, and Kramer (2009), adaptive leadership empowers individuals dealing with complex issues to identify and implement solutions that may require changes in business practices, keeping stakeholders focused on addressing the problem at hand. This remains relevant in 2025.

Yes, this is the situation; it is ambiguous, uncertain, and risky. However, I am proud to state that I can see myself always as a part of a teaching team that is passionate about addressing this issue and shares my goal of preparing our students for a better future by learning from the ongoing crises in this world. It is our duty to draw lessons from these crises and equip students to handle future challenges. Examples from the literature support this approach:

Amir Ziv, vice dean and accounting professor at Columbia, emphasizes the importance of connecting the dots to students during a crisis. He states, 'Our goal is to prepare students for what will happen in the next crisis' (Middleton & Porter, 2009).

Finance professor Wei Jiang at orientation addresses incoming students on how lessons from core courses can help analyze crises, emphasizing the importance of decision-making under uncertainty (Middleton & Porter, 2009).

McMillan (2009) highlights the need for a strategic approach in response to globalization threats. This call extends to business schools, urging them to adapt their curriculum, hire diverse faculty, and build new networks.

It is our responsibility to shape the character of our students, fostering a culture of sensitivity and integrity in contemporary businesses. This approach can mitigate risks and prevent future lapses.