Gina S Lovasi’s Post

Exciting Announcement: Columbia Southern University Launches Doctor of Public Administration (D.P.A.) Program Columbia Southern University is delighted to announce the launch of its new Doctor of Public Administration (D.P.A.) degree program, with enrollments set to begin in January of 2026. This is a momentous step forward in advanced public sector education, designed to cultivate visionary leaders and expert practitioners. A Doctor of Public Administration degree offers unparalleled advantages for those serving in the public sector. This terminal degree equips professionals with the advanced theoretical knowledge, sophisticated analytical skills, and comprehensive research capabilities necessary to address complex governmental challenges, enact impactful policy changes, and lead organizations through periods of significant transformation. Graduates will be prepared to elevate public service standards, ensuring efficiency, accountability, and ethical governance across municipal, state, and federal levels. The value of the D.P.A. for individual career advancement and professional development is substantial. Earning this doctoral degree signifies the highest level of mastery in the field, opening doors to top-tier executive and administrative positions in government and nonprofit organizations, as well as opportunities for specialized consulting and academic roles. For individuals who already possess a graduate degree in Public Administration, the D.P.A. represents a natural and essential progression, solidifying their expertise and positioning them for maximum influence within their organizations and communities. Furthermore, this program presents an excellent opportunity for highly motivated professionals who have pursued doctoral work in the field without completing a degree to finally attain the prestigious credential that reflects their dedication and extensive knowledge. Columbia Southern University encourages these dedicated individuals to seize this opportunity to complete their educational journey and unlock their fullest potential as public administration leaders. We look forward to welcoming the first group of D.P.A. students who will undoubtedly shape the future of public service.

The world of healthcare is in need of culturally competent, skilled leaders within education, hospitals, and community clinics. Antioch University’s Master of Science in Allied Health gives students the opportunity to enhance their critical thinking, develop cultural sensitivity, and address health disparities and inequities within the healthcare industry. As a social justice-oriented program, the curricula is designed to build on your existing practical knowledge while offering opportunities for significant professional growth. In Social Determinants of Health, a class offered in the Allied Health program, students will examine the role of public policy in shaping health outcomes for communities, as well as how social influences such as income, living conditions, education, infrastructure, religious affiliation, healthcare, social capital, stress, gender, and race affect health and quality of life. Learn more about the Master of Science in Allied Health and its coursework here: https://lnkd.in/g5QCGnKA

𝐈 𝐜𝐚𝐧’𝐭 𝐨𝐯𝐞𝐫𝐬𝐭𝐚𝐭𝐞 𝐡𝐨𝐰 𝐦𝐮𝐜𝐡 𝐈 𝐚𝐠𝐫𝐞𝐞. This is the very issue that I've spoken on during my panel presentation on during the last two Patient-Centered Outcomes Research Institute (PCORI) How do we keep higher education from becoming an echo chamber and ensure that community voices are heard? For me, this has been a hard-won lesson through military and Veteran-focused work at The Ohio State University (especially with The Ohio State University Military and Veterans Services Office), through Canines Providing Assistance to Wounded Warriors, and through multiple PCORI-funded projects where “engagement” is not a box to check. It is the mechanism that keeps the science honest and useful. 𝐇𝐞𝐫𝐞’𝐬 𝐰𝐡𝐚𝐭 𝐈’𝐯𝐞 𝐥𝐞𝐚𝐫𝐧𝐞𝐝 𝐰𝐨𝐫𝐤𝐬 𝐢𝐧 𝐫𝐞𝐚𝐥 𝐥𝐢𝐟𝐞: ✅ 𝐓𝐨 𝐚𝐯𝐨𝐢𝐝 𝐭𝐡𝐞 𝐞𝐜𝐡𝐨 𝐜𝐡𝐚𝐦𝐛𝐞𝐫, 𝐲𝐨𝐮 𝐡𝐚𝐯𝐞 𝐭𝐨 𝐛𝐮𝐢𝐥𝐝 𝐟𝐞𝐞𝐝𝐛𝐚𝐜𝐤 𝐥𝐨𝐨𝐩𝐬 𝐢𝐧𝐭𝐨 𝐭𝐡𝐞 𝐬𝐲𝐬𝐭𝐞𝐦. Not “community input” at the end, but recurring, structured touchpoints that shape what questions we ask, what outcomes we measure, and what tradeoffs we accept. If community perspective only shows up after the project is designed, the project is already partially decided. ✅ 𝐓𝐨 𝐭𝐫𝐮𝐥𝐲 “𝐡𝐞𝐚𝐫” 𝐜𝐨𝐦𝐦𝐮𝐧𝐢𝐭𝐲 𝐯𝐨𝐢𝐜𝐞, 𝐲𝐨𝐮 𝐡𝐚𝐯𝐞 𝐭𝐨 𝐬𝐡𝐚𝐫𝐞 𝐩𝐨𝐰𝐞𝐫, 𝐧𝐨𝐭 𝐣𝐮𝐬𝐭 𝐜𝐨𝐥𝐥𝐞𝐜𝐭 𝐨𝐩𝐢𝐧𝐢𝐨𝐧𝐬. That means co-leading with community members, compensating their time, designing for accessibility, and then closing the loop by showing exactly what changed because of what you heard. Listening without visible change is how trust erodes. This is a big part of why I’ve invested in “wicked” and complexity-informed ways of working, including in the development of OSU's Wicked Science Specialization and the associated community group: https://lnkd.in/gNtuiKvG Community perspective is not just how we “Recognize” signals. It is how we set direction, avoid solving the wrong problem, and build work that actually survives contact with the real world.

🎯 If there is one issue in a country that deserves the most attention and rational preparation, it is definitely the education system and its effectiveness. To achieve good results, it is first necessary to ask the right questions and answer them honestly. 📈 Any system, including education, inevitably requires modernization over time, considering trends. However, this should be well-prepared at the initial stage and then professionally implemented. 🌐 In today’s digital world, access to education has become much easier, yet foundational—school and university education—still plays a leading role in preparing an individual, both professionally and as a socially well-adjusted person. In developed systems, workforce preparation happens around general state interests while also preserving the individual’s freedom to pursue a profession according to their desires and needs. 🏛️ A good example to discuss these challenges is the recently announced education reform by the Government of Georgia, which is a hot topic of debate in academic (and not only) circles. I will not go into the details of the proposed reform, but I will try to express my position regarding the current state of the education system and its possible development perspectives, especially in higher education. ❓ Let’s start with this question: is Georgia’s current education system competitive and does it meet the demands of the domestic labor market? In my opinion, it does not, because compared to other developed countries, the majority of employed people in Georgia do not work in their field of study. Everything is interconnected, and the non-competitive nature of the labor market plays a significant role. 🔧 The second, and perhaps most important question is: if the current education system indeed does not meet standards, how should it be updated? Most importantly, there must be a clear goal—what challenges is the education system being prepared for, and based on these challenges, what methodology should be used for its transformation? Ideally, there should be more detailed initial research and a step-by-step implementation plan, considering different scenarios. Discussions and work on reforms should take place in exactly this format, where the goals and means serve the real long-term improvement of the system. #📚 #Education #🎓 #EducationReform #HigherEducation #DigitalLearning #FutureOfWork #Georgia #WorkforceDevelopment #LifelongLearning #EducationPolicy #InnovationInEducation

UW-Milwaukee Closes Institute Of World Affairs After 65 Years The Milwaukee Journal Sentinel (12/17, Meyerhofer) reports that the University of Wisconsin-Milwaukee (UWM) has closed its Institute of World Affairs after 65 years, which will save the university “about $200,000 annually.” The closure, effective December 16, was described by UWM as a “difficult decision” following the cancellation of a $27,500 federal grant. However, employees for the institute “said they were notified of the closure a year ago and said UWM was being ‘disingenuous’ for attributing the institute’s closure to the grant termination.” Doug Savage, the institute’s director, said, “One would hope the university sees itself as having a role beyond collecting tuition and pumping nurses and engineers out into the workforce.” He added that the idea “that universities should benefit the broader community” is not “well-served by this decision.” The institute brought “some of America’s most prominent diplomats to speak in Milwaukee,” and it exposed the community to global perspectives “at a time when the 24/7 news cycle...didn’t exist.”

Higher education has long been a pillar of public trust, a space where knowledge is created, wisdom is nurtured, and truth is pursued with purpose. Today, that responsibility carries even greater significance as universities play a central role in shaping societies, economies, and future generations. Trust is not something institutions inherit automatically; it is something they strengthen through action. Universities must consistently demonstrate their value by being transparent about outcomes, deeply engaged with their communities, advancing research that addresses real-world challenges, and expanding access to meaningful, high-quality education. Public trust is an ongoing commitment. It grows when institutions align learning with impact, curiosity with contribution, and ambition with service. It is built not through claims, but through the difference universities make in the lives they touch. Higher education thrives when it holds itself accountable, not only for what it teaches, but for how it serves society at large. #PublicTrustInEducation #HigherEducationAccountability #UniversityResponsibility #EducationWithImpact #RebuildingTrust #AcademicIntegrity #EducationForSociety #PurposeDrivenUniversities #TransparencyInEducation #FutureOfHigherEd

WashU School of Public Health is offering scholarship programs to make graduate public health education more accessible for students in St. Louis, the region and, more broadly, the Heartland.  The scholarships offer tuition reductions of 25% to up to 75% for MPH candidates. This initiative reflects WashU’s commitment to local and regional impact, aligning with the university’s “In St. Louis, For St. Louis” strategy.   Learn more about eligibility and details at the link below. https://lnkd.in/g88nF4RH

From my personal observation across Tier-2 and Tier-3 colleges, one reality stands out — and others may or may not agree with this perspective. The moment a university becomes over-dependent on tuition fees, quality quietly comes under pressure — higher intake, overloaded faculty, diluted academic depth. Globally, universities with diversified income models generate 40–60% of their revenue from non-fee sources, and consistently outperform fee-dependent institutions in research output, faculty retention, and placements. To genuinely protect quality, at least 50% of a university’s revenue should come from non-fee sources. That shift is possible when institutions consciously build sustainable alternative revenue streams: • Sponsored research and government-funded projects • Faculty-led industry consultancy and testing services • Executive education, MDPs, and skill programs • Industry-sponsored chairs, labs, and centres of excellence • Incubation, startups, IP, and technology licensing • Fewer but high-quality conferences, workshops, and professional programs — instead of numerous low-impact events that often waste time, money, and manpower This also demands a structural change: identify 20–30% high-potential faculty, reduce their academic load, and incentivise them through a transparent revenue-sharing model. When non-fee income grows, dependency on admissions reduces — and quality gets protected by design, not by intention. #HigherEducation #AcademicQuality #SustainableUniversities #AlternativeRevenue #FacultyEmpowerment #UniversityLeadership #EducationReform #ResearchCulture #ExecutiveEducation #IndianUniversities #ThoughtLeadership

This year has been full of changes and improvements in the way we teach #publichealth at the University of Bradford. We started our new curriculum in September 2025 after almost a couple of years of preparation and collaboration with many partners, including (but not limited to) Bradford Council, the UK Public Health Register, Bradford Institute for Health Research, and The Association of Schools of Public Health in the European Region - ASPHER. One of the last changes is to the programme's name, which transitions from Public Health and Community Wellbeing to Public Health and Population Studies to reflect the population-level approach to health challenges that our students learn about. It also reflects the higher-level thinking needed to address population dynamics and the inherent challenges that come with them. The changes we've implemented this year take us closer to achieving our aim to create a public health workforce that is skilled and ready to efficiently address the most pressing public health challenges, with an ethos of reducing health inequalities. All this is only possible thanks to the institutional support and collaboration across teams, partners, and, most importantly, students, who've shaped much of what we do and how we do it. For more information on the programme, visit: https://lnkd.in/eP-7Smv8