Leadership in Education

Andrew Pearson, Senior Lecturer and Program Director, Griffith University

Dr. Andrew Pearson is a dedicated and innovative educator who teaches general and organic chemistry to first-year health students at Griffith University's Gold Coast campus. As Program Director for the Bachelor of Medical Science, he guides high-achieving students through the two-year accelerated program and into the Doctor of Medicine pathway. Andrew is deeply committed to enhancing the quality of his courses and improving student learning outcomes through evidence-based teaching practices, scholarly reflection and systematic evaluation. His ability to connect with students from diverse backgrounds, combined with his enthusiasm for chemistry, creates a dynamic and supportive learning environment.

Recognized both nationally and internationally for his contributions to education, Andrew has been awarded a prestigious National Citation for his work in scaffolding the success of health science students. He also holds a Senior Fellowship from the Higher Education Academy, highlighting his extensive leadership and sustained impact in teaching and learning. His commitment to fostering student success and his expertise in curriculum innovation have made Andrew a leader in chemistry education and a valued contributor to the academic community.

Insights into Pearson’s Professional Journey and Experiences

I have been an academic at Griffith University for over 15 years, where I specialise in teaching two large first-year chemistry courses. These courses present unique challenges, including the diverse academic backgrounds of our students and the varying levels of educational preparation. Recognising the significant impact that tailored academic support can have on students’ success, I have made it a priority to develop curriculum resources that address foundational gaps, particularly in subjects like mathematics, which are critical for success in the sciences.

“I believe it’s important to stay connected to the broader goals of equity and inclusivity. As we integrate more technology, we must ensure it empowers all students, not just those who are tech-savvy.”

From 2010 to 2019, as First Year Coordinator, I dedicated myself to supporting students through their transition into university life, ensuring they felt prepared and confident in their studies. I also extended this support by mentoring colleagues across other schools to implement similar strategies. In 2019, I was appointed Program Advisor for the Bachelor of Medical Science, where I focused on student progression and academic support. In 2021, I became Program Director for the Bachelor of Medical Science, a role that has allowed me to guide the program's strategic direction while continuing to enhance student experiences and outcomes.

A key turning point was my involvement with projects that supported students’ transitions into higher education through a diagnostic quiz and subsequent academic support workshops. These initiatives highlighted the importance of addressing barriers early and prepared me for leading large, diverse cohorts in a way that aligns with Griffith’s strategic focus on student success. I found that combining a commitment to personalised learning with an emphasis on evidence-based teaching strategies has been critical to my leadership approach.

Personalised Learning as a Significant Focus in Today’s Edtech Landscape

At Griffith University, we are dedicated to delivering an inclusive learning experience that recognises the unique learning paths of each student. One way we achieve this is with diagnostic assessments that identify students’ initial knowledge levels. This approach allows us to tailor resources and interventions, such as customised math and science support workshops, which are particularly beneficial in large foundational courses.

In terms of technology, we’ve found that learning management systems (LMS) with robust analytics capabilities are invaluable. These systems enable us to track individual progress and provide timely interventions. Additionally, tools like adaptive learning software and modular online resources allow students to learn at their own pace, enhancing engagement and promoting self-directed study. We also leverage digital platforms that integrate well with our LMS to offer a suite of multimedia resources, meeting the diverse learning preferences of our students.

Predominant Challenges Faced by Higher Education Institutions

One of the primary challenges is ensuring that technology aligns with pedagogical goals. There’s a risk of adopting tools simply because they’re available, which can lead to superficial integration and, ultimately, a lack of meaningful impact on learning outcomes. Ensuring that the technology supports our learning objectives requires extensive collaboration between educators, administrators and IT teams.

Another challenge is managing the scalability and adaptability of technology. A system that works well for a small cohort might not be suitable for a large, diverse student body. Additionally, there’s the challenge of supporting faculty and students through change management. Effective training and user support are essential for successful adoption, but they require significant resources and ongoing commitment.

AI’s Impact on Learning Environment in Higher Education

AI has the potential to revolutionise personalised learning by providing real-time feedback and adaptive resources that adjust to each student’s pace and needs. In higher education, AI can play a role in both administrative efficiency and enhanced learning outcomes. For instance, AI-driven analytics can offer insights into student progress and identify at-risk individuals early, allowing educators to intervene before problems escalate.

Furthermore, AI-powered tools like virtual teaching assistants and chatbots can support students outside traditional classroom hours, ensuring they have access to help when they need it. These tools can answer questions, guide students to resources and even offer basic tutoring, making learning more accessible and continuous. However, the human element remains irreplaceable—AI should complement, not replace, the interpersonal connections that are fundamental to effective education.

Projects on the Impact of Technology on Teaching and Learning

One project I’m particularly proud of is the diagnostic quiz and support workshops I developed for first-year health science students at Griffith. We found that nearly 80% of students struggled with basic math skills necessary for their studies. In response, I created a series of “Essentials Workshops” that provided targeted support, helping students build confidence and competency in these critical areas.

The results were remarkable: students who attended four or more workshops had a failure rate of just 4%, compared to a failure rate of 26% for those who didn’t participate. This initiative, supported by our LMS and online learning modules, showcased how data-driven interventions and accessible resources could dramatically improve student outcomes and retention. This experience reinforced my belief that technology, when strategically implemented, can greatly enhance teaching and learning effectiveness.

Advice to New Education Entrepreneurs

My advice would be to focus on solving real, observed problems in education rather than leading with technology itself. Speak to educators and understand their challenges—whether they relate to student engagement, accessibility, or assessment. The most impactful edtech solutions are those that are adaptable to a variety of contexts and sensitive to the needs of students and faculty.

Additionally, don’t underestimate the importance of simplicity and user experience. Education technology should be intuitive; if it requires excessive training, adoption rates will be low. Finally, I’d encourage new entrepreneurs to build partnerships with institutions. Working with educators from the outset ensures that your solutions are grounded in pedagogical best practices and can be seamlessly integrated into real-world classrooms.

Additional Insights

For anyone in a leadership role in education, I believe it’s important to stay connected to the broader goals of equity and inclusivity. As we integrate more technology, we must ensure it empowers all students, not just those who are tech-savvy. Technology should bridge gaps, not widen them and should always be used as a tool to support meaningful, human-centered learning experiences.

EdTech

Learning Management

Change Management