Changes

== Fall 2024 Priorities ==

=== Promoting a balanced academic environment ===A balanced academic environment is critical in shaping the holistic development of students at ULBS. The university must recognize that academic success is not solely determined by intellectual rigor but also by the emotional and psychological well-being of students.

=== Fostering a sense This understanding is rooted in the theory of Maslow’s Hierarchy of community Needs, which asserts that individuals must have their basic needs met (such as security, belonging, and belonging between self-esteem) before they can achieve self-actualization, or the faculties ===realization of their full potential. By fostering an environment where students feel supported in all aspects of their well-being, ULBS can create a space where learning flourishes, creativity thrives, and academic challenges are met with resilience.

=== Encouraging connection In this sense, a balanced academic environment would provide resources such as counseling services, mental health programs, and support between different school years ===stress management workshops. These services can address the challenges students face outside the classroom, helping them cope with stress, anxiety, and other mental health concerns that could impede their academic performance.

Additionally, support systems within the academic realm—such as peer tutoring programs, mentorship from faculty, and flexible teaching methodologies—can ensure that students are not overwhelmed by the pressures of university life. Faculty members who take on the role of mentors, rather than just educators, can further create an inclusive learning environment where students feel comfortable seeking guidance and support. ===Fostering a sense of community and belonging between the faculties===The idea of establishing a community across multiple academic faculties is related to the concept of social capital, in which individuals and groups within an organization are linked by shared norms, values, and mutual trust. At ULBS, fostering a sense of belonging that spans academic boundaries can help to improve the university's collective identity, resulting in a solid environment that encourages knowledge exchange and cooperation. By encouraging events, activities, and projects that engage students from various faculties, ULBS can break down the silos that sometimes exist in higher education institutions. When students from different faculties (e.g., Engineering, Economic Sciences, Social Sciences) come together for shared purposes—whether it’s through cultural events, sports competitions, or collaborative research—there is a greater sense of community, solidarity, and collective academic identity. Interdisciplinary engagement also facilitates cross-pollination of ideas, enabling students to draw from diverse fields of knowledge and collaborate on innovative solutions. ===Encouraging connection and support between different school years===The development of peer relationships between students at different stages of their academic journey is critical in promoting social learning theory, which highlights the importance of observation, imitation, and modeling in learning behaviors and acquiring new skills. In our university, this concept could be put into practice through structured mentorship programs, where senior students play a critical role in supporting younger students’ transition to university life. These relationships help bridge the gap between different school years, offering both academic support and guidance on navigating the university’s social landscape. A strong mentorship program encourages a culture of knowledge transfer, where experienced students pass down their insights and advice to those just beginning their university journey. This exchange not only benefits first-year students, who gain valuable guidance, but also reinforces leadership and communication skills in senior students.  Beyond formal mentorship, creating connections across school years via social events and intellectual partnerships ensures that all students, regardless of grade level, feel engaged in the larger campus community. This feeling of continuity contributes to the preservation of the university's group identity while simultaneously encouraging individual development. === Creating the opportunity for students to transform their intentions into achievements ===<br /><br />Providing ULBS students with the skills, resources, and platforms they need to turn their ideas into successes is consistent with the concept of self-efficacy. This refers to an individual's belief in their ability to conduct the actions required to achieve specified performance outcomes. We think our university may enable students to take the initiative and achieve their academic and personal goals by creating an atmosphere that promotes entrepreneurial thinking, creativity, and practical application of knowledge. To ensure that students have the opportunity to fulfill their intentions, the ULBS should provide more access to resources for real-world engagement, such as internships, research opportunities, incubators for start-ups, and platforms for showcasing student work. By allowing students to transform theoretical learning into practical achievements, we can cultivate a generation of problem-solvers, innovators, and leaders equipped with both knowledge and experience.