Enriching the 21st Century skills for non-academic staff in higher education through university partnership

Abstract

            Higher education institutions (HEIs) worldwide are striving to become more competitive and achieve world-class status to attract more students and secure external funding for long-term success and financial sustainability. To achieve these goals, all university personnel including management, academic staff, and non-academic (support) staff must perform their roles efficiently and demonstrate the necessary professional skills to drive institutional progress. Although many studies address strategies and skill development for university management and academic staff, the training needs for non-academic staff remain underexplored. Despite their essential role in institutional operations, support staff are often overlooked in research on university advancement. In today’s global and digital landscape, non-academic staff must also develop 21^st Century Competency which is crucial for supporting internationalization, improving service quality, and fostering effective collaboration in diverse academic settings.

            This article examines a case study of collaborative engagement between administrative staff from Chiba University, Japan, and Mahidol University International College, Thailand. The initiative was designed to cultivate essential 21^st Century competencies focused English language proficiency, digital literacy, and intercultural communication—among support personnel. Recognizing the growing importance of these skills in both professional and personal domains, the project implemented a series of English-mediated online activities that facilitated cross-cultural exchange. Discussion topics included language, cultural practices, cuisine, tourism, national strategies for attracting international students and visitors, career progression, and job rotation systems within higher education institutions. Evaluation findings indicate that the activities were well-aligned with the project’s objectives, effectively enhancing the targeted skill sets. Participants reported that the acquired knowledge was both relevant and transferable to their work environments and daily lives.