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This book presents high-quality, peer-reviewed papers from the International Conference in Information Technology & Education (ICITED 2023), to be held at the Nilton Lins University, Manaus, Brazil, during June 29–30, 2023. The book covers a specific field of knowledge. This intends to cover not only two fields of knowledge—Education and Technology—but also the interaction among them and the impact/result in the job market and organizations. It covers the research and pedagogic component of Education and Information Technologies but also the connection with Society, addressing the three pillars of higher education. The book addresses impact of pandemic on education and use of technology in education. Finally, it also encourages companies to present their professional cases which will be discussed. These can constitute real examples of how companies are overcoming their challenges with the uncertainty of the market.

This book presents high-quality, peer-reviewed papers from the International Conference in Information Technology & Education (ICITED 2021), to be held at the ESPM – Higher School of Advertising and Marketing, Sao Paulo, Brazil, between the 15th and the 17th of July 2021. The book covers a specific field of knowledge. This intends to cover not only two fields of knowledge – Education and Technology – but also the interaction among them and the impact/result in the job market and organizations. It covers the research and pedagogic component of Education and Information Technologies but also the connection with society, addressing the three pillars of higher education. The book addresses impact of pandemic on education and use of technology in education. Finally, it also encourages companies to present their professional cases which is discussed. These can constitute real examples of how companies are overcoming their challenges with the uncertainty of the market.

The ideas and papers in this volume primarily showcase the work of a group of new scholars who will lead the next generation of educational practise and inquiry. While the topics explored are critical issues, the ways in which these new scholars have chosen to address them illustrates the diversity of voice, venue and value that has led them to present their work. Education and what it means has entered a new era in which the primary focus on education for the sake of education is strained. An educational free-for-all, in the sense of a no-holds-barred fight, seems in place as competition for market share, effective branding exercises and movement towards a client-based delivery of educational services (on demand as demanded) has been fuelled and compounded by litigation, accreditation, transfer credits and matters of patents, copyrights, ownership and monopoly. The link between education and financial well-being has been co-opted as the key to personal success. Unfortunately, the degree pursuit, often called the “paper chase” has become competitive for learners seeking scholarships, awards and entry into graduate school. This transition indicates movement from becoming well educated to employability potential paralleling much institutional retooling and sustenance of enhanced reputation and fiscal viability.

This book is a compilation of conference papers presented at the International Conference on Advancing and Redesigning Education 2023 (ICARE'23). It covers four main topics, including: Technology Enhanced Leaning, Innovative Curriculum and Program Offering, Learning Beyond Classroom, and Digital Campus. This book presents the recent innovations and the authors'practical experiences in teaching and learning, and helps educational practitioners to enhance their teaching and learning.

The chapters in this book are based on selected peer reviewed research papers presented at the 11th biennial Networked Learning Conference (NLC) 2018 held in Zagreb and were chosen as exemplars of cutting edge research on networked learning. The chapters are organized into three main sections: 1) Aspects of mobility for Networked Learning in a global world, 2) Use and misuse of algorithms and learning analytics, 3) Understanding and empowering learners. The three main sections are flanked by chapters which introduce and reflect on Networked Learning as epistemic practice. The concluding chapter draws out perspectives from the chapters and discusses emerging issues. The book focuses on the nature of learning and interactions as an important characteristic sought out by researchers and practitioners in this field.

Measuring competencies acquired over the course of higher education is an area of research that largely has been neglected. This deficit can be attributed to the complexity of academic competencies since the variety of institutions, programs, occupational fields and job requirements render it difficult to define and even harder to measure outcomes. Thus, assessing the preconditions for and effects of competency development is a challenge methodologically. In this book, a comprehensive review of the international state of research on modeling and measuring competencies in higher education across several academic disciplines is presented, along with an evaluation of the field's strengths and weaknesses. Renowned experts share insight into the most important recent research projects and point out controversies and challenges. Competencies are regarded as context-specific dispositions acquired and required to cope successfully with domain-specific situations and tasks. However, the range of these dispositions is controversial. Should only cognitive facets be included or is it important to consider attitudes as well? Insufficient response rates and panel attrition are further challenges, as are the limitations of paper-and-pencil approaches to the complex measurement of higher education outcomes. Thus, this book may serve as a platform for the exchange of research experiences and perspectives and hopefully will instigate improvements in research into higher education.

The virtual campus: Trends for higher education and trainingwas the theme of the IFIP Working Conference on which this book is based. lt was a joint event of Working Groups 3.3 and 3.6, Research and distance Education respectively, of IFIP Technical Committee 3 for Education. International dissemination and promotion of cooperation are IFIP aims that we particularly wanted to address. This is why we opened the event to non WG members and have established a virtual forum on the WEB that has been widely visited. The programme for the 27 to 29 November 97 in Madrid included invited speakers from leading institutions in the field, reviewed and selected contributions from an open call for papers, on-site demonstrations of!arge European projects and discussion sessions involving distant and present participants. The event attracted experts from 23 countries. About a hundred persons were involved, from all over the world. The spread and accessibility of information and communication technologies are rapidly changing p!'actices in learning and research activities, both in professional and academic settings. The number, variety and scale of experiences reported in recent publications shows a growing international involvement concerning not only small groups of researchers but also institutions fully committed in that direction.

This volume presents an edited compilation of papers about the process of developing capable professionals and practitioners in every field in higher education. Current developments are reviewed, covering the issues raised in the Dearing Report, and the importance of self-management is emphasized.

This textbook develops and presents a new hybrid pedagogy that integrates the best practices of both face-to-face and online teaching within community colleges and other access-oriented institutions. Focusing specifically on historically underserved students, this text demonstrates how online pedagogy offers new and different approaches to learning, engaging, collaborating, and communicating which can also be adapted for face-to-face classrooms, creating an innovative blended pedagogy that builds upon both course experiences. Recognizing that higher education is at a unique turning point as the Covid-19 pandemic and its effects become endemic, this volume offers educators ways to forge new paths forward and prepare for future crises by learning how to maximize the possibilities of both face-to-face and online learning tools and approaches.

This volume presents an introspective study of writing pedagogy, explored through the lens of theatre and performance. The chapters explore assessment and issues related to student engagement, in both in-person and online learning spaces, and consider aspects such as class design, environment, activities, and curriculum. The authors draw on educational theory and inquiry-based pedagogy as well as their own experiences to lay out a comprehensive blueprint for teaching in a student centered classroom.

This book considers a radical change to engineering education. It argues for a reexamination of the traditional way in which engineering students are educated in disciplinary silos and how, instead, we might re-imagine their professional education to more appropriately prepare students to design innovative solutions to increasingly complex global challenges. It poses the question: “How can engineers think outside the engineers'box?'. A box that has over generations rendered engineers to be unquestioning servants of the socio-political systems in which they function. The book introduces a unique framework and language for engineering education which considers both the problems of the past and present, and the potential solutions offered for the future. By reaching out beyond the bounds of traditional knowledge and thought collectives, this book will also offer a pathway for other professional education programs to explore.

This collection addresses intersections and gaps between practice, theory, and research that both connect and divide compassion and pedagogies. In foregrounding practice, it makes an important contribution to the growing call for universities and educators to adopt inclusive student-centred approaches that challenge us to fundamentally re-think what universities do. It celebrates the role of students as co-creators of knowledge, locating them at the heart of what pedagogies of compassion in higher education should feel like and look like. It examines how compassion can become both critical and strategic in order to disrupt systems and orthodoxies that are no longer fit for purpose in a post-pandemic world. The ultimate goal the book aims to address is the need for humane universities driven by compassion, rather than profit, which can help to build fairer and more socially just societies. The book extends the theoretical and practical discussions of compassion as a fundamental organizing principle in higher education. It brings fresh interdisciplinary thinking, theories and approaches including the neuroscience of compassion, classical Eastern philosophies, intersectional compassion, sustainability, and environmental stewardship. It also includes critical reflection on experiences, challenges, barriers, and enablers, across multiple levels and perspectives. These range from reflections on compassion in the classroom to compassion in the boardroom, as well as in the many other spaces and places where learning occurs. It offers a creative collection of essays on compassionate practices in higher education, and appeals to anyone who is concerned about the moral standing of the university. ‘For some time now, we have been told that universities must be viewed on the business model, but this has only discouraged faculty, students and staff. As the contributors show, however, the very idea that teaching and educational practices could be more closely linked to compassion is definitely appealing, and it gives us a more inspiring way of thinking about the university of the future.'Richard J. White, Creighton University, Omaha, NE, USA

This volume provides a broad outlook on migrant youth and schooling in Sweden, Denmark, Norway, Iceland and the United Kingdom. It explores empirically how these young people—who range from the first to the third generation—position themselves in relation to school, friendships, language-use, aspirations, and the expectations placed upon them. The book also examines the role of a variety of professionals, street-level bureaucrats, and other key actors in framing, representing, problematizing and ultimately contributing to shaping the experiences of these young people. Contemporary contextual challenges for educational advancement are particularly highlighted, as are key issues of cultural representation and recognition. Several contributions also focus on sub-groups within the immigrant-origin population that have so far only received a limited attention in the literature, such as youth in rural areas, LGBT youth, first-in-family college students, and youth who transition out of anti-school subcultures. The contributors stem from a variety of disciplines, ranging from Education and Youth Studies to Social Work and Sociology, and tackle many innovative themes, such as peer violence, special needs education, and artistic interventions, among many others. Through this original perspective and comparative outlook, the book makes an important contribution to the literature on youth, migration, identity, and education. It will interest undergraduate students in several areas of the social sciences, teachers and other professionals who work with children and young people.

This book involves establishing a set of priorities and a roadmap that can guide scholarly and practical efforts towards sustainability goals. It encourages collaboration across disciplines to address complex sustainability issues that span social, economic, and environmental domains. It also supports the development of robust methodologies for conducting research, including quantitative, qualitative, and mixed methods approaches. But despite the importance of and the need for an agenda for sustainable development research, many efforts are isolated and thematically disconnected. Also, it is difficult to find information on how sustainability research is being undertaken and on the wide range of methods being used. Against this backdrop and in order to facilitate a broad discussion on the contribution of sustainable development research, this book is being produced. The book gathers inputs from universities and research organisations working on matters related to sustainable development research in a variety of contexts. It also provides a platform for the dissemination of information on the latest initiatives, paving the way for technology transfer and networking. Furthermore, the book intends to provide a fertile basis upon which universities, research centres, and practitioners may cooperate more closely in this key area. Last but not least, a further aim of the book is to present methodological approaches and experiences deriving from case studies and projects, which aim to show how sustainability research may be implementing across a range of disciplines. Thanks to its scope and interdisciplinarity, this books makes an excellent reading to everyone interested on sustainability research.

This book showcases multiple perspectives about the futures of Higher Education from experts and other stakeholders in academia in the Southern African region, with each chapter presenting a different scenario of a possible future for Higher Education. It situates itself at the confluence of various fields of study such as Educational Technologies, Artificial Intelligence (AI), Sociology of Education, Sociology of the Future, Sustainable Development and Climate Change. It also includes various topics, such as digital development in terms of AI and emerging technologies, Higher Educational strategising and planning, the philosophical underpinnings of Higher Education and the present-day need for Sustainable Development models. Through the various chapters discussing the above-mentioned themes in the varied contexts of the Southern African region, this book helps readers engage in imaginative thinking regarding the future world and thus be prepared to embrace the challenges ahead. This book also underpins curriculum development for the new era firstly through new philosophical outlooks and secondly through ideas for novel learning areas in Higher Education and content to help shape minds for the twenty-first century. This book paves the way for innovation, progress and adaptation to the changing needs of the Higher Education clientele. It also attempts to influence policymaking, support advocates for sustainability and environmental education, prepare for technological advancements and improve the resilience and wellbeing of people in the region.

This book supports the development of academic, personal, and professional skills for students of Early Childhood Education and Care (ECEC). It aims to demystify aspects of learning and writing practices and can be used by students as a practical resource to enhance their engagement with education and to support their success on their programmes. The book guides students in a range of areas to help their academic development including study techniques, time management, managing groupwork, understanding assessment requirements, academic writing and how to work effectively within a digital learning environment. In addition, the book features a strong personal and professional development dimension which enables readers to engage in a process of self-inquiry as part of their learning. This self-inquiry is important to understanding assumptions about learning and can help students to explore their prior educational experiences and to identify their particular motivations and challenges. The book extends this self-inquiry to support the development of reflective practice which is key to enhancing students'learning and to enabling the ongoing professional development and practice of the ECEC educator. While many ECEC undergraduate programmes offer academic guidance to students, there is a gap for a more embedded academic support which is discipline specific and therefore more closely attuned to the needs of the ECEC student and the emerging needs of the sector. In addition to providing a resource for students and practitioners, this book can also serve as a useful resource for lecturers in the ECEC discipline. Its accompanying site contains downloadable templates from the book which provide a range of activities and prompts suitable for engaging students in thinking about their learning and writing about their professional practice.

With the integration of generative artificial intelligence (AI), teachers and learners now have access to powerful tools to enhance their productivity and effectiveness in their work. To meet the demands of this dynamic educational landscape, teachers must embrace AI to handle repetitive tasks, freeing them to focus on more intelligent and humanistic responsibilities. For learners, responsible use of AI could make learning more fun, personalized, flexible, and enriching. This insightful new book explores the evolving role of educators in higher education in a world of rapid technological advancements and provides a practical outline of the available technologies. By integrating Generative AI into teaching and learning, Higher Education Institutions can contribute to achieving inclusive and equitable quality education, a target of the UN Sustainable Development Goals, and promote lifelong learning opportunities for all. Generative AI can be used to enhance teaching and learning experiences, foster creativity, and develop new learning experiences in higher education. This book is a valuable resource for educators navigating the ever-changing landscape of education technology. With scientific background, practical insights and actionable tips, this book will be of interest to scholars of emerging technologies and innovation in education. It will also be of practical use to instructors seeking to harness the power of generative AI, enhancing productivity and transforming their approach to personalized learning.

Focusing on a less well-known area of education, the Further Education (FE) sector, this book provides education studies students a chance to provoke reflection, analysis, and understanding, as well as personal and professional development in the area. Jim Crawley brings over 40 years'experience working in or with the FE sector, reflected in his committed and passionate approach alongside carefully balanced academic analysis and discussion.This book covers subsectors of FE including colleges, skills for life, work-based learning, and offender learning and cross-sector themes such as working and managing, social justice, equality, diversity, and sustainability. This book also supports independent study and complements other topics and themes across an education studies degree.This book is perfect for new and existing students of education studies, joint honours courses, teacher training, and those researching for a master's degree or doctorate. It is the definitive text in the field and ideal for anyone wanting to further their understanding of the FE sector.

We live in a world where children have grown up in exile as refugees and have never known their actual home. The question of their educational integration becomes secondary to evacuation and their basic needs. Chronicling the myriad of challenges which come with educating refugees and displaced students, this edited collection explores the integration of students in the universities of their host countries, and the associated language and cultural dilemmas that emerge as a result. Delving into the experiences of academics who are in exile and the hardships they face in remaining attached to their profession, chapters present a broad view of higher education during war and displacement. Addressing issues such as quality maintenance, authors consider how degrees are often not universally recognized and how this can limit job prospects for displaced students and academics. Featuring an integrative and rigorous review of interventions and theories to help mitigate educational challenges in times of crisis, the chapters also explore the ways that refugees and displaced students contribute to and enrich the universities and communities that host them. How can access and quality be maintained even while providing education during an emergency? Collating case studies that exemplify effective practices for accommodating students and academics in exile, this volume is a timely examination of a critical challenge and all it promises to overcome.

This book highlights the importance of individual learner differences in learning English as a foreign language and reports the findings of a study which investigated the impact of two personality traits, which are, openness to experience and ambiguity tolerance, on target language attainment among Polish secondary school students. The book provides an exhaustive overview of the theoretical issues and existing research related to personality, emphasizing the two traits under investigation, openness, and ambiguity tolerance, which are the focus of the empirical study reported later in the book. The empirical investigation explored relationships between openness to experience and ambiguity tolerance, as well as their impact on attainment in learning English as a foreign language. Moreover, it also aimed to shed light on the link between these traits and students'assessments (i.e., self-assessment and school grades). The findings of the study provide a basis for proposing specific profiles of foreign language learners with different levels of openness and ambiguity tolerance.

This book presents the proceedings of the International Conference on Best Innovative Teaching Strategies (ICOBITS) at BITS Pilani on Feb 9-11, 2023. It brings together global academicians, researchers, and industry experts to delve into innovative teaching-learning practices. Meticulously selected and reviewed by professionals, the proceedings offer cross-cutting perspectives and strategies in education and creative learning. It is organized into four parts and covers Innovative Pedagogical Practices for Technology Enhanced Learning, Technology, Society and Industry in Higher Education, STEM Education and Cultural Studies, Gender Studies and Sustainability in Higher Education. It provides insights into assessment tools for effectively evaluating the efficiency of teaching methods. Part one explores ICT, digital classrooms, metaverse-based teaching, gamification, and AI-ML-based practices. Part two delves into the humanistic approach in technical education, social networking as an educational tool, and outcome-based assessment needs. Part three addresses future educators'requirements through multidisciplinary collaboration in STEM education. Part four discusses gender equity, structured social inclusion and cultural skills in teaching-learning practices. This book is a valuable resource for academicians, researchers, policymakers, administrators, technocrats, and developers actively engaged in education technology across disciplines such as Engineering, Sciences, Management, Humanities, and Social Sciences.

This book provides a deeper understanding of the concept of community engagement in higher education, encompassing crucial aspects such as stakeholder involvement, collaboration, community organization, and mobilization. It highlights the pivotal role of student engagement in promoting sustainable practices within higher education. The book goes beyond theory by showcasing real-world case studies and best practices from various institutions on successful student-led sustainability projects, campaigns, and initiatives. Furthermore, it uniquely highlights students'efforts in digitalizing communities, reflecting the relevance of technology in modern sustainability practices. It offers actionable insights to effectively engage students and empower them to translate their passion for sustainability into tangible actions. In doing so, the book equips readers to bridge the awareness-action gap, empowering students to implement sustainability practices in real life.

This edited volume explores current practices in African higher education during and post the global pandemic. It fills a gap in the existing literature by focusing on student engagement and online learning in South Africa and examines how pandemic restrictions amplified pre-existing inequalities within the higher education sector.The book is divided into 3 sections: The first section discusses various methods of instruction and the use of online tools for facilitating learning; succeeded by a section focusing on the resource implications of moving to online learning platforms from a social justice perspective; and finally the last section considers issues and concerns about online assessments and quality assurance.Drawing on lessons from the experiences of South African educators and students during the pandemic, this book provides a knowledge base essential for the effective management of online teaching and learning in Africa. It is intended for academic stakeholders, to develop and engender an improved higher education climate.

This book presents research studies investigating innovative curriculum design, effective teaching pedagogies, skilling and assessment of relevant competencies, and innovative and learning-associated technology. The book is categorized into three sections: (I) Innovative and digital learning environments; (II) Assessment and development of future professional competencies; and (III) Innovative curriculum design and teaching pedagogies. It serves as a useful resource for academic instruction in higher education. Employers, administrators, practitioners, postgraduate students, and postsecondary students in general will also find it informative.

This edited collection brings empirical, theoretical, and conceptual work related to learning spaces and practices that draw on the convergence of nature, humans, and the digital, in order to contribute to transformative action (that is likely) to effect change. The book asks, how can learning spaces be more convivial, equitable or sustainable, considering the challenges our world is facing? With a view to extending the reach and impact of existing postdigital scholarship, the book explores learning spaces beyond higher education. This includes learning spaces associated with cultural heritage, creative arts, refugees and displaced persons, schools, outdoor education, the city, and elsewhere.

This book delves into the crucial role of assertiveness in shaping effective educational and pedagogical strategies. It presents innovative research and practical techniques to empower educators, students, administrators, and institutions to enhance competitiveness in the ever-evolving educational landscape. Using in-depth research, evidence-based analysis and synthesis, and examples for use in the classroom, this book offers tools to navigate the complex landscape of assertiveness in educational contexts.

This handbook provides a frame of reference for the global challenges facing higher education leadership today. Focusing on recommendations and directions for the future rather than simply a recap of measures taken during the COVID-19 pandemic, the contributors also delve into contexts such as the climate crisis, issues of diversity, equity and inclusion, digitalisation, funding and marketisation, the war in Ukraine and China-Taiwan and Hong Kong tensions. They collate a systematic, global view of higher education systems during the pandemic and beyond, and explore possibilities for the future, providing recommendations for ‘the new normal'. With contributions from across six continents, the book will be of interest to students and scholars of higher education and governance, university leaders, government and accreditation bodies, and anyone else interested in reflecting on the past few years in higher education and the road ahead.

Designing Personalized Learning Experiences offers theoretically grounded and pragmatic approaches to designing personalized learning initiatives for higher education and organizational contexts. With current research concluding that a multitude of variables can enable learners to direct their own experiences and achieve their goals, new guidance is needed to hone the range of instructional approaches, activities, and interactions available to support adult learners. This book offers practical strategies on how to design and implement effective personalized learning interventions, advance learning and engagement, encourage ownership over the learning process, and decrease attrition.Professionals in instructional design, learning and development, organizational development, consultancies, and beyond will be emboldened by the work to leverage a mix of technology-enabled social and content interactions.

Dieser Band bietet eine Einführung in das Thema Wissenstransfer im Bildungsbereich unter Berücksichtigung aktueller Studien. Bildungswissenschaftliches Wissen soll das pädagogische Personal unterstützen, doch es besteht Zweifel an der Erfüllung dieser Erwartung, und es wird zunehmend gefordert, Forschungserkenntnisse effektiv in der Praxis umzusetzen. Dabei ist der Wissenstransfer entscheidend, um wissenschaftliche Erkenntnisse positiv auf die Bildungsrealität einwirken zu lassen. Der Wissenstransfer von Forschungswissen in die Bildungspraxis und Bildungspolitik ist ein komplexer Prozess und gestaltet sich sehr unterschiedlich. In diesem Band wird der Versuch vorgenommen, die Konzepte, Erfahrungen und Perspektiven zum Wissenstransfer zu systematisieren. Die Lektüre gibt außer dem Stand der aktuellen Forschung mehr Einblicke auf die verschiedenen Akteure des Wissenstransfers: Während eine zügige und an Probleme und Handlungsmöglichkeiten der Praxis anschlussfähige Vermittlung von Forschungswissen insbesondere von der Bildungspolitik eingefordert wird, zeigen Forschende grundsätzlich eine Bereitschaft zu Wissenstransferaktivitäten, aber legen keine Priorität auf Wissenstransfer. Schließlich rezeptieren Bildungspraktiker•innen Forschungswissen eher zögerlich. Abschließend wird diskutiert, welche Strategien genutzt werden können, um einen erfolgreichen Wissenstransfer zu leisten.

This book presents the life stories and lived experiences of 12 individuals who transitioned from the sixth form of a further education college in a traditionally working-class area of the UK, to higher education. The author employs narrative inquiry in order to explore the participants'unique perspectives. Theoretically, Bourdieu's concepts of field and habitus are used to explain how these undergraduates adapted to their new circumstances, which in turn altered their ways of thinking and behaving. The book examines the impact of class on student transition, as well as offering insights into why further education warrants renewed focus, and concludes with a set of recommendations for both policy and practice.

Dieses Buch untersucht die Zusammenarbeit zwischen den Informationsinfrastruktureinheiten (IE) an Hochschulen für Angewandte Wissenschaften (HAW) in Baden-Württemberg im Kontext der Digitalisierung und der COVID-19-Pandemie. Anhand einer neo-institutionalistisch inspirierten, explorativen Studie mit einem vergleichenden Fallstudienansatz wird untersucht, wie sich die hochschulübergreifende und innerhochschulische Zusammenarbeit der IE seit der gesetzlichen Verpflichtung zu mehr Integration aus dem Jahr 2005 verändert haben. Die Ergebnisse zeigen, dass sich zwar (mit Ausnahme des Unterfeldes der HAW-Medienzentren bzw. E-Learning-Support-Einheiten) zumindest die Unterfelder der Hochschulrechenzentren und Hochschulbibliotheken stärker konstituiert haben, es aber nach wie vor Hindernisse für eine weitere Intensivierung und insbesondere für eine weitere unterfeldübergreifende Zusammenarbeit gab. Auch die tatsächlich beobachtete Integration im Inneren der Fallhochschulen blieb hinter den Erwartungen zurück und es zeigten sich keine „überlegenen“ institutionellen Lösungen. Somit scheint die gesetzliche Forderung nach mehr innerhochschulischer Integration (zumindest hinsichtlich formal integrierter Organisationsstrukturen) nur bedingt eine zielgerechte Umsetzung erfahren zu haben.

Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on current important issues pertaining to college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and other key aspects of higher education administration. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.

The Development of Personal Learning Environments in Higher Education explores how today's knowledge-based, learner-centered virtual platforms, which often limit teaching to a complimentary facilitation role, can compromise with the requirements and regulations of colleges and universities. Personal Learning Environments (PLEs) driven by culturally responsive teaching and learner autonomy represent a shift in the higher education paradigm, but how can scholars, designers, administrators, and faculty ensure effective, institutionally compatible construction and management of these systems? This book offers forward-thinking insights into the variety of student-centered learning interactions, particularly culturally and linguistically responsive pedagogies, that can be integrated into PLEs. Attending to quality assessment rubrics, the nuances of stakeholders'needs, and theoretically sound frameworks, these cross-cultural, interdisciplinary chapters explore how leaders, instructors, technologists, and learners can form a precise yet flexible ecosystem to fully realize PLEs in which co-created, intercultural narratives yield rich, relevant digital learning experiences.

This book is an exploration of a collective writing laboratory designed to stimulate creativity and critical reflection for education professionals. The authors uncover how a writing lab can help educators develop their teaching practices and identities by means of critical-creative, collaborative, relational and arts-based methodologies. A theoretical insight into pedagogies of love and freedom illustrating how laboratory practices in education can become acts of daily care, the book will appeal to students and scholars of education, arts-based methods and creativity.

The book explores the evolving relationships between parents and children, the significance of the Jewish school in their lives, how young people think about religious practices, and their lives in the UK. It addresses issues related to families and schooling and pays special attention to the transitions to secondary school and then to life opportunities in the following years. It also uncovers the effect of these transitions on the family, and of the family on those transitions. The book views these phenomena through the prism of a ten-year period from when research participants were eleven years old until they were twenty-one, drawing on a range of theoretical frameworks to help make sense of what was observed. The data help clarify how Jewish schools function as both public and community-based institutions, and what they do and do not contribute to the lives of young people. The research reported includes large scale survey data sets as well as repeated in-depth interviewswith parents and their children. The findings have multiple implications for practitioners, policy makers and researchers as they seek ways to understand and engage with families and schools. This book also appeals to researchers who are interested in the development of religious and cultural identity in the context of minority groups within multicultural societies.

This book seeks to extend perspectives on professional identity in education. Chapters consider the notion of expertise, the impact of managerial approaches, the importance of communities of practice, and the effects of increasingly marketised approaches.By using narratives, the book opens up a ‘conversation'about this important topic. Educators and leaders from a variety of settings will explore their professional experiences and the impact these have had on forming values in the professional role. By drawing on personal experience, individual authors will consider some of the challenges they have encountered as part of identity formation. The significance of organisational cultures is discussed throughout the book and explores the ways in which individual autonomy is both threatened and claimed. Issues discussed include the frequent changes imposed through government initiatives and the social perception of education professionals when compared to other professional roles. Contributions have been drawn from teachers and leaders in schools, colleges, universities and specialist training. Chapter authors have a variety of experiences offering a multi-perspective approach. This will include strategic leadership, operational management and classroom practice, all of which offer insights of interest to educators at various points on the professional journey. The narrative approach adopted by authors provides the opportunity for readers to engage with others'experiences, enabling personal reflection on their own professional identity.

Today's world is fraught with perils and pandemics. Education offers structure, stability, and hope for the future, supporting conflict resolution, peacebuilding efforts, and scientific research that can help prevent and mitigate both natural and manmade disasters. With these values in mind, how can universities apply their experiences from the COVID-19 pandemic to other emergency situations? How can they ensure accessibility to education under any circumstances without compromising on quality? With diverse contributions from Qatar, Kosovo, Turkey, Austria, Israel, Sweden, and the United States, Higher Education in Emergencies: Best Practices and Benchmarking challenges educators to design curriculums that focus on resilience and equip staff with the capability to navigate future scenarios, and students with the skills they need to someday solve them. Avoiding prescriptive standards and advocating for programmes that address the needs of individual campuses, chapters focus on effective methods for evaluating and assessing emergency preparedness, as well as exhibiting exemplary responses that have set a precedent for institutional adaptability moving forward. Championing tangible action and its measurable impacts, Higher Education in Emergencies: Best Practices and Benchmarking provides a critical toolkit for preparing universities for the next pandemic, earthquake, or civil conflict.

Providing a selection of critical pieces on the key challenges and debates in student engagement in higher education, this edited collection of sector-leading, scholarly-informed critical reflections is designed to consider and build upon what can be done to advance student engagement. By problematising student engagement practice, this book explores how to strengthen policies, recognise the issues and create solutions to overcome barriers and tensions. It considers topics such as diversity, accessibility, representativeness, evidencing impact, data analytics, the campus estate and the impact of COVID-19. The contributors provide lessons learned and knowledge from the field to make practice with students more considered and robust for the challenges ahead in the post-pandemic university. Moving beyond endorsing student engagement and offering best practice to critically reflect on and challenge our engagements with students in contemporary higher education, this book is ideal reading for all those developing education, course leaders and heads of academic departments, as well as anyone interested in advancing student engagement in their higher education setting.

Learning design is an ill-structured process that must account for multiple stakeholders, contextual constraints, and other instructional needs. Whereas many theories outline learning theories, less is known about the formative design process and how it impacts the design and development of learning technologies. This is critical because a formative view considers the issues that educators encounter and how to overcome them during the learning design process.This edited volume provides a multi-faceted look at theories, studies, and design cases that employ formative design in learning across multiple domains. Topics include processes oriented around design thinking, design-based research, and others. Additional chapters provide contextual considerations, such as describing how formative design was used to design learning solutions for STEM learning and food banks, as well as overcoming challenges in emergency remote teaching. In doing so, the book provides an interdisciplinary view that explores how scholars and practitioners engage in formative practices that support a wide array of learners and contexts.

This open-access book is based on the observation that learning ecosystems are increasingly established in higher education institutions. However, an important aspect that is still missing is their interconnectedness. Consequently, the book intends to close this gap by introducing the concept of a distributed learning ecosystem (DLE). A DLE follows the idea of establishing an interlinkage between decentralised learning ecosystems (consisting of content repositories and educational resources) and thus serves as an integrated approach that enables learners to access and use learning content and share resources.

This book contributes to the understanding of regional and global perspectives on the development and challenges the higher education sector in sub-Saharan Africa faces in the era of globalization. It focuses on the critical aspects of the higher education sector in the Global South, with a particular emphasis on sub-Saharan Africa. It brings together empirical, theoretical and philosophical perspectives from researchers in some of the leading universities in sub-Saharan Africa. The book highlights the higher education sector's stages of growth and development and the contemporary challenges it faces in aligning its goals and capacity globally, and maintaining its image and public identity locally. This book covers neoliberal educational reforms, leadership and governance, pedagogy, technology, the global knowledge economy, and digital advancement. It delves into how the nature and practice of learning, teaching, research, and community engagement as core functions of higher education are re-oriented to contribute to societal transformation in Africa. Further, the book discusses the implications of contemporary issues in higher education: internationalization, employability, leadership and management, and accountability and autonomy in teaching, research, and community engagement.

Adopting a UDL Attitude within Academia bridges the gap between the theory and practice of UDL (Universal Design for Learning). It guides the reader through the origins of the development of UDL as an innovative way of thinking about inclusion and the evolution of this theory into practice, as it explores UDL and its relevance beyond the classroom. Including reader-friendly descriptions and case studies supplemented with international research, this book allows the reader to think and see through a UDL lens, ultimately emphasising their part in the inclusion agenda. From the outset this book shares the attitude necessary to promote UDL and inclusion across higher education and addresses some of the most common questions: Is this a scientific theory or just a new practice, and why is it important? How can I be more inclusive in my current practice? Is it sustainable and how do I ensure I'm implementing it correctly? The book will have a broad appeal and is essential reading for anyone looking to understand and implement UDL across their learning environment – be it a university or any education institution.

Universities are grappling with the issue of broadening the knowledgebases of their students to achieve excellence in education through the development and enhancement of intellectual power and capacities, preparing students to shoulder their civil and ethical responsibilities through a sense of personal growth and self-direction that can have real impact. Yet the demand for high impact practices in education is in a constant state of flux due to the ever-evolving reality of today's interconnected world. How can universities develop realistic opportunities through high impact learning and what can be the expected outcome of such learning? Collating various case studies, policies and other empirical research, High Impact Practices in Higher Education: International Perspectives examines effective high impact learning practices and demonstrates approaches that promote learning communities and common intellectual experiences. Contributors consider theoretical frameworks as well as applied models in terms of benefits gained and challenges encountered for the sake of educators, faculty members and students. With relevance for every area and discipline within higher education, High Impact Practices in Higher Education: International Perspectives facilitates the advice and support a university may need in its journey towards becoming a progressive, high impact institution.

Despite - or because - we live in calculative and instrumental times in higher education, liberal arts colleges and programmes are flourishing. They draw students fascinated by society and culture who want to make a creative contribution. The Reinvention of Liberal Learning around the Globe is an indispensable introduction to this diverse and brilliant educational world. (Simon Marginson, Professor of Higher Education; Director of ESRC/RE Centre for Global Higher Education, University of Oxford)The editors pull together a diverse set of authors to share a wide range of approaches and trends in shaping the present and future of our liberal arts institutions and programs. The diversity of perspectives makes this book of interest and use to anyone thinking deeply about and acting in support of the future of higher education and liberal arts education. (Michael McDonald, President, Great Lakes Colleges Association and the Global Liberal Arts Alliance)This book rigorously questions and redefines liberal arts education by examining unique contexts of Asia, North and South America, Europe, Africa, and the Middle East. It also considers the complexity of contemporary issues and emerging innovations in higher education. With the diversity of perspectives and experiences presented by the international authors, we could envision future liberal arts education in nurturing global and caring leaders with multiple collaborative possibilities through this book. (Mikiko Nishimura, Professor of International Christian University, Japan; Co-President of the Global Research Network for Liberal Arts Education)This volume comprehensively documents the transforming nature of liberal arts institutions within the overall tensions provided by the global pandemic occurring at the intersection with a major transitional moment of technology and communication. Its timeliness is underscored by the geographic reachof its contributions, providing a unique perspective on the multitude of ways in which higher education is responding to these powerful forces. (Deane E. Neubauer, Professor Emeritus of Political Science, University of Hawaii, Manoa; Associate Director of the Asia Pacific Higher Education Research Partnership)This is a most timely overview and analysis of liberal arts worldwide. The editors brought together thoughtful scholars from around the world to demonstrate the dogged persistence, resiliency, and vulnerability of the liberal arts. For those who still believe that the key value of higher learning is to enrich the intellect, enliven the spirit, and take more responsibility for the future of humanity, this valuable book provides a framework for the future. (Gerard A. Postiglione, Emeritus Professor, Honorary Professor of Education, The University of Hong KongChapter 3 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

Diese Open-Access-Publikation untersucht studienbezogene Erfahrungen von First-in-Family Studierenden in Österreich und zeigt auf, wie diese ihren studentischen Alltag bewältigen. Formen der Bewältigung und Kriterien des Studienerfolgs sind im Vergleich zu den Herausforderungen und Barrieren, mit denen First-in-Family Studierende konfrontiert sein können, bisher kaum untersucht worden. Mit diesem Buch werden erstmals umfassend jene Lebensbereiche beleuchtet, in die Studierende außerhalb der Universität eingebettet sind und die eine maßgebliche Rolle in Bezug auf deren Studienerfolg spielen. Den theoretischen Rahmen bilden drei Ansätze: (1) die Relationale Theorie Pierre Bourdieus, (2) weiterführende strukturtheoretische Überlegungen sowie (3) das Konzept der Alltäglichen Lebensführung. Das Buch zeigt, wie First-in-Family Studierende ihr Studium wahrnehmen, mit welchen Spannungsdynamiken sie konfrontiert sind und wie sie diese bewältigen. Die Rekonstruktion studienbezogener Erfahrungen von First-in-Family Studierenden und deren Agency sowie Kapitalien stehen im Fokus der Analyse. Des Weiteren wird die Bedeutung einzelner Lebensbereiche in Bezug auf das Studium aufgezeigt und es werden strukturelle Besonderheiten universitärer Institutionen bzw. Studienrichtungen beleuchtet.

Das Buch bietet einen umfassenden Überblick über den neuesten Stand der Forschung auf dem Gebiet des Data Mining im Bildungswesen und seiner Anwendungen. Es richtet sich an ein Publikum mit unterschiedlichem Hintergrund von Informatiker:innen bis zu Bildungsphilosoph:innen.

This book provides holistic guidance and proposes practical frameworks to navigate complex learning environments in the rapidly evolving climate, and an environment to facilitate effective learning and knowledge transfer, while advocating a shift in the learning culture, and culture of learning, in varying contexts. It serves well for varying and cross-disciplinary clusters of individuals, particularly for academics, senior management of higher education institutions, and senior leaders of corporate organizations. This book equips readers with a deeper understanding of the evolving and dynamic issues that need to be addressed in the higher education context; to handle multifaceted situations in the process of engaging University students to be nurtured as future global leaders and knowledge workers.

This book examines several emerging trends in higher education, including artificial intelligence and the impact the COVID-19 pandemic has had on higher education transformation over the past couple of years. All higher education leaders and policy makers are dealing with the aftermath and continuing battle they face regarding higher education within the context of COVID-19. AI and the 4IR are also areas that impact every aspect of higher education, especially as disciplines are forced to provide credentials and relevance aligned to the workforce and economic needs. The chapters provide regional and country case studies from within the Asia Pacific Region.

This handbook provides a global overview of the design, implementation and assessment of academic development centers within higher education institutions. The current nature of our complex, rapidly changing world makes it imperative that colleges and universities worldwide find ways to educate their students in new and better ways: this is reflected in a change in focus from teaching and testing to maximizing student learning in line with the core mission of ADCs to ensure students achieve the best possible learning outcomes. This handbook builds on this transformation, as well as the foundational ADC structure and programming guidelines established by the Professional and Organizational Development Network, to offer a comprehensive exploration of professional development in the sector. This handbook is global in scale and comprehensive in scope, addressing various key topics such as organizational structure and leadership, funding, and program design. It calls for professors and academics to reflect on and adapt their methods of teaching independent to their research, and provides helpful frameworks and case studies for researchers designing centers or seeking models for additional programs.