Higher education, tertiary education Books

Book SynopsisPractice wisdom is needed because the challenges people face in life, work and society are not simple and require more than knowledge, actions and decision making capabilities. In professional practice wisdom enhances people’s capacity to succeed and evolve and to assist their clients in achieving positive, relevant and satisfying outcomes. Practice Wisdom: Values and Interpretations brings diverse views and interpretations to an exploration of what wisdom in professional practice means and can become: academically, practically and inspirationally. The authors reflect on core dimensions of practice wisdom like ethics, mindfulness, moral virtue, particularisation and metacognition. The chapter authors tackle the trials that practice wisdom seekers encounter including the demand for resilience, perseverance, finding credibility and humility in practice wisdom, and linking wisdom into evidence for sound professional decision making. Readers are invited to consider what the place of practice wisdom encompasses in pursuing good practice outcomes amidst the turmoil and pressure of professional practice today. Do the imperatives of evidence-based practice and accountability leave enough space for wise practice or is wisdom seen by modern practice worlds as unnecessary, antiquated, unrealistic and redundant? Without a doubt these questions are answered positively in this book in support of the place and value of practice wisdom in professional practice today.Table of ContentsPreface Acknowledgement Part 1: Understanding Practice Wisdom 1. Appreciating Practice Wisdom  Joy Higgs 2. Wisdom, (Moral) Virtue and Knowledge  David Carr 3. Social Practice Wisdom  Bernard McKenna 4. Mindfulness and Practical Wisdom  Diane Tasker and Joy Higgs 5. Practice Wisdom and Professional Artistry: Entering a Place of Human Flourishing  Angie Titchen 6. A Place for Phrónêsis in Professional Practice: A Reflection of Turbulent Times  Allan Pitman and Elizabeth Anne Kinsella 7. Resilience, Self-management and Agency: Living Practice Wisdom Well  Rachael Field Part 2: Practice Wisdom and Society 8. Contested Practice: Being “Wise” in an Age of Uncertainty  Nita L. Cherry 9. Practice Wisdom and the Sociological Imagination  Jan Fook 10. A Lived Experience of Aboriginal Knowledges and Perspectives: How Cultural Wisdom Saved My Life  Sandy O’Sullivan 11. Practical Wisdom and Ethical Action  Karolina Rozmarynowska 12. Developing Wise Organisations  Bernard McKenna 13. Learning Practice Wisdom from Elders: Wisdom Moments and How to Recognise Them  Barbara Hill, Aunty Beryl Yungha-Dhu Philip-Carmichael and Ruth Bacchus 14. Bringing Spirituality and Wisdom into Practice  John Wattis, Melanie Rogers, Gulnar Ali and Stephen Curran Part 3: Practice Wisdom in Practice 15. Practice Wisdom Development  Joy Higgs 16. Master Mariners and Practice Wisdom  Bradley Roberts and Joy Higgs 17. Learning Embodied Practice Wisdom: The Young Sapling Learning from the Old Tree  Angie Titchen and Niamh Kinsella 18. Practice Wisdom of Expert Inquirers  Phillip Dybicz 19. Skill Acquisition and Clinical Judgement in Nursing Practice: Towards Expertise and Practical Wisdom  Patricia Benner 20. Health and Human Service Professionals and Practice Wisdom: Developing Rich Learning Environments  Lester J. Thompson 21. The Place of Wisdom in Clinical Practice: Taking a Vygotskyian Approach  Rodd Rothwell 22. Wisdom and Ethico-Legal Practice: Ways of Seeing and Ways of Being  Deborah Bowman 23. Valuing Critical Reflection and Narratives in Professional Practice Wisdom  Laura Béres 24. Embodied Wisdom in the Creative Arts Therapies: Learning from Contemporary Art  Joy Paton and Sheridan Linnell 25. Wise Practice for Teaching: Messages for Future Generations of Teachers  Janice Orrell Notes on Contributors

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Book SynopsisPractice wisdom is needed because the challenges people face in life, work and society are not simple and require more than knowledge, actions and decision making capabilities. In professional practice wisdom enhances people’s capacity to succeed and evolve and to assist their clients in achieving positive, relevant and satisfying outcomes. Practice Wisdom: Values and Interpretations brings diverse views and interpretations to an exploration of what wisdom in professional practice means and can become: academically, practically and inspirationally. The authors reflect on core dimensions of practice wisdom like ethics, mindfulness, moral virtue, particularisation and metacognition. The chapter authors tackle the trials that practice wisdom seekers encounter including the demand for resilience, perseverance, finding credibility and humility in practice wisdom, and linking wisdom into evidence for sound professional decision making. Readers are invited to consider what the place of practice wisdom encompasses in pursuing good practice outcomes amidst the turmoil and pressure of professional practice today. Do the imperatives of evidence-based practice and accountability leave enough space for wise practice or is wisdom seen by modern practice worlds as unnecessary, antiquated, unrealistic and redundant? Without a doubt these questions are answered positively in this book in support of the place and value of practice wisdom in professional practice today.Table of ContentsPreface Acknowledgement Part 1: Understanding Practice Wisdom 1. Appreciating Practice Wisdom  Joy Higgs 2. Wisdom, (Moral) Virtue and Knowledge  David Carr 3. Social Practice Wisdom  Bernard McKenna 4. Mindfulness and Practical Wisdom  Diane Tasker and Joy Higgs 5. Practice Wisdom and Professional Artistry: Entering a Place of Human Flourishing  Angie Titchen 6. A Place for Phrónêsis in Professional Practice: A Reflection of Turbulent Times  Allan Pitman and Elizabeth Anne Kinsella 7. Resilience, Self-management and Agency: Living Practice Wisdom Well  Rachael Field Part 2: Practice Wisdom and Society 8. Contested Practice: Being “Wise” in an Age of Uncertainty  Nita L. Cherry 9. Practice Wisdom and the Sociological Imagination  Jan Fook 10. A Lived Experience of Aboriginal Knowledges and Perspectives: How Cultural Wisdom Saved My Life  Sandy O’Sullivan 11. Practical Wisdom and Ethical Action  Karolina Rozmarynowska 12. Developing Wise Organisations  Bernard McKenna 13. Learning Practice Wisdom from Elders: Wisdom Moments and How to Recognise Them  Barbara Hill, Aunty Beryl Yungha-Dhu Philip-Carmichael and Ruth Bacchus 14. Bringing Spirituality and Wisdom into Practice  John Wattis, Melanie Rogers, Gulnar Ali and Stephen Curran Part 3: Practice Wisdom in Practice 15. Practice Wisdom Development  Joy Higgs 16. Master Mariners and Practice Wisdom  Bradley Roberts and Joy Higgs 17. Learning Embodied Practice Wisdom: The Young Sapling Learning from the Old Tree  Angie Titchen and Niamh Kinsella 18. Practice Wisdom of Expert Inquirers  Phillip Dybicz 19. Skill Acquisition and Clinical Judgement in Nursing Practice: Towards Expertise and Practical Wisdom  Patricia Benner 20. Health and Human Service Professionals and Practice Wisdom: Developing Rich Learning Environments  Lester J. Thompson 21. The Place of Wisdom in Clinical Practice: Taking a Vygotskyian Approach  Rodd Rothwell 22. Wisdom and Ethico-Legal Practice: Ways of Seeing and Ways of Being  Deborah Bowman 23. Valuing Critical Reflection and Narratives in Professional Practice Wisdom  Laura Béres 24. Embodied Wisdom in the Creative Arts Therapies: Learning from Contemporary Art  Joy Paton and Sheridan Linnell 25. Wise Practice for Teaching: Messages for Future Generations of Teachers  Janice Orrell Notes on Contributors

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Book SynopsisWriting comprises a significant proportion of academic staff members’ roles. While academics have been acculturated to the notion of ‘publish or perish,’ they often struggle to find the time to accomplish writing papers and tend to work alone. The result can be a sense of significant stress and isolation around the writing process. Writing partnerships, groups, and retreats help mitigate these challenges and provide significant positive writing experiences for their members. Critical Collaborative Communities describes diverse examples of partnerships from writing regularly with one or two colleagues to larger groups that meet for a single day, regular writing meetings, or a retreat over several days. While these approaches bring mutual support for members, each is not without its respective challenges. Each chapter outlines an approach to writing partnerships and interrogates its strengths and limitations as well as proposes recommendations for others hoping to implement the practice. Authors in this volume describe how they have built significant trusting relationships that have helped avoid isolation and have led to their self-authorship as academic writers.Table of ContentsForeword  Pam Denicolo List of Figures and Tables Introduction  Nicola Simmons Part 1: Writing Partnerships 1 Cheaper Than Therapy: The Unexpected Benefits and Challenges of an Academic Writing Partnership  Karen Julien and Jacqueline L. Beres 2 “We’ll Do Whate’er We List”: Growing, Creating, and Writing Together as Faculty of Difference  M. Soledad Caballero and Aimee Knupsky 3 Collaboration at a Distance: Exploring History, Communication, Trust and Socialization  Erik Blair and Georgette Briggs 4 Just Show Up: Reflections from a Motley Writing Group  Janel Seeley, Tia Frahm and Elizabeth Lynch Part 2: Onsite Writing Retreats 5 Advancing the Writing of Academics: Stories from the Writing Group  Jennifer Lock, Yvonne Kjorlien, M. Gregory Tweedie, Roswita Dressler and Sarah Elaine Eaton 6 Faculty Writing Studio: A Place to Write  Remica Bingham-Risher and Joyce Armstrong 7 Campus-Wide, Non-Residential, Five-Day Faculty Writing Retreat: Partnerships Lead to a Sustainable Writing Program  Dannelle D. Stevens and Janelle Voegele 8 The Benefits of Writing Retreats Revisited  Genevieve Maheux-Pelletier, Heidi Marsh and Mandy Frake-Mistak Part 3: Offsite Writing Retreats 9 Something Wicked This Way Comes: Wyrd Sisters, Collaborating In-the-Round  Lisa Dickson, Shannon Murray and Jessica Riddell 10 Writing Wild: Writing Partnerships That Fly  Cecile Badenhorst, Sarah Pickett and John Hoben 11 Creating and Sustaining a Community of Academic Writing Practice: The Multi-University Residential Academic Writing Retreat Model  Michelle K. McGinn, Sne.ana Ratkovi., Dragana Martinovic and Ruth McQuirter Scott 12 Writing about Writing: Collaborative Writing and Photographic Analyses from an Academic Writing Retreat  Kari-Lynn Winters, Natasha Wiebe and Mary Gene Saudelli Part 4: Collaborative Writing Groups 13 Writing within an Academic Microculture: Making Our Practice Visible  Cheryl Jeffs, Carol Berenson, Patti Dyjur, Kimberley A. Grant, Frances Kalu, Natasha Kenny, Kiara Mikita, Robin Mueller and Lorelli Nowell 14 Supporting Writing Collaborations through Synchronous Technologies: Singing Our ssong about Working Together at a Distance  Michelle J. Eady, Corinne Green, Ashley B. Akenson, Briony Supple, Marian McCarthy, James Cronin and Jacinta McKeon 15 Growing the Canadian SoTL Community through a Collaborative Writing Initiative  Elizabeth Marquis and Nicola Simmons 16 Collaborative Writing: Intercultural and Interdisciplinary Partnerships as a Means of Identity Formation  Phillip Motley, Aysha Divan, Valerie Lopes, Lynn O. Ludwig, Kelly E. Matthews and Ana M. Tomljenovic-Berube 17 An International Interdisciplinary Writing Group: Perspectives on Building Partnerships and Developing Community  Barbara Kensington-Miller, Carolyn Oliver, Sue Morón-García, Karen Manarin, Earle Abrahamson, Nicola Simmons and Jessica Deshler 18 Creation, Critique, Consolidation  Nicola Simmons Notes on Contributors

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Book SynopsisWriting comprises a significant proportion of academic staff members’ roles. While academics have been acculturated to the notion of ‘publish or perish,’ they often struggle to find the time to accomplish writing papers and tend to work alone. The result can be a sense of significant stress and isolation around the writing process. Writing partnerships, groups, and retreats help mitigate these challenges and provide significant positive writing experiences for their members. Critical Collaborative Communities describes diverse examples of partnerships from writing regularly with one or two colleagues to larger groups that meet for a single day, regular writing meetings, or a retreat over several days. While these approaches bring mutual support for members, each is not without its respective challenges. Each chapter outlines an approach to writing partnerships and interrogates its strengths and limitations as well as proposes recommendations for others hoping to implement the practice. Authors in this volume describe how they have built significant trusting relationships that have helped avoid isolation and have led to their self-authorship as academic writers.Table of ContentsForeword  Pam Denicolo List of Figures and Tables Introduction  Nicola Simmons Part 1: Writing Partnerships 1 Cheaper Than Therapy: The Unexpected Benefits and Challenges of an Academic Writing Partnership  Karen Julien and Jacqueline L. Beres 2 “We’ll Do Whate’er We List”: Growing, Creating, and Writing Together as Faculty of Difference  M. Soledad Caballero and Aimee Knupsky 3 Collaboration at a Distance: Exploring History, Communication, Trust and Socialization  Erik Blair and Georgette Briggs 4 Just Show Up: Reflections from a Motley Writing Group  Janel Seeley, Tia Frahm and Elizabeth Lynch Part 2: Onsite Writing Retreats 5 Advancing the Writing of Academics: Stories from the Writing Group  Jennifer Lock, Yvonne Kjorlien, M. Gregory Tweedie, Roswita Dressler and Sarah Elaine Eaton 6 Faculty Writing Studio: A Place to Write  Remica Bingham-Risher and Joyce Armstrong 7 Campus-Wide, Non-Residential, Five-Day Faculty Writing Retreat: Partnerships Lead to a Sustainable Writing Program  Dannelle D. Stevens and Janelle Voegele 8 The Benefits of Writing Retreats Revisited  Genevieve Maheux-Pelletier, Heidi Marsh and Mandy Frake-Mistak Part 3: Offsite Writing Retreats 9 Something Wicked This Way Comes: Wyrd Sisters, Collaborating In-the-Round  Lisa Dickson, Shannon Murray and Jessica Riddell 10 Writing Wild: Writing Partnerships That Fly  Cecile Badenhorst, Sarah Pickett and John Hoben 11 Creating and Sustaining a Community of Academic Writing Practice: The Multi-University Residential Academic Writing Retreat Model  Michelle K. McGinn, Sne.ana Ratkovi., Dragana Martinovic and Ruth McQuirter Scott 12 Writing about Writing: Collaborative Writing and Photographic Analyses from an Academic Writing Retreat  Kari-Lynn Winters, Natasha Wiebe and Mary Gene Saudelli Part 4: Collaborative Writing Groups 13 Writing within an Academic Microculture: Making Our Practice Visible  Cheryl Jeffs, Carol Berenson, Patti Dyjur, Kimberley A. Grant, Frances Kalu, Natasha Kenny, Kiara Mikita, Robin Mueller and Lorelli Nowell 14 Supporting Writing Collaborations through Synchronous Technologies: Singing Our ssong about Working Together at a Distance  Michelle J. Eady, Corinne Green, Ashley B. Akenson, Briony Supple, Marian McCarthy, James Cronin and Jacinta McKeon 15 Growing the Canadian SoTL Community through a Collaborative Writing Initiative  Elizabeth Marquis and Nicola Simmons 16 Collaborative Writing: Intercultural and Interdisciplinary Partnerships as a Means of Identity Formation  Phillip Motley, Aysha Divan, Valerie Lopes, Lynn O. Ludwig, Kelly E. Matthews and Ana M. Tomljenovic-Berube 17 An International Interdisciplinary Writing Group: Perspectives on Building Partnerships and Developing Community  Barbara Kensington-Miller, Carolyn Oliver, Sue Morón-García, Karen Manarin, Earle Abrahamson, Nicola Simmons and Jessica Deshler 18 Creation, Critique, Consolidation  Nicola Simmons Notes on Contributors

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Book SynopsisGlobalisation has brought a number of regional cooperation, collaboration, partnership and networking initiatives among different countries. The regionalisation of higher education or its initiators have used different terms to define their objectives. For Asian higher education, this relationship has extended beyond the broader idea of higher education cooperation for instance, to include different networks and agreements within region and outside region on matters related to research, student mobility and quality assurance among Asian countries and between Asia and other countries that share a similar vision on education. This book examines and analyses the status of education policy in the Philippines and, more particularly, focuses on the issue of the integration of higher education in the Association of Southeast Asian Nations (ASEAN). It further examines ASEAN integration policies and what the Philippines could do to underpin these policies. The objective is to better understand the problems of global policy in the context of regionalisation, harmonisation and integration from both an ASEAN and a Philippine perspective. Prospective mechanisms of ASEAN for upgrading the quality of education provision through student mobility, staff exchange, regional accreditation and articulation are succinctly argued in this book. Methodologically, various research designs and methods, including a literature review, as a well as an empirical data and secondary data analysis were used. ASEAN leaders, higher education researchers and policymakers may find the results discussed in this book useful.Table of ContentsAcknowledgements List of Figures and Tables 1 Philippine Higher Education in the Era of ASEAN Integration 1  Introduction 2  Integration of Higher Education in Southeast Asia 3  Philippines’ Response 4  Globalisation of ASEAN Higher Education 5  The Organisation of the Book 2 A Review of the Philippine Quality Assurance System 1  Globalisation and the Development of a Knowledge Economy 2  Understanding ‘Quality’ in Higher Education 3  The Need for Quality in Philippine Higher Education 4  Accreditation 5  Quality Assurance for Skills Production 6  Concluding Remarks 3 Quality Improvement of Private Higher Education in the Philippines for ASEAN Integration 1  Introduction 2  Privatisation of Higher Education in the ASEAN Context 3  The Role of Regulatory Bodies 4  Concluding Remarks 4 Predictors of the Use of Quality Management System (QMS) Processes for the ASEAN Agenda 1  Introduction 2  Use of Process Management in Higher Education 3  Empirical Findings 4  Age 5  Gender 6  Experience 7  Educational Attainment 8  Concluding Remarks 5 Total Quality Management (TQM) and the ASEAN Skills Development Agenda 1  Introduction 2  Higher Education and Skills Development 3  Application of TQM in Higher Education 4  Concluding Remarks 6 Measuring Research Performance of ASEAN Higher Education 1  Introduction 2  Historical Trajectory of Performance Measurement 3  Measuring Service Quality in Higher Education 4  Change Management 5  Concluding Remarks 7 Cultural Barriers to ASEAN Integration Policy Implementation 1  Introduction 2  Culture and Performance in Higher Education 3  Mobility and Cultural Barriers 4  Concluding Remarks 8 Implications of ASEAN Integration for the Philippine Higher Education Policies 1  ASEAN Integration 2  Philippine Higher Education Policy 3  Major Findings 4  Symbolism of ASEAN Policy 5  Political Symbolism 6  Challenges and Demands 7  Recommendations Index

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Book SynopsisGlobalisation has brought a number of regional cooperation, collaboration, partnership and networking initiatives among different countries. The regionalisation of higher education or its initiators have used different terms to define their objectives. For Asian higher education, this relationship has extended beyond the broader idea of higher education cooperation for instance, to include different networks and agreements within region and outside region on matters related to research, student mobility and quality assurance among Asian countries and between Asia and other countries that share a similar vision on education. This book examines and analyses the status of education policy in the Philippines and, more particularly, focuses on the issue of the integration of higher education in the Association of Southeast Asian Nations (ASEAN). It further examines ASEAN integration policies and what the Philippines could do to underpin these policies. The objective is to better understand the problems of global policy in the context of regionalisation, harmonisation and integration from both an ASEAN and a Philippine perspective. Prospective mechanisms of ASEAN for upgrading the quality of education provision through student mobility, staff exchange, regional accreditation and articulation are succinctly argued in this book. Methodologically, various research designs and methods, including a literature review, as a well as an empirical data and secondary data analysis were used. ASEAN leaders, higher education researchers and policymakers may find the results discussed in this book useful.Table of ContentsAcknowledgements List of Figures and Tables 1 Philippine Higher Education in the Era of ASEAN Integration 1  Introduction 2  Integration of Higher Education in Southeast Asia 3  Philippines’ Response 4  Globalisation of ASEAN Higher Education 5  The Organisation of the Book 2 A Review of the Philippine Quality Assurance System 1  Globalisation and the Development of a Knowledge Economy 2  Understanding ‘Quality’ in Higher Education 3  The Need for Quality in Philippine Higher Education 4  Accreditation 5  Quality Assurance for Skills Production 6  Concluding Remarks 3 Quality Improvement of Private Higher Education in the Philippines for ASEAN Integration 1  Introduction 2  Privatisation of Higher Education in the ASEAN Context 3  The Role of Regulatory Bodies 4  Concluding Remarks 4 Predictors of the Use of Quality Management System (QMS) Processes for the ASEAN Agenda 1  Introduction 2  Use of Process Management in Higher Education 3  Empirical Findings 4  Age 5  Gender 6  Experience 7  Educational Attainment 8  Concluding Remarks 5 Total Quality Management (TQM) and the ASEAN Skills Development Agenda 1  Introduction 2  Higher Education and Skills Development 3  Application of TQM in Higher Education 4  Concluding Remarks 6 Measuring Research Performance of ASEAN Higher Education 1  Introduction 2  Historical Trajectory of Performance Measurement 3  Measuring Service Quality in Higher Education 4  Change Management 5  Concluding Remarks 7 Cultural Barriers to ASEAN Integration Policy Implementation 1  Introduction 2  Culture and Performance in Higher Education 3  Mobility and Cultural Barriers 4  Concluding Remarks 8 Implications of ASEAN Integration for the Philippine Higher Education Policies 1  ASEAN Integration 2  Philippine Higher Education Policy 3  Major Findings 4  Symbolism of ASEAN Policy 5  Political Symbolism 6  Challenges and Demands 7  Recommendations Index

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Book SynopsisTrends in institutional partnership in higher education have shown tremendous growth in the past three decades. These trends are manifested through the growing initiatives of joint programs that promote collaborative research, academic mobility, joint curriculum development and course delivery, joint bidding for development projects and benchmarking. Partnerships in higher education have been used not only as an instrument for institutional development through a wide range of strategic alliances but also as an essential way of introducing new voices to the operations of the universities by initiating new paradigms that bring new perspectives and bear competitive advantage on the partners. As the trend of partnership in higher education grew, scholars in higher education studies have also engaged in conceptualizing higher education partnership from academic perspectives, analyzing trends and developing models of higher education collaborations. Partnership in Higher Education: Trends between African and European Institutions is a pioneer in bringing together a comprehensive perspective on matters of higher education partnership among African and European institutions. It discusses the ongoing debates on higher education partnership and internationalization strategies by providing empirical insights from various case studies.Table of ContentsAcknowledgments List of Figures and Tables List of Abbreviations Notes on Contributors Introduction  Emnet Tadesse Woldegiorgis and Christine Scherer 1 Higher Education Partnership in Africa: The Case of the Pan-African University Network and the Mwalimu Nyerere Mobility Programme  Emnet Tadesse Woldegiorgis 2 A Critical Assessment of the Internationalization of Higher Education: The Case of Sub-Saharan Africa  Sintayehu Kassaye Alemu 3 Reflections on the Role of Africa in Research for Development: A Plea for Collaboration  Brook Lemma 4 Relational Policies in Higher Education Partnership and Collaboration: Europe’s Approach to Africa and the Special Case of Germany  Christine Scherer 5 Higher Education Partnership between Maghreb and European Higher Education Institutions during the 2002–2013 Decade  Baghdad Benstaali 6 Developing International Quality Assurance Standards in Africa: Reference to the Pan-African University as Institutional Partnership in the Framework of Bologna  Abbes Sebihi and Leonie Schoelen 7 Internationalizing Higher Education through Service Learning: The Case of the University for Development Studies, Ghana  Lydia Kwoyiga and Agnes Atia Apusigah 8 Prospects and Challenges in North-South Curriculum Development Partnerships: The Case of a Finnish-Cameroonian University Project in Higher Education Studies  Pascal Doh 9 Prospects, Challenges, and Opportunities of International Exchange Programmes: The Case of a Double Degree Master’s Programme  Thomas Asante and Agnes Atia Apusigah 10 Challenges and Prospects for Higher Education Partnership in Africa: Concluding Remarks  Emnet Tadesse Woldegiorgis and Christine Scherer Index

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Book SynopsisTrends in institutional partnership in higher education have shown tremendous growth in the past three decades. These trends are manifested through the growing initiatives of joint programs that promote collaborative research, academic mobility, joint curriculum development and course delivery, joint bidding for development projects and benchmarking. Partnerships in higher education have been used not only as an instrument for institutional development through a wide range of strategic alliances but also as an essential way of introducing new voices to the operations of the universities by initiating new paradigms that bring new perspectives and bear competitive advantage on the partners. As the trend of partnership in higher education grew, scholars in higher education studies have also engaged in conceptualizing higher education partnership from academic perspectives, analyzing trends and developing models of higher education collaborations. Partnership in Higher Education: Trends between African and European Institutions is a pioneer in bringing together a comprehensive perspective on matters of higher education partnership among African and European institutions. It discusses the ongoing debates on higher education partnership and internationalization strategies by providing empirical insights from various case studies.Table of ContentsAcknowledgments List of Figures and Tables List of Abbreviations Notes on Contributors Introduction  Emnet Tadesse Woldegiorgis and Christine Scherer 1 Higher Education Partnership in Africa: The Case of the Pan-African University Network and the Mwalimu Nyerere Mobility Programme  Emnet Tadesse Woldegiorgis 2 A Critical Assessment of the Internationalization of Higher Education: The Case of Sub-Saharan Africa  Sintayehu Kassaye Alemu 3 Reflections on the Role of Africa in Research for Development: A Plea for Collaboration  Brook Lemma 4 Relational Policies in Higher Education Partnership and Collaboration: Europe’s Approach to Africa and the Special Case of Germany  Christine Scherer 5 Higher Education Partnership between Maghreb and European Higher Education Institutions during the 2002–2013 Decade  Baghdad Benstaali 6 Developing International Quality Assurance Standards in Africa: Reference to the Pan-African University as Institutional Partnership in the Framework of Bologna  Abbes Sebihi and Leonie Schoelen 7 Internationalizing Higher Education through Service Learning: The Case of the University for Development Studies, Ghana  Lydia Kwoyiga and Agnes Atia Apusigah 8 Prospects and Challenges in North-South Curriculum Development Partnerships: The Case of a Finnish-Cameroonian University Project in Higher Education Studies  Pascal Doh 9 Prospects, Challenges, and Opportunities of International Exchange Programmes: The Case of a Double Degree Master’s Programme  Thomas Asante and Agnes Atia Apusigah 10 Challenges and Prospects for Higher Education Partnership in Africa: Concluding Remarks  Emnet Tadesse Woldegiorgis and Christine Scherer Index

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Book SynopsisThe contributors to Amplified Voices, Intersecting Identities: First-Gen PhDs Navigating Institutional Power in Early Careers overcame deeply unequal educational systems to become the first in their families to finish college. Now, they are among the 3% of first-generation undergraduate students to go on to graduate school and then become faculty, in spite of structural barriers that worked against them. These scholars write of socialization to the professoriate through the complex lens of intersectional identities of race, ethnicity, gender, sexuality, ability and social class. These first-generation graduate students have crafted critical narratives of the structural obstacles within higher education that stand in the way of brilliant scholars who are poor and working-class, Black, Indigenous, Latinx, Asian, immigrant, queer, white, women, or people with disabilities. They write of agency in creating defiant networks of support, of sustaining connections to family and communities, of their activism and advocacy on campus. They refuse to perpetuate the myths of meritocracy that reproduce the inequalities of higher education. In response to a research literature and to campus programming that frames their identities around “need”, they write instead of agentive and politicized intersectional identities as first-generation graduate students, committed to institutional change through their research, teaching, and service. Contributors are: Veronica R. Barrios, Candis Bond, Beth Buyserie, Noralis Rodríguez Coss, Charise Paulette DeBerry, Janette Diaz, Alfred P. Flores, José García, Cynthia George, Shonda Goward, Luis Javier Pentón Herrera, Nataria T. Joseph, Castagna Lacet, Jennifer M. Longley, Catherine Ma, Esther Díaz Martín, Nadia Yolanda Alverez Mexia, T. Mark Montoya, Miranda Mosier, Michelle Parrinello-Cason, J. Michael Ryan, Adrián Arroyo Pérez, Will Porter, Jaye Sablan, Theresa Stewart-Ambo, Keisha Thompson, Ethan Trinh, Jane A. Van Galen and Wendy Champagnie Williams.Table of ContentsList of Figures Notes on Contributors Introduction: Amplified Voices, Intersecting Identities: First-Gen PhDs Navigating Institutional Power in Early Academic Careers  Jane A. Van Galen and Jaye Sablan 1 “Si pega, Bueno”: Testimonio of a First Generation Latinx Dual-Career Academic Couple Navigating Family and Profession  Esther Díaz Martín and José García 2 Writing as An Art of Rebellion: Scholars of Color Using Literacy to Find Spaces of Identity and Belonging in Academia  Ethan Trinh and Luis Javier Pentón Herrera 3 Telling Stories: Writing Ourselves into Academia  Miranda Mosier 4 Pathways, Pedagogy, and Pacific Islander Studies  Alfred P. Flores 5 Navigating Institutional Borderlands: An Inside Perspective from the Outside  T. Mark Montoya 6 Dear Native Students, with Love  Theresa Stewart-Ambo 7 Backbone Snacks  Charise P. DeBerry 8 The First  Veronica R. Barrios 9 Sister, Sister, Never Knew How Much I Missed Ya!  Catherine Ma and Keisha V. Thompson 10 “I Have Measured out My Life with Coffee Spoons”: On Time and Motherhood as a First-Generation PhD  Candis Bond 11 Yes, We Count: Weaving Fluid Identities of Disability and Sexuality into First-Gen Pedagogies  Beth Buyserie 12 From the Hood to Higher Ed: An Autoethnography of Race, Class, and Gender  Castagna Lacet and Wendy Champagnie Williams 13 Multiply Conscious and in Need of Divine Intervention  Nataria T. Joseph 14 The Long and the Short of It: Realities and Expectations of Landing and Losing a Dream Job  Michelle Parrinello-Cason 15 Surviving the Matrix: The Struggles of a Small Town Gay Kid to Become a Globe-Trotting Professional Academic  J. Michael Ryan 16 (In)visible (Dis)advantages: Being “One of the Boys” in Classical Music Performance  Will Porter 17 Re-Framing the Enemy within in Academia  Noralis Rodríguez Coss 18 Navigating Distances: From Sob Story to Educational Privilege  Janette Diaz 19 Finding My Voice  Jennifer M. Longley 20 Climbing Uphill  Nadia Yolanda Alvarez Mexia and Adrián Arroyo Pérez 21 First-Gens and Student Debt: Paying More While Getting Less  Cynthia George 22 Resilience and Grit Are for Rich People: How “Making It” through Higher Education Has Made Me Sick  Shonda L. Goward Index

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Book SynopsisThe contributors to Amplified Voices, Intersecting Identities: First-Gen PhDs Navigating Institutional Power in Early Careers overcame deeply unequal educational systems to become the first in their families to finish college. Now, they are among the 3% of first-generation undergraduate students to go on to graduate school and then become faculty, in spite of structural barriers that worked against them. These scholars write of socialization to the professoriate through the complex lens of intersectional identities of race, ethnicity, gender, sexuality, ability and social class. These first-generation graduate students have crafted critical narratives of the structural obstacles within higher education that stand in the way of brilliant scholars who are poor and working-class, Black, Indigenous, Latinx, Asian, immigrant, queer, white, women, or people with disabilities. They write of agency in creating defiant networks of support, of sustaining connections to family and communities, of their activism and advocacy on campus. They refuse to perpetuate the myths of meritocracy that reproduce the inequalities of higher education. In response to a research literature and to campus programming that frames their identities around “need”, they write instead of agentive and politicized intersectional identities as first-generation graduate students, committed to institutional change through their research, teaching, and service. Contributors are: Veronica R. Barrios, Candis Bond, Beth Buyserie, Noralis Rodríguez Coss, Charise Paulette DeBerry, Janette Diaz, Alfred P. Flores, José García, Cynthia George, Shonda Goward, Luis Javier Pentón Herrera, Nataria T. Joseph, Castagna Lacet, Jennifer M. Longley, Catherine Ma, Esther Díaz Martín, Nadia Yolanda Alverez Mexia, T. Mark Montoya, Miranda Mosier, Michelle Parrinello-Cason, J. Michael Ryan, Adrián Arroyo Pérez, Will Porter, Jaye Sablan, Theresa Stewart-Ambo, Keisha Thompson, Ethan Trinh, Jane A. Van Galen and Wendy Champagnie Williams.Table of ContentsList of Figures Notes on Contributors Introduction: Amplified Voices, Intersecting Identities: First-Gen PhDs Navigating Institutional Power in Early Academic Careers  Jane A. Van Galen and Jaye Sablan 1 “Si pega, Bueno”: Testimonio of a First Generation Latinx Dual-Career Academic Couple Navigating Family and Profession  Esther Díaz Martín and José García 2 Writing as An Art of Rebellion: Scholars of Color Using Literacy to Find Spaces of Identity and Belonging in Academia  Ethan Trinh and Luis Javier Pentón Herrera 3 Telling Stories: Writing Ourselves into Academia  Miranda Mosier 4 Pathways, Pedagogy, and Pacific Islander Studies  Alfred P. Flores 5 Navigating Institutional Borderlands: An Inside Perspective from the Outside  T. Mark Montoya 6 Dear Native Students, with Love  Theresa Stewart-Ambo 7 Backbone Snacks  Charise P. DeBerry 8 The First  Veronica R. Barrios 9 Sister, Sister, Never Knew How Much I Missed Ya!  Catherine Ma and Keisha V. Thompson 10 “I Have Measured out My Life with Coffee Spoons”: On Time and Motherhood as a First-Generation PhD  Candis Bond 11 Yes, We Count: Weaving Fluid Identities of Disability and Sexuality into First-Gen Pedagogies  Beth Buyserie 12 From the Hood to Higher Ed: An Autoethnography of Race, Class, and Gender  Castagna Lacet and Wendy Champagnie Williams 13 Multiply Conscious and in Need of Divine Intervention  Nataria T. Joseph 14 The Long and the Short of It: Realities and Expectations of Landing and Losing a Dream Job  Michelle Parrinello-Cason 15 Surviving the Matrix: The Struggles of a Small Town Gay Kid to Become a Globe-Trotting Professional Academic  J. Michael Ryan 16 (In)visible (Dis)advantages: Being “One of the Boys” in Classical Music Performance  Will Porter 17 Re-Framing the Enemy within in Academia  Noralis Rodríguez Coss 18 Navigating Distances: From Sob Story to Educational Privilege  Janette Diaz 19 Finding My Voice  Jennifer M. Longley 20 Climbing Uphill  Nadia Yolanda Alvarez Mexia and Adrián Arroyo Pérez 21 First-Gens and Student Debt: Paying More While Getting Less  Cynthia George 22 Resilience and Grit Are for Rich People: How “Making It” through Higher Education Has Made Me Sick  Shonda L. Goward Index

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Book SynopsisThis book offers an account of Chinese students' intercultural learning experiences in China-Australia articulation programmes. While these students learn in programmes that Chinese and Australian partner universities collaboratively operate, differences in educational practices still make them encounter barriers. To deal with cross-system differences, some students indicate a positive sense of agency. However, some of them feel disempowered. Notably, many students develop a sense of in-betweenness through learning in such programmes. Based on the investigation, Kun Dai argues that intercultural learning and adjustment in the transnational higher education context may become more complex than other forms of international education.Trade Review"There is an acute dearth of literature in international higher education on transnational programmes that do not involve the bodily mobility of students. This book provides an original and insightful analysis of the ways in which Chinese students negotiate transnational articulation programmes, and the extent to which such programmes have the potential to promote intercultural learning." – Fazal Rizvi, Professor in Global Studies in Education, The University of Melbourne “This timely volum reminds us of what scientists refer to as ‘the knowledge illusion’ in transnational higher education: We tend to believe we know more than we do. In this book, Dr Dai moves beyond appropriation of cultural resources to unravel the complexities of learning in modern transnational higher education programmes. Seeing intercultural learning as boundary crossing, he highlights the intricacies of the in-between spaces of students as agents of their life-changing experiences.” – Rui Yang, Professor and Associate Dean for Research, Faculty of Education, University of Hong Kong "The world is facing unprecedented health crisis with the spread of COVID-19 across different corners of the globe. Well before the present global health crisis, growing debates have emerged to critically examine the future of internationalization of education, especially when people begin to question the value and benefits that international education brings. The COVID-19 pandemic again raises the issues of the future of international higher education. Would the COVID-19 adversely international education and student mobility? This book by Dr Kun Dai has chosen very important research problem, connecting the wider international research community to critically reflect the futures of internationalization and transnationalization of higher education. The present volume provides critical review, rich empirical analysis and relevant theoretical debates on internationalization and higher education. This volume is highly relevant to academics, researchers, policy makers, and postgraduate students in higher education." – Ko Ho Mok, Lam Man Tsan Chair Professor of Comparative Policy, Vice President, Lingnan University, Hong Kong "Articulation programs are a form of transnational education that have been largely underexplored, so it is timely that Kun Dai provides us with this highly engaging and thought-provoking book. Examining the attitudes, perceptions and experiences of Chinese students who study on a range of Chinese-Australian articulation programs, Dai shines a light on how students, as ‘in-betweeners’, may experience intercultural learning and a sense of belonging with their home and host cultures. It is recognized that studying in two education systems may present students with both benefits and challenges. Dai calls upon his own experiences as a former articulation program student and expands this through the rich voices of the study’s interviewees, to candidly discuss and explain the positionality of those who fall ‘in-between’. This book offers valuable insights to both researchers and practitioners and may be useful for educators to consider in order to improve relevant programs and classroom practice." – Stephen Wilkins, Professor in Strategy and Marketing, The British University in Dubai "Transnational higher education (TNHE) is a significantly understudied area within the social sciences and yet its impact upon education systems is being felt around the world. This excellent book provides a valuable and detailed examination of students’ experiences of transnational higher education programmes in China. We still know very little about how students actually experience TNHE, and this is a significant growth area in China in particular. This book is timely and insightful, and I look forward to using it in my teaching and writing." – Johanna L. Waters, Professor of Human Geography, University College LondonTable of ContentsForeword  Bob Lingard Acknowledgements 1 Globalisation, Internationalisation, and Transnational Higher Education  1 Globalisation and Internationalisation of Higher Education  2 Transnational Higher Education  3 Transnational Higher Education in China  4 Signifijicance of This Study  5 Research Design: A Narrative Inquiry  6 Conclusion 2 Cross-System Transitions across Cultures, Spaces, and Places  1 Transitioning and Learning between Cultures  2 Cultural Influences Shaping Chinese Learners  3 Critical Understandings of CHC and Chinese Students  4 Encountering Shocks with Complicated Transitioning Trajectories  5 Moving across Diffferent Spaces and Places as Diaspora  6 Conclusion 3 Start the TAP Journey with Various Certainties and Uncertainties  1 Begin the TAP Journey  2 Encountering Certainties and Uncertainties  3 Conclusion 4 A Tortuous Trajectory of Intercultural Learning  1 Positively Deal with Changes in Transition  2 Being Stressful in Transition  3 Shifting between Multiple Identities as Intercultural Learner  4 Dependent and Demotivated Followers in China  5 Becoming Independent and Motivated Explorer in Australia  6 Shaping Diffferent Senses of Belonging as Transnational Diaspora  7 Conclusion 5 Mapping a Transitioning In-Between Learning Space  1 The Conceptualisation of the Transitioning In-Between Space in TAP  2 Conclusion 6 A Reflexive Journey as an In-Betweener  1 Transitioning between Diffferent Schools as a Domestic Diaspora  2 Transitioning from China to Australia as a TAP Student  3 Shifting between Chinese and Australian Contexts  4 Conclusion 7 Critical Reflections: Becoming Compatible  1 Dynamically Transitioning between Diffferent Systems  2 (Re)shaping Identity, Agency, and Belonging in Cross-System Transition  3 The Contour of the In-Between Learning Space in TAP  4 Intercultural Adjustment as a Way of Transitioning In-Between  5 Implications 8 Conclusion References Index

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Book SynopsisIn 2015, Laura Rumbley put forward the notion that higher education—in a highly complex, globally interdependent world—would be wise to commit to an agenda of "intelligent internationalization" (I2). I2 turns on the notion that "the development of a thoughtful alliance between the research, practitioner, and policy communities," in tandem with key decision makers in leadership roles, is essential for institutions and systems of higher education seeking sustained relevance and vitality through their internationalization efforts. Does "intelligent internationalization" make sense? What is faulty, misguided, or missing from this analysis that could be strengthened through further consideration? On the other hand, what speaks to its value as an idea or agenda to advance the way that internationalization is understood and enacted in the world? These issues will be addressed in this book which builds on a 2018 Symposium on Intelligent Internationalization.Table of ContentsForeword: Beethoven Comes to Boston  Urbain (Ben) DeWinter Preface List of Figures and Tables Notes on Contributors Setting the Scene 1 Intelligent Internationalization: The Shape of Things to Come  Laura E. Rumbley PART 1: Global Trends & Broad Perspectives 2 Clear Trends and Murky Future: Prospects for Internationalization  Philip G. Altbach 3 Evolving Architecture of/for International Education and Global Science  Ellen Hazelkorn 4 Not Your Parents’ Internationalization: Next Generation Perspectives  Laura E. Rumbley and Douglas Proctor 5 Citius, Altius, Fortius: Global University Rankings as the “Olympic Games” of Higher Education?  Maria Yudkevich, Philip G. Altbach and Laura E. Rumbley PART 2: Students & Faculty 6 International Faculty Mobility: Crucial and Understudied  Laura E. Rumbley and Hans de Wit 7 Internationalization 2.0: Not without the Faculty  Liz Reisberg 8 Centering Internationalization Outcomes: Four Reasons to Focus on Faculty  Kara A. Godwin 9 Internationalization and Faculty: How to Have an Intelligent Conversation  Douglas Proctor 10 The Intelligently Internationalized Researcher  Ariane de Gayardon 11 Cross-Cultural Differences among Students: Challenges and Opportunities for Intelligent Internationalization  Elena Denisova-Schmidt 12 Intelligent Internationalization at Work in the Hague, the City of Peace and Justice  Jos Beelen 13 US International Alumni Affairs: Pressing Questions for an Emerging Field  Lisa Unangst and Laura E. Rumbley PART 3: Regional & National Policy, Challenges & Opportunities 14 From “Dumb” Decolonization to “Smart” Internationalization: A Requisite Transition  Damtew Teferra 15 Intelligent Internationalization: Is It Feasible in the Latin American and Caribbean Higher Education Context?  Jocelyne Gacel-Ávila 16 Forced Migrants in Higher Education: Syrian Students at Turkish Universities  Hakan Ergin 17 Policy, Strategy, and Practice: Toward I2 in the US  Robin Matross Helms 18 Intelligent Internationalization in the Spanish Context  Laura Howard 19 Policy Development, Research and Data Collection to Enhance International Program and Provider Mobility in Africa  Jane Knight 20 On Intelligent Internationalization  Markus Laitinen 21 Intelligent Internationalization: (Re)connections and Reconciliations  Irina Ferencz 22 Intelligent Internationalization in the Context of the U.S.: Realities, Challenges and Opportunities  Rajika Bhandari 23 Intelligent Internationalization: Using Research Results to Improve Credit Mobility at Mexican Higher Education Institutions  Magdalena L. Bustos-Aguirre 24 The Policy Conundrum  Patti McGill Peterson 25 World Class 2.0 and Internationalization in Chinese Higher Education  Qi Wang 26 The New Routes for Internationalization of Higher Education in Brazil  Fernanda Leal 27 National Policies for Internationalization: Do They Work?  Robin Matross Helms and Laura E. Rumbley PART 4: Institutional Strategies, Curriculum & Practice 28 Moving away from What We Know: Informing Education Abroad Practices through Scholarship  Nick J. Gozik 29 Learning for All  Fiona Hunter 30 Intelligent Internationalization, Online Learning, and Interculturality  Edward Choi, Araz Khajarian, Lisa Unangst and Ayenachew Woldegiyorgis 31 Strategic Planning, Identity, and Internationalization: An Introduction  Alberto Godenzi 32 Internationalization with Adjectives  Daniela Crãciun 33 Outside the Comfort Zone: How Internationalization Can Be Used to Support First Generation Students  Georgiana Mihut 34 Higher Education Leadership and Management Training: Global Maps and Gaps  Laura E. Rumbley, Hilligje van’t Land and Juliette Becker 35 Internationalizing the Third Mission of Universities  Agustian Sutrisno 36 What an International Branch Campus Is, and Is Not: A Revised Definition  Stephen Wilkins and Laura E. Rumbley PART 5: Conclusion 37 From Mobility to Internationalization of the Curriculum at Home: Where Are the Students in the Intelligent Internationalization Conversation?  Elspeth Jones 38 Global Learning for All: What Does It Take to Shift a Paradigm?  Betty Leask 39 Intelligent Internationalization in Higher Education: Evolving Concepts and Trends  Hans de Wit

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Book SynopsisIn 2015, Laura Rumbley put forward the notion that higher education—in a highly complex, globally interdependent world—would be wise to commit to an agenda of "intelligent internationalization" (I2). I2 turns on the notion that "the development of a thoughtful alliance between the research, practitioner, and policy communities," in tandem with key decision makers in leadership roles, is essential for institutions and systems of higher education seeking sustained relevance and vitality through their internationalization efforts. Does "intelligent internationalization" make sense? What is faulty, misguided, or missing from this analysis that could be strengthened through further consideration? On the other hand, what speaks to its value as an idea or agenda to advance the way that internationalization is understood and enacted in the world? These issues will be addressed in this book which builds on a 2018 Symposium on Intelligent Internationalization.Table of ContentsForeword: Beethoven Comes to Boston  Urbain (Ben) DeWinter Preface List of Figures and Tables Notes on Contributors Setting the Scene 1 Intelligent Internationalization: The Shape of Things to Come  Laura E. Rumbley PART 1: Global Trends & Broad Perspectives 2 Clear Trends and Murky Future: Prospects for Internationalization  Philip G. Altbach 3 Evolving Architecture of/for International Education and Global Science  Ellen Hazelkorn 4 Not Your Parents’ Internationalization: Next Generation Perspectives  Laura E. Rumbley and Douglas Proctor 5 Citius, Altius, Fortius: Global University Rankings as the “Olympic Games” of Higher Education?  Maria Yudkevich, Philip G. Altbach and Laura E. Rumbley PART 2: Students & Faculty 6 International Faculty Mobility: Crucial and Understudied  Laura E. Rumbley and Hans de Wit 7 Internationalization 2.0: Not without the Faculty  Liz Reisberg 8 Centering Internationalization Outcomes: Four Reasons to Focus on Faculty  Kara A. Godwin 9 Internationalization and Faculty: How to Have an Intelligent Conversation  Douglas Proctor 10 The Intelligently Internationalized Researcher  Ariane de Gayardon 11 Cross-Cultural Differences among Students: Challenges and Opportunities for Intelligent Internationalization  Elena Denisova-Schmidt 12 Intelligent Internationalization at Work in the Hague, the City of Peace and Justice  Jos Beelen 13 US International Alumni Affairs: Pressing Questions for an Emerging Field  Lisa Unangst and Laura E. Rumbley PART 3: Regional & National Policy, Challenges & Opportunities 14 From “Dumb” Decolonization to “Smart” Internationalization: A Requisite Transition  Damtew Teferra 15 Intelligent Internationalization: Is It Feasible in the Latin American and Caribbean Higher Education Context?  Jocelyne Gacel-Ávila 16 Forced Migrants in Higher Education: Syrian Students at Turkish Universities  Hakan Ergin 17 Policy, Strategy, and Practice: Toward I2 in the US  Robin Matross Helms 18 Intelligent Internationalization in the Spanish Context  Laura Howard 19 Policy Development, Research and Data Collection to Enhance International Program and Provider Mobility in Africa  Jane Knight 20 On Intelligent Internationalization  Markus Laitinen 21 Intelligent Internationalization: (Re)connections and Reconciliations  Irina Ferencz 22 Intelligent Internationalization in the Context of the U.S.: Realities, Challenges and Opportunities  Rajika Bhandari 23 Intelligent Internationalization: Using Research Results to Improve Credit Mobility at Mexican Higher Education Institutions  Magdalena L. Bustos-Aguirre 24 The Policy Conundrum  Patti McGill Peterson 25 World Class 2.0 and Internationalization in Chinese Higher Education  Qi Wang 26 The New Routes for Internationalization of Higher Education in Brazil  Fernanda Leal 27 National Policies for Internationalization: Do They Work?  Robin Matross Helms and Laura E. Rumbley PART 4: Institutional Strategies, Curriculum & Practice 28 Moving away from What We Know: Informing Education Abroad Practices through Scholarship  Nick J. Gozik 29 Learning for All  Fiona Hunter 30 Intelligent Internationalization, Online Learning, and Interculturality  Edward Choi, Araz Khajarian, Lisa Unangst and Ayenachew Woldegiyorgis 31 Strategic Planning, Identity, and Internationalization: An Introduction  Alberto Godenzi 32 Internationalization with Adjectives  Daniela Crãciun 33 Outside the Comfort Zone: How Internationalization Can Be Used to Support First Generation Students  Georgiana Mihut 34 Higher Education Leadership and Management Training: Global Maps and Gaps  Laura E. Rumbley, Hilligje van’t Land and Juliette Becker 35 Internationalizing the Third Mission of Universities  Agustian Sutrisno 36 What an International Branch Campus Is, and Is Not: A Revised Definition  Stephen Wilkins and Laura E. Rumbley PART 5: Conclusion 37 From Mobility to Internationalization of the Curriculum at Home: Where Are the Students in the Intelligent Internationalization Conversation?  Elspeth Jones 38 Global Learning for All: What Does It Take to Shift a Paradigm?  Betty Leask 39 Intelligent Internationalization in Higher Education: Evolving Concepts and Trends  Hans de Wit

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Book SynopsisChild-Parent Research Reimagined challenges the field to explore the meaning making experiences and the methodological and ethical challenges that come to the fore when researchers engage in research with their child, grandchild, or other relative. As scholars in and beyond the field of education grapple with ways that youth make meaning with digital and nondigital resources and practices, this edited volume offers insights into nuanced learning that is highly contextualized and textured while also (re)initiating important methodological and epistemological conversations about research that seeks to flatten traditional hierarchies, honor youth voices, and co-investigate facets of youth meaning making. Contributors are (in alphabetical order): Charlotte Abrams, Sandra Schamroth Abrams, Kathleen M. Alley, Bill Cope, Mary Kalantzis, Molly Kurpis, Linda Laidlaw, Guy Merchant, Daniel Ness, Eric Ness, "E." O’Keefe, Joanne O’Mara, Anthony J. Onwuegbuzie, Sarah Prestridge, Lourdes M. Rivera, Dahlia Rivera-Larkin, Nora Rivera-Larkin, Alaina Roach O’Keefe, Mary Beth Schaefer, Cassandra R. Skrobot, and Bogum Yoon.Table of ContentsForeword: The Problem of Empathy  Mary Kalantzis and Bill Cope Preface Acknowledgements List of Figures and Tables Notes on Contributors Introduction  Sandra Schamroth Abrams, Mary Beth Schaefer and Daniel Ness 1 Child-Parent Research Reimagined  Sandra Schamroth Abrams, Mary Beth Schaefer and Daniel Ness 2 Media Transformations: Working with Iron Man  Guy Merchant 3 Re-Designing Teaching for Tweens in Times of “Streaks,” “Likes” and “Gamers”  Sarah Prestridge 4 High Anxiety: A Collaborative Autoethnographic Inquiry  Kathleen M. Alley and Cassandra R. Skrobot 5 Remixing Digital Play in the Early Years: A Child-Parent Collaboration  Alaina Roach O’Keefe and “E” O’Keefe 6 Career Development? What’s That: Engaging My Daughters in an Examination of Their Learning Process and How It Can Inform Their Future—or Not  Lourdes M. Rivera, Nora Rivera-Larkin and Dahlia Rivera-Larkin 7 Researching and Parenting in the IWorld: The Dialogism of Family Life  Joanne O’Mara and Linda Laidlaw 8 A Parent-Researcher’s Reanalysis of Adolescent Immigrants’ Literacy Experiences: Methodological and Theoretical Insight on Parent-Child Research  Bogum Yoon 9 The Last Word: Teen Reflections  Charlotte Abrams, Molly Kurpis and Eric Ness Afterword: Child-Parent Research: Towards an Ethical Process for Avoiding Being PRICED out of Research  Anthony J. Onwuegbuzie Index

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Book SynopsisUniversities as Political Institutions explores the contested political spaces where universities reside in the crossroads of social, cultural, and economic pressures. Papers and keynotes from the 2017 Consortium of Higher Education Researchers (CHER) present various theoretical frameworks and methods to study universities as political institutions.Trade Review"The book questions the role of higher education institutions in a clear way, it emphasises the impact that institutions can have [on policy], but it also shows how some contexts can be restrictive for higher education institutions in what they can or want to do. It is a book that wonders implicitly about the neutrality of institutions and the contextuality of their ambitions, visions and aims. But above all, for me, the following conclusion is significant: Higher education is an important and powerful institution within society. It can initiate change, it can be the starting place for new discourse and it can carry critical movements. At the same time, it can prolong the status quo and smother opposition." - Bruno Broucker, Leuven Economics of Education Research "This volume reprints 13 papers presented at the 2017 Consortium for Higher Educational Research conference, presented here in three parts. In part 1, "Geo-Political Influences," covering the 1970s to the present, the first of four papers treats the global impact of macroeconomic and political developments on universities. The second chapter discusses the rising impact of populist nationalism on international student movement. Chapter 3 examines changes to higher education cooperation between China and Britain, and chapter 4 analyzes the ways in which Brexit reshaped British higher education. Part 2 begins with a keynote piece about advancing the conversation on the politics of higher education, followed by a chapter on the struggle to enact university reforms. Next, a case study examines efforts to protect reforms in a South African university; another does likewise for three Italian universities. Chapter 9 then considers non-university higher education in Japan. Finally, chapters in part 3 discuss inclusion and fairness in higher education, academic positions and gender in Switzerland and Finland, graduate employability, and the complexities facing West Bank universities. Complemented by illustrations and endnotes, though lacking an index, this collection is recommended for specialists only." - D. Steeples in CHOICE 58:6 (2021).Table of ContentsForeword  Jussi Välimaa Acknowledgements List of Figures and Tables Notes on Contributors Introduction  Leasa Weimer and Terhi Nokkala PART 1: Geo-Political Influences 1 Powershift: Universities and the Seismic Winds of Change  Susan L. Robertson 2 The Rise of Nationalism: The Influence of Populist Discourses on International Student Mobility and Migration in the UK and US  Leasa Weimer and Aliandra Barlete 3 Pursuing Ideal Partnerships: The Discourse of Instrumentalism in the Policies and Practices of Sino-Foreign Higher Education Cooperation  Heather Cockayne, Jie Gao and Miguel Antonio Lim 4 The Challenges of Brexit: UK Higher Education Governing Councils Responding to Sudden Change  Heather Eggins PART 2: Political Analysis, Action and Power 5 Keynote Conversation: Advancing the Conversation on the Politics of Higher Education  Brian Pusser and Imanol Ordorika 6 Universitas Reformata Semper Reformanda: A Political Parallelogram of Continual University Reform  Susanne Lohmann 7 Student Protests and Higher Education Transformation: A South African Case Study  Magda Fourie-Malherbe and Anneke Müller 8 University Third Mission as an Organisational and Political Field: Evidence from Three Case Studies in Italy  Giacomo Balduzzi and Massimiliano Vaira 9 Teaching Staff in Non-University Higher Education in Japan: Career Experience, Competencies and Identities  Yuki Inenaga and Keiichi Yoshimoto PART 3: Societal Values, National Regimes and Higher Education 10 Inclusion and Fairness in Access to Higher Education: Theoretical Distinctions, Measurement and Patterns of Interaction  Pepka Boyadjieva and Petya Ilieva-Trichkova 11 Academic Career, Mobility and the National Gender Regimes in Switzerland and Finland  Terhi Nokkala, Pierre Bataille, Taru Siekkinen and Gaële Goastellec 12 The Applicability of Two Graduate Employability Frameworks: How Possession, Position, Integration and Engagement Shape Graduate Employability  Martina Gaisch, Victoria Rammer, Silke Preymann, Stefanie Sterrer and Regina Aichinger 13 Universities in the Complex Setting of the West Bank: Entrepreneurial or Engaged?  Huub L. M. Mudde

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Book SynopsisUniversities as Political Institutions explores the contested political spaces where universities reside in the crossroads of social, cultural, and economic pressures. Papers and keynotes from the 2017 Consortium of Higher Education Researchers (CHER) present various theoretical frameworks and methods to study universities as political institutions.Trade Review"The book questions the role of higher education institutions in a clear way, it emphasises the impact that institutions can have [on policy], but it also shows how some contexts can be restrictive for higher education institutions in what they can or want to do. It is a book that wonders implicitly about the neutrality of institutions and the contextuality of their ambitions, visions and aims. But above all, for me, the following conclusion is significant: Higher education is an important and powerful institution within society. It can initiate change, it can be the starting place for new discourse and it can carry critical movements. At the same time, it can prolong the status quo and smother opposition." - Bruno Broucker, Leuven Economics of Education Research "This volume reprints 13 papers presented at the 2017 Consortium for Higher Educational Research conference, presented here in three parts. In part 1, "Geo-Political Influences," covering the 1970s to the present, the first of four papers treats the global impact of macroeconomic and political developments on universities. The second chapter discusses the rising impact of populist nationalism on international student movement. Chapter 3 examines changes to higher education cooperation between China and Britain, and chapter 4 analyzes the ways in which Brexit reshaped British higher education. Part 2 begins with a keynote piece about advancing the conversation on the politics of higher education, followed by a chapter on the struggle to enact university reforms. Next, a case study examines efforts to protect reforms in a South African university; another does likewise for three Italian universities. Chapter 9 then considers non-university higher education in Japan. Finally, chapters in part 3 discuss inclusion and fairness in higher education, academic positions and gender in Switzerland and Finland, graduate employability, and the complexities facing West Bank universities. Complemented by illustrations and endnotes, though lacking an index, this collection is recommended for specialists only." - D. Steeples in CHOICE 58:6 (2021).Table of ContentsForeword  Jussi Välimaa Acknowledgements List of Figures and Tables Notes on Contributors Introduction  Leasa Weimer and Terhi Nokkala PART 1: Geo-Political Influences 1 Powershift: Universities and the Seismic Winds of Change  Susan L. Robertson 2 The Rise of Nationalism: The Influence of Populist Discourses on International Student Mobility and Migration in the UK and US  Leasa Weimer and Aliandra Barlete 3 Pursuing Ideal Partnerships: The Discourse of Instrumentalism in the Policies and Practices of Sino-Foreign Higher Education Cooperation  Heather Cockayne, Jie Gao and Miguel Antonio Lim 4 The Challenges of Brexit: UK Higher Education Governing Councils Responding to Sudden Change  Heather Eggins PART 2: Political Analysis, Action and Power 5 Keynote Conversation: Advancing the Conversation on the Politics of Higher Education  Brian Pusser and Imanol Ordorika 6 Universitas Reformata Semper Reformanda: A Political Parallelogram of Continual University Reform  Susanne Lohmann 7 Student Protests and Higher Education Transformation: A South African Case Study  Magda Fourie-Malherbe and Anneke Müller 8 University Third Mission as an Organisational and Political Field: Evidence from Three Case Studies in Italy  Giacomo Balduzzi and Massimiliano Vaira 9 Teaching Staff in Non-University Higher Education in Japan: Career Experience, Competencies and Identities  Yuki Inenaga and Keiichi Yoshimoto PART 3: Societal Values, National Regimes and Higher Education 10 Inclusion and Fairness in Access to Higher Education: Theoretical Distinctions, Measurement and Patterns of Interaction  Pepka Boyadjieva and Petya Ilieva-Trichkova 11 Academic Career, Mobility and the National Gender Regimes in Switzerland and Finland  Terhi Nokkala, Pierre Bataille, Taru Siekkinen and Gaële Goastellec 12 The Applicability of Two Graduate Employability Frameworks: How Possession, Position, Integration and Engagement Shape Graduate Employability  Martina Gaisch, Victoria Rammer, Silke Preymann, Stefanie Sterrer and Regina Aichinger 13 Universities in the Complex Setting of the West Bank: Entrepreneurial or Engaged?  Huub L. M. Mudde

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Book SynopsisThere is no shortage of scholarly research that reflects the growing importance of open education, whether referring to issues surrounding access to education (formal, informal or postformal); different copyright licencing regimes (e.g. Creative Commons); alternative forms of educational delivery such as Massive Open Online Courses (MOOCs), or alternative pathways to learning, curriculum development and delivery and/or assessing and accrediting learning. So what can another publication add to our understanding of open education? It has become clear that thinking in terms of the binaries of ‘open’ versus ‘closed’ can no longer account and do justice to the wide range of possibilities and the varying factors that destabilise some definitions and practices. In Open(ing) Education: Theory and Practice, the authors therefore map ‘open’ as emerging from a dynamic network or ecology of often mutually constitutive factors resulting in a range of possibilities. The chapters in this book provide us with glimpses of open, opening, and opened, with none of these being permanent states of affairs, but rather contingent, serendipitous, often uncertain, and fluid. This book is unique not only with regard to its variety of approaches to mapping the various possibilities between open and closed but also with regard to the global spread of its many contributing authors.Trade Review"The book offers both foundational considerations for open education and practical applications through case studies on topics such as networks, systems thinking, power, and access. It may be most appropriate for upper-level undergraduates and graduate students, as well as educational practitioners and researchers interested in understanding complex educational systems". E. M. Johns, im CHOICE, 58 (7), 2021.

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Book SynopsisThere is no shortage of scholarly research that reflects the growing importance of open education, whether referring to issues surrounding access to education (formal, informal or postformal); different copyright licencing regimes (e.g. Creative Commons); alternative forms of educational delivery such as Massive Open Online Courses (MOOCs), or alternative pathways to learning, curriculum development and delivery and/or assessing and accrediting learning. So what can another publication add to our understanding of open education? It has become clear that thinking in terms of the binaries of ‘open’ versus ‘closed’ can no longer account and do justice to the wide range of possibilities and the varying factors that destabilise some definitions and practices. In Open(ing) Education: Theory and Practice, the authors therefore map ‘open’ as emerging from a dynamic network or ecology of often mutually constitutive factors resulting in a range of possibilities. The chapters in this book provide us with glimpses of open, opening, and opened, with none of these being permanent states of affairs, but rather contingent, serendipitous, often uncertain, and fluid. This book is unique not only with regard to its variety of approaches to mapping the various possibilities between open and closed but also with regard to the global spread of its many contributing authors.Trade Review"The book offers both foundational considerations for open education and practical applications through case studies on topics such as networks, systems thinking, power, and access. It may be most appropriate for upper-level undergraduates and graduate students, as well as educational practitioners and researchers interested in understanding complex educational systems". E. M. Johns, im CHOICE, 58 (7), 2021.

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Book SynopsisAlthough an entirely unknown part of higher education worldwide, there are literally hundreds of universities that are owned/managed by families around the world. These institutions are an important subset of private universities—the fastest growing segment of higher education worldwide. Family-owned or managed higher education institutions (FOMHEI) are concentrated in developing and emerging economies, but also exist in Europe and North America. This book is the first to shed light on these institutions—there is currently no other source on this topic. Who owns a university? Who is in charge of its management and leadership? How are decisions made? The answers to these key questions would normally be governments or non-profit boards of trustees, or recently, for-profit corporations. There is another category of post-secondary institutions that has emerged in the past half-century challenging the time-honored paradigm of university ownership. Largely unknown, as well as undocumented, is the phenomenon of family-owned or managed higher education institutions. In Asia and Latin America, for example, FOMHEIs have come to comprise a significant segment of a number of higher education systems, as seen in the cases of Thailand, South Korea, India, Brazil and Colombia. We have identified FOMHEIs on all continents—ranging from well-regarded comprehensive universities and top-level specialized institutions to marginal schools. They exist both in the non-profit and for-profit sectors.

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Book SynopsisAlthough an entirely unknown part of higher education worldwide, there are literally hundreds of universities that are owned/managed by families around the world. These institutions are an important subset of private universities—the fastest growing segment of higher education worldwide. Family-owned or managed higher education institutions (FOMHEI) are concentrated in developing and emerging economies, but also exist in Europe and North America. This book is the first to shed light on these institutions—there is currently no other source on this topic. Who owns a university? Who is in charge of its management and leadership? How are decisions made? The answers to these key questions would normally be governments or non-profit boards of trustees, or recently, for-profit corporations. There is another category of post-secondary institutions that has emerged in the past half-century challenging the time-honored paradigm of university ownership. Largely unknown, as well as undocumented, is the phenomenon of family-owned or managed higher education institutions. In Asia and Latin America, for example, FOMHEIs have come to comprise a significant segment of a number of higher education systems, as seen in the cases of Thailand, South Korea, India, Brazil and Colombia. We have identified FOMHEIs on all continents—ranging from well-regarded comprehensive universities and top-level specialized institutions to marginal schools. They exist both in the non-profit and for-profit sectors.

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Book SynopsisJoseph Beuys significantly influenced the development of art in recent decades through his expanded definition of art. In his art and reflections on art, he raised far-reaching questions on the nature of art and its central importance for modern education. His famous claim, “Every human is an artist,“ points to the fundamental ability of every human to be creative in the art of life – with respect to the development of one’s own personality and one’s actions within society. Beuys saw society as an artwork in a permanent process of transformation, a ‘social sculpture‘ in which every person participated, and for which everyone should be educated as comprehensively as possible. Beuys describes pedagogy as central to his art. This book thus examines important aspects of Beuys’s art and theory and the challenges they raise for contemporary artistic education. It outlines the foundational theoretical qualities of artistic education and discusses the practice of ‘artistic projects’ in a series of empirical examples. The author, Carl-Peter Buschkühle, documents projects he has undertaken with various high school classes. In additional chapters, Mario Urlaß discusses the great value of artistic projects in primary school, and Christian Wagner reflects on his collaboration with the performance artist Wolfgang Sautermeister and school students in a socially-disadvantaged urban area. Artistic education has become one of the most influential art-pedagogical concepts in German-speaking countries. This book presents its foundations and educational practices in English for the first time.Table of ContentsPreface List of Figures 1 Joseph Beuys and the Artistic Education  1 Freedom and the Challenge to Be an Artist of Living  2 The Polar Play of Artistic Thinking  3 The Decentralized Subject of Postmodernity  4 Identity and the Coherent Self 2 Beuysf Extended Concept of Art  1 Art as Evolution of Mind  2 Emancipation of the Mythical Age . Socrates, Plato, Aristotle, Christ  3 Progress of Science – Kant, Newton, Helmholtz, Marx  4 Calvary Cross – Materialism  5 Christ and Man at Play  6 Humans as Artists and the Social Sculpture  7 Exercising Artistic Communication  8 Future Perspectives: Artistic or Artifijicial Thinking 3 Beuyse Artworks as Lessons  1 The eWarmth Qualityf of Artistic Thought  2 eThe Chieff . Revolution of Communication through Art  3 Creating New Flows of Energy  4 Political Statement and Shamanistic Revolution  5 The eChieff as Artistic Education 4 Artistic Learning through Artistic Projects  1 The River Metaphor  2 Pedagogy in Artistic Projects  3 Structural elements of the Artistic Project  4 Experiment  5 Contextuality  6 Polarities as Tensions and Tools of the Artistic Learning Process 5 Artistic Projects as Practice of Artistic Education  1 Research Aspects  2 "Head with a Story"h  3 Aspects of Artistic Education 6 Variations of Artistic Projects  1 "Freedom and Dignity"  2 "The Leaf Principle – Bionic"  3 Diffferent Topics – Diffferent Ways of Artistic Learning 7 Studying Artistic Education  1 Becoming a Generalist  2 Art Educators Have to Be Artists  3 Providing Time and Space for Artistic Studies  4 Should I Study One Medium or More?  5 Giving Grades for Artistic Studies?  6 Visual Studies – Pictorial Sciences  7 The Contemporary Relevance of Art History  8 The Role of Philosophy  9 Relevant Philosophical Disciplines  10 Pedagogy – The Art of Artistic Education  11 Educational Studies  12 Art Pedagogy as Art  13 Interdisciplinary Studies in Artistic Projects  14 Experiencing and Reflecting Polarities  15 Critical Reflection and Imagination in Pedagogy  16 Existential Creativity – Artistic Education as a Mental Attitude 8 Art Class as a Construction Site  Mario Urlass  1 How Can We Bring Students into Educational Situations Which Foreground the Self and the World? 9 On the Educational Potential of Art: A Requiem for Schonau  Christian Wagner  1 Introduction  2 Pupils, Art, and Economic Utility  3 Pupils as Performers: Dying and Death from Diffferent Perspectives  4 Artistic Thinking as a Teaching Process  5 Schonauer Requiem: A Requiem for Schonau  6 Concluding Remarks References

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Book SynopsisThis multi-authored volume draws on the collective experiences of a team of researcher-practitioners, from three Oceanic universities, in an aid-funded intervention program for enhancing literacy learning in Pacific Islands primary education schools. The interventions explored here—in Solomon Islands and Tonga—were implemented via a four-year collaboration which adopted a design-based research approach to bringing about sustainable improvements in teacher and student learning, and in the delivery and evaluation of educational aid. This approach demanded that learning from the context of practice should be determining of both content and process; that all involved in the interventions should see themselves as learners. Essential to the trusting and respectful relationships required for this approach was the program’s acknowledgement of relationality as central to indigenous Oceanic societies, and of education as a relational activity. Relationality and Learning in Oceania: Contextualizing Education for Development addresses debates current in both comparative education and international aid. Argued strongly is that relational research-practice approaches (south-south, south-north) which center the importance of context and culture, and the significance of indigenous epistemologies, are required to strengthen education within the post-colonial relational space of Oceania, and to inform the various agencies and actors involved in ‘education for development’ in Oceania and globally. Maintained is that the development of education structures and processes within the contexts explored through the chapters comprising this volume, continues to be a negotiation between the complexity of historically developed local 'traditions' and understandings and the ‘global’ imperatives shaped by dominant development discourses.Table of ContentsForeword  Kabini Sanga Acknowledgements Abbreviations Notes on Contributors 1 Introduction: Education for ‘Development’ in Oceania  Eve CoxonSugawara PART 1: Contextual and Methodological Framings 2 Education for Development in Context: Solomon Islands and Tonga  Eve Coxon, Jack Maebuta and Seu’ula Johansson-Fua 3 Motutapu: A Relational Space for Collaborative Research-Practice in Oceanic Education  Seu’ula Johansson-Fua 4 Design-Based Research as Intervention Methodology  Rebecca Jesson and Stuart McNaughton PART 2: Learning for Human Development 5 Literacy Learning  Rebecca Jesson 6 Adjusting Language-in-Education Practices in Multilingual Societies: A Solomon Islands Case Study  Robert Early 7 Pedagogy and Relationality: Weaving the Approaches  Ana Heti Veikune, Jacinta Oldehaver, Seu’ula Johansson-Fua and Rebecca Jesson 8 The Tail Wagging the Dog or Assessment for Learning?  Rebecca Spratt and Ritesh Shah PART 3: Learning for International Development 9 When Evaluation and Learning Are the Intervention  Irene Paulsen and Rebecca Spratt 10 What Does Relationality Mean for Effective Aid?  Rebecca Spratt Afterword  Konai Helu Thaman Glossary Index

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Book SynopsisWith the limited availability of related foci in the area of critical educational studies, Critical Theorizations of Education is timely in both its topical relevance and time-space-themed discursive interventions. With its overall scope, constructed as both a counter-and-forward looking critical reflections and analysis of some of the most salient and contemporaneously active platforms of education, it prospectively and relatively comprehensively expands on dynamically intersecting learning and teaching contexts and relationships. As such, the volume’s contents by both established and emerging scholars, selectively locate the interplays of knowledge, learning and attendant power relations, which either transform or reproduce the status quo. Contributors are: Levonne Abshire, Claire Alkouatli, David Anderson, Neda Asadi, N’Dri Thérèse Assié-Lumumba, Gulbahar Beckett, José Cossa, Ratna Ghosh, Shibao Guo, Yan Guo, Carl E. James, Dip Kapoor, Festus Kelonye Beru, Ginette Lafreniere, Qing Li, Oliver Masakure, Magnus Mfoafo-M'Carthy, Greg William Misiaszek, Dolana Mogadime, Samson Nashon, Selline Ooko, Bathseba Opini, Amy Parent, Thashika Pillay, Edward Shizha, Kimberley Tavares, Alison Taylor, and Stacey Wilson-Forsberg.Table of ContentsAcknowledgments List of Figures and Tables Notes on Contributors 1 Critical Theorizations of Education: An Introduction  Ali A. Abdi 2 Towards a (New) Political Economy of Education 2.0  Alison Taylor 3 Cosmo-uBuntu: Toward a New Theorizing for Justice in Education and Beyond  José Cossa 4 Critical Adult Education at the Margins: Colonial Racial Capitalism and Social Movement Learning in Contexts of Dispossession in the (Neo)Colonies  Dip Kapoor 5 Reconstructing Environmental Pedagogies into Critical, Transformative Environmental Learning Spaces for Praxis  Greg William Misiaszek 6 The Emerging Area of Education and Security  Ratna Ghosh 7 Disability Studies and Socially Just Teacher Preparation: Implications for Curriculum and Praxis  Levonne Abshire and Bathseba Opini 8 Education Inequality under China’s Market Economy: The Experience of Marginalized Teachers  Shibao Guo, Yan Guo, Gulbahar Beckett and Qing Li 9 Contextualizing Science Education as an Engagement Strategy for the African (Kenyan) Learner  Samson Madera Nashon, David Anderson, Festus Kelonye Beru and Selline Ooko 10 Black Teachers, Black Students and Understanding “The Game of Mainstream”  Kimberley Tavares and Carl E. James 11 Stereotyping High School Immigrant African Male Students in Pursuit of Postsecondary Education  Edward Shizha, Stacey Wilson-Forsberg, Oliver Masakure, Magnus Mfoafo-M’Carthy and Ginette Lafrenière 12 Disrupting the Capitalist Narrative of De/Credentialization: An Anticolonial Feminist Theorization of Justice  Thashika Pillay and Neda Asadi 13 Revisiting Research: The Personal, Historical and Lived Experiences Shaping Women Teachers’ Identities  Dolana Mogadime 14 Theorizing and Understanding the Evolving Gender Disparity in Educational Opportunity in Africa  N’Dri Thérèse Assié-Lumumba 15 An Islamic Pedagogic Instance in the Canadian Context: Towards Epistemic Multicentrism  Claire Alkouatli 16 Txeemsim Bends the Box to Bring New Light to Working with Indigenous Methodologies  Amy Parent Index

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Book SynopsisWith the limited availability of related foci in the area of critical educational studies, Critical Theorizations of Education is timely in both its topical relevance and time-space-themed discursive interventions. With its overall scope, constructed as both a counter-and-forward looking critical reflections and analysis of some of the most salient and contemporaneously active platforms of education, it prospectively and relatively comprehensively expands on dynamically intersecting learning and teaching contexts and relationships. As such, the volume’s contents by both established and emerging scholars, selectively locate the interplays of knowledge, learning and attendant power relations, which either transform or reproduce the status quo. Contributors are: Levonne Abshire, Claire Alkouatli, David Anderson, Neda Asadi, N’Dri Thérèse Assié-Lumumba, Gulbahar Beckett, José Cossa, Ratna Ghosh, Shibao Guo, Yan Guo, Carl E. James, Dip Kapoor, Festus Kelonye Beru, Ginette Lafreniere, Qing Li, Oliver Masakure, Magnus Mfoafo-M'Carthy, Greg William Misiaszek, Dolana Mogadime, Samson Nashon, Selline Ooko, Bathseba Opini, Amy Parent, Thashika Pillay, Edward Shizha, Kimberley Tavares, Alison Taylor, and Stacey Wilson-Forsberg.Table of ContentsAcknowledgments List of Figures and Tables Notes on Contributors 1 Critical Theorizations of Education: An Introduction  Ali A. Abdi 2 Towards a (New) Political Economy of Education 2.0  Alison Taylor 3 Cosmo-uBuntu: Toward a New Theorizing for Justice in Education and Beyond  José Cossa 4 Critical Adult Education at the Margins: Colonial Racial Capitalism and Social Movement Learning in Contexts of Dispossession in the (Neo)Colonies  Dip Kapoor 5 Reconstructing Environmental Pedagogies into Critical, Transformative Environmental Learning Spaces for Praxis  Greg William Misiaszek 6 The Emerging Area of Education and Security  Ratna Ghosh 7 Disability Studies and Socially Just Teacher Preparation: Implications for Curriculum and Praxis  Levonne Abshire and Bathseba Opini 8 Education Inequality under China’s Market Economy: The Experience of Marginalized Teachers  Shibao Guo, Yan Guo, Gulbahar Beckett and Qing Li 9 Contextualizing Science Education as an Engagement Strategy for the African (Kenyan) Learner  Samson Madera Nashon, David Anderson, Festus Kelonye Beru and Selline Ooko 10 Black Teachers, Black Students and Understanding “The Game of Mainstream”  Kimberley Tavares and Carl E. James 11 Stereotyping High School Immigrant African Male Students in Pursuit of Postsecondary Education  Edward Shizha, Stacey Wilson-Forsberg, Oliver Masakure, Magnus Mfoafo-M’Carthy and Ginette Lafrenière 12 Disrupting the Capitalist Narrative of De/Credentialization: An Anticolonial Feminist Theorization of Justice  Thashika Pillay and Neda Asadi 13 Revisiting Research: The Personal, Historical and Lived Experiences Shaping Women Teachers’ Identities  Dolana Mogadime 14 Theorizing and Understanding the Evolving Gender Disparity in Educational Opportunity in Africa  N’Dri Thérèse Assié-Lumumba 15 An Islamic Pedagogic Instance in the Canadian Context: Towards Epistemic Multicentrism  Claire Alkouatli 16 Txeemsim Bends the Box to Bring New Light to Working with Indigenous Methodologies  Amy Parent Index

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Book SynopsisThis book challenges the notion that static principles of inclusive practice can be embedded and measured in Higher Education. It introduces the original concept of postdigital positionality as a dynamic lens through which inclusivity policies in universities might be reimagined. Much is written about Equality, Diversity and Inclusion (EDI) based on an assumption that such principles are already ‘established’ in educational institutions, to ensure fairness and opportunity for all. In this book, readers are asked: what does an airing cupboard have in common with ‘cancel culture’? This opens a provocative debate concerning the disconnect between EDI policy agendas and the widespread digitalisation of society. Written as Covid-19 has converged with existing political economic spaces of technology, culture, data and digital poverty, Postdigital Positionality calls for more ecologically sustainable inclusivity policies.Trade Review[...] "The impact on inclusivity policy has been overlooked in this recognition, and Hayes’ major contribution with this book is to draw our attention to the need to attend to inclusivity policies and to their current separation from policies on ‘technology enhanced learning’". "For Hayes, the pandemic has helped to reveal some of the injustices previously concealed in neoliberal policies and practices. Biology, technology and culture are inextricably linked in failures of social justice and the author is in a strong position at this time to point out how. [...] The pandemic has uncovered disturbing implications of this for both the humanities and computing and their related fields; the need to work together is paramount. There are other global imperatives ahead. We shall need to be clear about our individual and collective postdigital positionalities". Christine Sinclair in Postdigital Science and Education , May 28, 2021.Table of ContentsAcknowledgements List of Figures Author’s Positionality Statement Prologue: Opening the Airing Cupboard from All Sides  1 Virtual Airing Cupboards  2 Postdigital Airing Cupboards  3 Airing New Postdigital Policy Discourse  4 Viral Discourse in the Virtual Airing Cupboard  5 The Construction of Language  6 Positionalities  7 Cancel Culture  8 Inclusivity  9 Inclusion in Policy Discourse and a Need for Postdigital Dialogue  10 Inclusion in Decisions about our Data Requires Some ‘Re-plumbing’  11 McDonaldisation of a Virus  12 Postdigital Inclusivity  13 Can Universities Really ‘Capture’, ‘Measure’ or ‘Deliver’ Inclusivity?  14 Inclusivity Is Not a Static Concept That Institutions Can Control  15 New Ethics and Ownership Questions Introduction  1 Postdigital Positionality  2 Covid-19  3 Covid-19 Positionalities  4 A ‘New Normal’ for Institutions, Different ‘New Normals’ for Each of Us, or Both?  5 HE Policies That Self-Isolate  6 Precarity, Disadvantage and the Rationalisation of Academic Labour  7 Politics, Ethics and Human Attributes in the Virtual Airing Cupboard  8 Inclusive Practice for Algorithmic Identities  9 Rationality or Positionality  10 New Postdigital Understandings of Interpersonal Relations and Inclusivity  11 The Debate to Come 1 Positionality in a Postdigital Context  1 Why Is Postdigital Positionality a Matter for Everyone?  2 Positionality in a Traditional Sense  3 Postdigital Positionality in a Pandemic 2 Rationalisation of Higher Education and the Postdigital Context  1 The Shared Political Economic Spaces of Technology and Culture  2 Airing Debate on Postdigital Positionality 3 Postdigital Positionality as a Learner  1 Learning, Experience and Inclusion as Personal and Embodied, Not Rationally Audited  2 Resisting the Iron Cage of ‘the Student Experience’ 4 Postdigital Positionality as a Teacher  1 Measuring What Exactly, and Why?  2 Finding New, Personal and Plural Starting Points from Which to Teach 5 Postdigital Positionality as a Researcher  1 The McPolicy of Research Excellence  2 Scientific Research, Crises and Convergences 6 Postdigital Positionality as a Leader and Policy Maker  1 What Is Shaping the University and What Might the University Now Shape?  2 Ecological Approaches towards Policy That Begin from Positionality Not Rationality 7 Conclusions on Postdigital Futures  1 When Biological Environments Change Social Arrangements Need to Alter Too Glossary References Index

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Book SynopsisThis book challenges the notion that static principles of inclusive practice can be embedded and measured in Higher Education. It introduces the original concept of postdigital positionality as a dynamic lens through which inclusivity policies in universities might be reimagined. Much is written about Equality, Diversity and Inclusion (EDI) based on an assumption that such principles are already ‘established’ in educational institutions, to ensure fairness and opportunity for all. In this book, readers are asked: what does an airing cupboard have in common with ‘cancel culture’? This opens a provocative debate concerning the disconnect between EDI policy agendas and the widespread digitalisation of society. Written as Covid-19 has converged with existing political economic spaces of technology, culture, data and digital poverty, Postdigital Positionality calls for more ecologically sustainable inclusivity policies.Trade Review[...] "The impact on inclusivity policy has been overlooked in this recognition, and Hayes’ major contribution with this book is to draw our attention to the need to attend to inclusivity policies and to their current separation from policies on ‘technology enhanced learning’". "For Hayes, the pandemic has helped to reveal some of the injustices previously concealed in neoliberal policies and practices. Biology, technology and culture are inextricably linked in failures of social justice and the author is in a strong position at this time to point out how. [...] The pandemic has uncovered disturbing implications of this for both the humanities and computing and their related fields; the need to work together is paramount. There are other global imperatives ahead. We shall need to be clear about our individual and collective postdigital positionalities". Christine Sinclair in Postdigital Science and Education , May 28, 2021.Table of ContentsAcknowledgements List of Figures Author’s Positionality Statement Prologue: Opening the Airing Cupboard from All Sides  1 Virtual Airing Cupboards  2 Postdigital Airing Cupboards  3 Airing New Postdigital Policy Discourse  4 Viral Discourse in the Virtual Airing Cupboard  5 The Construction of Language  6 Positionalities  7 Cancel Culture  8 Inclusivity  9 Inclusion in Policy Discourse and a Need for Postdigital Dialogue  10 Inclusion in Decisions about our Data Requires Some ‘Re-plumbing’  11 McDonaldisation of a Virus  12 Postdigital Inclusivity  13 Can Universities Really ‘Capture’, ‘Measure’ or ‘Deliver’ Inclusivity?  14 Inclusivity Is Not a Static Concept That Institutions Can Control  15 New Ethics and Ownership Questions Introduction  1 Postdigital Positionality  2 Covid-19  3 Covid-19 Positionalities  4 A ‘New Normal’ for Institutions, Different ‘New Normals’ for Each of Us, or Both?  5 HE Policies That Self-Isolate  6 Precarity, Disadvantage and the Rationalisation of Academic Labour  7 Politics, Ethics and Human Attributes in the Virtual Airing Cupboard  8 Inclusive Practice for Algorithmic Identities  9 Rationality or Positionality  10 New Postdigital Understandings of Interpersonal Relations and Inclusivity  11 The Debate to Come 1 Positionality in a Postdigital Context  1 Why Is Postdigital Positionality a Matter for Everyone?  2 Positionality in a Traditional Sense  3 Postdigital Positionality in a Pandemic 2 Rationalisation of Higher Education and the Postdigital Context  1 The Shared Political Economic Spaces of Technology and Culture  2 Airing Debate on Postdigital Positionality 3 Postdigital Positionality as a Learner  1 Learning, Experience and Inclusion as Personal and Embodied, Not Rationally Audited  2 Resisting the Iron Cage of ‘the Student Experience’ 4 Postdigital Positionality as a Teacher  1 Measuring What Exactly, and Why?  2 Finding New, Personal and Plural Starting Points from Which to Teach 5 Postdigital Positionality as a Researcher  1 The McPolicy of Research Excellence  2 Scientific Research, Crises and Convergences 6 Postdigital Positionality as a Leader and Policy Maker  1 What Is Shaping the University and What Might the University Now Shape?  2 Ecological Approaches towards Policy That Begin from Positionality Not Rationality 7 Conclusions on Postdigital Futures  1 When Biological Environments Change Social Arrangements Need to Alter Too Glossary References Index

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Book SynopsisThe lack of academic integrity combined with the prevalence of fraud and other forms of unethical behavior are problems that higher education faces in both developing and developed countries, at mass and elite universities, and at public and private institutions. While academic misconduct is not new, massification, internationalization, privatization, digitalization, and commercialization have placed ethical challenges higher on the agenda for many universities. Corruption in academia is particularly unfortunate, not only because the high social regard that universities have traditionally enjoyed, but also because students—young people in critical formative years—spend a significant amount of time in universities. How they experience corruption while enrolled might influence their later personal and professional behavior, the future of their country, and much more. Further, the corruption of the research enterprise is especially serious for the future of science. The contributors to Corruption in Higher Education: Global Challenges and Responses bring a range of perspectives to this critical topic.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors Introduction: Corruption in Higher Education: Global Challenges and Responses  Elena Denisova-Schmidt PART 1: Focus on Students 1 Student Attitudes and Experience with Academic Corruption in the Khabarovsk Region of Russia  Anna Solovyeva 2 Endemic Corruption in Higher Education: Lessons from Ukraine  Elena Denisova-Schmidt and Yaroslav Prytula 3 Differences in Understanding Academic Integrity: A Lithuanian Case  Diana Karanauskienė, Vida Janina Česnaitienė, Brigita Miežienė and Arūnas Emeljanovas 4 Cheating and Plagiarism in Armenia: Why Not?  Ani Hovhannisyan 5 International Collaboration in Higher Education Key to Curb Essay Mills  Gilbert Nakweya PART 2: Focus on Faculty 6 Our Predatory Conference Problem  James McCrostie 7 Why Blacklists Matter  Ivan Sterligov 8 Rigging of Academic Positions in the Most Democratic Country in the World  Jan Petter Myklebust 9 Nepotism in American Universities Starts Resembling Ukraine  Ararat L. Osipian 10 Conflict of Interest in Eastern Europe: Academic Capture  Mihaylo Milovanovitch, Elena Denisova-Schmidt and Arevik Anapiosyan PART 3: Focus on Universities, Agents, and Other Stakeholders 11 Corruption: A Key Challenge to Internationalization  Philip G. Altbach 12 Ethical Concerns on the Use of Agents in International Student Recruitment  Elena Denisova-Schmidt, Hans de Wit and Xiaofeng Wan 13 Trump University: Crime and Settlement  Ararat L. Osipian 14 Bearing False Witness: Selling Lies in Support of the Fraudulent Credential Industry  George D. Gollin 15 Detecting Fake University Degrees in a Digital World  Linda J. Børresen, Einar Meier and Stig Arne Skjerven PART 4: Focus on Countries 16 Analyzing the Culture of Corruption in Indian Higher Education  Nidhi S. Sabharwal and William G. Tierney 17 Toxic Academic Culture in East Asia: An Update  Rui Yang 18 Informality and (Lack of) State Legitimacy in Ukraine: A View from the Higher Educational Sector  Abel Polese, Tetyana Stepurko and Jeremy Morris 19 Corrupt at All Levels? Indonesian Higher Education and the Problem of Corruption  Agustian Sutrisno 20 The Scourge of Fraud and Corruption in Higher Education  Goolam Mohamedbhai PART 5: Focus on Remedies 21 Academic Dishonesty: A Symptom, Not a Problem  Mihaylo Milovanovitch 22 How to Stop the Growing Tide of Student Dishonesty in Russia?  Igor Chirikov and Evgeniia Shmeleva 23 Cheating among Students: Remedies and Measures  Elena Denisova-Schmidt 24 The Unified State Exam in Russia  Elena Denisova-Schmidt and Elvira Leontyeva 25 Combatting Academic Corruption: Quality Assurance and Accreditation Moving Forward  Judith S. Eaton PART 6: Conclusion 26 Challenges to Eradicating Academic Corruption: Concluding Thoughts  Liz Reisberg Index

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Book SynopsisThe lack of academic integrity combined with the prevalence of fraud and other forms of unethical behavior are problems that higher education faces in both developing and developed countries, at mass and elite universities, and at public and private institutions. While academic misconduct is not new, massification, internationalization, privatization, digitalization, and commercialization have placed ethical challenges higher on the agenda for many universities. Corruption in academia is particularly unfortunate, not only because the high social regard that universities have traditionally enjoyed, but also because students—young people in critical formative years—spend a significant amount of time in universities. How they experience corruption while enrolled might influence their later personal and professional behavior, the future of their country, and much more. Further, the corruption of the research enterprise is especially serious for the future of science. The contributors to Corruption in Higher Education: Global Challenges and Responses bring a range of perspectives to this critical topic.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors Introduction: Corruption in Higher Education: Global Challenges and Responses  Elena Denisova-Schmidt PART 1: Focus on Students 1 Student Attitudes and Experience with Academic Corruption in the Khabarovsk Region of Russia  Anna Solovyeva 2 Endemic Corruption in Higher Education: Lessons from Ukraine  Elena Denisova-Schmidt and Yaroslav Prytula 3 Differences in Understanding Academic Integrity: A Lithuanian Case  Diana Karanauskienė, Vida Janina Česnaitienė, Brigita Miežienė and Arūnas Emeljanovas 4 Cheating and Plagiarism in Armenia: Why Not?  Ani Hovhannisyan 5 International Collaboration in Higher Education Key to Curb Essay Mills  Gilbert Nakweya PART 2: Focus on Faculty 6 Our Predatory Conference Problem  James McCrostie 7 Why Blacklists Matter  Ivan Sterligov 8 Rigging of Academic Positions in the Most Democratic Country in the World  Jan Petter Myklebust 9 Nepotism in American Universities Starts Resembling Ukraine  Ararat L. Osipian 10 Conflict of Interest in Eastern Europe: Academic Capture  Mihaylo Milovanovitch, Elena Denisova-Schmidt and Arevik Anapiosyan PART 3: Focus on Universities, Agents, and Other Stakeholders 11 Corruption: A Key Challenge to Internationalization  Philip G. Altbach 12 Ethical Concerns on the Use of Agents in International Student Recruitment  Elena Denisova-Schmidt, Hans de Wit and Xiaofeng Wan 13 Trump University: Crime and Settlement  Ararat L. Osipian 14 Bearing False Witness: Selling Lies in Support of the Fraudulent Credential Industry  George D. Gollin 15 Detecting Fake University Degrees in a Digital World  Linda J. Børresen, Einar Meier and Stig Arne Skjerven PART 4: Focus on Countries 16 Analyzing the Culture of Corruption in Indian Higher Education  Nidhi S. Sabharwal and William G. Tierney 17 Toxic Academic Culture in East Asia: An Update  Rui Yang 18 Informality and (Lack of) State Legitimacy in Ukraine: A View from the Higher Educational Sector  Abel Polese, Tetyana Stepurko and Jeremy Morris 19 Corrupt at All Levels? Indonesian Higher Education and the Problem of Corruption  Agustian Sutrisno 20 The Scourge of Fraud and Corruption in Higher Education  Goolam Mohamedbhai PART 5: Focus on Remedies 21 Academic Dishonesty: A Symptom, Not a Problem  Mihaylo Milovanovitch 22 How to Stop the Growing Tide of Student Dishonesty in Russia?  Igor Chirikov and Evgeniia Shmeleva 23 Cheating among Students: Remedies and Measures  Elena Denisova-Schmidt 24 The Unified State Exam in Russia  Elena Denisova-Schmidt and Elvira Leontyeva 25 Combatting Academic Corruption: Quality Assurance and Accreditation Moving Forward  Judith S. Eaton PART 6: Conclusion 26 Challenges to Eradicating Academic Corruption: Concluding Thoughts  Liz Reisberg Index

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Book SynopsisInclusion as Social Justice: Theory and Practice in African Higher Education unravels the practical dimensions and complexities involved in the implementation of social justice in African higher education systems in the broader theoretical context of epistemological dynamics working for or against diverse student populations in higher education.Table of ContentsForeword  Elias Mpofu Notes on Contributors PART 1: Setting the Scene for Social Justice in African Higher Education Introduction to Part 1  Amasa P. Ndofirepi and Martin Musengi 1 Deciphering the Conversations  Amasa P. Ndofirepi and Martin Musengi 2 Epistemological Access in Disadvantaged Schools: A Case Study of Flood-Prone Rural Schools in Western Kenya  Gloria Erima and Felix Maringe PART 2: Access and Epistemic Complexities in African Higher Education Introduction to Part 2  Amasa P. Ndofirepi and Martin Musengi 3 Epistemological Access of Rural Students in an Urban University: Implications for Inclusive Teacher Education  Alfred Masinire 4 Social Justice for Refugee Students in Higher Education in Sub-Saharan Africa: Policy Disjunctures  Otilia Chiramba and Felix Maringe 5 On Relevance: A Critique of Knowledge Processes in the African University  Amasa P. Ndofirepi, Thokozani Mathebula and Ephraim T. Gwaravanda 6 Inclusion and Social Justice: Creating Space for African Epistemologies in the African University  Amasa p. Ndofirepi and Ephraim T. Gwaravanda 7 Epistemic Insolence in the African University: An Anti-Colonial Quest for Liberated Intellectual Spaces  Amasa P. Ndofirepi and Elizabeth S. Ndofirepi PART 3: Disability Issues in African Higher Education Introduction to Part 3  Amasa P. Ndofirepi and Martin Musengi 8 Special Educational Needs and Academic Professionalism for Inclusive Higher Education in Africa  Martin Musengi 9 Obstacles for Students with Disabilities in Accessing Higher Education in South Africa: A Decolonial Perspective  Sibonokuhle Ndlovu 10 Conceptualisation of Quality in Higher Education in Zimbabwe: Students with Disabilities Speak  Joseph Chidindi 11 Identity and Inclusion of Deaf and Hard-of-Hearing Students in Higher Education: Lessons from Contrasting Policies and Practices in African and US Institutions  Martin Musengi and Millicent Musyoka 12 Social Justice Enhancers of University Inclusion for Deaf People in Zimbabwe  Phillipa Mutswanga 13 Inclusion of Students with Visual Impairment in Higher Education: Experiences from Ethiopia and Zimbabwe  Emmanuel Munemo and Yirgashewa Bekele 14 The Experience of Students with Visual Impairment in Higher Education: Barriers and Coping Mechanisms  Binian Amdebirhan and Yirgashewa Bekele PART 4: Gender Debates in African Higher Education Introduction to Part 4  Amasa P. Ndofirepi and Martin Musengi 15 Violence and Abuse against Female University Students in Zimbabwe: Implications for Inclusion  Regis Chireshe and Excellent Chireshe 16 Disability and Access in Higher Education in Tanzania: Experiences of Women with Disabilities  Margreth Matonya 17 The Jagged Road to an Uncertain Future: Ethiopian Female University Students with Disabilities  Yirgahsewa Bekele, Michelle Proyer and Elina Lehtomäki 18 Boosting Gender Equity in Higher Education: Rethinking Strategies  Beatrice M’mboga Akala 19 Achieving Academic Excellence in Africa: A Focus on the Intersection of Sexuality, Gender and Disability in Higher Education  Christine Peta PART 5: Present Realities and Future Directions in African Higher Education Introduction to Part 5  Amasa P. Ndofirepi and Martin Musengi 20 Campus Social Space in Higher Education: Undergraduate Students Negotiating Campus Social Spaces: Capabilities and Contested Spaces for Collaboration  Elizabeth Sipiwe Ndofirepi 21 Lessons, Challenges and Opportunities for Inclusive Higher Education  Martin Musengi and Amasa P. Ndofirepi Index

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Book SynopsisInclusion as Social Justice: Theory and Practice in African Higher Education unravels the practical dimensions and complexities involved in the implementation of social justice in African higher education systems in the broader theoretical context of epistemological dynamics working for or against diverse student populations in higher education.Table of ContentsForeword  Elias Mpofu Notes on Contributors PART 1: Setting the Scene for Social Justice in African Higher Education Introduction to Part 1  Amasa P. Ndofirepi and Martin Musengi 1 Deciphering the Conversations  Amasa P. Ndofirepi and Martin Musengi 2 Epistemological Access in Disadvantaged Schools: A Case Study of Flood-Prone Rural Schools in Western Kenya  Gloria Erima and Felix Maringe PART 2: Access and Epistemic Complexities in African Higher Education Introduction to Part 2  Amasa P. Ndofirepi and Martin Musengi 3 Epistemological Access of Rural Students in an Urban University: Implications for Inclusive Teacher Education  Alfred Masinire 4 Social Justice for Refugee Students in Higher Education in Sub-Saharan Africa: Policy Disjunctures  Otilia Chiramba and Felix Maringe 5 On Relevance: A Critique of Knowledge Processes in the African University  Amasa P. Ndofirepi, Thokozani Mathebula and Ephraim T. Gwaravanda 6 Inclusion and Social Justice: Creating Space for African Epistemologies in the African University  Amasa p. Ndofirepi and Ephraim T. Gwaravanda 7 Epistemic Insolence in the African University: An Anti-Colonial Quest for Liberated Intellectual Spaces  Amasa P. Ndofirepi and Elizabeth S. Ndofirepi PART 3: Disability Issues in African Higher Education Introduction to Part 3  Amasa P. Ndofirepi and Martin Musengi 8 Special Educational Needs and Academic Professionalism for Inclusive Higher Education in Africa  Martin Musengi 9 Obstacles for Students with Disabilities in Accessing Higher Education in South Africa: A Decolonial Perspective  Sibonokuhle Ndlovu 10 Conceptualisation of Quality in Higher Education in Zimbabwe: Students with Disabilities Speak  Joseph Chidindi 11 Identity and Inclusion of Deaf and Hard-of-Hearing Students in Higher Education: Lessons from Contrasting Policies and Practices in African and US Institutions  Martin Musengi and Millicent Musyoka 12 Social Justice Enhancers of University Inclusion for Deaf People in Zimbabwe  Phillipa Mutswanga 13 Inclusion of Students with Visual Impairment in Higher Education: Experiences from Ethiopia and Zimbabwe  Emmanuel Munemo and Yirgashewa Bekele 14 The Experience of Students with Visual Impairment in Higher Education: Barriers and Coping Mechanisms  Binian Amdebirhan and Yirgashewa Bekele PART 4: Gender Debates in African Higher Education Introduction to Part 4  Amasa P. Ndofirepi and Martin Musengi 15 Violence and Abuse against Female University Students in Zimbabwe: Implications for Inclusion  Regis Chireshe and Excellent Chireshe 16 Disability and Access in Higher Education in Tanzania: Experiences of Women with Disabilities  Margreth Matonya 17 The Jagged Road to an Uncertain Future: Ethiopian Female University Students with Disabilities  Yirgahsewa Bekele, Michelle Proyer and Elina Lehtomäki 18 Boosting Gender Equity in Higher Education: Rethinking Strategies  Beatrice M’mboga Akala 19 Achieving Academic Excellence in Africa: A Focus on the Intersection of Sexuality, Gender and Disability in Higher Education  Christine Peta PART 5: Present Realities and Future Directions in African Higher Education Introduction to Part 5  Amasa P. Ndofirepi and Martin Musengi 20 Campus Social Space in Higher Education: Undergraduate Students Negotiating Campus Social Spaces: Capabilities and Contested Spaces for Collaboration  Elizabeth Sipiwe Ndofirepi 21 Lessons, Challenges and Opportunities for Inclusive Higher Education  Martin Musengi and Amasa P. Ndofirepi Index

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Book SynopsisListen to the podcast! Is the university contributing to our global crises or does it offer stories of hope? Much recent debate about higher education has focussed upon rankings, quality, financing and student mobility. The COVID-19 pandemic, the climate crisis, the calls for decolonisation, the persistence of gender violence, the rise of authoritarian nationalism, and the challenge of the United Nations Sustainable Development Goals have taken on new urgency and given rise to larger questions about the social relevance of higher education. In this new era of uncertainty, and perhaps opportunity, higher education institutions can play a vital role in a great transition or civilisational shift to a newly imagined world. Socially Responsible Higher Education: International Perspectives on Knowledge Democracy shares the experiences of a broadly representative and globally dispersed set of writers on higher education and social responsibility, broadening perspectives on the democratisation of knowledge. The editors have deliberately sought examples and viewpoints from parts of the world that are seldom heard in the international literature. Importantly, they have intentionally chosen to achieve a gender and diversity balance among the contributors. The stories in this book call us to take back the right to imagine, and ‘reclaim’ the public purposes of higher education.Table of ContentsForeword  Dzulkifli Abdul Razak Acknowledgements List of Figures and Tables Notes on Contributors Introduction: Social Responsibility and Community Based Research in Higher Education Institutions  Budd Hall and Rajesh Tandon PART 1: Higher Education and Civic Space for Learning 1 The University and the Tensions of Inclusion as Part of the Ethos of Social Responsibility  Ana Maria de Albuquerque Moreira, Andrea Tejera Techera, Márcia Lopes Reis and Sebastian Schurmann 2 Rethinking Higher Education for Social Responsibility in South Africa: Considering Synergies between Gandhian Principles and Ubuntu  Kanya Padayachee, Darren Lortan and Savathrie Maistry 3 Nepali Lifeworld and Its Higher Education System: A Critical Assessment of the Dis/Connection  Kapil Dev Regmi 4 ‘Social Infrastructures’ in the Nexus of Education and Justice  Benita Moolman and Janice McMillan 5 Why Are Our Rankings So White?  University Wankings 6 Saying ‘No’ to Rankings and Metrics: Scholarly Communication and Knowledge Democracy  Florence Piron, Tom Olyhoek, Ivonne Lujano Vilchis, Ina Smith and Zakari Liré PART 2: Curricula: Decolonised and Local 7 Education outside the Classroom: Social Commitment in University Education  James Cuenca Morales and Claudia Lucía Mora Motta 8 Community Learning and the Arts in Art Education: Experiences in Montenegro  Anđela Jakšić-Stojanović 9 Higher Education and the Unique Gifts of Persons with Intellectual Disabilities  Anna Nahirna and Olha Mykhailyshyn 10 Language, Identity and Transformation: The Case of Arabic in Qatari Higher Education  Emna Belkhiria, Mazhar al-Zo’by and Arslan Ayari 11 Universities and Society in Kyrgyzstan: A Historical, Political and Economic Perspective  Bohdan Krawchenko, Zalina Enikeeva and Tamara Krawchenko PART 3: Teaching: Engaged Action 12 Social Responsibility and Legal Education in India: A Study in Special Reference to National Law Universities  Anita Kumari and Pratikalpa Sharma 13 Engaging the School Community into Diversity and Inclusion: The Case of EHESP School of Public Health  Estelle Baurès and Alessia Lo Porto-Lefébure 14 Service Learning at the Instituto Professional of Chile: Social Responsibility in Higher Technical and Professional Education  José Sepúlveda Maulén 15 Towards a New Understanding of Social Responsibility: The Experiences and Challenges Faced by Peru’s Law Schools  Renata Anahí Bregaglio Lazarte, Renato Antonio Constantino Caycho and Paula Camino Morgado PART 4: Partnerships: Renegotiating Knowledge and Society 16 Tagore, Social Responsibility and Higher Education in India  Sarita Anand 17 Preventing University Student Radicalisation: A Social Responsibility for Institutions of Higher Education  Catherine Déri 18 Support for Prospective Refugee Students in Germany: Quo Vadis?  Jana Berg 19 50 Years and beyond on Knowledge for Change in Malaysia: The Case of Universiti Sains Malaysia (USM)  Aileen Tan Shau Hwai, Muzaimi Mustapha, Asyirah Abdul Rahim and Darshan Singh 20 Towards a European Framework for Community Engagement in Higher Education  Thomas Farnell and Bojana Ćulum Ilić 21 Policies, Learning and Ethical Positions in the University-Community Articulation: Higher Education Legitimacy in the Southern Cone  Sebastián Fuentes 22 Trying to Say ‘No’ to Rankings and Metrics: Case Studies from Francophone West Africa, South Africa, Latin America and the Netherlands  Florence Piron, Tom Olyhoek, Ivonne Lujano Vilchis, Ina Smith and Zakari Liré Conclusion: Towards a Framework for Knowledge Democracy  Rajesh Tandon and Budd Hall Index

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Book SynopsisRefugees and Higher Education provides a cross-disciplinary lens on one American university’s approach to studying the policies, practices, and experiences associated with the higher education of refugee background students. The focus is not only on refugee education as an issue of access and equity, but also on this phenomenon as seen through the lens of internationalization. What competencies are called for among university faculty and staff welcoming refugee-background students to their institutional contexts? How might “distance learning” be considered anew? These challenges and opportunities for institutional growth will be closely considered by this group of authors from educational leadership, social work, curriculum development, and higher education itself. They address key world regions, and sub-topics ranging from online education in refugee camps to the Brazilian and Colombian responses to the emerging crisis in Venezuela. Scholars researching refugee education cross-nationally often find that refugee education literature is parsed by disciplinary field. This book, in contrast, offers a comprehensive, multi-disciplinary overview of refugee education issues around the world. These perspectives also provide key insights for faculty and staff at higher education institutions that currently enroll asylees or refugees, as well as those that may do so in the future.Table of ContentsSeries Preface  Hans de Wit, Philip Altbach and Rebecca Schendel List of Figures and Tables Notes on Contributors Part 1: Framing the Landscape 1 Refugees and Higher Education: Trans-national Perspectives on Access, Equity, and Internationalization  Hans de Wit, Tessa DeLaquil, Hakan Ergin, Araz Khajarian and Lisa Unangst 2 Refugee Higher Education in Contexts of Displacement: Educational Approaches and Programmatic Initiatives  Thomas M. Crea and David Holdcroft 3 Questioning the Ethics and Rationale of Refugee Research  Hakan Ergin Part 2: Regional and National Perspectives Section 1: Latin America 4 Higher Education’s Response to Refugee Crises: Applying Lessons from the Syrian Conflict to the Venezuelan Context  Natalie Borg 5 Colombian Institutional Responses to the Venezuelan Refugee Crisis  Hannah Maria Cazzetta 6 Going Above and Beyond Access to Higher Education: The Brazilian Case  Kelber Tozini Section 2: North America 7 The Staying Dynamic among Syrian Students in the U.S.  Araz Khajarian 8 Latin Americans in the United States: Considerations on Immigrant and Refugee Access to Higher Education  Gabrielle Oliveira and Corinne Kentor 9 Human Rights Discourse and the US Education Landscape: Refugee-Specific Activity at Colleges and Universities in Idaho and Maine  Lisa Unangst Section 3: Europe 10 Higher Education Innovations in Response to the Needs of Syrian Refugees and Asylum Seekers in Germany and Elsewhere  Natalie Borg 11 Vocational Training, “Upskilling,” and Paths to Higher Education for Refugees: Insights from Germany and Sweden  Narintohn Luangrath 12 Refugees Access to Higher Education in Ireland  Michael Cronin, Clíodha Murphy, David M. Doyle, Delma Byrne and Muiread Murphy Section 4: Asia and Oceania 13 Towards Human Rights and Human Dignity for the Stateless in Higher Education: Denied Access to Higher Education for Rohingya Refugees in Bangladesh  Tessa DeLaquil 14 At the Policy Margins: People from Refugee Backgrounds in Australian Higher Education  Andrew Harvey and Betty Leask Section 5: Ethiopia 15 Higher Education for Refugees in Ethiopia  Ayenachew A. Woldegiyorgis 16 Self-Financing as a New Stream of Refugee Higher Education: The Case of Eritreans in Ethiopia  Wondwosen Tamrat and Samuel Dermas Habtemariam Section 6: Turkey 17 Struggles and Assets of Syrian University Students in Turkey  Özgür Erdur-Baker, Onur Özmen, İdil Aksöz-Efe, Tamer Aker and M. Brinton Lykes 18 Integrating Syrian Refugees into Turkish Higher Education: Successes, Challenges, and Future Implications  Armağan Erdoğan and Hakan Ergin Part 3: The K-12 to University Pipeline 19 Lessons from the Primary and Secondary School Context: Building Capacity to Support Migrant and Refugee Students  Rebecca Lowenhaupt and Martin Scanlan 20 The K-12 to University Pipeline in the U.S. context: Implications for Refugee Students  Kerri Evans and Lisa Unangst Index

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Book SynopsisRefugees and Higher Education provides a cross-disciplinary lens on one American university’s approach to studying the policies, practices, and experiences associated with the higher education of refugee background students. The focus is not only on refugee education as an issue of access and equity, but also on this phenomenon as seen through the lens of internationalization. What competencies are called for among university faculty and staff welcoming refugee-background students to their institutional contexts? How might “distance learning” be considered anew? These challenges and opportunities for institutional growth will be closely considered by this group of authors from educational leadership, social work, curriculum development, and higher education itself. They address key world regions, and sub-topics ranging from online education in refugee camps to the Brazilian and Colombian responses to the emerging crisis in Venezuela. Scholars researching refugee education cross-nationally often find that refugee education literature is parsed by disciplinary field. This book, in contrast, offers a comprehensive, multi-disciplinary overview of refugee education issues around the world. These perspectives also provide key insights for faculty and staff at higher education institutions that currently enroll asylees or refugees, as well as those that may do so in the future.Table of ContentsSeries Preface  Hans de Wit, Philip Altbach and Rebecca Schendel List of Figures and Tables Notes on Contributors Part 1: Framing the Landscape 1 Refugees and Higher Education: Trans-national Perspectives on Access, Equity, and Internationalization  Hans de Wit, Tessa DeLaquil, Hakan Ergin, Araz Khajarian and Lisa Unangst 2 Refugee Higher Education in Contexts of Displacement: Educational Approaches and Programmatic Initiatives  Thomas M. Crea and David Holdcroft 3 Questioning the Ethics and Rationale of Refugee Research  Hakan Ergin Part 2: Regional and National Perspectives Section 1: Latin America 4 Higher Education’s Response to Refugee Crises: Applying Lessons from the Syrian Conflict to the Venezuelan Context  Natalie Borg 5 Colombian Institutional Responses to the Venezuelan Refugee Crisis  Hannah Maria Cazzetta 6 Going Above and Beyond Access to Higher Education: The Brazilian Case  Kelber Tozini Section 2: North America 7 The Staying Dynamic among Syrian Students in the U.S.  Araz Khajarian 8 Latin Americans in the United States: Considerations on Immigrant and Refugee Access to Higher Education  Gabrielle Oliveira and Corinne Kentor 9 Human Rights Discourse and the US Education Landscape: Refugee-Specific Activity at Colleges and Universities in Idaho and Maine  Lisa Unangst Section 3: Europe 10 Higher Education Innovations in Response to the Needs of Syrian Refugees and Asylum Seekers in Germany and Elsewhere  Natalie Borg 11 Vocational Training, “Upskilling,” and Paths to Higher Education for Refugees: Insights from Germany and Sweden  Narintohn Luangrath 12 Refugees Access to Higher Education in Ireland  Michael Cronin, Clíodha Murphy, David M. Doyle, Delma Byrne and Muiread Murphy Section 4: Asia and Oceania 13 Towards Human Rights and Human Dignity for the Stateless in Higher Education: Denied Access to Higher Education for Rohingya Refugees in Bangladesh  Tessa DeLaquil 14 At the Policy Margins: People from Refugee Backgrounds in Australian Higher Education  Andrew Harvey and Betty Leask Section 5: Ethiopia 15 Higher Education for Refugees in Ethiopia  Ayenachew A. Woldegiyorgis 16 Self-Financing as a New Stream of Refugee Higher Education: The Case of Eritreans in Ethiopia  Wondwosen Tamrat and Samuel Dermas Habtemariam Section 6: Turkey 17 Struggles and Assets of Syrian University Students in Turkey  Özgür Erdur-Baker, Onur Özmen, İdil Aksöz-Efe, Tamer Aker and M. Brinton Lykes 18 Integrating Syrian Refugees into Turkish Higher Education: Successes, Challenges, and Future Implications  Armağan Erdoğan and Hakan Ergin Part 3: The K-12 to University Pipeline 19 Lessons from the Primary and Secondary School Context: Building Capacity to Support Migrant and Refugee Students  Rebecca Lowenhaupt and Martin Scanlan 20 The K-12 to University Pipeline in the U.S. context: Implications for Refugee Students  Kerri Evans and Lisa Unangst Index

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Book SynopsisThe evolving societal, political and economic landscape has led to increased demands on higher education institutions to make their contribution and benefits to society more visible, and in many cases with fewer public resources. This book contributes to the understanding of the responsibilities of Higher Education and the challenges posed to the production and circulation of knowledge. It raises questions about the role of higher education in society, its responsibility towards students and staff, and regarding its intended impact. The book brings together a range of topical papers, and a diversity of perspectives: scientific investigations of reputed scholars, critical evidence-based papers of third space professionals, and policymakers’ perspectives on the daily practice and management of higher education institutions and systems. The variety of both content and contributors elevates the richness of the book and its relevance for a large audience. Contributors are: Victor M. H. Borden, Lex Borghans, Bruno Broucker, Hamish Coates, Gwilym Croucher, Lisa Davidson, Mark Engberg, Philipp Friedrich, Martina Gaisch, Solomon Gebreyohans Gebru, Ton Kallenberg, Kathi A. Ketcheson, Lu Liu, Alfredo Marra, Clare Milsom, Kenneth Moore, Roberto Moscati, Marjolein Muskens, Daniela Nömeyer, Attila Pausits, Svetlana Shenderova, Wafa Singh, Chuanyi Wang, Denyse Webbstock, Gregory Wolniak, and Jiale Yang. See inside the book.Trade Review"In 14 chapters and 275 pages, the reader gets an overview of current developments within higher education at a global level. (…) On the whole, the book is firmly positioned within the mainstream of academic thinking and practice. It is interesting and informative". - C. Brink (2021). An all too promising title. Th&ma (1), 63-64. "This edited volume raises questions about higher education’s responsibility toward students and staff and its intended impact on society, offering policy makers, professors, practitioners, and researchers an opportunity to review and analyze the integral role that higher education plays in society.[...] The collection compiles essays from a variety of distinguished scholars, educators, and policy makers, each of whom brings a unique perspective to the discussion.[...] This book should be read by anyone seeking to better understand the expected roles and responsibilities of higher education". N. A. Powers, in CHOICE, 58 (10), 2021.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Ton Kallenberg, Victor M. H. Borden, Bruno Broucker and Clare Milsom PART 1: Higher Education’s Students and Staff 1 Towards ‘Relevant & Effective’ Teaching-Learning Processes in Indian Higher Education  Wafa Singh 2 Expanding Inquiry on Intercultural Wonderment to Optimize Study Abroad Learning Contexts  Lisa M. Davidson and Mark E. Engberg 3 The Long-Term Career Consequences of College Undermatching  Marjolein Muskens, Gregory C. Wolniak and Lex Borghans 4 Between Trust and Strategic Behavior of Academic (Middle) Leaders in Higher Education: The Levels of Strategy  Ton Kallenberg 5 Politicians and Bureaucrats in a Humboldt Type System: The Case of Italy  Alfredo Marra and Roberto Moscati PART 2: Higher Education Systems: (Responsible?) Practices and Policies 6 University Mergers in Austria: Experiences and Future Scenarios for Organizational Development in Higher Education  Attila Pausits 7 What Does It Mean to Be a Responsible 21st Century South African University?  Denyse Webbstock 8 The Central Government in Higher Education: Defining Areas of Responsibility between State Ministry and Governmental Agencies in Austria and Norway  Philipp Friedrich 9 External Accountability in Ethiopian Public Higher Education  Solomon Gebreyohans Gebru 10 Finnish-Russian Double Degree Programmes: When Partners’ Responsibilities Become a Challenge for Internationalization  Svetlana Shenderova PART 3: Higher Education Impact 11 High-Impact Practices, Degree Completion, and Academic Quality: A Study of Student Participation in Practices That Promote Success  Kathi A. Ketcheson 12 The Productivity of Leading Global Universities: Empirical Insights and Implications for Higher Education  Jiale Yang, Chuanyi Wang, Lu Liu, Gwilym Croucher, Kenneth Moore and Hamish Coates 13 Third Mission at Austrian Universities of Applied Sciences and the Translational Role of Hybrid Middle Managers  Martina Gaisch and Daniela Nömeyer 14 Lessons Learned and Future Directions  Bruno Broucker, Victor M. H. Borden, Clare Milsom and Ton Kallenberg

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Book SynopsisThe evolving societal, political and economic landscape has led to increased demands on higher education institutions to make their contribution and benefits to society more visible, and in many cases with fewer public resources. This book contributes to the understanding of the responsibilities of Higher Education and the challenges posed to the production and circulation of knowledge. It raises questions about the role of higher education in society, its responsibility towards students and staff, and regarding its intended impact. The book brings together a range of topical papers, and a diversity of perspectives: scientific investigations of reputed scholars, critical evidence-based papers of third space professionals, and policymakers’ perspectives on the daily practice and management of higher education institutions and systems. The variety of both content and contributors elevates the richness of the book and its relevance for a large audience. Contributors are: Victor M. H. Borden, Lex Borghans, Bruno Broucker, Hamish Coates, Gwilym Croucher, Lisa Davidson, Mark Engberg, Philipp Friedrich, Martina Gaisch, Solomon Gebreyohans Gebru, Ton Kallenberg, Kathi A. Ketcheson, Lu Liu, Alfredo Marra, Clare Milsom, Kenneth Moore, Roberto Moscati, Marjolein Muskens, Daniela Nömeyer, Attila Pausits, Svetlana Shenderova, Wafa Singh, Chuanyi Wang, Denyse Webbstock, Gregory Wolniak, and Jiale Yang. See inside the book.Trade Review"In 14 chapters and 275 pages, the reader gets an overview of current developments within higher education at a global level. (…) On the whole, the book is firmly positioned within the mainstream of academic thinking and practice. It is interesting and informative". - C. Brink (2021). An all too promising title. Th&ma (1), 63-64. "This edited volume raises questions about higher education’s responsibility toward students and staff and its intended impact on society, offering policy makers, professors, practitioners, and researchers an opportunity to review and analyze the integral role that higher education plays in society.[...] The collection compiles essays from a variety of distinguished scholars, educators, and policy makers, each of whom brings a unique perspective to the discussion.[...] This book should be read by anyone seeking to better understand the expected roles and responsibilities of higher education". N. A. Powers, in CHOICE, 58 (10), 2021.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Ton Kallenberg, Victor M. H. Borden, Bruno Broucker and Clare Milsom PART 1: Higher Education’s Students and Staff 1 Towards ‘Relevant & Effective’ Teaching-Learning Processes in Indian Higher Education  Wafa Singh 2 Expanding Inquiry on Intercultural Wonderment to Optimize Study Abroad Learning Contexts  Lisa M. Davidson and Mark E. Engberg 3 The Long-Term Career Consequences of College Undermatching  Marjolein Muskens, Gregory C. Wolniak and Lex Borghans 4 Between Trust and Strategic Behavior of Academic (Middle) Leaders in Higher Education: The Levels of Strategy  Ton Kallenberg 5 Politicians and Bureaucrats in a Humboldt Type System: The Case of Italy  Alfredo Marra and Roberto Moscati PART 2: Higher Education Systems: (Responsible?) Practices and Policies 6 University Mergers in Austria: Experiences and Future Scenarios for Organizational Development in Higher Education  Attila Pausits 7 What Does It Mean to Be a Responsible 21st Century South African University?  Denyse Webbstock 8 The Central Government in Higher Education: Defining Areas of Responsibility between State Ministry and Governmental Agencies in Austria and Norway  Philipp Friedrich 9 External Accountability in Ethiopian Public Higher Education  Solomon Gebreyohans Gebru 10 Finnish-Russian Double Degree Programmes: When Partners’ Responsibilities Become a Challenge for Internationalization  Svetlana Shenderova PART 3: Higher Education Impact 11 High-Impact Practices, Degree Completion, and Academic Quality: A Study of Student Participation in Practices That Promote Success  Kathi A. Ketcheson 12 The Productivity of Leading Global Universities: Empirical Insights and Implications for Higher Education  Jiale Yang, Chuanyi Wang, Lu Liu, Gwilym Croucher, Kenneth Moore and Hamish Coates 13 Third Mission at Austrian Universities of Applied Sciences and the Translational Role of Hybrid Middle Managers  Martina Gaisch and Daniela Nömeyer 14 Lessons Learned and Future Directions  Bruno Broucker, Victor M. H. Borden, Clare Milsom and Ton Kallenberg

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Book SynopsisIn Critical Reflection on Research in Teaching and Learning, the editors bring together a collection of works that explore a wide range of concerns related to questions of researching teaching and learning in higher education and shine a light on the diversity of qualitative methods in practice. This book uniquely focuses on reflections of practice where researchers expose aspects of their work that might otherwise fit neatly into ‘traditional’ methodologies chapters or essays, but are nonetheless instructive – issues, events, and thoughts that deserve to be highlighted rather than buried in a footnote. This collection serves to make accessible the importance of teaching and learning issues related to learners, teachers, and a variety of contexts in which education work happens. Contributors are: David Andrews, Candace D. Bloomquist, Agnes Bosanquet, Beverley Hamilton, Henriette Tolstrup Holmegaard, Klodiana Kolomitro, Minna Körkkö, Outi Kyrö-Ämmälä, Suvi Lakkala, Rod Lane, Corinne Laverty, Elizabeth Lee, Narelle Patton, Jessica Raffoul, Nicola Simmons, Jee Su Suh, Kim West and Cherie Woolmer.Table of ContentsList of Figures and Tables Notes on Contributors 1 Critical Reflection on Research on Teaching and Learning  Whitney Ross and Nancy E. Fenton PART 1: Critical Explorations through Visual Media 2 Photo-Elicitation: A Powerful and Challenging Strategy for Exploration and Enhancement of Education  Narelle Patton 3 Educating Reflective Practitioners through Video-Elicited Reflection  Minna Körkkö, Outi Kyrö-Ämmälä and Suvi Lakkala 4 Understanding Educational Leadership through Network Analysis: A Critical Reflection on Using Social Network Analysis in a Mixed Methods Study  Cherie Woolmer and Jee Su Suh PART 2: Critical Explorations through Affect, Voice, and Power Relationships 5 Using Poetic Re-Presentation to Study Trust in Higher Education  Candace D. Bloomquist and Kim West 6 Narratives of Embodied Practice: Using Portraiture to Study Leadership  Jessica Raffoul, Beverley Hamilton and David Andrews 7 Complexity, Negotiations, and Processes: A Longitudinal Qualitative, Narrative Approach to Young People’s Transition to and from University  Henriette Tolstrup Holmegaard Part 3: Clinical Explorations through Dialogue, Collaboration, and Ethics 8 Participatory Action Research: Navigating Nuances  Nicola Simmons 9 Making Learning Visible: Research Methods to Uncover Learning Processes  Klodiana Kolomitro, Corinne Laverty, Elizabeth A. Lee 10 Reflecting on Messy Practice: Action Research on Peer Review of Teaching  Agnes Bosanquet and Rod Lane 11 Concluding Comments  Nancy E. Fenton and Whitney Ross Index

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Book SynopsisIn Critical Reflection on Research in Teaching and Learning, the editors bring together a collection of works that explore a wide range of concerns related to questions of researching teaching and learning in higher education and shine a light on the diversity of qualitative methods in practice. This book uniquely focuses on reflections of practice where researchers expose aspects of their work that might otherwise fit neatly into ‘traditional’ methodologies chapters or essays, but are nonetheless instructive – issues, events, and thoughts that deserve to be highlighted rather than buried in a footnote. This collection serves to make accessible the importance of teaching and learning issues related to learners, teachers, and a variety of contexts in which education work happens. Contributors are: David Andrews, Candace D. Bloomquist, Agnes Bosanquet, Beverley Hamilton, Henriette Tolstrup Holmegaard, Klodiana Kolomitro, Minna Körkkö, Outi Kyrö-Ämmälä, Suvi Lakkala, Rod Lane, Corinne Laverty, Elizabeth Lee, Narelle Patton, Jessica Raffoul, Nicola Simmons, Jee Su Suh, Kim West and Cherie Woolmer.Table of ContentsList of Figures and Tables Notes on Contributors 1 Critical Reflection on Research on Teaching and Learning  Whitney Ross and Nancy E. Fenton PART 1: Critical Explorations through Visual Media 2 Photo-Elicitation: A Powerful and Challenging Strategy for Exploration and Enhancement of Education  Narelle Patton 3 Educating Reflective Practitioners through Video-Elicited Reflection  Minna Körkkö, Outi Kyrö-Ämmälä and Suvi Lakkala 4 Understanding Educational Leadership through Network Analysis: A Critical Reflection on Using Social Network Analysis in a Mixed Methods Study  Cherie Woolmer and Jee Su Suh PART 2: Critical Explorations through Affect, Voice, and Power Relationships 5 Using Poetic Re-Presentation to Study Trust in Higher Education  Candace D. Bloomquist and Kim West 6 Narratives of Embodied Practice: Using Portraiture to Study Leadership  Jessica Raffoul, Beverley Hamilton and David Andrews 7 Complexity, Negotiations, and Processes: A Longitudinal Qualitative, Narrative Approach to Young People’s Transition to and from University  Henriette Tolstrup Holmegaard Part 3: Clinical Explorations through Dialogue, Collaboration, and Ethics 8 Participatory Action Research: Navigating Nuances  Nicola Simmons 9 Making Learning Visible: Research Methods to Uncover Learning Processes  Klodiana Kolomitro, Corinne Laverty, Elizabeth A. Lee 10 Reflecting on Messy Practice: Action Research on Peer Review of Teaching  Agnes Bosanquet and Rod Lane 11 Concluding Comments  Nancy E. Fenton and Whitney Ross Index

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Book SynopsisWorking with scientists has been suggested as a powerful activity that can stimulate students’ interest and career aspirations in science. However, how to address challenges of power-over issues and communication barriers in youth-scientist partnerships? In Youths’ Cogenerative Dialogues with Scientists, the author describes a pioneering study to improve internship communications between youth and scientists through cogenerative dialogues. The findings show that cogenerative dialogues can help youth and scientists recognize, express, and manage their challenges and emotions as they arise in their internships. As a result, cogenerative dialogues help youth and scientists work productively as a team and enhance their social boding. Suggestions are also provided for science educators to design more innovative and effective projects for future youth-scientist partnerships.Table of ContentsPreface Acknowledgments Figures and Tables 1 Challenging the Status Quo of Youth-Scientist Partnerships with Cogenerative Dialogues  1 Models of Youth-Scientist Partnerships  2 Benefijits of Youth-Scientist Partnerships  3 Challenges of Youth-Scientist Partnerships  4 The Potential of Cogenerative Dialogues to Advance the Status Quo of Youth-Scientist Partnerships  5 Coda 2 The Design Principles and Overall Structure of the “Work With A Scientist” Program  1 Theoretical Frameworks for the Program  2 Program Timeline, Milestones, & Forms  3 Program Collaborators and Resources  4 Ethical Considerations  5 Coda 35 3 Nuts and Bolts in the Recruitment and Retention of Scientists and Youth  1 Scientist Recruitment  2 Scientist Retention  3 Youth Recruitment  4 Youth Application Procedures  5 Youth Retention  6 Coda 4 Training of Cogenerative Dialogues for Mediators, Scientists, and Youth  1 The Rules and Structure of Cogens  2 Training for Cogen Mediators  3 Training for Scientists  4 Training for Youth  5 Coda 5 Challenges and Solutions of Implementing Cogenerative Dialogues  1 Challenge 1: Cogens Sometimes Became Lecture-Like Talk  2 Challenge 2: Cogen Mediators Sometimes Had a Hard Time Mediating Dialogues  3 Challenge 3: Participants Thought That Cogen Sometimes Is a Negative Space  4 Challenge 4: Participants Thought Cogens Were Sometimes Useless Because Consensus Was Not Fully Implemented  5 Challenge 5: Some Participants Sometimes Dominated the Conversation during Cogens  6 Challenge 6: Participants Could Not Differentiate Cogens from Other Types of Conversation  7 Challenge 7: Participants Sometimes Had Difficulty Coming up with Ideas for Discussions  8 Challenge 8: Participants Sometimes Preferred to Stop Cogens in Order to Catch up Scientifijic Practice Progress by Deadline  9 Challenge 9: Participants Would Not Express Their True Voices When the Conversation Might Single out Particular Individuals  10 Challenge 10: Participants Sometimes Were off Topic or Shared Too-Personal Matters during Cogens  11 Coda 6 Issues and Solutions Discussed in Cogenerative Dialogues to Improve Internship Teaching and Learning  1 One Example of an Issue Raised by a Student  2 One Example of an Issue Raised by a Scientist  3 Issues and Solutions Identified during Cogens  4 Using Cogens to Transform Contradictions between Different Cultural Groups  5 Coda 7 Using Cogenerative Dialogues as Boundary Crossing Pedagogy  1 Boundary Crossing, Boundary Objects, and Brokers  2 Cogenerative Dialogues as a Transformation Tool  3 Facilitating Boundary Crossing through Cogenerative Dialogues  4 Coda 8 Using Cogenerative Dialogues to Dissolve Negative Emotions among Scientists and Youth  1 Cogens Enhanced Social Bonding  2 Transforming Negative Emotions through Cogens  3 The Lily Incident  4 Coda 9 Using Cogenerative Dialogue to Cultivate a Constructivist Learning Environment  1 Survey Results  2 Building a Constructivist Internship with Cogens  3 Coda 10 Youths’ Experiences of Cogenerative Dialogues  1 Lily’s Journal Entries about Cogens during the Beginning, Middle, and End of the Internship  2 Lily’s Exit Interviews about Cogens  3 Lily’s Follow-up Interview about Cogens  4 Coda 11 Future Research on Youth-Scientist Partnerships  1 Future Research Based on the “Work With A Scientist” Program  2 Coda Appendix 1: Program Syllabus Appendix 2: Rules and Structures of Cogenerative Dialogues Appendix 3: Cogenerative Dialogues Worksheet Appendix 4: Project Song “Utopia”—Lyrics Appendix 5: Cogenerative Dialogue Heuristic Appendix 6: Constructivist Learning Environment Survey-Internship Appendix 7: Constructivist Learning Environment Survey-School Index

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Book SynopsisTransforming Universities in South Africa: Pathways to Higher Education Reform responds to the pressing need to comprehensively review the post-apartheid experience and assess where South Africa’s higher education stands across the continent and globally, particularly within the country’s efforts to overcome decades of socio-economic imbalances.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 Introduction  Michael Cross and Shireen Motala 2 Transformation of Higher Education in South Africa, 1995–2016: Current Limitations and Future Possibilities  Ihron Rensburg 3 Transformation Revisited: Twenty Years of Higher Education Policy in South Africa  Lis Lange 4 Higher Education Transformation, Inequality and Educational Leadership-In-Becoming  Nuraan Davids and Yusef Waghid 5 Global Africa: Nelson Mandela and the Meaning of Decolonising Knowledge and Universities – Problems and Opportunities  Ihron Rensburg 6 Decolonising Universities in South Africa: Backtracking and Revisiting the Debate  Michael Cross 7 The Learning Challenge in South African Higher Education  Crain Soudien 8 Changing the Doctoral Education Curriculum: A Comparative Study of Drama and Performance Studies and Chemical Engineering  Thiruveni Moodley and Michael Anthony Samuel 9 South Africa’s Opportunity: Crafting a Differentiated Higher Education System  Ihron Rensburg 10 General Trends and Impact of the Internationalisation of Higher Education in South Africa  Shireen Motala and Solomon Arulraj David 11 Measuring Equity of Access to Higher Education in South Africa: Considerations and Possibilities  Kirti Menon 12 Conclusion  Ihron Rensburg and Shireen Motala Index

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Book SynopsisTransforming Universities in South Africa: Pathways to Higher Education Reform responds to the pressing need to comprehensively review the post-apartheid experience and assess where South Africa’s higher education stands across the continent and globally, particularly within the country’s efforts to overcome decades of socio-economic imbalances.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 Introduction  Michael Cross and Shireen Motala 2 Transformation of Higher Education in South Africa, 1995–2016: Current Limitations and Future Possibilities  Ihron Rensburg 3 Transformation Revisited: Twenty Years of Higher Education Policy in South Africa  Lis Lange 4 Higher Education Transformation, Inequality and Educational Leadership-In-Becoming  Nuraan Davids and Yusef Waghid 5 Global Africa: Nelson Mandela and the Meaning of Decolonising Knowledge and Universities – Problems and Opportunities  Ihron Rensburg 6 Decolonising Universities in South Africa: Backtracking and Revisiting the Debate  Michael Cross 7 The Learning Challenge in South African Higher Education  Crain Soudien 8 Changing the Doctoral Education Curriculum: A Comparative Study of Drama and Performance Studies and Chemical Engineering  Thiruveni Moodley and Michael Anthony Samuel 9 South Africa’s Opportunity: Crafting a Differentiated Higher Education System  Ihron Rensburg 10 General Trends and Impact of the Internationalisation of Higher Education in South Africa  Shireen Motala and Solomon Arulraj David 11 Measuring Equity of Access to Higher Education in South Africa: Considerations and Possibilities  Kirti Menon 12 Conclusion  Ihron Rensburg and Shireen Motala Index

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Book SynopsisFlexibility has long been a feature of the delivery of learning in higher education, particularly with the rise in importance of technology in giving learners greater choice over when, where and how they engage in learning. Recent analysis has sought to look beyond its significance in learning delivery to its value as a personal attribute of both learners and educators. Flexibility is now a key feature of debates addressing the role of universities in producing graduates with the capability to become change agents in increasingly dynamic workplaces and the wider world. Flexibility and Pedagogy in Higher Education explores flexibility in learning in the context of online learning communities, in relation to the delivery of learning and as a means of promoting the development of flexibility as a personal attribute. Essays draw on examples involving students from foundation up to postgraduate level in curricular and co-curricular settings. The essays collected in this volume examine the practical application of flexibility in learning through the use of online learning communities. It provides best practice examples for educators looking to use innovative pedagogies to develop flexible learning experiences, thereby building on recent studies on the place of flexibility in the future development of higher education. See inside the book.Trade Review"The collection does give a peek into English higher education and shows how it tries to find a good form for flexible learning by students, with students. They do so by actively involving students in the design and practice of flexible learning, with an inclusive approach that effectively deals with differences. It also offers students the opportunity to come up with their own activities, content and testing methods. It acknowledges that flexibility is not only a skill that students should learn, but our lecturers and tutors should develop as well." - Translation from L. te Lintelo (2021). Flexibiliteit door online leren. Th&ma (1), 68-70. "The concept of flexibility in education took on a new meaning in 2020, making this collection timely indeed. The editors' original intent was to explore different facets of flexibility in online learning communities from the perspectives of students, faculty, and academic staff. Readers who have had to switch to online-only teaching or who are supporting instructional units may well find some useful discussions here. [...] Most chapters include discussion of the use of software to enhance and engage students, with several focused specifically on online interactive platforms. Collaboration is the other key theme represented in essays showing how incorporating multiple partners can achieve better, more flexible pedagogies. Chapters are well researched by faculty and academic staff. Summing up: Recommended". H. C. Williams, in CHOICE, 58 (8), 2021.Table of ContentsList of Figures and Tables Notes on Contributors Introduction Chris Dennis, Ruth Matheson and Sue Tangney 1. Bend Me, Shape Me: Flexible Pedagogies to Widen Participation and Deliver on Social Justice John Butcher and Liz Marr 2. Promoting Flexible Learning through Embedded, Online Study Skills Support Leila Griffiths 3. Greater Than the Sum of Its Parts: Coalescing Digital and Physical Learning Spaces in Temporary Online Learning Communities Chris Little and Matthew Street 4. Enhancing the Student Experience: Examples of Joint Student-Staff Partnerships to Create and Embed Online Peer Networks within Programmes of Study Nicola Poole and Sophie Leslie 5. A Classroom without Walls: Academic and Student Nurses Co-Curating Twitter in Partnership Moira McLoughlin and Wendy Sinclair 6. Shadow Modules and Student-Led Online Learning Communities: Supporting Learning, Engagement, and Student Empowerment within, and across, Institutions in Higher Education Sheila L. Amici-Dargan, Amber M. Moorcroft and Stephen M. Rutherford 7. Youth Justice Live!: Flexible Pedagogies in an Online/Offline Community of Practice Sue Bond-Taylor and Ceryl Teleri Davies 8. Opening the Door to the Virtual School: Enhancing Student Engagement through Online Learning Communities Sharon Smith and Ruth Hewston 9. Academic Support Online: Developing an Integrated Academic Support Environment at the University of the Arts London Graham Barton and Alex Lumley 10. Commonplace: A Student-Led Survival Guide to Support Transitions and Belonging at University of the Arts London (UAL) Siobhan Clay and Paul Tabak 11. Flexible Socialisation and the Use of Twitter by a University Library: Exploring the Role of Social Media in Co-Curricular Settings As a Way of Fostering the Socialisation of Students into an Academic Community Chris Dennis, Stuart Abbott and Rob Sell 12. The Student Hub Live: The Open University’s Solution to Facilitating the Development of an Academic Community in Distance Learning through Collaborative Online Interaction Karen Foley 13. Online Learning Communities and Flexibility in Learning Chris Dennis Index

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Book SynopsisFlexibility has long been a feature of the delivery of learning in higher education, particularly with the rise in importance of technology in giving learners greater choice over when, where and how they engage in learning. Recent analysis has sought to look beyond its significance in learning delivery to its value as a personal attribute of both learners and educators. Flexibility is now a key feature of debates addressing the role of universities in producing graduates with the capability to become change agents in increasingly dynamic workplaces and the wider world. Flexibility and Pedagogy in Higher Education explores flexibility in learning in the context of online learning communities, in relation to the delivery of learning and as a means of promoting the development of flexibility as a personal attribute. Essays draw on examples involving students from foundation up to postgraduate level in curricular and co-curricular settings. The essays collected in this volume examine the practical application of flexibility in learning through the use of online learning communities. It provides best practice examples for educators looking to use innovative pedagogies to develop flexible learning experiences, thereby building on recent studies on the place of flexibility in the future development of higher education. See inside the book.Trade Review"The collection does give a peek into English higher education and shows how it tries to find a good form for flexible learning by students, with students. They do so by actively involving students in the design and practice of flexible learning, with an inclusive approach that effectively deals with differences. It also offers students the opportunity to come up with their own activities, content and testing methods. It acknowledges that flexibility is not only a skill that students should learn, but our lecturers and tutors should develop as well." - Translation from L. te Lintelo (2021). Flexibiliteit door online leren. Th&ma (1), 68-70. "The concept of flexibility in education took on a new meaning in 2020, making this collection timely indeed. The editors' original intent was to explore different facets of flexibility in online learning communities from the perspectives of students, faculty, and academic staff. Readers who have had to switch to online-only teaching or who are supporting instructional units may well find some useful discussions here. [...] Most chapters include discussion of the use of software to enhance and engage students, with several focused specifically on online interactive platforms. Collaboration is the other key theme represented in essays showing how incorporating multiple partners can achieve better, more flexible pedagogies. Chapters are well researched by faculty and academic staff. Summing up: Recommended". H. C. Williams, in CHOICE, 58 (8), 2021.Table of ContentsList of Figures and Tables Notes on Contributors Introduction Chris Dennis, Ruth Matheson and Sue Tangney 1. Bend Me, Shape Me: Flexible Pedagogies to Widen Participation and Deliver on Social Justice John Butcher and Liz Marr 2. Promoting Flexible Learning through Embedded, Online Study Skills Support Leila Griffiths 3. Greater Than the Sum of Its Parts: Coalescing Digital and Physical Learning Spaces in Temporary Online Learning Communities Chris Little and Matthew Street 4. Enhancing the Student Experience: Examples of Joint Student-Staff Partnerships to Create and Embed Online Peer Networks within Programmes of Study Nicola Poole and Sophie Leslie 5. A Classroom without Walls: Academic and Student Nurses Co-Curating Twitter in Partnership Moira McLoughlin and Wendy Sinclair 6. Shadow Modules and Student-Led Online Learning Communities: Supporting Learning, Engagement, and Student Empowerment within, and across, Institutions in Higher Education Sheila L. Amici-Dargan, Amber M. Moorcroft and Stephen M. Rutherford 7. Youth Justice Live!: Flexible Pedagogies in an Online/Offline Community of Practice Sue Bond-Taylor and Ceryl Teleri Davies 8. Opening the Door to the Virtual School: Enhancing Student Engagement through Online Learning Communities Sharon Smith and Ruth Hewston 9. Academic Support Online: Developing an Integrated Academic Support Environment at the University of the Arts London Graham Barton and Alex Lumley 10. Commonplace: A Student-Led Survival Guide to Support Transitions and Belonging at University of the Arts London (UAL) Siobhan Clay and Paul Tabak 11. Flexible Socialisation and the Use of Twitter by a University Library: Exploring the Role of Social Media in Co-Curricular Settings As a Way of Fostering the Socialisation of Students into an Academic Community Chris Dennis, Stuart Abbott and Rob Sell 12. The Student Hub Live: The Open University’s Solution to Facilitating the Development of an Academic Community in Distance Learning through Collaborative Online Interaction Karen Foley 13. Online Learning Communities and Flexibility in Learning Chris Dennis Index

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Book SynopsisGlobalization, massification of tertiary education, and ICT revolution have radically altered the tertiary education environment posing new challenges to governments, higher education providers and other key stakeholders in terms of relevance and credibility of provisions. With the radical alterations it became clear that the traditional means for internal and external evaluations are no longer adequate to ensure the acceptable level of tertiary education performance to meet the society development needs. Considering one of the primary roles of quality assurance in tertiary education is ensuring relevance and credibility of tertiary education provisions to the ever-changing needs of the macro world of industry, politics and society at large, more and more governments are currently prioritizing quality assurance to drive the required changes in governance of higher educatuon systems, mutual recognition across national borders, and accountability to the public in different parts of the world. As part of its mission, the INQAAHE has undertaken a Global Study of both external and internal quality assurance developments worldwide in cooperation with the regional QA networks (e.g. ENQA, CANQATE, APQN, ANQAHE, CEENQA) in 2017–2018. The regions covered in this scoping study are as follows: Africa, the Arab Region, Asia-Pacific, Eastern and Western Europe, Latin America and the Caribbean, and Northern America. Global Trends in Higher Education Quality Assurance: Challenges and Opportunities in Internal and External Quality Assurance provides a comprehensive coverage of the trends and developments in higher education quality assurance as they refer to legitimacy/trust, efficiency and relevance.Table of ContentsPreface  Susanna Karakhanyan Acknowledgements List of Figures and Tables Acronyms Notes on Contributors 1 Introduction: The Background for and the Ambitions of the Current Book  Susanna Karakhanyan and Bjørn Stensaker PART 1: The Global Study 2 External Quality Assurance: The Landscape, the Players and Developmental Trends  Susanna Karakhanyan and Bjørn Stensaker 3 Quality Assurance: Legitimacy, Efficiency and Control Issues  Bjørn Stensaker and Susanna Karakhanyan 4 External Quality Assurance: Comparative Reflections  Susanna Karakhanyan and Bjørn Stensaker 5 Institutional Quality Management: Comparative Reflections  Bjørn Stensaker and Susanna Karakhanyan PART 2: Regional Studies 6 QA in Higher Education in Africa: A Synoptic View  Philip Ayoo, Wondwosen Tamrat and Mike Kuria 7 The Arab States: Quality Assurance Trends in Higher Education  Susanna Karakhanyan, Badr Aboul-Ela, Tariq Alsindi, Bassam Alhamad and Nadia Badrawi 8 Internal and External Quality Assurance of Higher Education in the Asia-Pacific Region  Angela Yung Chi Hou, Jianxin Zhang, Dewin Justiniano, Grace Lu and Guo Jun 9 Eastern Europe: Quality Assurance Trends and Challenges  Susanna Karakhanyan, Erika Soboleva and Lemka Ismailova 10 Latin America and the Caribbean: Quality Assurance Trends and Challenges  Christian Blanco, Judith Scharager, Milena Prado, Anely Ramírez, Ronald Brunton and Michael Bradshow 11 Northern America: Quality Assurance Trends and Challenges  Leah Matthews, Mary Catharine Lennon and Linda L. Baer 12 Western Europe: Quality Assurance Trends and Challenges  Orla Lynch and Maria Kelo Index

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Book SynopsisGlobalization, massification of tertiary education, and ICT revolution have radically altered the tertiary education environment posing new challenges to governments, higher education providers and other key stakeholders in terms of relevance and credibility of provisions. With the radical alterations it became clear that the traditional means for internal and external evaluations are no longer adequate to ensure the acceptable level of tertiary education performance to meet the society development needs. Considering one of the primary roles of quality assurance in tertiary education is ensuring relevance and credibility of tertiary education provisions to the ever-changing needs of the macro world of industry, politics and society at large, more and more governments are currently prioritizing quality assurance to drive the required changes in governance of higher educatuon systems, mutual recognition across national borders, and accountability to the public in different parts of the world. As part of its mission, the INQAAHE has undertaken a Global Study of both external and internal quality assurance developments worldwide in cooperation with the regional QA networks (e.g. ENQA, CANQATE, APQN, ANQAHE, CEENQA) in 2017–2018. The regions covered in this scoping study are as follows: Africa, the Arab Region, Asia-Pacific, Eastern and Western Europe, Latin America and the Caribbean, and Northern America. Global Trends in Higher Education Quality Assurance: Challenges and Opportunities in Internal and External Quality Assurance provides a comprehensive coverage of the trends and developments in higher education quality assurance as they refer to legitimacy/trust, efficiency and relevance.Table of ContentsPreface  Susanna Karakhanyan Acknowledgements List of Figures and Tables Acronyms Notes on Contributors 1 Introduction: The Background for and the Ambitions of the Current Book  Susanna Karakhanyan and Bjørn Stensaker PART 1: The Global Study 2 External Quality Assurance: The Landscape, the Players and Developmental Trends  Susanna Karakhanyan and Bjørn Stensaker 3 Quality Assurance: Legitimacy, Efficiency and Control Issues  Bjørn Stensaker and Susanna Karakhanyan 4 External Quality Assurance: Comparative Reflections  Susanna Karakhanyan and Bjørn Stensaker 5 Institutional Quality Management: Comparative Reflections  Bjørn Stensaker and Susanna Karakhanyan PART 2: Regional Studies 6 QA in Higher Education in Africa: A Synoptic View  Philip Ayoo, Wondwosen Tamrat and Mike Kuria 7 The Arab States: Quality Assurance Trends in Higher Education  Susanna Karakhanyan, Badr Aboul-Ela, Tariq Alsindi, Bassam Alhamad and Nadia Badrawi 8 Internal and External Quality Assurance of Higher Education in the Asia-Pacific Region  Angela Yung Chi Hou, Jianxin Zhang, Dewin Justiniano, Grace Lu and Guo Jun 9 Eastern Europe: Quality Assurance Trends and Challenges  Susanna Karakhanyan, Erika Soboleva and Lemka Ismailova 10 Latin America and the Caribbean: Quality Assurance Trends and Challenges  Christian Blanco, Judith Scharager, Milena Prado, Anely Ramírez, Ronald Brunton and Michael Bradshow 11 Northern America: Quality Assurance Trends and Challenges  Leah Matthews, Mary Catharine Lennon and Linda L. Baer 12 Western Europe: Quality Assurance Trends and Challenges  Orla Lynch and Maria Kelo Index

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Book SynopsisCritical stories are narratives that recount the writer’s experiences, situating those experiences in broader cultural contexts. In this volume of Critical Storytelling, marginalized, excluded, and oppressed peoples share insights from their liminality to help readers learn from their perspectives on living from behind invisible bars. Female inmates at Decatur’s Correctional Center and the undergraduate Millikin University students who worked with them come together to give voice to their specific histories of living from behind invisibile bars and pose important questions to the reader about inciting change for the future. Specifically, the voices in this volume seek to expose, analyze, and challenge deeply-entrenched narratives and characterizations of incarcerated women, whose histories are often marked by sexual abuse, domestic violence, poverty, PTSD, a lack of education, housing insecurity, mental illness, and substance addiction. These silenced female inmate voices need to be heard and contextualized within the larger metanarrative of prison literature. Through telling critical stories, these writers attempt to: sustain recovery from trauma, make positive changes and informed decisions, create a real sense of empowerment, strengthen their capacity to exercise personal agency, and inspire audiences to create change far outside the reaches of physical and metaphorical bars. Contributors are: Anonymous, Soren Belle, Megan Batty, Dwight G. Brown, Jr., Sandra Brown, Kathryn Coffey, Kelly Cunningham, Paiten Hamilton, Kathlyn J. Housh, Rebekah Icenesse, Kala Keller, Jelisa Lovette, Bric Martin, Amanda Minetti, Laura Nearing, Angie Oaks, Claire Prendergast, Cara Quiett, J. M. Spence, Noah Villarreal and Alisha Walker.Table of ContentsPreface Notes on Contributors Prologue  Alex V. Miller 1 A Prisoner’s Melody  Sandra Brown, Jelissa Lovette and Alisha Walker 2 Barcode  Sandra Brown 3 Caged  Jelissa Lovette 4 The Forbidden & the Prohibited  Soren Belle 5 Truth or Dare  Sandra Brown 6 The People I Met When the Sky Went Dark  Bric Martin 7 The Great Wall of Insanity  J. M. Spence 8 State of Mind  Jelissa Lovette 9 The Call  Sandra Brown 10 Pivotal Times  Angie Oakes 11 A Daughter’s Sorrow  Sandra Brown 12 Talking It out from the Inside  Cara Quiett 13 Mother-Less Child  Jelissa Lovette 14 Not Waving, Not Drowning  Sandra Brown 15 Isaac  Claire Prendergast 16 Prison  Angie Oaks 17 Love Find Me  Jelissa Lovette 18 Little Girl Lost  Angie Oakes 19 Everlasting Kiss  Jelissa Lovette 20 Backburner Bitch  Anonymous 21 Love Alive  Kala Keller 22 My Dragonfly  Laura Neering 23 Puzzle Pieces in My Eyes  Rebekah M. Icenesse 24 Piece of Me  Jelissa Lovette 25 Nothing New under the Sun  Sandra Brown 26 Living a Life with Invisible Bars  Kathlyn J. Housh 27 Where Would I Be  Jelissa Lovette 28 My Odyssey  Sandra Brown 29 What Makes Straight so Great?  Dwight G. Brown, Jr. 30 Nature’s Sanctuary  Angie Oakes 31 Nature’s Pride and Promise  Cara Quiett 32 Finding Stability in Motion  Megan Batty 33 Queen of Soul  Jelisa Lovette 34 Melodies & Recipes  Cara Quiett 35 Unanswered Questions  Paiten Hamilton 36 Gregory’s Gift  Sandra Brown 37 Sentimental Syrup  Cara Quiett 38 Perfection: A History of Me & My Multi-Colored Elephants  Kathryn A. Coffey 39 Final Thoughts  Sandra Brown 40 Stopping the Cycle: My Journey with Generational Body Image  Kelly Cunningham 41 My Four Opportunities to Grow Up  Noah Villarreal 42 My Last Bow  Amanda Minetti 43 The Eulogy  Sandra Brown 44 Yoga Me Free  Cara Quiett 45 Metamorphosis  Sandra Brown Epilogue  Carmella J. Braniger, Rebekah M. Icenesse, Kathryn A. Coffey and Alex V. Miller

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Book SynopsisCritical stories are narratives that recount the writer’s experiences, situating those experiences in broader cultural contexts. In this volume of Critical Storytelling, marginalized, excluded, and oppressed peoples share insights from their liminality to help readers learn from their perspectives on living from behind invisible bars. Female inmates at Decatur’s Correctional Center and the undergraduate Millikin University students who worked with them come together to give voice to their specific histories of living from behind invisibile bars and pose important questions to the reader about inciting change for the future. Specifically, the voices in this volume seek to expose, analyze, and challenge deeply-entrenched narratives and characterizations of incarcerated women, whose histories are often marked by sexual abuse, domestic violence, poverty, PTSD, a lack of education, housing insecurity, mental illness, and substance addiction. These silenced female inmate voices need to be heard and contextualized within the larger metanarrative of prison literature. Through telling critical stories, these writers attempt to: sustain recovery from trauma, make positive changes and informed decisions, create a real sense of empowerment, strengthen their capacity to exercise personal agency, and inspire audiences to create change far outside the reaches of physical and metaphorical bars. Contributors are: Anonymous, Soren Belle, Megan Batty, Dwight G. Brown, Jr., Sandra Brown, Kathryn Coffey, Kelly Cunningham, Paiten Hamilton, Kathlyn J. Housh, Rebekah Icenesse, Kala Keller, Jelisa Lovette, Bric Martin, Amanda Minetti, Laura Nearing, Angie Oaks, Claire Prendergast, Cara Quiett, J. M. Spence, Noah Villarreal and Alisha Walker.Table of ContentsPreface Notes on Contributors Prologue  Alex V. Miller 1 A Prisoner’s Melody  Sandra Brown, Jelissa Lovette and Alisha Walker 2 Barcode  Sandra Brown 3 Caged  Jelissa Lovette 4 The Forbidden & the Prohibited  Soren Belle 5 Truth or Dare  Sandra Brown 6 The People I Met When the Sky Went Dark  Bric Martin 7 The Great Wall of Insanity  J. M. Spence 8 State of Mind  Jelissa Lovette 9 The Call  Sandra Brown 10 Pivotal Times  Angie Oakes 11 A Daughter’s Sorrow  Sandra Brown 12 Talking It out from the Inside  Cara Quiett 13 Mother-Less Child  Jelissa Lovette 14 Not Waving, Not Drowning  Sandra Brown 15 Isaac  Claire Prendergast 16 Prison  Angie Oaks 17 Love Find Me  Jelissa Lovette 18 Little Girl Lost  Angie Oakes 19 Everlasting Kiss  Jelissa Lovette 20 Backburner Bitch  Anonymous 21 Love Alive  Kala Keller 22 My Dragonfly  Laura Neering 23 Puzzle Pieces in My Eyes  Rebekah M. Icenesse 24 Piece of Me  Jelissa Lovette 25 Nothing New under the Sun  Sandra Brown 26 Living a Life with Invisible Bars  Kathlyn J. Housh 27 Where Would I Be  Jelissa Lovette 28 My Odyssey  Sandra Brown 29 What Makes Straight so Great?  Dwight G. Brown, Jr. 30 Nature’s Sanctuary  Angie Oakes 31 Nature’s Pride and Promise  Cara Quiett 32 Finding Stability in Motion  Megan Batty 33 Queen of Soul  Jelisa Lovette 34 Melodies & Recipes  Cara Quiett 35 Unanswered Questions  Paiten Hamilton 36 Gregory’s Gift  Sandra Brown 37 Sentimental Syrup  Cara Quiett 38 Perfection: A History of Me & My Multi-Colored Elephants  Kathryn A. Coffey 39 Final Thoughts  Sandra Brown 40 Stopping the Cycle: My Journey with Generational Body Image  Kelly Cunningham 41 My Four Opportunities to Grow Up  Noah Villarreal 42 My Last Bow  Amanda Minetti 43 The Eulogy  Sandra Brown 44 Yoga Me Free  Cara Quiett 45 Metamorphosis  Sandra Brown Epilogue  Carmella J. Braniger, Rebekah M. Icenesse, Kathryn A. Coffey and Alex V. Miller

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Book SynopsisHow can African philosophy of education contribute to contemporary debates in the context of complexities, dilemmas and uncertainties in African higher education? The capacity for self-reflection, self-evaluation and self-criticism enables African philosophy of higher education to examine and re-examine itself in the context of current issues in African higher education. The reflective capacity is in line with the Socratic dictum ‘know thy self.’ African Higher Education in the 21st Century: Epistemological, Ontological and Ethical Perspectives responds to the demands for reflection and self-knowledge by drawing from ontology, epistemology and ethics in an attempt to address issues that affect African higher education as they connect with the past, present and future.Table of ContentsAcknowledgements Notes on Contributors 1 Contextualising African Higher Education Philosophical Debates  Ephraim T. Gwaravanda and Amasa P. Ndofirepi 2 Does the African University Exist? Perverse and Necessary Dialogical Conditions  Amasa P. Ndofirepi and Ephraim T. Gwaravanda 3 The Place of an African Ontology-Based Environmental Thinking in Africa’s Higher Education  Munamato Chemhuru 4 Epistemological Issues in African Higher Education  Kai Horsthemke 5 Towards Knowledge Pluriversality in African Universities  Ephraim T. Gwaravanda and Amasa P. Ndofirepi 6 Universities in Africa and the Quest for Global Epistemic Justice  Dennis Masaka 7 Boaventura De Sousa Santos’ Epistemologies of the South: The Case of Universities in Africa  Amasa P. Ndofirepi and Ephraim T. Gwaravanda 8 Decolonisation Debates in African Higher Education  Pascah Mungwini 9 An African Theory of the Point of Higher Education: Communion as an Alternative to Autonomy, Truth, and Citizenship  Thaddeus Metz 10 Well-Being and Land Reform: Recasting the Place of African Moral Theory in University Education  Erasmus Masitera 11 Multicultural Philosophy as Social Justice and the University in Africa  Simon Nenji and Amasa P. Ndofirepi 12 Revisiting the Politics of Higher Education at African Universities in the 21st Century  Bheki R. Mngomezulu 13 Theorising Critical Citizenship in Two Zimbabwean Teachers Colleges Using Sen’s Instrumental Freedoms  Tendai Marovah Index

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Book SynopsisHow can African philosophy of education contribute to contemporary debates in the context of complexities, dilemmas and uncertainties in African higher education? The capacity for self-reflection, self-evaluation and self-criticism enables African philosophy of higher education to examine and re-examine itself in the context of current issues in African higher education. The reflective capacity is in line with the Socratic dictum ‘know thy self.’ African Higher Education in the 21st Century: Epistemological, Ontological and Ethical Perspectives responds to the demands for reflection and self-knowledge by drawing from ontology, epistemology and ethics in an attempt to address issues that affect African higher education as they connect with the past, present and future.Table of ContentsAcknowledgements Notes on Contributors 1 Contextualising African Higher Education Philosophical Debates  Ephraim T. Gwaravanda and Amasa P. Ndofirepi 2 Does the African University Exist? Perverse and Necessary Dialogical Conditions  Amasa P. Ndofirepi and Ephraim T. Gwaravanda 3 The Place of an African Ontology-Based Environmental Thinking in Africa’s Higher Education  Munamato Chemhuru 4 Epistemological Issues in African Higher Education  Kai Horsthemke 5 Towards Knowledge Pluriversality in African Universities  Ephraim T. Gwaravanda and Amasa P. Ndofirepi 6 Universities in Africa and the Quest for Global Epistemic Justice  Dennis Masaka 7 Boaventura De Sousa Santos’ Epistemologies of the South: The Case of Universities in Africa  Amasa P. Ndofirepi and Ephraim T. Gwaravanda 8 Decolonisation Debates in African Higher Education  Pascah Mungwini 9 An African Theory of the Point of Higher Education: Communion as an Alternative to Autonomy, Truth, and Citizenship  Thaddeus Metz 10 Well-Being and Land Reform: Recasting the Place of African Moral Theory in University Education  Erasmus Masitera 11 Multicultural Philosophy as Social Justice and the University in Africa  Simon Nenji and Amasa P. Ndofirepi 12 Revisiting the Politics of Higher Education at African Universities in the 21st Century  Bheki R. Mngomezulu 13 Theorising Critical Citizenship in Two Zimbabwean Teachers Colleges Using Sen’s Instrumental Freedoms  Tendai Marovah Index

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