We are currently seeking editors to contribute to our upcoming book series, "School Dropout and Completion Series." This series aims to provide a comprehensive and global examination of the complex factors influencing high school graduation and dropout rates. Through rigorous scholarly research and analysis, the series will delve into the intricacies of how these rates are calculated, explore the social and economic implications of dropping out, and highlight the various pathways students may take toward graduation across different countries and educational systems.
This timely volume explores the current and future state of hybrid and remote work in higher education from national, regional, and global perspectives. Today, colleges and universities worldwide must ensure that they have adequate information and communications technology (ICT) infrastructure, equipment, and systems to adapt to the “new normal” post-COVID-19. Hybrid and remote work can be a source of boosting productivity and advancing institutional change in higher education. Common within the management and leadership literature, hybrid and remote work is an understudied phenomenon in higher education administration. This book investigates the rapid rise of remote and hybrid work during and after the global pandemic and what it means for the future of higher education in the United States and abroad. By developing a comprehensive, research-based knowledge and framework this book seeks to equip and empower teacher-scholars and practitioners to operate safely, securely, and efficiently in a remote or hybrid environment.
Rethinking Hybrid and Remote Work in Higher Education
- Is Hybrid and Remote Work Here to Stay? Opportunities and Challenges in the United States and Abroad
- Essential Hybrid and Remote Workers in Higher Education: Challenges and Resiliency of Student Affairs Practitioners
- Sense of Place and Belonging: The Role of Service-Learning and Faculty Development Centers in Promoting Community Among Hybrid and Remote Faculty Members
- An Exploratory Examination of Online Learning During and After the Pandemic: Learning Goal Congruence in Lecturing and Research Activities
Reinventing Remote Work and Online Learning at Colleges and Universities Worldwide
- Exploring Faculty Members’ Perceptions of Hybrid Teaching in Indonesian Higher Education: Using Transitivity Analysis
- Building, Bonding, and Growing During the COVID-19 Pandemic: A Case Study of Indiana University’s Chinese Flagship Program
- The Importance of Including Students’ Perspectives in Research to Further Understand New Learning Environments
- Post-COVID, Learning Redefined: Self-Directed Learning in Higher Education
- Research Discourses on Women Academics During the COVID-19 Pandemic: Has a Bad Situation Turned Worse?
Lessons Learned from Hybrid and Remote Work: Comparative Case Studies
- Changes to Hybrid Higher Education Induced by the COVID-19 Pandemic: A South African Case Study
- Lessons from Virtual Exchange Programs and Hybrid Study Abroad Programs Before and During the COVID-19 Pandemic
- Digital Readiness and Preparation in a University Setting: An Examination of Faculty, Staff and Students’ Practices of Online Education in Nepal
- Using Dell Hymes’ SPEAKING MODEL as a Tool to Teach Intercultural Competence and Communication: Cultural Identity in Alexandria, Egypt
- Attitude and Motivation of Gamified Mathematics Virtual Remedial Students: Case Study of a Business School in Lima, Peru
- Millennial Teachers’ Perspectives on the Graduate Transition to Work in Vietnamese Higher Education
- Rethinking Hybrid and Remote Work in Higher Education
In a world where online education has become paramount, this book serves as a comprehensive guide to navigating the challenges and innovations encountered in Asian higher education during the COVID-19 pandemic. It delves into various aspects of online teaching and learning, including curriculum design, student engagement, assessment strategies, and the use of technology in the classroom. “Online Teaching and Learning in Asian Higher Education is an innovative collection as it provides insights into online learning environments related to Asian culture and education while presenting practical applications for future recommendations for students, educators, and practitioners.” —Katie K. Koo, University of Georgia, USA “This volume is an important guide for instructors, researchers, and institutional leaders to inform policy and practice surrounding online learning.” —Karlo Avenido, GUS Canada Colleges, Canada “This book includes all the up-to-date information you want to know on online teaching and learning during COVID-19. It would help educators better understand and serve online students. I highly recommend it to all educators.” —Jing Hua, Troy University, USA “This book comes in handy at a time when individuals and institutions alike are grappling with online learning. The focus on Asian higher education is especially relevant and would be of interest to educators and policymakers in the region.” —Sarah Jane Lipura, University of Auckland, New Zealand “As we all attempt to define the “new normal” after the COVID-19 pandemic, this book provides a new perspective on online teaching and learning. The chapters offer tangible items that are useful for educators across the globe to incorporate into their day-to-day work. This book captures the new era of higher education and gives an in-depth glimpse into what this generation of students is experiencing.” —Yuan Zhou, Sul Ross State University, USA “This book is an important resource for international students discussing current issues in the field of online learning in Asian countries. And it will be an essential guide to researchers and readers who want to learn in this field.” —M. Said Doğru, Kastamonu University, Turkey “Education has undergone an immense digital transformation over the past decade, with digital tools and teaching undoubtedly becoming critical for reducing and minimizing barriers to education during the pandemic. This book is a valuable resource for educators, practitioners, and other educational staff members as it critically examines online teaching and learning, innovative digital developments within the curriculum, effective teaching strategies and practices, and the challenges faced in Asian higher education during COVID-19.” —Helen Liu, York University, Canada “Such an amazing resource to draw wisdom from. In the age of digital transformation, practitioners and researchers in student engagement could learn so much from this book about engaging students digitally outside of classrooms. Thank you for your contribution to benefit colleagues and students in a broader scope to support students to thrive in an exciting time and space.” —Ken Guan, Fuller Theological Seminary, USA “The importance of sustaining good online engagement practices beyond the immediate needs of a pandemic situation cannot be overemphasized in a world where learning and teaching must align with authentic student work-life experiences. The good work educators have done in developing student learning from a distance, through optimizing technology, is documented in this volume as a resource and an invitation to further conversations as we continue to finesse our craft in different contexts. I recommend this as a crucial part of our learning journey.” —Chng Huang Hoon, NUS Chua Thian Poh Community Leadership Center
- Online Teaching and Learning in Asian Higher Education
- Microlearning: A Faculty’s Experience
- Changing to Online Teaching Successfully: Evidence from Student Learning
- The Use of Learner-Centered Pedagogies and E-Portfolios to Facilitate Pre-Service and In-Service Teachers’ Development in an Asian System
- Project-Based Approach to Enhance Online Learning: A Case of Teaching Systems Thinking and System Dynamics Modeling
- Pedagogical Approaches of ESL Educators with an Intent-Focussing on Interaction, Time and Pace During COVID-19: Lessons Learnt
- Beyond the Effectiveness of Online Learning in the COVID-19 Pandemic: A Perspective of Hong Kong University Students’ Well-Being
- Promoting Online Authentic Continuous Assessments
- Assessment and Teaching of Twenty-First-Century Skills for Students of Engineering
- Communities and Engagement: Are Students Still Able to Demonstrate Empathy in an Online Course?
- Navigating Digital Environments One Step at a Time During COVID-19
- Practical Reflections on Meshing the Analogue and Digital Teacher Self Through Pushed Change
- Teaching Presence in an Instant Messaging (IM) Community of Inquiry (COI): Telegram as a Virtual Learning Environment (VLE)
- ICT and Twenty-First-Century Skills for the Students of Engineering
- Navigating Online Teaching in Asia: Innovations and Challenges During the COVID-19 Pandemic
Unintended Consequences of Internationalization in Higher Education: Comparative International Perspectives on the Impacts of Policy and Practice
Edited By Shahrzad Kamyab, Rosalind Latiner Raby
With contributions from Africa, Asia, Europe, Latin America, Middle East, and North America the volume considers the nature and origin of positive and negative unintended consequences of internationalization policy and practice in national contexts, while also offering uniquely comparative insights. Chapters consider how internationalization is reflected in curricula, teaching, research, and mobility initiatives to highlight common pitfalls, as well as best practice for effective, sustainable, and equitable internationalization globally. Using a critical lens, the book explores how internationalization offers opportunities for learning, for entrepreneurial change, and for knowledge dissemination, and generates paradoxes and dilemmas in terms of political and ethical issues for individuals, communities, and the institutions themselves.
1. Unintended Consequences of Internationalization Framework Part 1: Unintended Consequences of Internationalization as a response to New actions and processes that enable innovation 2. Internationalizing Higher Education in Costa Rica: Unintended Consequences of a Diversified Public and Private Implementation 3. Russia’s Successes and Unintended Consequences to Internationalizing Higher Education through International Student Recruitment Initiatives 4. Internationalization of Higher Education in India - A new strength in the Making? 5. Internationalization of Higher Education at the University of Latvia: Unintended Consequences in the Country-Specific Context 6. The Internationalization of Higher Education in the United Arab Emirates, Kuwait and Oman: Inspirations, aspirations, and unintended consequences Part 2: Unintended Consequences of Internationalization as an unanticipated action that rejects intended actions or processes and fundamentally changes that outcome. 7. Internationalization of Higher Education in Iran and its Unintended Consequences: A Historical Perspective 8. Higher Education Internationalization in Tunisia: A Non-Functioning Process 9. The Internationalization of Moroccan Higher Education: Achievements, Intended & Unintended Outcomes and Future Prospects 10. Internationalization of Higher Education in Nigeria: Unintended Positive and Negative Consequences 11. Impact of Internationalization: The Lebanese Context Part 3: Unintended Consequences of Internationalization as a calculated movement forward that moves intent into new directions. 12. Internationalization Constituting a Force against Northern Hegemony and Promoting Client Friendly Higher Education: The case of a Zimbabwean State University 13. The Internationalization of Higher Education in Mexico: Intended and Unintended Consequences 14. The Unintended Consequences of Relying on Economic Rationales in Canadian Internationalization 15. The United Nations and its partnerships with higher education revisited: 75 years of being inclusive or exclusive? 16. Internationalization of Higher Education in South Africa: Unintended consequences brought from contextual contours 17. The Unintended Consequences of Internationalizing Turkish Higher Education 18. Comparing Unintended Consequences of Internationalization Across Case Studies
Chinese Students and the Experience of International Doctoral Study in STEM: Using a Multi-World Model to Understand Challenges and Success
By Yibo Yang, Judith MacCallum
This volume examines the diversified and challenging experiences of Chinese international STEM doctoral students at Australian institutes of higher education, exploring how intersections between research, personal life, and social experiences can be negotiated to achieve academic success and personal transformation.
By drawing on a range of qualitative and longitudinal research methods, the book foregrounds student narratives and utilizes a novel three-dimensional multi-world framework as an effective approach for understanding student experiences in a holistic way. It integrates Chinese philosophical perspectives and theories in the fields of educational psychology, international education, and doctoral education to interpret the nuances, complexity, and particularities of the cross-cultural STEM PhD experience, highlighting the importance of the supervisor–mentee relationship and the role of students’ cultural, social, and philosophical values in supporting their successful completion of the PhD degree. The analysis thus provides new insights into the ways in which these experiences vary across students, and might apply in other national contexts, and to non-STEM student cohorts.
Introduction Part 1: The empirical and theoretical landscape 1. The Chinese students and their philosophical values 2. Doing a STEM PhD abroad 3. The conceptual framework & the project Part 2: Congruence/difference and transitions across worlds 4. Congruence matters: Congruent worlds & Smooth transitions 5. Reciprocal respect matters: Different worlds & Smooth transitions 6. Agency matters: Congruent worlds & Border crossings managed 7. Putting conflicts under control: Different worlds & Border crossings managed 8. When it’s really difficult: Different worlds & Border crossings difficult or resisted Part 3: Enhancing cross-cultural PhD education: For a shared future 9. Agentic communication to co-construct success into the future 10. From understanding to a shared future Coda
Edited by Ann Kim, Elizabeth Buckner, Jean Michel MontsionThis book explores how the recruitment and retention of Asian international students in Canadian universities intersects with other institutional priorities. Responding to the growing need for new insights and perspectives on the institutional mechanisms adopted by Canadian universities to support Asian international students in their academic and social integration to university life, it crucially examines the challenges at the intersection of two institutional priorities: internationalization and anti-racism. This is especially important for the Asian international student group, who are known to experience invisible forms of discrimination and differential treatment in Canadian post-secondary education institutions. The authors present new conceptualisations and theoretical perspectives on topics including international students’ experiences and understandings of race and racism, comparisons with domestic students and/or non-Asian students, institutional discourse and narratives on Asian international students, comparison with other university priorities, cross-national comparisons, best practices, and recent developments linked to the COVID-19 pandemic. Foregrounding the institutional strategies of Canadian universities, as opposed to student experience exclusively, this direct examination of institutional responses and initiatives draws out similarities and differences across the country, compares them within the broader array of university priorities, and ultimately offers the opportunity for Canadian universities to learn from each other in improving the integration of Asian international students and others to their student body. It will appeal to teacher-scholars, researchers and educators with interested in higher education, international education and race and ethnic studies.
Introduction: International Students from Asia and Canadian Universities: Institutional History and Trends
Ann H. Kim, Elizabeth Buckner and Jean Michel Montsion
SECTION 1: Institutional Contexts: A Critical View
1. The Ruling Relations of the Internationalizing Canadian University
2. International Students and Equity, Diversity, Inclusivity (EDI) in Canadian Universities: A Critical Look
Tania Das Gupta and Bianca Gomez
3. For Students, Look East; For Partners, Look West: How Canadian Internationalization Strategies Portray Asia and Europe
Elizabeth Buckner, Janine Knight-Grofe and Cynthia Eden
4. Framing International Students from Asia in Ontario Universities: Provincial Priorities, Deficit-focused Services and Economic Benefits
Jean Michel Montsion and Daniela Caneo
5. International Education Pipeline: An Analysis of British Columbia’s University Transfer System
Elic Chan and Brett Matsushita
SECTION 2: Inclusion and Exclusion in Universities
6. Assessments of universities by international students from Asia: Institutional resources, adjustment, inclusion and safety
Ann H. Kim, Firrisaa Abdulkarim and Melissa Payne
7. Between Intellectual Gateway and Intellectual Periphery: Chinese International Student Experiences
Min-Jung Kwak, Lucia Lo, Guanglong Pang and Yun Wang
8. Understanding Chinese Students’ Manifold Transitions in a Canadian University
9. Voices from Chinese International Students on Resources Offered by Montreal Universities: Pathways towards Equity and Social Justice
Roberta de Oliveira Soares, Marie-Odile Magnan, Yifan Liu and Fabiola Melo Araneda
10. Asian international students studying in Canada: A review of barriers to the learning experience by revisioning of Astin’s I-E-O Model
Guanglong Pang and Brandon R. G. Smith
11. Pushed to the Periphery: Understanding the Multiple Forms of Exclusion Experienced by Asian International Students
SECTION 3: Anti-Asian Racism and the Politics of Race
12. Asian International Students at the University of Toronto: How Diversity Discourses Downplay Student Demographics
Elizabeth Buckner, Eun Gi Kim and Fotini Vlahos
13. An East Coast Racial Reckoning: International Students and the Politics of Race at Dalhousie University
Ajay Parasram, Madison Gateman, Amaan Kazmi
14. Asian international Students in a mid-sized Canadian University: A Case study of the University of Manitoba
Yazhi Luo and Lori Wilkinson
15. Neo-racism, Neo-nationalism and the Recruitment of International Students to Canada in the Era of the Pandemic
You Zhang, Shangcao Yuan and Phoebe Kang
16. The impact of the COVID-19 pandemic on the racial experiences of international university students from Korea in Canada and the US
Ann H. Kim, Angie Chung, Mihyon Jeon, Thomas Klassen, Min-Jung Kwak, Hyunjung Shin and Patricia Trudel
Conclusion: Building on Success from the Bottom-up? Institutional Challenges, Racialized Experiences, and Opportunities for Further ResearchBiography
Jean Michel Montsion, Ann H. Kim, Elizabeth Buckner
Ann H. Kim is Associate Professor in the Department of Sociology at York University, and Faculty Associate of the York Centre for Asian Research, Canada.
Elizabeth Buckner is Assistant Professor in the Department of Leadership, Higher and Adult Education at the Ontario Institute for Studies in Education at the University of Toronto, Canada.
Jean Michel Montsion is Associate Professor in the Canadian Studies Program at Glendon College, York University, Canada. He is also Director of the Robarts Centre for Canadian Studies, and Distinguished Fellow at the Asia Pacific Foundation of Canada.
Transforming Lives at the Institutional Level: Equity Promotion Initiatives Across the World Edited by Jamil Salmi
Transforming Lives at the Institutional Level explores innovative higher education initiatives from around the world aimed at enhancing access and success for underrepresented and marginalized groups. Through 31 case studies spanning seven global regions, this volume offers invaluable insights and lessons learned to inform equity promotion policies and practices.
Jamil Salmi, Global Tertiary Education Expert, Emeritus Professor of Higher Education Policy at Diego Portales University, Chile. E-mail: firstname.lastname@example.org
- Publisher : STAR Scholars & Lumina Foundation; 1st edition (2023)
- Language : English
- Print length : 388 pages
Praise for this book
Transforming Lives at the Institutional Level: Equity Promotion Initiatives Across the World, edited by Jamil Salmi is a timely and important resource providing insights into innovative policies and practices as well as barriers inhibiting access to and equity in higher education. Professor Ly Tran, Deakin University, Australia
What a fantastic collection of case studies from around the world! The book is so timely, given the increased focus on the transformative role of higher education, in the light of current geo-political events and increasing precarity of higher education’s mission, influenced too narrowly by the economic benefit perspective. The book is a must read. Aneta Hayes, Keele University, UK
At a time when too many countries are backsliding from the principles of democracy, including human rights protections for ordinary citizens–which at their very core demand access to educational opportunity–this book could not be more timely. But how do we correct course? This book provides some answers. Bernhard Streitwieser, George Washington University, USA
This book will become a must-read book for all policymakers at the national-level and administrators at the institutional level. Equity in higher education is still a far cry around the world. In order to build higher education systems that are just and inclusive, we need to study successful case studies, like the ones presented in this book. Mousumi Mukherjee, O.P. Jindal Global University, India
Jamil Salmi and his team of esteemed contributors have meticulously researched and compiled an extensive collection of case studies that showcase innovative policies and successful interventions at the institutional level. This volume is an invaluable resource for educators, policymakers, and researchers seeking to understand and address the equity gap in global education. Shyam Sharma, Stony Brook University, USA
The book Transforming Lives at the Institutional Level: Equity Promotion Initiatives Across the World edited by Jamil Salmi is a testament to the importance of postsecondary education in its multiple forms to fit the society, wherever it might be. Rosalind Latiner Raby, California State University, Northridge, USA
This book is a valuable resource for educators seeking to shift toward a more student-centered, student-engaged education. Drawing on the author's own experiences and research, the book provides practical strategies ranging from making class meetings more student-focused to engaging diverse stakeholders. The book translates teaching methods and strategies into concrete, actionable forms that are also meant to help students not only succeed but also prepare for successful careers. While recognizing the challenges faced in different educational contexts, the handbook encourages teachers to start small and help to shift their educational institutions and culture. With its practical approach and adaptable strategies, this is a must-use book for educators worldwide.
Shyam Sharma is Associate Professor and Graduate Program Director in the Program in Writing and Rhetoric at Stony Brook University, State University of New York.
Curriculum Theory and Pedagogy for Student Mobility: Research and Practice in International Higher Education2023
Curriculum Theory and Pedagogy for Student Mobility – an edited collection of international research – seeks to examine how curriculum theory within different social, political, and cultural contexts can be actuated to advance equity and diversity, plus supportive and inclusive outcomes in international student education. A comprehensive volume, it contours a holistic interdisciplinary landscape of the field. The book draws upon both a broad range of curriculum-related theoretical frameworks and multiple perspectives to offer a diverse spectrum of examples about the many challenges and complexities involved in not only theorizing about, but doing the work of, educating international students in institutions of higher education. Additionally, the book provides a strong pedagogical framework for enhanced teaching practices, as well as new avenues for research in international student education. Drawing upon the expertise of contributors from varied backgrounds, identities, fields, and positionalities, the assembled chapters elucidate contemporary curriculum theory and its foundations and uses and analyzes its potential in international education. Equally, theoreticians and practitioners, both, offer valuable insights into conceptualizing, strategizing, and applying curriculum theory-driven research and proven practices for the advancement of the field of international student education.
Lin Ge is a Ph.D. in Education, working as a Research Associate at the Johnson Shoyama School of Public Policy, University of Regina, Canada. She also holds a teaching position focusing on bilingual literacy art at a Chinese university. E-mail: email@example.com
James Callaghan, Senior International Officer and Assistant Vice-President for International Education at Georgia College & State University (USA). His current research is in the semiotics of art and the origins, development, and influence of 13th-century Italian painting. Email: firstname.lastname@example.org
This book includes a unique module-based, self-driven professional development program that empowers scholars to deepen their understanding of the Society of Transnational Academic Researchers (STAR) vision while enhancing their research agenda and leadership skills. Through a blended learning approach, participants engage in immersive learning experiences, including self-paced online modules, workshops, mentoring sessions, and support hours, to acquire the knowledge, skills, and mindset necessary for their professional success. This program goes beyond traditional professional development by emphasizing the social impact and justice aspects of research and scholarship. Scholars examine systemic inequalities, challenge dominant narratives, and advocate for structural change in their communities. With a focus on equity, diversity, and inclusion, the program addresses the needs of marginalized communities, fostering a culture of learning and growth.
Guided by experienced facilitators, participants embark on a self-driven learning adventure, collaborating with fellow scholars to generate new ideas and challenge assumptions. The program encourages scholars to develop their research agenda with a clear social purpose, publish impactful work, enhance academic communication skills, integrate research and teaching, and develop their own training programs to cascade knowledge within their local and translocal networks.
Through engaging facilitator engagements and dynamic community discussions, scholars gain insights into the broader challenges faced by academia and explore innovative approaches to advance transformative and locally grounded research. This program nurtures a collective identity among scholars, promoting a culture of inquiry and critical thinking.
Discover how the STAR Scholar Certified Researcher Training Program empowers scholars to become change agents in the pursuit of research and scholarship for the greater social good. Join this global network of academic researchers, embrace the adventure of self-driven learning, and make a meaningful impact in your field.
Authors and Program Facilitators
Shyam Sharma Nasrin Pervin Phuong Quyen Vo Pratusha Bhowmik Mahboubeh Rakhshandehroo Nela Navarro
International Graduate and Doctoral Student Experience: Navigating Relationships, Resources, and Resilience2023
This book offers a comprehensive examination of the experiences of international students as they navigate the complexities of studying and living in a foreign country while pursuing their graduate studies. It delves into the challenges faced by these students, including cultural differences, language barriers, and the impact of COVID-19, and provides insights into how these challenges can be overcome. Through a range of narratives and empirical studies, the book offers a deeper understanding of the socialization experiences of international graduate students, their advising relationships, career employability challenges, and their resilience in the face of adversity.
This book strives to provide valuable insights on international students’ mental well-being based on research, promising practices, and practitioners’ experiences. The book is geared toward practitioners, faculty, counselors, and others working with international students at higher education institutions in the United States. In this book, we specifically focus on how various intersecting dimensions of international students’ identities shape their mental well-being and the support or resources they may need. By doing so, we hope to provide a more complex and nuanced picture of international students’ mental well-being to guide practice and inspire future research.
Gudrun Nyunt is an Assistant Professor of Higher Education in the Department of Counseling and Higher Education at Northern Illinois University (USA).
Katie Koo is an Assistant Professor of Higher Education in the Department of Counseling and Human Development Services at the University of Georgia (USA).
Patty Witkowsky is an Associate Professor in the Department of Leadership, Research, and Foundations at the University of Colorado Colorado Springs (USA).
Mindy Andino is an Associate Professor in the Department of Counseling and Educational Leadership at Bloomsburg University (USA).
Cross-border physical mobility has dominated the discourse and practice of internationalization of higher education. Yet, global crises of climate change, sustainability, pandemics, and social equity, among others are challenging traditional mobility paradigms. Internationalization at Home (IaH) has been promoted as a way to increase international and intercultural education, and faculty members are central to achieving any success with this program. This collective case study at the University of Iceland examines faculty members’ engagement and practices of IaH.
CASEY J. DINGER is the Executive Director for Internationalization at the University of Denver in the United States.
Publisher: STAR Scholars, 2023 pp. 220
International Student Employability: Narratives of Strengths, Challenges, and Strategies from Global South Students2023
International Student Employability: Narratives of Strengths, Challenges, and Strategies from Global South Students examines how international undergraduate and graduate level students use their agency to make sense of what they are learning and how to apply that to employability in career pathways.
This book shows that understanding employability from a range of perspectives is important because governments need graduates with skills ready for the labor market, higher educational institutions are measured by the number of graduates to have gainful employment upon graduation, and international students use study abroad to gain the skills and competencies needed for employability. The chapters critically examine several themes including how students use their capabilities to navigate host country national political policies that define and re-define work permits, visas, and immigration. This includes awareness of national and international employment patterns, wicked problems from globalization, demands of changing labor markets, and adaptability for transversal job sectors. Finally, and of most importance is that the chapters use the lens of diverse student groups, including undergraduates, graduate, and doctoral students, international and domestic students, students who study in different HEI sectors (aka, TVET Colleges and universities), and in different academic programs, (aka STEAM, nursing, and humanities), and different geographies of where students come from and where they study. Such diversification showcases those experiences and relevance to employability are fundamentally different.
About the Editors
Rosalind Latiner Raby, Ph.D., is a Senior Lecturer at California State University, Northridge in the Educational Leadership and Policy Studies Department of the College of Education.
Jasvir Kaur Nachatar Singh, Ph.D., a Senior Lecturer at La Trobe University, Melbourne in the Department of Management, Sport and Tourism.
Krishna Bista, Ed.D., is a Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University, Maryland.
This book is a testimony of Spelman College’s commitment to global citizenship, documenting cross-cultural and international experiences and reflections of domestic students who studied abroad, international students’ experiences, Alumnae who studied abroad or have lived abroad and faculty and staff who have lived abroad or led students abroad. This book distinctively reveals life stories of global engagements that no one else could tell but the contributors who bring life experiences through their international visits. Through a well-curated and engaging collection of narrative stories, this book captures the richness that comes from crossing boundaries, understanding cultural differences, and embracing the knowledge that comes from encounters with disparate perspectives.
‘Dimeji R. Togunde, Ph.D. Vice Provost for Global Education & Professor of International Studies, Spelman College, Atlanta, Georgia, USA
Krishna Bista, Ed.D. Professor of Higher Education, Morgan State University, Maryland, USA
This book provides an essential forum—giving primary voice to a group not often heard—for international students to share their unique experiences, trials, triumphs, and paths of acculturation in US higher education. In their own words and experiences, they detail how their world touches our American campus communities and academic settings. Filled with pathos, their narratives are steeped in angst and triumph, disappointment and humor, and loss and eventual victory. Selected international student narratives for this book bring a non-western perspective that allows for anyone involved in US higher education to gain increased insights into how we serve our students. This work contains 28 narratives written by international students and scholars from around the world. This book is a unique resource for faculty, students, and administrators interested in learning more about the lived experiences of international students and scholars.
Krishna Bista, EdD, is a Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University School of Education and Urban Studies, Maryland. https://orcid.org/0000-0001-7893-8275
Gregory F. Malveaux, PhD, is a Professor in the Department of English and Literature and is the College-wide Coordinator of Study Abroad and International Education at Montgomery College, Maryland. https://orcid.org/0000-0002-2456-6581
Discover the "Young Readers" book series, a captivating collection tailored for young and emerging readers in schools. This diverse range of genres, themes, and reading levels is designed to inspire a love for reading and learning while nurturing literacy skills. Each book features age-appropriate language, relatable characters, and vibrant illustrations, ensuring an engaging experience for every child. Explore the "Young Readers" series and help children embark on thrilling adventures while fostering a lifelong love for reading.
Shaping a Humane World Through Global Higher Education: Pre-Challenges and Post-Opportunities During a Pandemic2022
In this book, each author reflects on events since the conference that occurred during the writing of this book and shares their vision of what still needs to be addressed to advance issues of higher education leadership, training, student development, disability education, and relevant programming in countries around the world. Within these discussions are targeted discussions on how to address some of the critical issues of our time, including a focus on access, diversity, and inclusion as elements intended to frame a just and fair Humane World. The authors represent five countries: Australia, Kenya, Malaysia, Nepal, and the United States. Their voices represent issues important in both the Global North and the Global South and what in particular is needed to design essential policies and training required to achieve success.
Order digital/print copies here.
Developing Intercultural Competence in Higher Education: International Students’ Stories and Self-Reflection presents students’ reflections on their intercultural student experiences, and utilizing the UNESCO Story Circle methodology, illustrates how such reflection can aid the development of intercultural competence (IC). The volume features a broad range of first-person narratives that showcase the diversity of student experience encountered whilst studying abroad in a variety of cultural and institutional settings. Engaging with issues in relation to identity negotiation, stereotypes, cultural difference, and communities of support, the text demonstrates application of the UNESCO Story Circle approach in developing IC.
Lily A. Arasaratnam-Smith is Deputy Vice President Faculty and Professor of Communication at Alphacrucis University College, Australia. She is a Fellow of the International Academy for Intercultural Research.
Darla K. Deardorff is on the faculty of Harvard University’s Global Education Think Tank and is a Research Fellow in the Social Science Research Institute at Duke University, US. She is Executive Director of the Association of International Education Administrators (AIEA) and founder of ICC Global and the World Council on Intercultural and Global Competence.
This book provides narrative cross-cultural stories written by undergraduate students, graduate students, staff, and faculty. They cover a variety of experiential learning—from formal program awards to informal encounters, to travel to attend conferences, to volunteerism. Cross-cultural experiences are recognized as engines leading to global awareness. When students venture outside of their routines, their worlds become larger. This then leads to greater tolerance, more awareness, or even more possibilities in life. Hard copies are available on Amazon.com
We invite you to explore the programs and resources listed in the official handbook of the Society of Transnational Academic Researchers (STAR Scholars). STAR Scholars is a member-supported 501(c)(3) non-profit organization registered in the State of Maryland, USA. We leverage the power of transnational connections to build communities that support the advancement of new generations of scholars working across borders. We are a grassroots movement of scholars working across borders. Each letter of our name describes the values and commitments of the people who join our network: scholars who care about research for social impact, transnational networked leaders, academically driven educators, and researchers with ethics and integrity.
In this book, we explore the socio-political environment that impacts international students’ employability and discuss student experiences of employability development during and after their studies. The book also aims to provide a holistic understanding of international student employability on a global scale, incorporating various higher education contexts, including the US, UK, Netherlands, Vietnam, and Japan.
Xin Zhao (Skye) is a University Teacher in the Information School at the University of Sheffield (UK) and a senior fellow of HEA. E-mail: Xin.Zhao@sheffield.ac.uk
Michael Kung is the Director of Global Education and the Program Director for the Sustainable Design Master’s program in the College of Design, Construction, and Planning at the University of Florida (USA). E-mail: email@example.com
Krishna Bista is Vice President of the STAR Scholars Network and a Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University, Maryland (USA). E-mail: firstname.lastname@example.org
Yingyi Ma is a Professor of Sociology, Provost Faculty Fellow, and the Director of Asian/Asian American Studies at Syracuse University, New York (USA). E-mail: email@example.com
Publisher: STAR Scholars, Baltimore, Maryland (US) | Published Date: July 2022
Global Higher Education During COVID-19: Policy, Society, and Technology explores the impacts of the novel coronavirus (COVID-19) for global mobility in the field of international higher education. Specifically, this book responds to the growing need for new insights and perspectives to improve higher education policy and practice in the era of COVID-19. The sub-theme that runs through this book concerns the changing roles and responsibilities of international education leaders and the demand to rethink comprehensive internationalization post-2020. Topics in this book include international students' experience, study abroad, branch campus, mental health, enrollment, and graduate education.
Editors: Joshua S. McKeown, Krishna Bista, and Roy Y. Chan
COVID-19 and Higher Education in the Global Context: Exploring Contemporary Issues and Challenges2022
COVID-19 and Higher Education in the Global Context: Exploring Contemporary Issues and Challenges addresses the lasting impact of the novel coronavirus (COVID-19) in the higher education sector and offers insights that inform policy and practice. Framed in a global context, this timely book captures a wide variety of topics, including student mobility, global partnerships and collaboration, student health and wellbeing, enrollment management, employability, and graduate education. It is designed to serve as a resource for scholar-practitioners, policymakers, and university administrators as they reimagine their work of comparative and international higher education in times of crisis. The collection of chapters assembled in this volume calls for a critical reflection on the opportunities and challenges that have emerged as a result of the global pandemic, and provides as a basis for how tertiary education systems around the world can learn from past experiences and shared viewpoints as institutions recalibrate operations, innovate programs, and manage change on their respective campuses.
Special thanks to Terra Dotta
Terra Dotta is the trusted leader in global engagement solutions for higher education. Over 600 universities and colleges use Terra Dotta’s global engagement platform to facilitate cross-cultural experiences for students, faculty and staff in more than 85 countries worldwide. http://www.terradotta.com.
This book explores emerging populations of mobile international students in order to consider innovative and inclusive approaches for a more equitable and socially just higher education for new generations of international students. It offers critical reflections on the intersections of race, place, and space at universities hosting international students across multiple geographic and cultural contexts. Publisher | Springer, 2022
Chris R. Glass, PhD, is Professor of the Practice in the Lynch School of Education and Human Development at Boston College, Massachusetts (USA).
Krishna Bista, EdD, is Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University, Maryland (USA).
Reimagining Internationalization and International Initiatives at Historically Black College and Universities2022
Reimagining Internationalization and International Initiatives at Historically Black College and Universities
This book explores the internationalization policy, programs, and initiatives at Historically Black Colleges and Universities (HBCUs) in the United States. The bigger questions that this book addresses are: What does internationalization mean for HBCUs? How can internationalization be leveraged as a tool for social justice and diversity thus moving students who are often placed at the periphery of society to the center? Are HBCUs catching up or leading the way? How do we embed internationalization in the ethos of HBCUs institutional culture? What are the tensions between internationalization and while still serving who have been historically marginalized? Even more so, how can internationalization be leveraged as a tool for social justice and diversity thus moving students who are often placed at the periphery of society to the center?
Krishna Bista is a Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University, Maryland. Dr. Bista is the founding editor of the Journal of International Students, a quarterly publication in international education. His latest books are Inequalities in Study Abroad and Student Mobility, (w/Kommers, Routledge, 2021), Online Teaching and Learning in Higher Education during COVID-19 (w/Chan & Allen, Routeldge, 2021), International Students at US Community Colleges (w/Malveaux, Routledge, 2022)
Anthony L. Pinder is Vice Provost of Internationalization and Equity- Academic Affairs at Emerson College in Boston, MA (USA). He is responsible for managing and building on all of the College’s global operations. Notably, he manages the academic, fiscal, and programmatic operations of the Emerson European Center at Kasteel Well, The Netherlands.
Publisher: Palgrave Macmillan, 2022