This book draws together international research to assess the quality of successful efforts to retain students. The editors and contributors unite diverse global research from countries who have led student retention and success projects at national, institutional, faculty or program level with positive outcomes. The book is underpinned by the philosophy that a more diverse student population requires higher education institutions to fundamentally change, in order to facilitate the success of all students. All of humanity, its economies and societies, are being pummelled by waves of pandemic-induced crises in tandem with globalisation and demographic shifts. Ultimately, this book acts as a clarion to higher education institutions to better support and retain their students, in order to create a more stable learning environment.

This book examines the governance of Asian student and academic mobility, which has transformed the higher education landscape. While campuses are experiencing an unprecedented level of diversity, knowledge creation remains explicitly Eurocentric and dominated by the Global North. The authors advocate for a new educational paradigm that takes into account the transcultural flow of knowledge on campus as a public good, capitalises on Asian students and academics' multilingual competencies, and offers them equal access to creating quality-orientated education. The book argues that international higher education must be grounded in both a plurality of knowledges and the ethics of cognitive justice, and that the governing policies should facilitate the higher education sector to build a platform of internationalising affect and effect on campus.

"Leslie and Fretwell have produced as good a book as I have seen in the timely field of higher education's response to its pervasive long-range financial dilemmas. They bring together the message of urgency and the call for tough decisions with the wisdom of opportunism, incrementalism, and an appreciation of the uniqueness of the academy. Their strategic advice--applicable to a very wide range of institutions and based on a good and diverse set of real experiences--avoids the sometimes patronizing naivete that management 'experts' so often bring to the table." --D. Bruce Johnstone, university professor and former chancellor, State University of New York

This book investigates how policy, family background, social class, gender and ethnicity influence young people's post-16 and post-18 employment and education access. It draws on existing literature, alongside new data gathered from a case study in a UK state secondary school, to examine how policy changes to the financial arrangements for further and higher education and the changing youth employment landscape have had an impact on young people's choices and pathways. Hoskins explores a number of topics, including the role of identity in young people's decision-making; the impact of changes to young people's financial arrangements, such as cuts to the Education Maintenance Allowance and increased university fees; and the influence of support from parents and teachers. The book will be of interest to students and researchers of Education and Sociology.

Many books have been written on the "evils" of commercialism in college sport, and the hypocrisy of payments to athletes from alumni and other sources outside the university. Almost no attention, however, has been given to the way that the National Collegiate Athletic Association has embraced professionalism through its athletic scholarship policy. Because of this gap in the historical record, the NCAA is often cast as an embattled defender of amateurism, rather than as the architect of a nationwide "money-laundering" scheme. Sack and Staurowsky show that the NCAA formally abandoned amateurism in the 1950s and passed rules in subsequent years that literally transformed scholarship athletes into university employees. In addition, by purposefully fashioning an amateur mythology to mask the reality of this employer-employee relationship, the NCAA has done a disservice to student-athletes and to higher education. A major subtheme is that women, such as those who created the Association for Intercollegiate Athletics for Women (AIAW), opposed this hypocrisy, but lacked the power to sustain an alternative model. After tracing the evolution of college athletes into professional entertainers, and the harmful effects it has caused, the authors propose an alternative approach that places college sport on a firm educational foundation and defend the rights of both male and female college athletes. This is a provocative analysis for anyone interested in college sports in America and its subversion of traditional educational and amateur principles.

This collected volume of essays offers glimpses of the future of university education. While universities consider the spirit of theoretical exchange and intellectual pursuit to be a defining trait of their identity, this book argues that this heritage is disappearing under the influence of the short-term demands of societies and markets. Universities used to be sites of dissent, civil courage and societal conscience, but have now instead become little more than pseudo-businesses, rendering them incapable of remaining critical or independent. However, with more people going to university every year, there is a strong resistance to the notion that the university as a collegial and critical institution is dead, among academics as well as the broader public. With contributions from scholars across the world, this edited collection explores the ramifications of marketization on universities, and provides glimpses of what higher education will look like in the future. It will be of great interest to teachers and students in higher education, as well as policy makers and those interested in the current and future state of higher education.

This book is a collection of short essays, accessible through open access, which takes the interested reader on a tour across the global higher education landscape. It addresses pertinent themes and challenges in higher education. To mark the 70th anniversary of the International Association of Universities (IAU) and its role in higher education since 1950, experts from around the world share their insights into higher education's recent past, present and future. The book is divided into six parts: Part I - "70 years of Higher Education Cooperation and Advocacy" looks back at key events in IAU's history, its mission and significant activities over time, and remarks on the current global context informing its quest to promote academic partnerships and solidarity on a global scale. Part II - "Facilitating International Cooperation" provides for different perspectives on the transformation of the internationalisation of higher education and the contribution of higher education to international cooperation. Part III - "Coding the Values" debates the values upon which higher education was, is and will have to be built to provide for a democratic and inclusive society. Part IV - "The Changing Landscape" analyses various aspects of the transformation of higher education in an evolving context across the globe. Part V - "The Promise of Education" reflects on the role of higher education, its ideals and shortfalls and what it must do to stay true to its promise to help shape our societies. Part VI - "Opening up - The Future of Higher Education" focuses on future scenarios of higher education and call on the reader to envision a different kind of higher education and reimagine the contribution of higher education to society, as well as future roles for the IAU. The book will be of interest to higher education policy makers and academics. It is also of interest to the general public, as it provides a comprehensive overview of the challenges higher education institutions currently face and suggests scenarios of what the future of education might look like.

In an increasingly globalised educational landscape, this book examines whether the principle of educational equality can be applied across nation state borders. Exploring the tension between the theory of educational equality and the reality that most educational institutions are rooted in local communities and national frameworks, the author thus probes the consequences for institutions, individuals and communities as the number of international students grows exponentially. A topic that has previously received limited attention, the author draws upon theoretical literature and an empirical study of how universities in the United Kingdom conceptualise and promote principles of educational equality for international as compared with home students. This pioneering work will be interest and value to students and scholars of international education, international students, educational equality and globalisation, as well as practitioners and policy makers.

Educational institutions across the globe have begun to place value on the technology of assessment instruments as they reflect what is valued in learning and deemed worthy of measurement. The Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education combines in-depth, multi-disciplinary research in learning assessment to provide a fresh look at its impact on academic life. A significant reference source for practitioners, academicians, and researchers in related fields, this Handbook of Research contains not only technological assessments, but also technologies and assumptions about assessment and learning involving race, cultural diversity, and creativity.

Mike Noble leads with his heart. It belonged to Lou Ann until she was killed in a highway crash. He can't give her up. Mike is a graduate professor and vice president at Great Rivers University (GRU). Students are his escape from his grief. One of Mike's students, Lynn Bosen, looks the part of a beautiful university junior that she is, but her beauty and her body belie her age. There is a big place in her heart for Mike. Security Director Bob "Bear" Drummer telephones Noble in the night to tell him that Lynn, in her half-time security role, has found the seminude body of a petite girl encased in four black plastic bags. Bob has a big heart. Those who love him most, fear it may betray him. Lynn, Mike, and Bob are brought together by the first of incidents that take the lives of more coeds. In a unique combination of events, they will all be involved in solving the murders.

This book explores the promising practices for teaching linguistically and culturally diverse international students within post-secondary educational institutions. In particular, we plan to focus on the student's voice with this book. First, it explores the promising practices for teaching culturally and diverse international students. Second, it presents the student voice as it relates to student satisfaction and student perceptions of learning. It will do this by examining differences at the academic discipline level, in-person vs. online/open environments, and academic level. It also addresses student supervision of international graduate students, writing support, and related support services needed by international students. The book will also address differences between international students who come from various educational systems. It should lead to a more complete understanding as to what teaching practices work best, and what international students prefer in the way of instructional practices, along with instructor characteristics. This book will be valuable for faculty members who teach courses regarding diversity, international and comparative education related to post-secondary instruction, faculty who teach pre-service education, educational developers who are looking at how best to support faculty development as it relates to teaching international students, academic administrators who are exploring the development of academic programs focused on the needs of prospective international students, professional associations and governmental bodies who are responsible for assessing the academic quality of international student-focused academic programs, and more.

This book discusses higher education research as a field of study in Asia. It traces the evolution of research in the field of higher education in several Asian countries, and shares ideas about the evolving higher education research communities in Asia. It also identifies common and dissimilar challenges across national communities, providing researchers and policymakers essential new insights into the relevance of a greater regional articulation of national higher education research communities, and their further integration into and contribution to the international higher education research community as a whole.

This book examines the theoretical underpinning of the concept of personalised education and explores the question: What is personalised education in the contemporary higher education sector and how is it implemented? A broad, sophisticated definition of personalised learning has the potential to serve as a basis for more effective educational practices. The term 'personalised education' is, and continues to be, one with a variety of definitions. The authors' definition both incorporates earlier concepts of personalised education and critically reassesses them. The book then adds a further dimension: personalised instruction in electronically mediated environments, where the goal is to achieve learning towards mastery individually with the help of differentiated and individualised electronic learning platforms. This book assesses the various arguments concerning personalised education, examining each through the lens of educational theory and pedagogy and subsequently positing a number of qualitative characteristics of personalised education that have the potential to influence policy and practices in the higher education sector.

School districts today face increasing calls for accountability during a time when budgets are stretched and students' needs have become increasingly complex. The teacher's responsibility is to educate younger people, but now more than ever, teachers face demands on a variety of fronts. In addition to teaching academic content, schools are responsible for students' performance on state-wide tests. They are also asked to play an increasingly larger role in children's well-being, including their nutritional needs and social and emotional welfare. Teachers have shown themselves to be more than capable of taking up such challenges, but what price is paid for the increasing demands we are placing on our schools? Understanding Teacher Stress in an Age of Accountability is about the nature of teachers stress and the resources they can employ to cope with it. Accountability is a two-way street and the authors in this volume suggest remedies for reducing teacher stress and in all likelihood increasing student learning-greater administrative support, more and better instructional materials, specialized resources targeted at demanding children, parental support, and professional recognition. Readers will discover that lack of funding, low pay, concerns about academic performance and student misbehavior, and increased public and governmental scrutiny are not exclusive to the United States. In this volume, the third in a series on Research on Stress and Coping in Education, authors from Australia, Turkey, Malaysia, and the Netherlands sound the same alarms, post the same warnings, and draw similarly disturbing conclusions.