Hong Kong's universities have been transformed by the move from elite to mass higher education, from government support to market driven finance, from academic management to professional management, from local to cross border and international outreach, from China's education bridge to China's education window, and from a colonial model of curricular specialization to a postcolonial model emphasizing broader intellectual development and service. As the landscape of Hong Kong higher education has undergone change, so have the backgrounds, specializations, expectations and work roles of academic staff. The academic profession is ageing, increasingly insecure, more accountable, more international, at the same time, more Mainland-focused and less likely to be organized only along disciplinary lines. The academic profession today is expected to be more innovative in teaching, more productive in research and more entrepreneurial in fundraising. New approaches to governance have evolved and blurred the boundaries between academic and managerial roles within the university. The power to appoint members to university councils has become an area of contention. It has come increasing differentiation and changing expectations about knowledge creation and application. This has expanded the role of the academy and challenged the coherence and viability of the traditional academic role and loyalties to original disciplines. Based on the multitude of challenges in Hong Kong higher education, this book explores the future direction of Hong Kong academic profession."Hong Kong has arguably one of the best higher education systems in the world. At the heart of this system, and indeed of any system, is the academic profession. The Changing Academic in Hong Kong provides a convincing and multifaceted analysis of the professoriate. This book is essential for understanding Hong Kong's success--and it has lessons for a broader understanding of the academic profession." Philip G. Altbach, Research Professor, Boston College, USA "The one book that has presented a complete portrait of recent changes and challenges to Hong Kong's academic profession -the book should be recognized as a classic." Futao Huang, Professor of Higher Education, Hiroshima University, Japan "Gerard Postiglione and Jisun Jung have successfully pulled together a strong team of researchers making significant contributions to the debates of changing academic profession, especially as universities in Hong Kong are developing new performance indicators in response to the University Governance Review by Sir Howard Newby. This volume is timely and highly relevant to researchers, academics and policy makers in higher education with critical reflections on academic profession in Hong Kong." Ka-ho Mok, Vice President, Lingnan University, Hong Kong< "A very thorough analysis of the situation of the academic profession and its environment in Hong Kong! A setting which calls for and provides opportunities for internationality of higher education in a unique way, but concurrently is tempted to make it itself a victim of the world-wide inclination of over-emphasizing visible research productivity. Thus, the case of Hong Kong is presented as both exceptional and as prototypical for the search of the balance across the functions of higher education." Ulrich Teichler, Professor, International Centre for Higher Education Research, Kassel University, Germany "Hong Kong's higher education sector is a microcosm of many of the world's other systems: intensely urban, experiencing significant transformation, attuned to rankings and peer comparison, watchful toward government intervention, anxious about funding, and always on the lookout for new performance indicators for faculty. Anyone interested in Hong Kong will find "The Changing Academic Profession in Hong Kong" a good read, but so will those of us concerned about trends, challenges, and possibilities at university systems in the rest of the world, particularly Asia." William G. Tierney, Professor, University of Southern California, USA

This book discusses instruction, learning, and assessment in higher education with an emphasis on several effective formative assessment tools and methods such as digital badges, reflective journals, and peer assessment used in learning environments comprising students of diverse, multicultural backgrounds. Each chapter provides a rich theoretical review, followed by a case study detailing the challenges involved in using those assessment methods in a diverse classroom, as well as practical suggestions for removing potential barriers, especially for minority students. Most of the narrated case studies are accompanied by episodes, thoughts, and feelings expressed by both students and instructors throughout the assessment processes. This book provides a valuable updated reference source for pedagogical and research purposes for a wide audience. Students, teachers, policymakers, curriculum designers, and teacher educators interested in fostering initiatives in higher education can undoubtably benefit from this book's contents, which are aimed at adapting teaching-learning assessment processes to the unique learning needs of culturally diverse student populations.

This book brings together history educators from Australia and around the world to tell their own personal stories and how they approach teaching history in the context of contemporary tensions in the classroom. It encourages historians to think actively about how history in the classroom can play a role in helping students to make sense of their world and to act honourably within it. The contributors come from diverse backgrounds and include experienced history educators and early career academics. They showcase both a mix of approaches and democratize and decolonize the academy. The book blends theory and practice. It reflects on what is happening in the classroom and supports the discipline to understanding itself better, to improve upon its practices and to engage in academic discussion about the responsibility of teaching in the contemporary world.

This book examines Thai knowledge and wisdom from the perspective of postmodern, postcolonial globalization. Ma Rhea explores the ways in which the Thai university system attempts to balance old knowledge traditions, Buddhist and rural, with new Thai and imported knowledge. It traces the development of Thai university partnerships with outsiders, focusing on the seventy year relationship between Thailand and Australia. In comparison, it analyses the old Thai Buddhist wisdom tradition and in the final chapters proposes its worthiness as a pedagogical pathway for universities globally.

Ethics, entrepreneurship, and governance are very essential and crucial for the sustainable development of institutions of higher education, especially in the face of moral ambiguity or ethical lapses that could occur. As such, it is vital to explore how to facilitate the effective and efficient development of higher education institutions to put into practice ethical behaviors and entrepreneurial values for the progressive future of society. The Handbook of Research on Ethics, Entrepreneurship, and Governance in Higher Education is a pivotal reference source that provides vital research on the application of ethics, entrepreneurship, and governance in higher education institutions. Featuring coverage topics such academic misconduct, ethical leadership, and student values, this publication is ideally designed for educational administrators, professors, academicians, researchers, and graduate-level students seeking current research on the impact of globalization on the ethics and governance in higher education through various policy decisions and practices.

This book is the first to explore the big question of how assessment can be refreshed and redesigned in an evolving digital landscape. There are many exciting possibilities for assessments that contribute dynamically to learning. However, the interface between assessment and technology is limited. Often, assessment designers do not take advantage of digital opportunities. Equally, digital innovators sometimes draw from models of higher education assessment that are no longer best practice. This gap in thinking presents an opportunity to consider how technology might best contribute to mainstream assessment practice. Internationally recognised experts provide a deep and unique consideration of assessment's contribution to the technology-mediated higher education sector. The treatment of assessment is contemporary and spans notions of 'assessment for learning', measurement and the roles of peer and self within assessment. Likewise the view of educational technology is broad and includes gaming, learning analytics and new media. The intersection of these two worlds provides opportunities, dilemmas and exemplars. This book serves as a reference for best practice and also guides future thinking about new ways of conceptualising, designing and implementing assessment.

As the areas of community education and professional development continue to expand, the technologies that are utilized in these programs are also progressively advancing. However, it can sometimes be difficult to pin-point the best system in such a vast, ever-changing world of technology. Technology Use and Research Approaches for Community Education and Professional Development investigates how the role of information technology is impacting the academic and workplace environments. This publication will explore areas such as unique learning styles, various methods of disseminating information, and technology s role and impact within these settings. Researchers, practitioners, and instructors in the areas of adult, continued, and higher education will benefit from this text s innovative way of addressing efficient methods of utilizing technology.

In the name of academic freedom, the core values of higher education honest scholarship, unbiased research, and diversity of thought and person have been corrupted by an academy more interested in preserving its privileges than in protecting its own integrity. The American university has lost its civility. Nowhere is this loss more apparent than in the rise of anti-Semitism and anti-Israelism on college campuses. This book documents the alarming rise in bigotry and bullying in the academy, using a range of evidence from first-hand accounts of intimidation of students by anti-Israel professors to anti-Semitic articles in student newspapers and marginalization of pro-Israel scholars. The UnCivil University exposes the unspoken world of double standards, bureaucratic paralysis, and abdication of leadership that not only allows but often supports a vocal minority of extremists on campus."

This multidisciplinary book brings together scholars from Norway and the UK to discuss the notion of trust within the structures and forms of higher education located in two distinctive localities. The meaning of trust is multi-variant and nuanced, but is omnipresent in the literature on higher education ranging from student engagement to policy exhortations. A key feature of this book is the effort to integrate the term 'trust' conceptually, functionally and phenomenological more generally as well as within the context of higher education. Practice from within Norway and the UK is used to illustrate and expose relevant similarities and varieties in trust and the (possible) lack of it within the sector. The book thus faces the complexity of trust and its distinctive manifestation through a number of analytical lenses and realities.

This book describes recent approaches in advancing STEM education with the use of robotics, innovative methods in integrating robotics in school subjects, engaging and stimulating students with robotics in classroom-based and out-of-school activities, and new ways of using robotics as an educational tool to provide diverse learning experiences. It addresses issues and challenges in generating enthusiasm among students and revamping curricula to provide application focused and hands-on approaches in learning . The book also provides effective strategies and emerging trends in using robotics, designing learning activities and how robotics impacts the students' interests and achievements in STEM related subjects. The frontiers of education are progressing very rapidly. This volume brought together a collection of projects and ideas which help us keep track of where the frontiers are moving. This book ticks lots of contemporary boxes: STEM, robotics, coding, and computational thinking among them. Most educators interested in the STEM phenomena will find many ideas in this book which challenge, provide evidence and suggest solutions related to both pedagogy and content. Regular reference to 21st Century skills, achieved through active collaborative learning in authentic contexts, ensures the enduring usefulness of this volume.John Williams Professor of Education and Director of the STEM Education Research Group Curtin University, Perth, Australia

The chapters in this book build upon selected research papers from the 12th International Networked Learning Conference 2020, hosted by University of Southern Denmark, Kolding. The selected chapters were chosen as cutting-edge research on networked learning which reflected focal discussion points during the conference such as: new demands on teachers in online and hybrid learning environments; organization of professional learning to meet and reflect on these demands; support of educators and students' digital literacy; the interaction of human and technological agents in networked learning; and the development of new of networked learning designs to critically and creatively make use of technological possibilities. The book is organized into three main sections: 1) Professional learning, 2) Learning networks' development and use of digital resources, and 3) Innovating Networked Learning. Preceding the three main sections is a first chapter, which presents a discourse analysis of how the term "networked learning" has been used in the papers at previous Networked Learning Conferences. The concluding chapter draws out perspectives from the chapters and point to emerging issues within the field of networked learning.

View the Table of Contents
Read the Introduction

Read the Gawker Review

Listen to her NPR Interview

The Sociology of "Hooking Up": Author Interview on Inside Higher Ed

Newsweek: Campus Sexperts

Watch Bogle's interview on CBS

Hookup culture creates unfamiliar environment - to parents, at least

Hooking Up: What Educators Need to Know - An op-ed on CHE by the author

"Bogle is a smart interviewer and gets her subjects to reveal intimate and often embarrassing details without being moralizing. This evenhanded, sympathetic book on a topic that has received far too much sensational and shoddy coverage is an important addition to the contemporary literature on youth and sexuality."
--"Publishers Weekly"

"A page turner! This book should be required reading for college students and their parents! Bogle doesn't condemn hooking up, but she does explain it. This knowledge could help a lot of young people make better choices and get insight into their own behavior whether or not they choose to hook up."
--Pepper Schwartz, author of "Everything You Know about Sex and Love is Wrong"

"In her ambitious sociological study, Kathleen Bogle, an assistant professor of sociology and criminal justice at La Salle University, offers valuable insight on the hook-up craze sweeping college campuses and examines the demise of traditional dating, how campus life promotes casual sex, its impact on post-college relationships, and more. Donat let your college freshman leave home without it."
--"Main Line Today"

aHooking Up uses interviews with both women and men to understand why dating has declined in favor of a new script for sexual relationships on college campuses. . . . Boglepresents a balanced analysis that explores the full range of hooking-up experiences.a
--Joel Best, author of "Flavor of the Month: Why Smart People Fall for Fads"

It happens every weekend: In a haze of hormones and alcohol, groups of male and female college students meet at a frat party, a bar, or hanging out in a dorm room, and then hook up for an evening of sex first, questions later. As casually as the sexual encounter begins, so it often ends with no strings attached; after all, it was ajust a hook up.a While a hook up might mean anything from kissing to oral sex to going all the way, the lack of commitment is paramount.

Hooking Up is an intimate look at how and why college students get together, what hooking up means to them, and why it has replaced dating on college campuses. In surprisingly frank interviews, students reveal the circumstances that have led to the rise of the booty call and the death of dinner-and-a-movie. Whether it is an expression of postfeminist independence or a form of youthful rebellion, hooking up has become the only game in town on many campuses.

In Hooking Up, Kathleen A. Bogle argues that college life itself promotes casual relationships among students on campus. The book sheds light on everything from the differences in what young men and women want from a hook up to why freshmen girls are more likely to hook up than their upper-class sisters and the effects this period has on the sexual and romantic relationships of both men and women after college. Importantly, she shows us that the standards for young men and women are not as different as they used to be, as women talk about afriends with benefitsa and aone and donea hook ups.

Breakingthrough many misconceptions about casual sex on college campuses, Hooking Up is the first book to understand the new sexual culture on its own terms, with vivid real-life stories of young men and women as they navigate the newest sexual revolution.

This work explores the philosophical positions of five postmodern thinkers--Lyotard, Rorty, Schrag, Foucault, and Derrida--to show how their critiques imply that scholars are unduly limited by the belief that inquiry is fundamentally about gaining knowledge of phenomena that are assumed to exist prior to and independent of inquiry, and to persist essentially unchanged by inquiry. The author argues that there are good reasons why this constraint is both unnecessary and undesirable, and he resituates the disciplines within a more flexible foundation that would expand what counts as legitimate inquiry. This foundation would emphasize the inquirer as a cause of reality, not just an observer who aims to accurately describe and explain phenomena. Mourad proposes an intellectual and organizational form which he calls post-disciplinary research programs. These dynamic programs would be composed of scholars from diverse disciplines who collaborate to juxtapose disparate disciplinary concepts in order to create contexts for post-disciplinary inquries.

Few resources exist for individuals who wish to subscribe to a practical, applied learning approach to higher education administration. To that end, the book's vignettes: 1) reflect the diversity of issues, roles, contexts and situations postsecondary leaders face - yet are uncommonly addressed in learning resources; 2) place learners in authentic higher education administrative circumstances in which they must respond; 3) facilitate further individual or collective exploration; and 4) may be adapted to a broad array of formal and informal professional development needs. The book's scenarios include a broad assortment of exhibits (e.g., correspondences, articles, institutional policies, etc.) which allow learners to practice evaluating a range of information sources common in postsecondary administration. In addition, each vignette provides learners with guided opportunities to determine how and why they might respond in the situations presented, and offers chances to assess the responses of actual higher education administrators to authentic situations and challenges.

This book provides a framework for investigating faculty development in the Chinese higher education system, and proposes a faculty development model, which is subsequently applied to assess the conceptual, practical and strategic dimensions of Chinese faculty development. The proposed framework is primarily based on reconstructing the higher education system. The book focuses on conceptualizing and pursuing faculty development. The intended readership includes researchers with an interest in, or whose work involves, research on faculty development and comparative higher education; administrators and stakeholders in Chinese higher education management; and graduate students majoring or minoring in comparative higher education.

Developing students' creative problem-solving skills is paramount to today's teachers, due to the exponentially growing demand for cognitive plasticity and critical thinking in the workforce. In today's knowledge economy, workers must be able to participate in creative dialogue and complex problem-solving. This has prompted institutions of higher education to implement new pedagogical methods such as problem-based and case-based education. The Handbook of Research on Creative Problem-Solving Skill Development in Higher Education is an essential, comprehensive collection of the newest research in higher education, creativity, problem solving, and pedagogical design. It provides the framework for further research opportunities in these dynamic, necessary fields. Featuring work regarding problem-oriented curriculum and its applications and challenges, this book is essential for policy makers, teachers, researchers, administrators, students of education.

This accessible and compelling collection of faculty reflections examines the tensions between the arts and academics and offers interdisciplinary alternatives for higher education. With an eye to teacher training, these artist scholars share insights, models, and personal experience that will engage and inspire educators in a range of post-secondary settings. The authors represent a variety of art forms, perspectives, and purposes for arts inclusive learning ranging from studio work to classroom teaching to urban settings in which the subject is equity and social justice. From the struggles of an arts concentrator at an Ivy League college to the challenge of reconciling the dual identities as artists and arts educators, the issues at hand are candid and compelling. The examples of discourse ranging from the broad stage of arts advocacy to an individual course or program give testimony to the power and promise of the arts in higher education.

This volume presents new perspectives on the history of higher education for women in the United States. By introducing new voices and viewpoints into the literature on the history of higher education from the early nineteenth century through the 1970s, these essays address the meaning diverse groups of women have made of their education or their exclusion from education, and delve deeply into how those experiences were shaped by concepts of race, ethnicity, religion, national origin. Nash demonstrates how an examination of the history of women's education can transform our understanding of educational institutions and processes more generally.

In today's society, it is not only desirable but essential for a business to take on a global edge. The best way to ensure a successful future is to educate business students about global policies currently at play. Diverse Contemporary Issues Facing Business Management Education discusses the issues that are facing both large and small corporations and the students who are seeking employment there. Questioning not only what changes globalization has brought to the business world, but what ways our education system will have to change to keep up, this book is an essential reference source for business owners, educators, students, or anyone interested in the future globalization of the business market.

This book empirically examines academic conferences in the social sciences, and explores the purpose and value of people interested in the social sciences attending and presenting at national and international academic conferences. Using a highly original structure and style, the book considers the damaging impact of neoliberalism on conferences, and academia more widely, and explores the numerous barriers to conference attendance. It will be of interest to students and researchers who attend conferences in fields spanning the social sciences, as well as those interested in the effects of neoliberalism on academia.