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Books > Social sciences > Education > Higher & further education > General
In response to the COVID-19 pandemic, universities around the globe
have taken numerous extraordinary measures and implemented many
changes to their strategic, operational, and academic activities.
Currently, there is a transformation taking place from the
emergency decision-making in the early stages of the pandemic
towards reflection and resolution on how the past months can shape
governance and strategy. Higher education institutions have been
facing challenges with the alignment of their university governance
for their strategic and operational plans. Presently, university
leaders have prioritized risk management and financial management
over all else. Unfortunately, due to these priorities, university
responses to the pandemic took the top-down approach of management,
rejecting the shared governance structures and collegial practices
of the institutions. The pandemic has accelerated the openness to
change by creating an emergency or steering response team led by
university presidents and provosts, with sub-teams focusing on
operations and other academic advisory groups working together to
deal with the fast-rising scenarios. The consequence is a clear
flow of information and strong communication across the
institution, which sequentially builds on mechanisms to respond to
the secondary effects of the pandemic. Moreover, higher education
institutions are continuously facing challenges with their
strategic alignment of business objectives in order to have a
diverse educational system in response to the pandemic. Assessing
University Governance and Policies in Relation to the COVID-19
Pandemic presents the latest research and studies investigating
information on university governance and adapting previous,
existing, and proposed models for the current pandemic. This book
is comprised of chapters contributed by various leading
international authors to discuss and analyze all aspects of
university governance in relation to their impact on strategies in
finance, sustainability, academic issues, research, faculty and
students, leadership, campus, employment and recruitments, and
more. This is an essential text for university presidents,
strategic planning authorities in universities, college deans and
academic department chairpersons, government authorities and
policymakers, researchers, students, and academicians.
Traditionally, internationalization efforts in higher education
have been rooted in (neo)liberal transactional models that restrict
or compromise the space for meaningful exchanges of socio-cultural
capital. Recently, researchers and practitioners in the
international education field have taken issue with programming and
practices in education abroad; international student recruitment;
and internationalization of the curricula that perpetuate systems
of imbalance, fossilize prejudices, adversely impact host
communities abroad, and limit student learning to the confines of
the Western epistemological traditions. As a result, scholars and
practitioners are creating new paradigms for engagement and
exchange. People-Centered Approaches Toward the
Internationalization of Higher Education is an essential scholarly
publication that examines the praxis of internationalization in
higher education with empirical research and relevant models of
practice that approach the topic critically and responsibly. The
book innovates and (re)humanizes internationalization efforts,
including education abroad, international recruitment,
international scholar and student services, and
internationalization of curriculum, by focusing on the people and
communities touched, intentionally and unintentionally, by said
efforts. It is ideal for higher education faculty, education
professionals, academic advisors, academicians, administrators,
curriculum designers, researchers, and students.
Active learning occurs when a learning task can be related in a
non-arbitrary manner to what the learner already knows and when
there is a personal recognition of the links between concepts. The
most important element of active learning is not so much in how
information is presented, but how new information is integrated
into an existing knowledge base. In order to successfully implement
active learning into higher education, its effect on student
engagement must be studied and considered. The Handbook of Research
on Active Learning and Student Engagement in Higher Education
focuses on assessing the effectiveness of active learning and
constructivist teaching to promote student engagement and provides
a wide range of strategies and frameworks to help educators and
other practitioners examine the benefits, challenges, and
opportunities for using active learning approaches to maximize
student learning. Covering topics such as online learning
environments and engagement approaches, this major reference work
is ideal for academicians, practitioners, researchers, librarians,
industry professionals, educators, and students.
The Governance of European Higher Education: Convergence or
Divergence analyses governance at state and institutional levels in
five European higher education systems chosen as representative of
European higher education as a whole: Germany, Hungary, Norway,
Portugal and the UK (as in England, Scotland and Wales). Drawing on
180 detailed face-to-face interviews with policymakers and
universities the book explores the extent to which governance and
systems have been converging or diverging towards or away from a
common European model over the last decade and records the evidence
of growing directional controls exercised by the various states.
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