High-quality leadership in higher education is critical to overall student engagement, persistence, and graduation outcomes. With higher education institutions pushing for more Black enrollment and methods to retain current students, it is essential that institutions reflect the Black academics they serve. In addition, there is a shortage of Black department heads, deans, and provosts to make important decisions about the matriculation of students towards graduation. It is essential that higher education institutions take what they have learned from those who have been in academic leadership roles and develop new strategies to recruit, mentor, and retain high-quality Black academic leaders that reflect the students they will serve. The Future of Black Leadership in Higher Education: Firsthand Experiences and Global Impact provides experiences, narratives, and best practices that are more inclusive of Black faculty by providing them the opportunity to seek advancement in these critical roles. It presents critical knowledge about academic leadership for Black people and familiarizes readers with policies, practices, and procedures. Covering topics such as predominantly white institutions, second-career Black women, and Black professorates, this premier reference source is a dynamic resource for faculty and administrators of higher education, students of higher education, librarians, researchers, and academicians.

Many resources exist to help new doctoral investigators to understand and engage with the tenets and philosophies that underpin doctoral-level research to allow for a sample of self-as-subject research. Every day, new forms of researcher-participant data collection and analysis protocols and contributions to the respective discipline in the use of these methods are designed by doctoral researchers and other scholars for heuristic inquiry and autoethnography. Autoethnography and Heuristic Inquiry for Doctoral-Level Researchers: Emerging Research and Opportunities is an essential research publication that explores the conventions of autoethnography or heuristic research within the specific context of doctoral-level research. In contrast to similar resources, this book presents various and unique systematic methods and procedures used within current research for data collection, analysis, interpretation and representations of data, and study contributions to illustrate the varied nuances and many choices doctoral-level researchers have when their research design is founded on the principles and tenets of autoethnography or heuristic inquiry. Thus, this book is ideal for doctoral research supervisors, doctoral students, independent researchers, and academicians.

As the Middle East and North Africa (MENA) region becomes increasingly intertwined in the global economy, investment continues to be made in the educational sector. Multidimensional approaches to higher education have greatly influenced the state of business and government in the region. Handbook of Research on Higher Education in the MENA Region: Policy and Practice examines the need for a paradigm shift in the area of post-secondary education and innovation in the emerging, yet relatively understudied, MENA region. This book is a comprehensive reference work for researchers, students, educators, and professionals who are interested in exploring how global higher education is influencing the prosperity and progress of the MENA region.

This book provides guidance and career trajectory advice for aspiring college presidents as they prepare to take on this challenging and dynamic role. The book provides an idea of what the job of a college president entails, as well as guidance on the responsibilities, skill sets, competencies, achievements, and experiences that are useful to accumulate. Further, the book explores the emerging trends, issues, and challenges of college presidency including issues such as diversity and inclusion, funding and fundraising, political issues, technology, academic performance, equality, and career path. It describes the implications of challenges and trends in terms of getting oneself ready for the presidency role as well as opportunities for professional development for aspiring college presidents including career pathways, leadership development and training programs, mentorship and coaching programs, and education.

This book explores the effects of racial microaggressions on Asian American (AA) faculty members currently at higher education institutions utilizing the frameworks of the Model Minority Myth and Perpetual Foreigner Stereotype. The book delves into how AAPI faculty members were able to individually navigate and transcend at college and universities. Chapters offer original insights into faculty members' experiences through their own personal testimonies. The author also introduces the new concept of Model Minority Tokenism. The book concludes with recommendations for next steps in research as a result of the findings from the study.

An important challenge to what currently masquerades as conventional wisdom regarding the teaching of writing. There seems to be widespread agreement that-when it comes to the writing skills of college students-we are in the midst of a crisis. In Why They Can't Write, John Warner, who taught writing at the college level for two decades, argues that the problem isn't caused by a lack of rigor, or smartphones, or some generational character defect. Instead, he asserts, we're teaching writing wrong. Warner blames this on decades of educational reform rooted in standardization, assessments, and accountability. We have done no more, Warner argues, than conditioned students to perform "writing-related simulations," which pass temporary muster but do little to help students develop their writing abilities. This style of teaching has made students passive and disengaged. Worse yet, it hasn't prepared them for writing in the college classroom. Rather than making choices and thinking critically, as writers must, undergraduates simply follow the rules-such as the five-paragraph essay-designed to help them pass these high-stakes assessments. In Why They Can't Write, Warner has crafted both a diagnosis for what ails us and a blueprint for fixing a broken system. Combining current knowledge of what works in teaching and learning with the most enduring philosophies of classical education, this book challenges readers to develop the skills, attitudes, knowledge, and habits of mind of strong writers.

Online and virtual education is continually integrated in university classrooms. While online learning provides a more cost-effective alternative for students, educators must also analyze the psychology of online learners and identify ways to support their growth and development in their respective instructional settings. Student-Centered Virtual Learning Environments in Higher Education is a collection of innovative research that focuses on connecting contextual analyses of student-focused online instruction with quality assurance principles to improve higher education. Highlighting a range of topics including instructional design, professional development, and student engagement, this book is ideally designed for educators, software developers, instructional designers, educational administration, academicians, and students seeking current research on emerging principles and practices related to designing, implementing, and evaluating virtual teaching and learning.