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.

Academics' International Teaching Journeys provides personal narratives of nine international social science academics in foreign countries as they adapt and develop their teaching. The team of international contributors provide an invaluable resource for other academics who may be exposed to similar situations and may find these narratives useful in negotiating their own conflicts and challenges that they may encounter in being an international academic. The narratives provide a fascinating reference point and a wide range of perspectives of teaching experiences from across the world, including Europe, Australia, North America and the Caribbean. The book offers a timely spotlight on contemporary issues of globalisation that many higher education institutions around the world may encounter. It contributes to the originality of constructing new knowledge in the field of transnational higher education - a modern phenomenon which will be increasingly prominent in the current and next generation in the globalised higher education contexts.

Higher education today faces several challenges including soaring cost, rising student debt, declining state support, and a staggering dropout rate. Digital technology enables numerous paths to innovation and promising solutions to these crises in higher education. However, few efforts have been made to look into the dynamic relationship between technology, innovation, and leadership and how they work together to transform teaching and learning, campus life, student service and support, administration, and university advancement. Technology Leadership for Innovation in Higher Education is a pivotal reference source that provides vital research on the intersection of technology, innovation, and leadership in higher education by examining the role of technology in activating, promoting, and accelerating innovation and by identifying challenges regarding technology leadership. While highlighting topics such as blended teaching, faculty development, and university advancement, this publication is ideally designed for teachers, principals, educational and IT management and staff, researchers, students, and stakeholders in higher education seeking current research on critical leadership dimensions required for effective education leaders.

By combining autobiography with cultural history, English professor Howard Wolf takes us through the 1960s and up to the present much in the way a personal guide would lead us through a museum full of wonders. "The Education of a Teacher" traces Wolf's odyssey as he discovers his vocation, from his own college days to his tenure in a Turkish university as a visiting Fulbright scholar. The decades unfold for us: the cold war, student activism, Vietnam, and a trend toward student apathy all prepare us for the technological immediacy of the 1980s. Wolf was and is a passionate participant in the political, literary, and social events that have constituted our recent culture.This is a collection of essays about higher education and American culture that dramatises and humanises the often abstractly treated subject of education. Howard Wolf always tries to understand the classroom and the setting of his university in terms of the larger currents of the culture and to make his approach to literature and his students relevant to these currents. Wolf's connections between autobiography and the significant trends of our time enrich the historical record.

This book is designed to support individuals, particularly in higher education settings, gain knowledge and skills related to critical dialogues that support effective conflict management. Higher education institutions and its stakeholders such as faculty, staff, students, and administrators are often perceived for their proclivity to foster debate. This book is not about how to facilitate debate, but rather, dialogue, which if managed well, can lead to positive growth, learning outcomes, and increased productivity. Dialogue as a method for effective conflict management is an underutilized method of communication. Contents of the book include modules that address communication skills, conflict management styles, working in small groups or teams, how to facilitate change, and research-based resources and references for conflict management.

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.

Social media and digital tools permeate the everyday lives of young people. In the early stages of commentary about the impact of the digital age on civic life, debates revolved around whether the Internet enhanced or discouraged civic and political action. Since then we have seen new media move to center stage in politics and activism--from the 2008 US election to the 2011 Arab Spring to the Occupy movement. We have also seen new patterns in how different sub-groups make use of digital media. These developments have pushed people to move beyond questions about whether new media are good or bad for civic life, to ask instead: how, under what conditions, and for whom, do new digital tools become resources for political critique and action by the young? This book will provide a platform for a new wave of scholarship about young people's political participation in the digital age. We define "youth" or "young people" as roughly between the ages of 12 and 25. We include perspectives from political science, education, cultural studies, learning sciences, and youth development. We draw on the framework developed by the MacArthur Research Network on Youth and Participatory Politics (Cohen, Kahne, Bowyer, Middaugh, & Rogowski, 2012), which defines participatory politics as, "interactive, peer-based acts through which individuals and groups seek to exert both voice and influence on issues of public concern."

As authors, we are convinced that the time has finally arrived in academe for an extensive, experience?based, firsthand, seamless examination of what we are calling crossover pedagogy. There is no book?length examination of facultystudent affairs administrators collaboration in the academic realm anywhere. Nobody has yet to produce a case?based, hands?on, book?length treatment of how (and why) faculty and student affairs administrators can co?teach, co?author, and co?consult with one another as co?equal educators and campus leaders-with each group complementing the other in terms of their special skills, knowledge, background, and experiences. Without coming to practical terms with the case for collaboration that the above authors make, the why rationale developed in these publications on the topic of faculty?administrator collaboration (sometimes referred to as "blended" efforts) around the teaching?learning venture is lost in the logistics of technical policy issues and challenges.