Mapping the uncertain landscape of education in the wake of the COVID-19 pandemic, Digital Learning in Higher Education examines how higher education (HE) institutions have moved to widespread digital learning in an effort to maintain the educational experience. The book navigates the possibilities that lie ahead, exploring the beginnings of a new future for HE. Reflections from HE practitioners on this rapid transition to digital and remote learning offer key perspectives on the new online learning mode, as experienced by students, teaching staff, and those in the wider field of education, including learning technologists, librarians, and publishers. Spurred on by the changes in thinking necessitated by the pandemic, the book highlights the possibilities facilitated by online learning, from enhanced inclusivity to making education accessible to wider audiences. It concludes with a proposal for how we might "build back better" and continue to evolve the sector. Timely and comprehensive, this book will support the pedagogical decision-making of HE practitioners both now and in the future. Offering an insight into what the "new normal" of education may soon resemble, it will also be beneficial to HE management and other educational professionals, helping to guide their policy and financial decision-making processes regarding digital technology.

Despite the broad engagement of higher education institutions in most social sectors, limited thinking and hyper-individualistic approaches have dominated discussions of their value to society. Advocating a more rigorous and comprehensive approach, this insightful book discusses the broad range of contributions made by higher education and the many issues entailed in theorising, observing, measuring and evaluating those contributions. Prepared by a group of leading international scholars, the chapters investigate the multiple interconnections between higher education and society and the vast range of social, economic, political and cultural functions carried out by universities, colleges and institutes and their personnel. The benefits of higher education include employable graduates, new knowledge via research and scholarship, climate science and global connections, and the structuring of economic and social opportunities for whole populations, as well as work and advice for government at all levels. Higher education not only lifts earnings and augments careers, it also immerses students in knowledge, helps to shape them as people, and fosters productivity, democracy, tolerance and international understanding. The book highlights the value added by higher education for persons, organisations, communities, cities, nations, and the world. It also focuses on inequalities in the distribution of that value, and finds that the tools for assessing higher education are neither adequate nor complete as yet. International and interdisciplinary in scope, this book will prove an invaluable resource to students and scholars of higher education, educational policy and social policy. It will also prove a useful resource to both university executives and tertiary education policymakers who want to make higher education more effectively accountable to the public.

Most educators are skilled at planning instruction and determining what they will do during the course of a lesson. However, to truly engage students in worthwhile, rigorous cognition, a profound shift is necessary: a shift in emphasis from teaching to learning. Put another way, we know that whoever is doing the work is also doing the learning-and in most classrooms, teachers are working much too hard. Authors John V. Antonetti and James R. Garver are the designers of the Look 2 Learning model of classroom walkthroughs. They've visited more than 17,000 classrooms-examining a variety of teaching and learning conditions, talking to students, examining their work, and determining their levels of thinking and engagement. From this vast set of data, they've drawn salient lessons that provide valuable insight into how to smooth the transition from simply planning instruction to designing high-quality student work. The lessons John and Jim have learned from their 17,000 (and counting) classroom visits can't be wrong. They share those lessons in this book, along with stories of successful practice and practical tools ready for immediate classroom application. The authors also provide opportunities for reflection and closure designed to help you consider (or reconsider) your current beliefs and practices. Throughout, you will hear the voices of John and Jim-and the thousands of students they met-as they provide a map for shifting the classroom dynamic from teaching to learning.

'Clearly, HEIs are discovering their innovative and entrepreneurial potential to reply to the society's distinct need for them to have a more entrepreneurial role, namely in innovation. This book succeeds in discussing the theme from an interdisciplinary perspective. For that reason, this book will be of help to practitioners in university management roles and policy-makers as well as anyone researching this theme and teaching entrepreneurship in HEIs.' - Nuno Fernandes Crespo, Universidade de Lisboa, Portugal 'This book offers educators, entrepreneurs, policy makers, and researchers significant and practical implications. After reading the book, we can conclude that the different experiences described by authors on the academic tools and educational methods can be generalized in many other universities around the world, in both developed and developing countries.' - Waleed Omri, EDC Paris Business School, France 'Edited by four leading researchers, Entrepreneurial Universities provides innovative insights into how universities are contributing to the emergence of an entrepreneurial ecosystem that is both redefining universities themselves and shaping society. It is an important book for all those interested in how universities are reinventing themselves in a time of profound societal transformation.' - Tim Marjoribanks, Swinburne University of Technology, Australia 'Universities are called to be more and more entrepreneurial - that is innovative, proactive and risk-taking - to promote regional development and economic growth. As a Professor working in two of the most entrepreneurial Italian universities, I benefited from reading this book. I consequently recommend it to all my colleagues to guide their strategic choices and their daily activities.' - Salvatore Sciascia, IULM University and Cattaneo University, Italy With an increasing focus on the knowledge and service economies, it is important to understand the role that entrepreneurial universities play through collaboration in policy and, in turn, the impact they have on policy. The authors evaluate how universities engage with communities while also balancing stakeholder considerations, and explore how universities should be managed in the future to integrate into global society effectively. The book reflects the internationalisation of entrepreneurial universities with examples from Australia, Brazil, France, Italy, Malaysia, India, Poland, Portugal, Spain and the UK. Each chapter identifies the differing cultural influences and how changes in policy approaches mean universities are constantly evolving. The authors also look into how culture influences entrepreneurship education, and in turn how culture affects the initiatives of policy-makers. With a focus on enhancing entrepreneurial opportunities, universities are shown to respond by creating effective initiatives that benefit the wider community through successful collaboration with institutions. The book identifies the close working relationship between new government policies and developing entrepreneurial universities. Researchers, policy analysts and students of entrepreneurship education, education management and policy will find this book a useful supplementary read for understanding the future role of universities.

Driven by European Union policy challenges, this cutting-edge book focuses upon the Regional Innovation Impact (RII) of universities, to analyse the socioeconomic impact that universities in Europe have on their hometowns, metropolitan areas and regions. By developing a conceptual model of RII, and by applying a mixed-method 'narrative with numbers' analytical framework, the case studies presented in this book describe the RII potential and performance of twenty research-active universities throughout Europe. The findings and lessons learned are framed within the context of RII-related policy challenges within the European Commission, and possible EC funding instruments for incentivising RII within universities. Key features include an analysis of EU policy instruments and assessment frameworks for regional leadership, human capital development and knowledge transfer. Insightful and original, the lessons provided within this book will be beneficial to European, national and regional policy makers interested in approaches to incentivise universities to contribute more to regional innovation systems. It will also be of interest to university leaders and administrators who wish to develop strategies to orient their organisations towards increasing their RII.

The use of images in education is expanding, but clear and comprehensive guidelines on how to carry out visual activities with students of a variety of fields are difficult to find. With the case studies from Finland, Canada, the United Kingdom, Australia, Japan, Poland, Turkey and the United States, contributors to this volume offer detailed reflections on the pedagogical role of using images in higher education. Examples include drawing, collage making, video production, object-based learning, photography projects, and many more. The book constructs a solid argument for the further development of visual pedagogies in higher education, highlighting the need to support students in advancing their visual competency as it has become fundamental to command in everyday life and professional contexts. Contributors are: Gyuzel Gadelshina, Tad Hara, Joanna Kedra, McKenzie Lloyd-Smith, Gary McLeod, Olivia Meehan, Marianna Michalowska, Iryna Molodecky, Pinar Nuhoglu Kibar, Paul Richter, Karen F. Tardrew, Rob Wilson and Rasa Zakeviciute.