All over the world, educational institutions confronted emergency policy changes caused by the COVID-19 pandemic. Due to this, academic activities were provided mostly by remote teaching and learning solutions. The transition to emergency remote teaching and learning raised some challenges regarding technical, pedagogical, and organizational issues. It is important for higher education institutions to prepare themselves to deal with future emergency scenarios, promoting an in-depth reflection about the future challenges in the post-pandemic era. Developing Curriculum for Emergency Remote Learning Environments supports creating and promoting an education-as-a-business strategy for higher education institutions by sharing possible business models. It provides a collection of different approaches to online education in the perspective of the future of education environments. Covering topics such as distance learning experiences, online practice improvement, and remote testing, this premier reference source is an excellent resource for educators and administrators of higher education, pre-service educators, IT professionals, librarians, researchers, and academicians.

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.

Skill formation in Central and Eastern Europe. A search for patterns and directions of development offers holistic analytical insight into skill formation processes and institutions in Central and Eastern European countries by referring to the timeframe of historical development of skill formation from the fall of communism to the present time and future development trends. Leading researchers of skill formation from Lithuania, Latvia, Estonia, Poland, the Czech Republic, Slovakia, Hungary, Slovenia, Croatia, Bulgaria, Romania and Ukraine refer to critical junctures and the findings are compared and discussed in five concluding chapters focused on important cross-cutting topics: development of social dialogue over skill formation, qualifications policy and development of qualifications systems, implications of European integration and EU policies for governance and institutional reform of skill formation, features and implications of policy borrowing and policy learning from the Anglo-Saxon and German speaking countries, respectively.

'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.

This book focuses on teaching and learning in distance learning virtual universities. The emergence of distance learning virtual universities has provided increased opportunities for adult learners to obtain higher education degrees in a remote teaching-learning environment. During the pandemic, for-profit online learning institutions experienced increases in enrollment while face-to-face institutions experienced decreasing enrollments. Increasing learner enrollments, increasing numbers of courses delivered, and an increasingly competitive environment forces influence how higher education institutions will respond to the anticipated growth in distance learning. Higher education accreditation bodies have legitimized distance learning virtual universities as sites for adult learners, especially part-time adult learners, and made distance education an accepted way to receive a higher education degree. Virtual universities are challenging the supremacy of the land-based university as the only legitimate form of educational delivery. However, little has been published concerning how virtual universities have addressed access, availability, quality, retention, and better life opportunities. As the educational marketplace becomes predominately adult-dominated and higher education institutions compete for adult enrollment, understanding how virtual distance learning institutions are changing the higher education landscape will be an increasingly important issue. This book explores, describes, and questions the role of these institutions in the higher education landscape. Can for-profit education (education as a commodity) also be high quality and serve a societal function of providing adult learners access and opportunity? When critiquing the value and place of the for-profit university, one must ask, is the concern for the profit motive justified, or is it a move by traditional universities to reduce the influence of the virtual university? For-profit distance learning institutions were initially developed to provide access to higher education for adult learners who may experience barriers to attending a traditional university and, as such, tend to address better the needs of working adult learners. These institutions provided increased accessibility and availability for learners who may not otherwise pursue higher education. It is also important to note that distance education is not exclusive to for-profit universities. However, little is known about how learners learn and how teachers teach in these institutions. While sometimes neglected in publications and research, these institutions have been and continue to be disruptive while driving innovations in distance education.

Today, the meaning of literacy, what it means to be literate, has shifted dramatically. Literacy involves more than a set of conventions to be learned, either through print or technological formats. Rather, literacy enables people to negotiate meaning. The past decade has witnessed increased attention on multiple literacies and modalities of learning associated with teacher preparation and practice. Research recognizes both the increasing cultural and linguistic diversity in the new globalized society and the new variety of text forms from multiple communicative technologies. There is also the need for new skills to operate successfully in the changing literate and increasingly diversified social environment. Linguists, anthropologists, educators, and social theorists no longer believe that literacy can be defined as a concrete list of skills that people merely manipulate and use. Rather, they argue that becoming literate is about what people do with literacy-the values people place on various acts and their associated ideologies. In other words, literacy is more than linguistic; it is political and social practice that limits or creates possibilities for who people become as literate beings. Such understandings of literacy have informed and continue to inform our work with teachers who take a sociological or critical perspective toward literacy instruction. Importantly, as research indicates, the disciplines pose specialized and unique literacy demands. Disciplinary literacy refers to the idea that we should teach the specialized ways of reading, understanding, and thinking used in each academic discipline, such as science, mathematics, engineering, history, or literature. Each field has its own ways of using text to create and communicate meaning. Accordingly, as children advance through school, literacy instruction should shift from general literacy strategies to the more specific or specialized ones from each discipline. Teacher preparation programs emphasizing different disciplinary literacies acknowledge that old approaches to literacy are no longer sufficient.

Elgar Research Agendas outline the future of research in a given area. Leading scholars are given the space to explore their subject in provocative ways, and map out the potential directions of travel. They are relevant but also visionary. This far-reaching Research Agenda highlights the main features of entrepreneurial university research over the two decades since the concept was first introduced, and examines how technological, environmental and social changes will affect future research questions and themes. It revisits existing research that tends to adopt either an idealised or a sceptical view of the entrepreneurial university, arguing for further investigation and the development of bridges between these two strands. Offering insights into both mainstream and critical approaches, top international scholars discuss a wide range of studies from various analytical and methodological perspectives. Contributions envision the future development of the 'alternative entrepreneurial university', creating space for more localised and contextualised institutions that can be both responsive to the needs of their societies and proactive in shaping them. Academics and practitioners interested in the entrepreneurial university will find this forward-looking Research Agenda to be crucial reading. It will also be beneficial for PhD researchers in framing key directions and questions for future research.

What is the future of the contemporary university and for those who lead them? Considering leadership in the broadest sense, including academic leadership (teaching and research) as well as leadership practices of those in formal management positions, Jill Blackmore outlines how multiple pressures on universities have produced leadership practices in management and research which are more corporate than collegial, and which discourage many academics from aspiring to leadership. She uses a range of theoretical tools, informed by critical and feminist organisational studies, to unpack higher education and how it is being transformed in ways that undermine its core work of teaching and research. Drawing from three Australian university case studies, this book uses leadership as a lens through which to investigate the effects of restructuring of the higher education sector which have impacted differently on academic identities and careers.

In the past decade, rapid digitalization has changed many elements of society, and education is no exception. The tradition of teacher-centered education has been long-held in education and is still extremely well established. Due to the access of technology for knowledge and education, however, the teacher's function in many classrooms has been to advise and guide as students take greater responsibility for their own learning using technology to collect information. Schools and universities across the world are beginning to redesign their learning spaces to enable this new model of education, foster more interaction and small group work, and use technology as an enabler of knowledge. Technology Training for Educators From Past to Present addresses the issues facing our education systems today and the role of technology and innovation in the global transformation of education. This book focuses on the fundamental need for educators at all levels to become knowledgeable with the technological teaching and learning tools at their disposal in order to best support student learning. Covering topics such as inclusion promotion in education, technology professional development, and online learning environments, this premier reference source is a valuable resource for educational administration and faculty, educators of K-12 and higher education, educational software developers, IT consultants, pre-service teachers, libraries, teaching colleges, researchers, and academicians.

Transitioning from secondary to higher education is not a natural step for many first-year students in higher education institutions. There is a considerable difference between being a student at school and university, and previous research has highlighted the difficulties faced by first-year university students during their transition phase. Higher education institutions and their departments acknowledge the challenges faced by new students, and they differ in their approach to coping with the issue; each seeks to find the most effective solution for its students. To reduce the withdrawal rate during the first year of college, higher education providers are expected to apply transition programs to help students transition. Coping Mechanisms for First-Year Students Transitioning to Higher Education presents a comprehensive account of the dynamics in higher education institutions and culture shock for new students and analyzes models and theories of adjustment of new students in higher education institutions. Covering key topics such as gender, institutional support, and success factors, this reference work is ideal for administrators, higher education professionals, researchers, scholars, academicians, practitioners, instructors, and students.

A wonderfully engaging and entertaining history of the great dons of the last two hundred years, by one of our leading historians of ideas. Rich in anecdote, and displaying all the author's customary mastery of his subject, The Dons is Noel Annan at his erudite, encyclopedic and entertaining best. The book is a kaleidoscope of wonderful vignettes illustrating the brilliance and eccentricities of some of the greatest figures of British university life. Here is Buckland dropping to his knees to lick the supposed patch of martyr's blood in an Italian cathedral and remarking, 'I can tell you what it is; it's bat's urine.' Or the granitic Master of Balliol, A.D. Lindsay, whose riposte on finding himself in a minority of one at a College meeting was, 'I see we are deadlocked'. But, entertaining as it is, The Dons also has a more serious purpose. No other book has ever explained so precisely - and so amusingly - why the dons matter, and the importance of the role they have played in the shaping of British higher education over the past two centuries.

Project based learning (PBL) is gaining renewed attention with the current focus on college and career readiness and the performance-based emphases of Common Core State Standards, but only high-quality versions can deliver the beneficial outcomes that schools want for their students. It's not enough to just ""do projects."" Today's projects need to be rigorous, engaging, and in-depth, and they need to have student voice and choice built in. Such projects require careful planning and pedagogical skill. The authors-leaders at the respected Buck Institute for Education-take readers through the step-by-step process of how to create, implement, and assess PBL using a classroom-tested framework. Also included are chapters for school leaders on implementing PBL systemwide and the use of PBL in informal settings. Examples from all grade levels and content areas provide evidence of the powerful effects that PBL can have, including: Increased student motivation and preparation for college, careers, and citizenship. Better results on high-stakes tests. A more satisfying teaching experience. New ways for educators to communicate with parents, communities, and the wider world. By successfully implementing PBL, teachers can not only help students meet standards but also greatly improve their instruction and make school a more meaningful place for learning. Both practical and inspirational, this book is an essential guide to creating classrooms and schools where students-and teachers-excel.

Wellbeing is foundational to citizens' individual and collective ability to acknowledge, address, and alleviate ongoing struggles, shared risks, and the unprecedented challenges of our time. A holistic focus on wellness across campus communities is timely and important, given that national and global justice movements are calling upon post-secondary institutions to address the ways in which education systems have been reproducing dominant narratives, reinforcing systemic discrimination, and retaliating against education leaders who work to disrupt structural inequalities. Leadership Wellness and Mental Health Concerns in Higher Education offers diverse perspectives about whether and how campus leaders around the world are sustaining and advancing health and wellness in unprecedented times and amplifies diverse voices in the exploration of how to advance individual and collective wellbeing in higher education. Covering a wide range of topics such as stress management and burnout, this reference work is ideal for academicians, scholars, researchers, administrators, practitioners, instructors, and students.

With the evolving technologies available to educators and the increased importance of including technologies in the classroom, it is critical for instructors to understand how to successfully utilize these emerging technologies within their curriculum. To ensure they are prepared, further study on the best practices and challenges of implementation is required. Preparing Pre-Service Teachers to Integrate Technology in K-12 Classrooms: Standards and Best Practices focuses on preparing future teachers to integrate technology into their everyday teaching by providing a compilation of current research surrounding the inclusion and utilization of technology as an educational tool. Covering key topics such as digital assessment, flipped classrooms, technology integration, and artificial intelligence, this reference work is ideal for teacher educators, administrators, stakeholders, researchers, academicians, scholars, practitioners, instructors, and students.

Queens' College, part of the University of Cambridge, was founded in 1448 by Margaret of Anjou, wife of the inept and ill-fated Henry VI. The first of its 40 Presidents to date was Andrew Doket, an ambitious Catholic priest, while the latest, the eminent economist Dr. Mohamed El-Erian, was installed in 2020, in the midst of the Covid pandemic. This account traces the history of the College through the lives and times of each of the 40 Presidents in chronological order. Their varied careers, (which encompass the martyrdom of Saint John Fisher, incarceration in a prison ship in the Civil War and preaching at the burning of heretics on Cathedral Green at Ely), illustrate the interactions between the academic community and the social, religious, cultural and political life in Britain, over five and a half centuries.

On the Social Web, people share their enthusiasms and expertise as lay teachers. On almost any topic of interest, learners may find some peer-created resources, created by individuals with varying expertise (from amateurs and novices to experts). In DIY culture, with widely available video cameras and authoring tools, people have gone online to share knowledge, skills, and abilities (KSAs) broadly. What has not been explored more clearly is just how effective such peer-to-peer teaching and learning are and how well such contents acculturate learners into professional roles. This work explores the efficacies of such online (often remote) teaching and learning, with materials by peers. This considers how deep an expertise bench exists in the broad public for various learning topics.The objectives of the book are to consider the intended and unintended outcomes of the sharing of open-shared learning online as well as explore some practical ethics in the sharing of teaching and learning online. Moreover, this reference provides insights about what is made available for teaching and learning by the public and considers design features related to peer-to-peer and crowd-sourced teaching and learning online. The intended audience includes teachers, instructional designers, instructional developers, software developers, user interface designers, academicians, researchers, and students.

Research in the field of education for sustainable development (ESD) is of growing concern to meet the needs of the diverse student populations in various higher education institutions. People around the world recognize that current economic development trends are not sustainable and that public awareness, education, and training are key to moving society toward sustainability. Although ESD continues to grow both in content and pedagogy and its visibility and respect have grown in parallel, education officials, policymakers, educators, curriculum developers, and others are called upon to rethink education in order to contribute to the achievement of the goals of sustainable development in higher education. Implications of Sustainable Development in Higher Education: Teaching, Learning, and Assessment provides insight regarding the implications of ESD for teaching, learning, and assessment in higher education and demonstrates the value of adopting an ESD lens by broadening and strengthening the evidence base of the impact that this can make for students, educators, and society as a whole. Covering key topics such as assessment, globalization, and inclusion, this reference work is ideal for university leaders, administrators, policymakers, researchers, scholars, practitioners, academicians, instructors, and students.