Teaching and learning paradigms in higher education have been called into question by the COVID-19 pandemic, requiring new approaches, technologies, and resilience. The disruption caused to higher education operations prompted many to raise questions about HEI's adaptability and readiness to handle major disasters. Focussing particularly on developing countries in Africa and the Global South, The Emerald Handbook of Higher Education in a Post-Covid World emphasizes the urgent need to reform pedagogical models and the importance of recognizing and utilizing digital learning technologies, tools, and the power of the Internet to expand the range of teaching approaches, practices and learning interaction options in an age in which information communication technology and mobile devices have become commonplace in the daily life of students, academic leaders and HE practitioners. The contributors also address the importance of supporting the individual student in learning communities where they are separated by space, and safeguarding their social and emotional wellbeing as they engage and learn through mediated-communication-systems in an era of a fundamentally changed HE environment which will not completely return to previous models. Providing perspectives from contributors across multiple nations and settings, and written in a forthright, yet engaging manner, this volume is essential reading for higher education staff, researchers, and policy makers, to ensure higher education across the world is prepared to offer the best quality teaching and learning in the Covid and Post-Covid world.

The role of ICT is now central to the quality of classroom delivery, supporting the growth of research and expanding horizons for students with limited accessibility to education. But what impediments exist surrounding ICT in Higher Education? How can we overcome the inaccessibility, economic disparity, and ineffective implementation which have prevented the efficient adoption, diffusion and integration of ICT into pedagogy? ICT and Innovation in Teaching Learning Methods in Higher Education is a collection of interventions and collaborative practices from across the world that showcase the multifaceted ways of how various institutions have been engaged in supporting teaching and learning with the use of technology. Written at a critical moment of evolution for higher education, the chapters explore how ICT has created a positive impact in the teaching-learning environment and how it is equipping our future generation with the skills required to face a changing job market, but also present the challenges and solutions to enabling access to ICT resources across educational settings.

Art schools in our universities play a big role in many ways and not only within the institutions they are situated in. When considering that the act of engaging in arts and culture has a demonstrable but indirect effect on innovation, welfare, social cohesion, entrepreneurship, local identity and the knowledge economy, our universities can and do use arts to make themselves more permeable and to provide co-created spaces of learning. This book is a timely exploration of where creative practices and arts live in our higher education communities? How do creatives shape this creative education ecosystem? How does art provide an interface between what is within and outside of our knowledge institutions? And why should all of this matter for our communities, for the economy and for our society, specifically in a post pandemic recovery. Carola Boehm explores the delightful ways that art finds itself in every corner of academia, exploring questions of where art lives in the university sector and how it interacts with the outside, interfacing with the communities beyond its boundaries, and how it got where it is today. And with all that comes the advocacy of providing a strong justification that we need creative provisions in our universities, as there are few more powerful tools left to our disposal that can glue together and heal our divided society and our fragmented humanity.

Over recent decades, national Higher Education sectors across the world have experienced a gradual process of marketisation. This book offers a new interpretation on why and how marketisation has taken place within England. It explores distinct assumptions on the nature of graduate work and how the graduate labour market drives the argumentation for more market and choice. Demonstrating the flaws in these assumptions - which are based on an idealised relationship between Higher Education and high-skilled work - this book fills an important need by questioning the current rationale for further marketisation.

Some of the most exciting architecture in the world can be found on university campuses. In Europe, America and the Far East, vice chancellors and their architects have, over several centuries, produced an extraordinary range of innovative buildings. This book has been written to highlight the importance of university architecture. It is intended as a guide to designers, to those who manage the estate we call the campus, and as an inspiration to students and academic staff. With nearly 40 per cent of school leavers attending university, the campus can influence the outlook of tomorrow's decision makers to the benefit of architecture and society at large.

Changing the Conventional University Classroom highlights the interesting interventions practiced around the world by higher education instructors who were forced to make necessary changes in the conversion from face-to-face educational instruction to the use of online and virtual platforms owing to the COVID pandemic. Chronicling how academic staff and instructors were pushed to utilize modern technology and virtual exchange platforms to create meaningful classroom discussions and facilitate lively interactions between learners and faculty members, the chapters showcase the importance of quality assurance and reveal how educators prioritized regular monitoring of students' interaction, performance, and involvement in class. Collated in this collection of contemporary research, each chapter provides insight into the rapid evolution of educational approaches during the pandemic. Scholars demonstrate how these changes to the conventional way of teaching have shaped the field of education, and how technology is expected to bring further radical improvements in the near future.

Becoming President is a study of African American professionals' ascensions to the office of college or university president. Using a mixed method design and study to examine archival biographical data of African American presidents at historically black colleges and universities and at traditionally white institutions, Professor Mishra explores the career mobility patterns of African American presidents who have served at both types of institutions. The relationships between variables such as demography, education, career, type of institution, and patterns of professional mobility among African Americans to the office of president of a college or university are examined. The results of Professor Mishra's research fit within the sociological model of labor market theory in which both individual characteristics and structural variables bear upon career progression. This study is relevant to institutions for which leadership is crucial to success and survival. It is also an invaluable resource to presidential candidates preparing themselves for career progression into this most challenging job.

Volume XV of History of Universities contains the customary mix of learned articles, book reviews, conference reports, and bibliographical information, which makes this publication such an indispensable tool for the historian of higher education. Its contributions range widely geographically, chronologically, and in subject-matter. The volume is, as always, a lively combination of original research and invaluable reference material.

Emerging from the 'history from below' movement, sport history was marginalised for decades by those working within more traditional historical fields (and institutions). Although a degree of ignorance still exists, sport history has now acquired a level of credibility through the dedicated work of professional historians. And yet, as this authority has been established, changes to UK higher education funding (the removal of direct state funding, the Research Excellence Framework, and tuition fees) and academic publishing (open access) have the potential to damage, or even end, sports research. This book examines sport history from a variety of perspectives. Do mainstream historians need to engage, or 'play', with sports historians? Has the postmodernist 'cultural turn' in sports history been helpful to the sub-discipline? How can the teaching of sports studies be more innovative and inspiring? How can oral history and sport history be utilised in the study of other branches of historical interest. Although changes are required in dealing with the current political reality of UK higher education, sport history still has a great deal to offer students, future employers and the public alike. This book was originally published as a special issue of the International Journal of the History of Sport.

Publishing is the currency of academia. But if publishing is so important, why is it so hard to find time to write? Making Time to Write exposes how women's experiences with writing in their careers are mired in the racist, ableist, patriarchal culture of academia that was built to exclude them. Building on her experience navigating the academy to become a tenured, full professor, and her work as a writing and career coach for hundreds of academic womxn, Cathy Mazak guides readers through the work of finding and honoring writing time. In the process, readers learn to build their careers around their writing practice instead of letting writing occupy the edges. From mindset work to creating a relationship-based writing system, Making Time to Write shatters the myths around writing every day (you don't have to), accountability (it's paternalistic), and motivation (it blames the victim). More than just a how-to guide, Making Time To Write is a manifesto on the feminizing of academic culture through reshaping women's writing practices.

By the end of this decade, the U.S. economy will annually create hundreds of thousands of new jobs requiring a bachelor's degree in STEM fields, particularly computer science. This increasing need for computer scientists, coupled with an inconsistent agenda for managing dramatic shifts in the demographic landscape of higher education, compromises our competitiveness in scientific discovery and innovation. As higher education seeks to address this issue, the need for more culturally responsive approaches to undergraduate STEM teaching also increases.This book uses the power of reflection, storytelling, and data to holistically demonstrate the effectiveness of a novel professional development intervention for STEM faculty - Teaching to Increase Diversity and Equity in STEM, or TIDES - that significantly increased faculty self-efficacy in implementing culturally responsive pedagogies. In it, the editors combine the authentic voices of authors from multiple institutional contexts and individual worldviews to assimilate and synthesize broad theoretical concepts into practice in usable ways, while also offering concrete applicable examples of strategies and solutions that serve as an important comprehensive reference for all undergraduate educators and administrators. This practical guide provides a durable platform for building capacity in understanding of the cultural complexities and institutional realities of recruiting and retaining diverse students in STEM, particularly the computer sciences.

Selling Our Youth explores how the class origins of recent graduates continue to shape their labour market careers and thus reproduce class privilege and class disadvantage. It shows how class and gender combine to influence these young adults' opportunities and choices, in an era when this generation has been characterized as the first likely to end up worse off economically than their parents. The authors draw upon the landmark Paired Peers research project - an empirical longitudinal study of recent graduates in England - to explore their experiences of the contemporary globalized labour market. It demonstrates how many of these young, well qualified adults struggle to achieve stable and rewarding employment in the context of the overstocked graduate supply, precarious work and exploitative working conditions. Government policies of austerity, which were in place when these young people graduated in 2013, meant this generation faced the challenges of a lower wage economy and a housing crisis. The subsequent arrival of Covid-19 and its disastrous impacts on the local and global economy are making these challenges even tougher. The authors further explore the way differences of class and gender impact upon graduate trajectories.

Providing a critical look at how it is possible for institutions of higher education to go beyond the institutional constraints that plague the neo-liberal university, the authors of this volume explore the powerful role of transformative university-based research and education. An emerging global network of concerned teachers and researchers who are currently engaged in dialogue with civil society and social movements, seek to construct another possible post-pandemic world built on premises of democracy, justice and peace. The emphasis on transformation points to alternative ways of doing research and education, associated with critical pedagogics and participatory action-research. This approach entails an intentionality to intervene in the debate and actual modus operandi of university research and education. It seeks to replace the existing vertical division of labour between administrators, teachers and students with an alternative collaborative organization of the production and transmission of knowledge, conducted by co-researchers and co-learners.

The wider conditions of society and our own personal circumstances do not simply disappear as we cross the threshold into the research world. The illusion of life in academic research as an abstract 'life of the mind' is unsustainable. Outside academia, wider social changes have come to have an increasingly profound influence on our working lives. Within the academy, changing employment conditions and funding for higher education in recent decades have led to an increasingly insecure existence for those undertaking PhDs and further research. Slow change is happening in response, with more focus being given to precarity within the academy, the mental health needs of early career researchers, and presenting a more honest and open picture of what it's like to build an academic career. The Affective Researcher confronts this challenge of defining a new relationship between researchers and their research. It sets out, simply and accessibly, how you can become a more rounded, authentic researcher. It does this not in terms of the risk management of a methods section, or by cordoning off subjectivity as a threat to supposed objectivity. Nor is it another book on being a more 'effective' researcher. Instead, it sets out a path of how to become a more affective researcher. The chapters draw together a variety of threads from a number of discourses to provide a roadmap, as well as accompanying concepts and tools, for researchers to assert their agency over the research process through the integration of the affective perspective.

Acting as a bridge between the academic and policymaking communities, Young, Gifted and Missing sets the stage for addressing critical issues around why African American men are absent in the STEM disciplines. The authors track the experiences of African American male students in STEM at every level of the educational system in order to produce successful models of achievement. The number of African American males who enroll in STEM degree programs as opposed to the lower numbers that ultimately graduate portends poorly for U.S. communities and democracy. The road to economic success and global participation requires a rich, educated community that must include African American males. There is a state of urgency to address this critical challenge. Action must happen now. An educated public, not just for some, but one for all is a must. Graduate students in STEM, education, and business disciplines, as well as executive leadership in education, corporate and non-profit entities stand to benefit from reading this volume. Lastly, those looking to research the successes of African American males in STEM disciplines would find this book purposeful.

More and more students in the world now decide to undertake their university studies in another country to their own. They see advantages of quality, value and experience in studying abroad and rightly see the experience as a preparation for life and a big plus for their CVs in an increasingly inter-connected world and job market. The world language is now undisputedly English and even universities in non-English speaking countries such as Holland and Denmark, universities that are wanting to attract international students, are switching to teaching university programmes in English. This makes for an unparalleled opportunity for UK students these days, just at a time when UK university fees are increasing significantly. This guide gives an overview of the opportunities available to UK students across the world, from the English speaking counties of the USA, Canada, Australia, and New Zealand, to Asia (India, Hong Kong, Malaysia and Singapore), to offers nearer home, in Europe. As well as information on what is available - the education systems and academic cultures and demands of the different destination countries are explained, application procedures and information on living (accommodation, food, entertainment) are provided and there are self-development exercises that will help with the process of cultural readjustment that you as a UK student are likely to undergo and need to understand. The book covers information for both undergraduate and postgraduate programmes and recommends ideal destination countries for these. Tips and advice on how to avoid certain pitfalls while being an international student living abroad are provided.

The main point of this text is to argue that French universities experienced a quiet but important change during the last decade, which allowed them to become pertinent and more autonomous actors within the French university system. This book analyses why it was not possible before the 1990s.

Universities are facing budget crises and growing competition, with many leaders clinging to older methods of leadership. This results in institutions with unprecedented deficits, decreased enrolments, and low graduation rates. What tools are necessary to succeed in the ever-changing and diversifying higher education market? In this book, the authors provide a model for leading universities in rapidly changing environments. Using the University of Houston as their case study, examining the institution's explosive growth under the transformative leadership of President Renu Khator and her team. The President's success in the realms of fundraising, organizational architecture, development, crisis management, and building campus culture are all facets of a revolutionary leadership model that can be replicated as a new style of academic governance. Transformational University Leadership presents a model of leadership for higher education institutions in the 21st century. With a special focus on gender and culture, the authors explore the leadership tactics and strategies university presidents use to uplift the University from a regional campus to a tier 1 research powerhouse. Offering strategies, anecdotes, and transferable methods for university leaders seeking to elevate their institution and thrive in the 21st century academic market.

Strengthening affirmative action programs and fighting discrimination present challenges to America's best private and public universities. US college enrollments swelled from 2.6 million students in 1955 to 17.5 million by 2005. Ivy League universities, specifically Harvard, Yale, and Princeton, face significant challenges in maintaining their professed goal to educate a reasonable number of students from all ethnic, racial, religious, and socio-economic groups while maintaining the loyalty of their alumni.

College admissions officers in these elite universities have the daunting task of selecting a balanced student body. Added to their challenges, the economic recession of 2008-2009 negatively impacted potential applicants from lower-income families. Evidence suggests that high Standard Aptitude Test (SAT) scores are correlated with a family's socioeconomic status. Thus, the problem of selecting the "best" students from an ever-increasing pool of applicants may render standardized admissions tests a less desirable selection mechanism.

The next admissions battle may be whether well-endowed universities should commit themselves to a form of class-based affirmative action in order to balance the socioeconomic advantages of well-to-do families. Such a policy would improve prospects for students who may have ambitions for an education that is beyond their reach without preferential treatment. As in past decades, admissions policies may remain a question of balances and preferences. Nevertheless, the elite universities are handling admission decisions with determination and far less prejudice than in earlier eras.

In an industry of higher education that measures the longevity of its leading institutions in decades and centuries, the establishment and rapid growth of the eight-year-old Lee Kuan Yew School of Public Policy (LKY School), National University of Singapore, is a remarkable story that deserves to be told. The five co-authors, all of whom were involved in guiding the School during its formative years, provide unique perspectives of key events and the thinking behind major decisions that helped place the School on its current trajectory. They also provide insights into the challenges faced along the way as well as their own motivations in becoming part of this enterprise. Finally, each author provides his or her own thoughts as to the challenges and opportunities that could emerge for the LKY School in years to come.Read the chapters authored by dynamic, key founding and management personnel of the LKY School and discover for yourselves:the relevance of an Asian policy schoolwhat will make the LKY School's curriculum "one of the most innovative"what sets global policy studies apart from all other academic disciplineswhy executive education at the LKY School is one of the largest in the worldwhy the LKY School is the third best-endowed policy school in the worlda view of high-profile participating "student officials"

Following World War II the American government and philanthropic foundations fundamentally remade American universities into sites for producing knowledge about the world as a collection of distinct nation-states. As neoliberal reforms took hold in the 1980s, visions of the world made popular within area studies and international studies found themselves challenged by ideas and educational policies that originated in business schools and international financial institutions. Academics within these institutions reimagined the world instead as a single global market and higher education as a commodity to be bought and sold. By the 1990s, American universities embraced this language of globalization, and globalization eventually became the organizing logic of higher education. In Making the World Global Isaac A. Kamola examines how the relationships among universities, the American state, philanthropic organizations, and international financial institutions created the conditions that made it possible to imagine the world as global. Examining the Center for International Studies, Harvard Business School, the World Bank, the Social Science Research Council, and NYU, Kamola demonstrates that how we imagine the world is always symptomatic of the material relations within which knowledge is produced.

Literacy in the Digital University is an innovative volume bringing together perspectives from two fields of enquiry and practice: 'literacies and learning' and 'learning technologies'. With their own histories and trajectories, these fields have seldom overlapped either in practice, theory, or research. In tackling this divide head on, the volume breaks new ground. It illustrates how complementary and contrasting approaches to literacy and technology can be brought together in productive ways and considers the implications of this for practitioners working across a wide range of contexts. The book showcases work from well-respected authorities in the two fields in order to provide the foundations for new conversations about learning and practice in the digital university. It will be of particular relevance to university teachers and researchers, educational developers and learning technologists, library staff, university managers and policy makers, and, not least, learners themselves, particularly those studying at post-graduate level.

Universities in Decline examines the declining role of universities in policy generation and analyzes the increasing political influence of Washington-based institutions. This provocative new book identifies such Washington think tanks and policy shops as AEI, CSIS, and the National War College as the main generators of policy incentives.

First published in 2012. Routledge is an imprint of Taylor & Francis, an informa company.

This volume contrasts the life and problems of organizations in many parts of the world and highlights the differences between those societies as reflected in their different institutional sectors such as manufacturing, commerce, social services and government administration. In so doing, the book contributes to the theoretical foundations of the sociology of organizations by revealing previously unseen relationships between societies and institutions, offering an original synthesis of available research.