This book examines some of the major higher education reforms and policy shifts globally, particularly in the light of recent shifts in quality and standards-driven education and policy research. It critiques the neo-liberal ideological imperatives of current higher education and policy reforms, and illustrates the way that changes in the relationship between the state and higher education policy affect current trends in higher education reforms. Using diverse comparative education paradigms from critical theory to historical-comparative research, the chapters focus on globalisation, ideology and higher education reforms and examine both the reasons and outcomes of higher education reforms and policy change. The book analyses and evaluates the policy shifts in methodological approaches to globalisation and higher education reforms, and their impact on education policy and pedagogy. The book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, comparative education research and higher education reforms.

This volume analyzes the dominance of STEM fields in various university rankings and the reasons why many governments in the world disproportionately give value to STEM fields. Secondly, although there is general agreement that STEM fields are important, chapter authors also examine the role of interdisciplinary and multidisciplinary approaches for a revised STEM education as well as implications for the future. The book presents examples from the United States, Canada, Japan, Korea, and Taiwan.

Indigenous Education is a compilation of conceptual chapters and national case studies that includes empirical research based on a series of data collection methods. The book provides up-to-date scholarly research on global trends on three issues of paramount importance with indigenous education-language, culture, and identity. It also offers a strategic comparative and international education policy statement on recent shifts in indigenous education, and new approaches to explore, develop, and improve comparative education and policy research globally. Contributing authors examine several social justice issues related to indigenous education. In addition to case perspectives from 12 countries and global regions, the volume includes five conceptual chapters on topics that influence indigenous education, including policy debates, the media, the united nations, formal and informal education systems, and higher education.

This book considers a wide range of key developments and key areas of debate in China's education system. Marketization, quality assurance, and issues of inequality and gender are all discussed, as are expansion in the primary, secondary and tertiary sectors, the impact of globalization, and the influence of education on China's economic growth. The book, which comprises contributions from many leading authorities, will be of great interest both to comparative education specialists, and also to all those interested in China's rise and development.

This book considers a wide range of key developments and key areas of debate in China's education system. Marketization, quality assurance, and issues of inequality and gender are all discussed, as are expansion in the primary, secondary and tertiary sectors, the impact of globalization, and the influence of education on China's economic growth. The book, which comprises contributions from many leading authorities, will be of great interest both to comparative education specialists, and also to all those interested in China's rise and development.

Inequality in Education: Comparative and International Perspectives is a compilation of conceptual chapters and national case studies that includes a series of methods for measuring education inequalities. The book provides up-to-date scholarly research on global trends in the distribution of formal schooling in national populations. It also offers a strategic comparative and international education policy statement on recent shifts in education inequality, and new approaches to explore, develop and improve comparative education and policy research globally. Contributing authors examine how education as a process interacts with government finance policy to form patterns of access to education services. In addition to case perspectives from 18 countries across six geographic regions, the volume includes six conceptual chapters on topics that influence education inequality, such as gender, disability, language and economics, and a summary chapter that presents new evidence on the pernicious consequences of inequality in the distribution of education. The book offers (1) a better and more holistic understanding of ways to measure education inequalities; and (2) strategies for facing the challenge of inequality in education in the processes of policy formation, planning and implementation at the local, regional, national and global levels.

Strategic Transformation of Higher Education examines the broken revenue-driven business model characteristic of higher education in an environment that demands greater access, more affordable tuition, accountable leaders, and faculty who deliver a consistently high quality of relevant education. The authors demonstrate that enduring business models must support institutional academic missions and that they are integral to systemic and strategic transformation by diagnosing the case for change and offering a practitioners' guide for reform. This book surveys deficient government education policies, practices and funding formulas of select countries and offers remedies. It identifies impediments to change, along with ways to develop and deliver evidence-based solutions to improve institutional effectiveness and operating efficiencies, and it cites exemplars of change in these areas. Special attention is given to leadership attributes requisite of driving institutional redesign and to a paradigm shift that calls for transition from knowledge creation to plan implementation. Strategic Transformation of Higher Education emphasizes a collective need for reflection, a will to consistently question prevailing assumptions, and the courage to afford practical application to innovation.

Indigenous Education is a compilation of conceptual chapters and national case studies that includes empirical research based on a series of data collection methods. The book provides up-to-date scholarly research on global trends on three issues of paramount importance with indigenous education—language, culture, and identity. It also offers a strategic comparative and international education policy statement on recent shifts in indigenous education, and new approaches to explore, develop, and improve comparative education and policy research globally. Contributing authors examine several social justice issues related to indigenous education. In addition to case perspectives from 12 countries and global regions, the volume includes five conceptual chapters on topics that influence indigenous education, including policy debates, the media, the united nations, formal and informal education systems, and higher education.

This volume analyzes the dominance of STEM fields in various university rankings and the reasons why many governments in the world disproportionately give value to STEM fields. Secondly, although there is general agreement that STEM fields are important, chapter authors also examine the role of interdisciplinary and multidisciplinary approaches for a revised STEM education as well as implications for the future. The book presents examples from the United States, Canada, Japan, Korea, and Taiwan.

We are pleased to introduce this inaugural volume in the PSCIE Series-Beyond the Comparative: Advancing Theory and Its Application to Practice-which expands on the life work of University of Pittsburgh Professor Rolland G. Paulston (1930-2006). Recognized as a stalwart in the field of comparative and international education, Paulston's most widely recognized contribution is in social cartography. He demonstrated that mapping comparative, international, and development education (CIDE) is no easy task and, depending on the perspective of the mapper, there may be multiple cartographies to chart. The 35 contributors to this volume, representing a range of senior and junior scholars from various CIDE backgrounds and perspectives, celebrate the life and work of Paulston by addressing issues, perspectives and approaches related to charting the future course of the field. The volume reports on new research in several genres as well as conceptual analysis. As the title suggests, authors were encouraged to go "beyond" established canons of CIDE. The cover art, The CIDE Theoretical Compass, was conceptualized by the editors and depicts that theory selection and theory generation are an ongoing and important process in comparative, international, and development education (CIDE). The image was designed by artist Natalie Jacob, which positions the CIDE Theoretical Compass over Rolland G. Paulston's 1993 concentric circle map.

As a result of the AIDS epidemic, many nations around the world have faced the demands of caring for a particularly vulnerable population of children, the orphans of parents who have died of AIDS or whose caregivers are terminally ill from the disease. Overcoming AIDS: Lessons Learned from Uganda offers an in-depth exploration of this global issue and provides a broad focus on evolving a constructive response to the HIV/AIDS epidemic. This collaborative resource is the fourth in the Research in Global Child Advocacy book series, and it offers readers a glimpse into the experience of HIV/AIDS infected and affected people from the perspective of researchers, policy makers, and professionals who diligently work toward crafting a framework for action that is integrated across disciplines. Despite the enormity and intensity of the problem, chapter authors share a commitment to advocate for a better world in which social and economic disparities do not preclude children from experiencing a future that is bright with potential opportunities and hope.

Strategic Transformation of Higher Education examines the broken revenue-driven business model characteristic of higher education in an environment that demands greater access, more affordable tuition, accountable leaders, and faculty who deliver a consistently high quality of relevant education. The authors demonstrate that enduring business models must support institutional academic missions and that they are integral to systemic and strategic transformation by diagnosing the case for change and offering a practitioners' guide for reform. This book surveys deficient government education policies, practices and funding formulas of select countries and offers remedies. It identifies impediments to change, along with ways to develop and deliver evidence-based solutions to improve institutional effectiveness and operating efficiencies, and it cites exemplars of change in these areas. Special attention is given to leadership attributes requisite of driving institutional redesign and to a paradigm shift that calls for transition from knowledge creation to plan implementation. Strategic Transformation of Higher Education emphasizes a collective need for reflection, a will to consistently question prevailing assumptions, and the courage to afford practical application to innovation.