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Student Support Services (University Development and Administration)
by Henk Huijser Megan Yih Chyn A. Kek Fernando F. PadróThis volume Student Support Services: Exploring impact on student engagement, experience and learning, covers a wide and diverse range of higher education contexts to explore the current state and the future of student support services. The central focus for all the chapters is about what, why and how to achieve student success within an intricate and complex web of learning ecologies, often invisible to the naked eye but interconnected within and between each other. This has profound impacts on students, often characterised by an ongoing tension between students as learners and students as consumers. With over 40 chapters, the book is divided into two sections. Part 1 is a conceptual section, which explores a multitude of worldviews about the ways in which student support services have impacted and may impact on student engagement, experience and learning. This includes discussions about the tensions and opportunities that arise from the curricular, co-curricular, and extra-curricular conceptualisations of students support services. The discussions come from the vantage point of different ecologies within and between universities and student support services’ impacts, both intentional and accidental, on the development of students, their transformation as learners and as contributing members of the workforce. For example, this covers disruptive technologies and online approaches, university mission and purpose, worldviews and paradigms held by student support and services units, motivation, student retention, and sense of belonging. Part 2 is a practice-based section with reflections and case studies, again from a wide variety of different higher education contexts. This section dives into the how – approaches, solutions, processes – deployed by universities to respond to their identified and often contextualised student support and services challenges. This section provides a rich library of possible ideas that readers can reimagine to manage and/or solve their student support and services challenges and problems. In the context of widening participation agendas and an increasingly demand-driven higher education sector, combined with ever-tighter public funding streams and turbulent socio-political environments, the higher education sector has had to step up its game in attracting students and diversify its approaches and strategies. As part of recruitment strategies and marketing campaigns, it has become common to approach potential students as ‘customers’. Transaction as a form of two-way (beneficial) engagement has given way to transaction as an exchange for a service or a good focused on order, structure and risk aversion. This book explores whether this is a productive way of approaching it. At the same time, the impact of COVID-19 has drawn further attention to the challenges of creating a sense of community, sense of belonging, personal identity and engagement within the university environment, especially for those not habitually and constantly on-campus. The difficulty of commuter students more fully engaging with university curricular and co-curricular programs remains, especially as students have to spend more of their time working to meet direct and indirect costs of partaking in university studies. Thus, student identity, in terms of being (or becoming) an integral member of the university community, and co-and extra-curricular engagement that enhances the learning of online students are increasingly important areas for universities to pay attention to, and this book shows different pathways – both worldviews and practices - in that respect. In an increasingly complex higher education environment, student support services find themselves in an interesting, yet often contradictory, position of having to provide a ‘customer service’ while also 'developing students’ throughout their learning journeys within the university, and their future readiness beyond the university, which is increasingly pertinent in a supercomplex world of diversity, contradictions and uncertainties. This volume
Emerging Pedagogies for Policy Education: Insights from Asia
by Sreeja Nair Navarun VarmaThis edited book captures key trends that are driving changes in policy education and presents a repertoire of pedagogies to prepare educators and policy programme designers to teach for better impact in learning and policy practice. Supported with observations from selected Asian universities the chapters cover the experiences of authors in working with students at undergraduate and postgraduate levels, as well as professional programmes such as executive education, training, and capacity building for mid-career professionals and practitioners. Part I of this book presents ideas that are asserting the need for incorporation of new content as well as teaching practices for policy education. Part II covers selected cases of application of pedagogical approaches and strategies in Asian universities, tested at different education levels, modes of teaching, and disciplines.
Research for Inclusive Quality Education: Leveraging Belonging, Inclusion, and Equity (Sustainable Development Goals Series)
by Christopher Boyle Kelly-Ann AllenThis book explores contemporary perspectives and research on inclusion, providing a platform for discussing inclusion at an international level and its intersections with belonging and equity. How inclusion is defined and applied between schools, districts, and even countries can vary markedly; thus, an international understanding of inclusion is urgently needed. Experts from several countries in different regions present the latest research in the field of inclusion and provide practices and strategies guided by empirical research to address some of these issues. Schools are contextual organisations that represent the broader society, culture, and values in which they reside. Thus, how inclusion is practised at the society level has an implication on schools. The way we think about inclusion has shifted dramatically in the last decade - we now recognise that inclusion represents a broad spectrum of racial, ethnic, cultural, and sexual diversity that is seen in almost all modern schools. This book presents international perspectives and research on inclusion, belonging and equity to work towards a more consistent, collaborative, and global understanding.
Handloom Sustainability and Culture: Entrepreneurship, Culture and Luxury (Sustainable Textiles: Production, Processing, Manufacturing & Chemistry)
by Subramanian Senthilkannan Muthu Miguel Ángel GardettiThis first of the three volume series highlights the intricate relationship in the handloom industry between its culture and the various areas of sustainability. While there have been major disruptions in this age old industry, this volume presents the luxury and the entrepreneurship aspects to keep the industry moving ahead. The book contains seventeen chapters written by leading experts in the areas and discusses means to revive some of the cultures that are on the verge of closing/shutting down.
Boarding and Australia's First Peoples: Understanding How Residential Schooling Shapes Lives (Indigenous-Settler Relations in Australia and the World #3)
by Marnie O’BryanThis book takes us inside the complex lived experience of being a First Nations student in predominantly non-Indigenous schools in Australia. Built around the first-hand narratives of Aboriginal and Torres Strait Islander alumni from across the nation, scholarly analysis is layered with personal accounts and reflections. The result is a wide ranging and longitudinal exploration of the enduring impact of years spent boarding which challenges narrow and exclusively empirical measures currently used to define ‘success’ in education. Used as instruments of repression and assimilation, boarding, or residential, schools have played a long and contentious role throughout the settler-colonial world. In Canada and North America, the full scale of human tragedy associated with residential schools is still being exposed. By contrast, in contemporary Australia, boarding schools are characterised as beacons of opportunity and hope; places of empowerment and, in the best, of cultural restitution. In this work, young people interviewed over a span of seven years reflect, in real time, on the intended and unintended consequences boarding has had in their own lives. They relate expected and dramatically unexpected outcomes. They speak to the long-term benefits of education, and to the intergenerational reach of education policy. This book assists practitioners and policy makers to critically review the structures, policies, and cultural assumptions embedded in the institutions in which they work, to the benefit of First Nations students and their families. It encourages new and collaborative approaches Indigenous education programs.
Diversifying Schools: Systemic Catalysts for Educational Innovations in Singapore (Education in the Asia-Pacific Region: Issues, Concerns and Prospects #61)
by David Hung Longkai Wu Dennis KwekThis book discusses the strategies that the Singapore Education System has embarked to encourage school change and innovations. It documents the change journey of Specialized Schools and Future Schools in Singapore with a view to understand the key tenets that enable school wide change and reform. The intents for change and reform are to anchor the education system to the basic foundations and principles of education and yet enable the system as a whole to be malleable to change and globalization. It shows how Singapore enables diversity within a structured environment through innovations in Specialized and Future Schools, and highlights the systemic rationale behind various efforts in Specialized and Future Schools and the kinds of adaptations schools have made to leverage structures and make adjustments for their contexts.
Career Change Teachers: Bringing Work and Life Experience to the Classroom
by Meera Varadharajan John BuchananCareer Change Teachers Bringing Work and Life Experience to the Classroom
Note Taking Activities in E-Learning Environments (Behaviormetrics: Quantitative Approaches to Human Behavior #11)
by Minoru NakayamaThe main focus of this book is presenting practical procedures for improving learning effectiveness using note taking activities during e-learning courses. Although presentation of e-learning activities recently has been spreading to various education sectors, some practical problems have been discussed such as evaluation of learning performance and encouragement of students. The authors introduce note taking activity as a conventional learning tool in order to promote individual learning activity and learning efficacy. The effectiveness of note taking has been measured in practical teaching in a Japanese university using techniques of learning analytics, and the results are shown here. The relationships between note taking activity and students’ characteristics, the possibility of predicting the final learning performance using metrics of students’ note taking, and the effectiveness for individual emotional learning factors are evaluated. Some differences between blended learning and fully online learning courses are also discussed. The authors provide novel analytical procedures and ideas to manage e-learning courses. In particular, the assessment of note taking activity may help to track individual learning progress and to encourage learning motivation.
Visions of Sustainability for Arts Education: Value, Challenge and Potential (Yearbook of Arts Education Research for Cultural Diversity and Sustainable Development #3)
by Benjamin Bolden Neryl JeanneretThis book stems from the 2019 meeting of the UNESCO UNITWIN international network for Arts Education Research for Cultural Diversity and Sustainable Development. It presents scholarly, international perspectives on issues surrounding arts education and sustainability that addresses the following questions: What value can the arts add to the education of citizens of the 21st century?; What are the challenges and ways forward to realize the potential of arts education in diverse contexts? The book discusses empirical research and exemplary practices in the arts and arts education around the world, presenting sound theoretical and methodological frames and approaches. It identifies policy implications at national, regional and global levels that cut across social, economic, environmental and cultural dimensions of sustainable development.
History and Regional Area Studies of Hachioji: Tokyo's Western Frontier
by Tai Wei LimThis book looks at the case study of Hachioji as a major transit hub with a world-class public transportation system in Japan. It tracks how Tokyo slowly expands into its suburban, rural or sub-rural districts. It also wants to profile the multiple identities of a city that is simultaneously an ecological asset, a heritage locale in addition to a logistics hub. The volume is probably the first of its kind to analyze the western sector of the largest city in the world.
People-Oriented Education Transformation (The Great Transformation of China)
by Zhaohui ChuThis book explores the reforms sweeping China's educational sector. Traditionally dominated by rote learning, China's educational system has increasingly been criticized by the rising middle class for failing to foster creativity, for arbitrary placement of students, and for fostering regional inequities. Reforms to make Chinese education "people-oriented" are slowly but surely gaining steam, as the sector embraces comprehensive reforms. This book will be of interest to journalists, educators, and China watchers.
Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder (Advancing Inclusive and Special Education in the Asia-Pacific)
by Fuk-Chuen Ho Cici Sze-ching Lam Michael Arthur-KellyThis book goes through the changing pattern of various stages of teacher education development in Autism Spectrum Disorder, and then analyses the factors bearing on them. It presents a multifaceted approach in understanding the subject, as well as providing the current practice of teacher development for children with Autism Spectrum Disorder. This book suggests a system of professional development that builds on the principles of implementation science is most likely to lead to the adoption and use of innovations necessary to improve the quality of special education services. Implementation science emphasizes the systematic delivery of evidence-based practices. This book gives hints to educators and serves as a useful reference in the delivery of high quality professional development programmes.
Technical and Vocational Teacher Education and Training in International and Development Co-Operation: Models, Approaches and Trends (Technical and Vocational Education and Training: Issues, Concerns and Prospects #34)
by Frank Bünning Georg Spöttl Harry StolteThis book deals with teacher training for vocational education and training. In individual chapters next to the positions of relevant international organizations, donors and development banks, it also covers selected countries in their ways of shaping of Technical Vocational Education and Training and teacher training. The structure of the book aims at two objectives: To outline positions of important stakeholders of the international Technical Vocational Education and Training policies and international cooperation in TVET teacher training.To discuss the current status of Technical Vocational Education and Training and teacher training in selected countries, from developing countries, countries with emerging economies to industrialized countries.The book is meant to create a platform that supports a reference concept within international cooperation for the further development of Technical Vocational Education and Training and teacher training up to a higher quality and performance.
Artificial Intelligence in Education and Teaching Assessment
by Wei Wang Guangming Wang Xiaoming Ding Baoju ZhangThis book collects papers on education quality assessment based on AI technology and introduces the latest research direction and progress of AI technology in the field of education and teaching, including classroom teaching quality assessment, online education quality assessment, teaching reflection quality assessment, etc. This book promotes the application of artificial intelligence technology in the field of education and teaching, effectively improving the quality of education and teaching. Researchers in artificial intelligence technology, teachers, students, and others benefit from this book.
The Distributed University for Sustainable Higher Education (SpringerBriefs in Education)
by Richard Frederick HellerThis book is open access and discusses the re-imagining of the higher education sector. It exposes problems that relate to the way that universities have become over-managed business enterprises which may not reflect societal, national, or global educational needs. From there, it proposes some solutions, including three innovative programs, that make universities more responsive to needs, as well as reduce their impact on the environment. The central idea of this book is developing the ‘Distributed University,’ which distributes education to where it is needed, reducing local and global inequalities in access, and emphasizing local relevance in place of large centralized campuses, with a low impact on the environment. It emphasizes the distribution of trust in place of managerialism and collaboration in place of competition. By focusing on distributing education online, this book discusses how the higher education sector can be set up to adapt to the changes in the ways we work and learn today, and which will be required to adapt to and take advantage of the Fourth Industrial Revolution.
Creating World-Class Universities in China: Ideas, Policies, and Efforts (Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices)
by Jian Li Eryong XueThis book explores how can we shape “World-class University” in China from the perspectives of ideas, policies and efforts, specifically. It examines the essence and logic of creating world-class universities and disciplines and focuses on the construction of a number of universities and disciplines across a number of historical periods. The book also investigates the improvement of China's education, and the higher education needs to “face modernization, face the world, face the future”. It offers a broader vision to connect with the Chinese higher education system and the international higher education communities contextually.
Reforming Pedagogy in Cambodia: Local Construction of Global Pedagogies (Education in the Asia-Pacific Region: Issues, Concerns and Prospects #62)
by Takayo OgisuThis book presents a sociocultural account of logic, or a pedagogy, that governs Cambodian education, from policy-making to classroom practices. In so doing, it seeks to not only provide an introduction to Cambodian education, but also to help readers understand the complexities involved in reforming educational practices by drawing on an ethnographic multi-level case study of an ongoing pedagogical reform policy. The book reveals what is actually taking place in today’s Cambodian classrooms and how actors view their own practices in response to the new pedagogy. Importantly, the book situates Cambodian pedagogical reform efforts amid the global wave of student-centered pedagogies and sheds new light on the political economy of educational policy-making and policy implementation along a global-local axis.
Japan’s International Cooperation in Education: History and Prospects (Education in the Asia-Pacific Region: Issues, Concerns and Prospects #63)
by Nobuko Kayashima Kazuo Kuroda Yuto KitamuraThis book records the history of Japan’s international cooperation in education from the 1950s to 2020. It provides a crucial overview of the nearly 70 years since Japan began engaging in international cooperation in education in order to record and document these efforts that range from basic to higher education to technical and vocational education and training, and the large numbers of people involved in their respective areas of activity and specialization. The book provides useful indicators for exploring new forms of education cooperation in this age of global governance and beyond. The authors include not only researchers but also field practitioners, such as personnel from the Japan International Cooperation Agency and NGOs.
Transforming Education in Practice: In Search of a Community of Phronimos
by Wai-yan Ronald TangThis book inspires educational practitioners with special regard to the way how practice in the frontline service is able to inform leadership and policy decision. It empowers them to identify what features are counted as professional and how they could be turned into sources for developing wise judgment and eliciting creative acts in teaching, lesson planning and course design, collaboration, and knowledge excavation to shape policy decision and planning. In addition, for those who are used to conceive the world and their practice from a positivist tradition may find the insights of this book illuminating particularly when they are looking for a paradigm shift in understanding their practice. Last but not least, educators and teacher educators in particular will find the ideas in this book more promising in escalating the awareness of teachers of the next generation towards what is ‘good’ (phronesis) in terms of their professional attitude and actual performance (informed by both techne and episteme) in their relevant settings.
The Politics of Educational Decentralisation in Indonesia: A Quest for Legitimacy
by Irsyad Zamjani“The Politics of Educational Decentralisation in Indonesia: A Quest for Legitimacy is a well written, analytically sharp, and compelling study of educational decentralisation in Indonesia. Irsyad Zamjani, provides fresh insights into this important topic. The author treats educational reform as a window into much deeper questions about power, the government’s responsibility to its citizens, and social change in Indonesia. His findings should interest academics as well as practitioners with an interest in educational reform.” —Professor Christopher Bjork, Vassar College, New York “This is a remarkable book which should appeal not only to Indonesian scholars, but also to educationists and political scientists, to name just a few. By tracing the path of decentralisation in the Indonesian educational reform in the early 2000s, Zamjani shows how the central and municipal governments struggled in different ways to retain control over education in their domains through various mechanisms largely related to claims of legitimacy. The study is grounded in new institutional theory, and the interview and case study data provide a richness and depth in showing the dynamics of reform attempts.” —Professor Lawrence J. Saha, Australian National University, Canberra This book discusses the dynamics of educational decentralisation in post-reform Indonesia. Taking sociology’s new institutionalism approach, and drawing upon data from documents and interviews with strategic informants, the book investigates how institutional legitimacy of educational decentralisation was garnered, manipulated, and then contested. Besides analysing global institutional pressures which influenced the national adoption of decentralisation reform, and the central government’s attempts to restore its legitimacy, the book also offers comparative case studies of education governance in two local districts to highlight how this reform is responded to at the local level.
Unsettling Literacies: Directions for literacy research in precarious times (Cultural Studies and Transdisciplinarity in Education #15)
by Claire Lee Chris Bailey Cathy Burnett Jennifer RowsellThis book asks researchers what uncertainty means for literacy research, and for how literacy plays through uncertain lives. While the book is not focused only on COVID-19, it is significant that it was written in 2020-2021, when our authors’ and readers’ working and personal lives were thrown into disarray by stay-at-home orders. The book opens up new spaces for examining ways that literacy has come to matter in the world.Drawing on the reflections of international literacy researchers and important new voices, this book presents re-imagined methods and theoretical imperatives. These difficult times have surfaced new communicative practices and opened out spaces for exploration and activism, prompting re-examination of relationships between research, literacy and social justice. The book considers varied and consequential events to explore new ways to think and research literacy and to unsettle what we know and accept as fundamental to literacy research, opening ourselves up for change. It provides direction to the field of literacy studies as pressing global concerns are prompting literacy researchers to re-examine what and how they research in times of precarity.
Science Education in Countries Along the Belt & Road: Future Insights and New Requirements (Lecture Notes in Educational Technology)
by Bing Xin Ronghuai Huang Mohamed Jemni Ahmed Tlili Feng Yang Xiangling Zhang Lixin ZhuThis book aims to highlight science education in countries along the Belt and Road. It consists of 30 chapters divided into three main parts, namely Arab and African countries, Asian countries and European countries,. We invited science education experts from 29 “Belt and Road” countries to introduce the current status of science education in their countries and the new requirements with the rapid evolution of Information Technology. The major contributions of this book include: 1) Provide the current status of science education in countries along the Belt and Road as well as the requirement for developing and improving science education in these countries; 2) Discuss new insights of science education in future years; 3) Inspire stakeholders to take effective initiatives to develop science education in countries along the Belt and Road.
Knowledge and the University: Islam and Development in the Southeast Asia Cooperation Region
by Masudul Alam ChoudhuryThis book looks at a substantively new model of educational philosophy and its application within the field of tertiary education, in relation to socio-economic development in Southeast Asian members of the Organization of Islamic Conferences (OIC). Focusing on and drawing from the cross-regional South East Asian Cooperation (SEACO), a network promoting regional economic cooperation, the author presents a thoughtful evocation of a new orientation to educational philosophy and policy within the development context in the time of, and relating to, COVID-19. The generalized worldview of Islamic educational and socio-economic development model is laid down in relation to the philosophy of education and an ethical-scientific structure of development in terms of the theory of knowledge (epistemology, episteme). The foundation of scientific thought and a comparative Islamic worldview in understanding the unified reality of ‘everything’ is presented. The objectivity of socio-scientific learning at all levels of educational development is further explained within the context of SEACO and its think tank vis-à-vis a reconstructive perspective in which the Islamic episteme of the unity of knowledge and its substantive methodology is addressed and unpacked. The book is relevant to policymakers and scholarly researchers in Islamic philosophy and development and higher education in Southeast Asia and in the Muslim world and more broadly for the world of learning.
Teaching Chinese Language in Singapore: Cultural Teaching and Development (SpringerBriefs in Education)
by Soh Kay ChengThis book is cast in a Singaporean context in which Chinese Language is taught as a second language with an emphasis on communicational skills. It showcases ideas on including cultural teaching to enhance second language learning for more effective outcomes. As a collection of chapters relevant to cultural teaching, the book seeks to enthuse Chinese Language educators to incorporate elements of Chinese culture into their lessons. It is practice-oriented and provides examples using Chinese language textbooks, with suggestions for post-lesson activities. It also documents and discusses the needed developments of Singapore's Chinese culture with references to the three popular co-curricular activities of Chinese music, drama (crosstalk), and dance in schools.
HR Analytics and Digital HR Practices: Digitalization post COVID-19
by Subhankar Das Subhra R Mondal Francesca Di VirgilioThis book discusses the effect of global pandemic, Covid-19, on human resource and draws strategies with new job designing tools and techniques. It provides insights on how to develop new strategies for HR professionals in corporates and academicians. This book explores the implication of descriptive, predictive and prescriptive HR analytics practices for different functional domains and in different countries during COVID-19. It brings new dimensions of study in HR analytics which are sure to change after COVID-19 as it has affected the way people are going to work.