This volume delivers a cutting-edge analysis on vernacular globalization, or how local forces mediate global trends. It delves into the vital facets of the quest for global competitiveness, including: Global university rankings World-class universities University mergers Quality assurance Cross-border higher education International education hubs. The authors situate their topics within current international scholarship and demonstrate the myriad avenues through which local actors in higher education may respond to global competition. They pose critical questions about the impact of global competition in an increasingly hierarchical higher education environment, interrogating the potential for social injustice that arises. By providing an alternative perspective to the descriptive, normative approach that dominates the scholarship on global competition in higher education, the chapters in this volume open a fresh and invaluable dialogue in this arena. This is the 168th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.

What does it mean to be starting an academic career in the twenty first century? What challenges and prospects are new academics facing and how are they dealing with these? This book provides answers to these questions through an investigation of the experiences of early career academics in New Zealand universities. Filling a gap in the international literature on the academic profession by providing a comprehensive overview of the experiences of New Zealand academics, the book includes research findings from a national survey covering all eight New Zealand universities. This research is also compared with various findings from the 2007 Changing Academic Profession survey in 19 other countries. The book encourages readers to think about the early career academic experience in New Zealand in relation to their own experiences of the academic profession internationally. Key areas of focus in the nine chapters include: the teaching, research, and service preferences and activities of early career academics; work-life balance; satisfaction; the experiences of Māori academics; and professional development and support for all early career academics. Underpinning the book is the issue of the socialisation of early career academics into the academic profession in the twenty first century, and how structure and agency interact to affect that socialisation. Suggestions are made, and links to freely available online resources are provided, for improving socialisation at the individual, departmental, institutional, and national levels.

Trevor Kerry draws together contributions from leading academics in the field based in Europe, Canada and Australia to examine key themes in higher education, including: • academic freedom • leadership and management • the nature of learning and teaching • ethical behaviour • curriculum innovation • attitudes to globalization and internationalization The contributors explore what might constitute effective higher education provision, drawing on innovative practice from around the world and encouraging higher education practitioners to become more analytical and critical about their institutions, about their own roles, and about the ways in which they and their work serve their client-base. In so doing the book confronts the contextual conflicts that arise from political, social and fiscal agendas for higher education.

This book is the first of several with the results of a collaborative European project supported by the European Science Foundation on changes in the academic profession in Europe (EUROAC). It provides a short description of the ESF EUROHESC programme and the particular forms of international collaborative research projects which are funded under the umbrella of this programme. It then outlines the EUROAC project. This project has chosen three foci (governance, professionalisation, academic careers) to analyse changes in the work of the academic profession. The first results in the form of in-depth literature reviews constitute the content of the book. These eight literature reviews about the state of the art of existing research feature the various dimensions of the overall theme. A particular emphasis is put on factors leading to changes in the work tasks of the academic profession in Europe and how the academic profession is coping with these new challenges. Thus, the book provides a state of the art account of existing research about the following themes: main results of previous studies on the academic profession; the academic profession and their interaction with new higher education professionals; professional identities in higher education; extending work tasks: civic mission and sustainable development; academic careers in academic markets; the changing role of academics in the face of rising managerialism; the influence of quality assurance, governance, and relevance on the satisfaction of the academic profession.

Welcome to the abstract book for our One-Day National seminar on “Perspective & Challenges of New Education Policy (NEP) 2020” dedicated to the National Education Policy (NEP) 2020, held on 9th August 2024, organized by Faculty of Arts & Social Sciences & Education & Special Education, Arunachal University of Studies, Namsai, Arunachal Pradesh This seminar marks a pivotal moment as we delve into the rich tapestry of insights and discussions surrounding NEP 2020, a landmark initiative poised to redefine the educational landscape of India. NEP 2020 represents a bold vision for transforming education by emphasizing holistic, inclusive, and multidisciplinary approaches. It seeks to address the pressing needs of our rapidly evolving society, aiming to make education more accessible, relevant, and equitable. The policy’s emphasis on foundational literacy and numeracy, vocational training, and experiential learning reflects a deep commitment to nurturing well-rounded individuals who are equipped to thrive in an increasingly complex world. The abstracts compiled in this book are a testament to the vibrancy and depth of the dialogue that has emerged from our seminar. They capture a wide array of perspectives-from innovative research findings and theoretical analyses to practical implementations and policy critiques. Each abstract contributes to a richer understanding of how NEP 2020’s objectives can be realized in diverse educational settings and contexts. As you explore these abstracts, we hope you will find valuable insights that inspire further reflection and action. The discussions and papers presented here offer a glimpse into the potential pathways for realizing the NEP 2020 vision, addressing the challenges that lie ahead, and seizing the opportunities for growth and reform. We extend our heartfelt gratitude to all contributors and participants who have made this seminar a success. Your dedication and expertise are instrumental in driving forward the agenda of NEP 2020 and shaping the future of education. Together, let us continue to engage with the policy’s transformative goals and contribute to a vibrant, inclusive, and forward-thinking educational ecosystem. Thank you for your continued commitment to excellence in education. We hope this abstract book serves as both a resource and a catalyst for ongoing dialogue and progress in the implementation of NEP 2020. Sincerely, Dr. Sujay Kumar Bag Editor of the Abstract Book Arunachal University of Studies

This book is a lively and engaging investigation that seeks to establish what it means to be a scholar and the value of scholarship.

There is an increasing pressure for leading universities to perform well in competitive global and national ranking systems. International Perspectives on Leadership in Higher Education studies the complexity involved in the development and upkeep of good higher education provision. Without taking anything about leadership, management, governance, administration, authority or power for granted, this book draws together international case studies relating to specific instances of leadership to analyse how they relate to critical thinking and global challenges in higher education. Using a selection of global case studies, this book explores: The extent to which critical thinking on global challenges is employed by higher education leaders, The potential for an increase in the role of critical thinking in leadership, The creative potential for critical leadership thinking to transform institutions and communities, The essential attributes of critical thinking, namely cognitive, affective and social dimensions, and The possibility for critical thinking to contribute to the global public common good by encouraging enhanced research, teaching and public service excellence. Responding to the ever-increasing demands of the higher education climate, International Perspectives on Leadership in Higher Education is a vital resource for anyone occupying leadership positions in higher education institutions and any researchers or students looking to explore the landscape of critical thinking.

This volume brought together scholars from various parts of the world to provide the readers with the latest research in transnational higher education and transcultural learning and teaching theories, as well as findings, best practices, and emerging trends. Practitioners will find best practice cases that they can cross-culturally adapt to develop, implement, and assess their own courses and programs. This book can serve as a good companion for faculty, administrators, and leaders in postsecondary institutions to plan, develop, implement, and evaluate programs and courses related to transnational higher education and learning. The book includes conceptual and theoretical frameworks that can inform studies to provide leaders and administrators in colleges and universities with research-based support to make decisions related to transnational education in a systemic way. Topics include, but are not limited to: • Definitions of transnational higher education• Theories on transnational higher education• Delivery models• Transcultural learning• Critical pedagogy for transnational education and learning• Transcultural consciousness in transnational education• Inter-institutional/joint degree curriculum experiences• Issues and topics in transnational higher education requiring further research

This book takes a closer look at the relation between current issues and trends in higher education and scientific research in the Arab World and in the Gulf Cooperation Council (GCC) states of Qatar and United Arab Emirates (UAE). This thoroughly researched text traces the development of higher education in the GCC area as it continues to be positioned in an intersection of international and local factors. The text further articulates the pivotal political and cultural influences that act as real and perceived barriers towards the advancement of key fields. The chapters analyze the current policy trends, structures, and coping alternatives in addressing higher education challenges, whilst also providing comparative first-hand texts with the other Arab states in the region. By drawing focus on the GCC area, the text identifies the crucial factors that hamper learning and research performance. The book serves as an invaluable discussion on the implications for policy makers and HEIs in relation to the eponymous regions and other Arab states in the GCC area. Enhancing understanding of the scope, scale, and complexity of higher education and scientific research in the GCC area, the book will be of interest to academics, researchers, and post-graduate students in the fields of educational policy, comparative and international education and higher education.