The quality improvement of higher education is needed to guarantee the quality of the graduates for the future competitiveness. Due to the local and global changes and the issue of Industrial Revolution 4.0, higher education needs to compliance the paradigm. Labor requirement’s competence requires curriculum reformation from input-based education to outcome-based education. In learning, the paradigm friction appears from instructional paradigm to learning paradigm. To solve the related proportion, LP3M (Institute of Educational Development and Quality Assurance) Universitas Andalas initiated the International Conference on Educational Development and Quality Assurance (ICED-QA 2). This conference was attended expert and researchers from different countries to discuss the issues about “Educational Quality Development in Industrial Revolution 4.0”.

Responsive learning and responsible learning have not been considered and utilized appropriately in the past, especially in light of the post-pandemic higher education landscape. A discussion and consideration of the different elements that make up responsive and responsible learning such as agency, agility, mindfulness, connectedness, resourcefulness, active and seamless learning, and regulation of learning are required to advance the field of higher education. Cases on Responsive and Responsible Learning in Higher Education encompasses cases on responsive and responsible learning in higher education and focuses on how the concepts are translated into practice by instructors, learning facilitators, and higher education managers. The book also deals with various practicalities and strategies and adopts existing models and frameworks for 21st century learning. Covering key topics such as learner agency, mindfulness, and personalized learning, this reference work is ideal for administrators, policymakers, researchers, academicians, practitioners, scholars, instructors, and students.

Higher education has changed significantly over time. In particular, traditional face-to-face degrees are being revamped in a bid to ensure they stay relevant in the 21st century and are now offered online. The transition for many universities to online learning has been painful—only exacerbated by the COVID-19 pandemic, forcing many in-person students to join their virtual peers and professors to learn new technologies and techniques to educate. Moreover, work has also changed with little doubt as to the impact of digital communication, remote work, and societal change on the nature of work itself. There are arguments to be made for organizations to become more agile, flexible, entrepreneurial, and creative. As such, work and education are both traversing a path of immense changes, adapting to global trends and consumer preferences. The Handbook of Research on Future of Work and Education: Implications for Curriculum Delivery and Work Design is a comprehensive reference book that analyzes the realities of higher education today, strategies that ensure the success of academic institutions, and factors that lead to student success. In particular, the book addresses essentials of online learning, strategies to ensure the success of online degrees and courses, effective course development practices, key support mechanisms for students, and ensuring student success in online degree programs. Furthermore, the book addresses the future of work, preferences of employees, and how work can be re-designed to create further employee satisfaction, engagement, and increase productivity. In particular, the book covers insights that ensure that remote employees feel valued, included, and are being provided relevant support to thrive in their roles. Covering topics such as course development, motivating online learners, and virtual environments, this text is essential for academicians, faculty, researchers, and students globally.

This is an open access book.The International Conference on Entrepreneurship, Leadership and Business Innovation (ICELBI) is a pioneer conference on entrepreneurship, leadership, and innovation in the higher education environment that focuses on the research-oriented output from academics and practitioners. The conference’s theme, ‘Fostering university-based entrepreneurship in the digital economy era,’ encourages entrepreneurship activists to become a catalyst for creating creative jobs and increasing economic growth, especially in the digital era.

This book contains a selection of papers from the 2021 International Conference on Software Process Improvement (CIMPS’21), held between the 20th and 22th of October in Torreón Coahuila, México as virtual venue. The CIMPS’21 is a global forum for researchers and practitioners that present and discuss the most recent innovations, trends, results, experiences and concerns in the several perspectives of Software Engineering with clear relationship but not limited to software processes, Security in Information and Communication Technology and Big Data Field. The main topics covered are: Organizational Models, Standards and Methodologies, Software Process Improvement, Knowledge Management, Software Systems, Applications and Tools, Information and Communication Technologies and Processes in non-software domains (Mining, automotive, aerospace, business, health care, manufacturing, etc.) with a demonstrated relationship to Software Engineering Challenges.

Zusammenfassung: This is an open access book. Welcome to the 3rd International Conference on Education, Humanities, and Social Science - a prestigious gathering of thought leaders, academics, researchers, educators, and practitioners from diverse corners of the globe. With great enthusiasm, we extend our warmest invitation to all participants to join us in this intellectually stimulating event, held with the theme of "Fostering Global Connectivity: Transforming Education, Advancing Humanities, and Embracing Social Sciences." In an increasingly interconnected world, the significance of education, humanities, and social sciences in shaping the trajectory of societies cannot be overstated. This conference serves as a dynamic platform for exchanging innovative ideas, research findings, and best practices that inspire positive change and sustainable development. Together, we aim to explore cutting-edge approaches in education, delve into the transformative power of humanities, and understand the complexities of the social sciences, all with the common goal of fostering greater global connectivity. By fostering interdisciplinary dialogue and collaboration, we seek to pave the way for impactful initiatives that address pressing challenges and embrace the rich diversity that characterizes our global community. We believe that through shared knowledge and collective efforts, we can collectively drive positive change and make a meaningful impact on the world we live in

Higher education has changed significantly over the past 50 years, and the individuals who provide leadership for these institutions has similarly changed. The pathway to the college presidency, once the domain of academic administration, has diversified as an increasing number of development officers, student affairs and enrollment management professionals, and even politicians have become common in the role. It is important to understand who the presidents are in the current environment and the challenges they face. Challenges such as dealing with the COVID-19 pandemic, enrollment shortfalls, Title IX, and athletic scandals have risen to the forefront and have contributed to the issues and role of college and university leadership. The Handbook of Research on the Changing Role of College and University Leadership provides important research on the topic of college and university leadership, especially focusing on the changing role of the college president. The chapters discuss college leadership as it is now and how it will evolve into the future. Topics included are the role of the president at various types of universities, their involvement within university functions and activities, and the duties they must carry out and challenges they face. This book is ideal for professionals and researchers working in higher education, including faculty members who specialize in education, public administration, the social sciences, and management, along with teachers, administrators, teacher educators, practitioners, researchers, academicians, and students who are interested in college and university leadership and how this role is transforming.

Why Didn’t Evangelicals “See Him Coming”? is a hard-hitting, clear-eyed account of how American society, the political establishment, and the rule of law reacted to a sociopath president. After Donald Trump left office, Americans didn’t “see him going” either. Trump came and went, yet millions of Americans were “clueless” about what happened because of his “gaslighting tornado.” An evangelical Christian author explains why Bible-believing, church-going, Jesus-talking, America-loving evangelicals, along with other Americans, listened to, were enamored by, and elected an immoral sociopath. An unlikely combination of viewpoints—psychology, law, and biblical theology—provide a surprising, coherent picture of how Donald Trump deceived and inflicted devastation on democracy. His uncanny influence is chronicled by media reporting during his four years in office and afterwards in a “shadow presidency” at Mar-a-Lago. If Trump succeeded in anything, it was deceit. Psychologists rightly attribute this to his “gaslighting”; biblical theology probes deeper, to his corrupt human nature. An FBI search warrant at Mar-a-Lago revealed the inevitable truth: Donald Trump was a thief and traitor from the beginning; the law finally caught up with a long overdue, unaccountable serial criminal for crimes that America would not tolerate.

‘Remember when you are far away up country, possibly the only Englishwoman there, that these men will note and remember your every action not only as a nurse but as a woman.’ Florence Nightingale. When a young northern girl quietly dropped home economics in favour of the three sciences, against her parents’ wishes, little did she expect to rise through the ranks of the Queen Alexandra’s Royal Army Nursing Corps (the QAs), the nursing branch of the British Army, and follow in the footsteps of Florence Nightingale, to whom the QAs trace their heritage, healing injured soldiers far from home as well as educating and recruiting sisters back in Britain. In this heartfelt memoir, spanning the 1950s and ’60s, Major Margaret Thomas ARRC recalls preparing operating theatre supplies for Suez, avoiding the wrath of the President of Ghana, working with Canadians in a military hospital in Germany, toiling day and night in Singapore with casualties flown in from Borneo, enjoying R&R in Penang and being presented to the Queen at Buckingham Palace. Through her reminisces we learn of the special relationship between the troops and the sisters – QAs being a combination of ‘mum’ and ‘sweetheart’ depending on the age of the soldier and the severity of his injuries. Margaret recalls happy, sad and sometimes hilarious incidents with service patients and she embodies all that Florence Nightingale hoped for in an army nurse: compassion, skill, discipline and an appetite for adventure.

This book details the foundations, new developments and methods, applications, and current challenges of systems engineering (SE). It provides key insights into SE as a concept and as an approach based on the holistic view on the entire lifecycle (requirements, design, production, and exploitation) of complex engineering systems, such as spacecraft, aircraft, power plants, and ships. Written by leading international experts, the book describes the achievements of the holistic, transdisciplinary approach of SE as state of the art both in research and practice using case study examples from originating at universities and companies such as Airbus, BAE Systems, BMW, Boeing, and COMAC. The reader obtains a comprehensive insight into the still existing challenges of the concept of SE today and the various forms in which SE is applied in a variety of areas.