If you are involved in academia, policy-making, or are simply curious about the complex features of internationalisation in the Global South, this work is your roadmap to deeper, more critical reflections on the internationalisation of higher education.

This book offers a critical examination of contemporary higher education reforms in Thailand situated in the broader historical, socio-economic and political changes. Through a qualitative case study with three methods of inquiry, this book explores why different 'global education policies' such quasi-privatisation, internationalization, as quality assessment (QA) have resonated in Thailand higher education sector. Grounded in policy borrowing and lending, this book uses the politics, economics and culture of borrowing to analyse major reforms in Thailand for the past one hundred years. It is argued that historical legacy, policy contexts and belief systems of policy elites play pivotal roles in facilitating policy changes or the lack thereof. While historical analysis elucidates that the Thai state has always been an active borrower of western ideas, the perseverance of the 'Thai-ness' discourse has often been used to suggest its so-called independence and idiosyncrasy. This in-depth analysis of the Thai case aims to contribute to the critical studies in Asian education, comparative higher education, policy borrowing and lending and Thai studies. The Culture of Borrowing intensively studies the policy appropriation in the Thai education system by analysing: • Selective Borrowing and the Historical Development of Thai Higher Education • The Asian Economic Crisis as Window of Opportunity: Autonomous University • Internationalization of Teaching: Quantitative and Qualitative Challenges • The Emergence of Quality Policies and their Rationales • The Intended and Unintended Consequences of Quality Policies This book will appeal to researchers in Education, particularly to scholars studying educational policies within the context of tertiary education. It will also interest scholars specialising in Asian and South-east Asian Studies.

This handbook provides a frame of reference for the global challenges facing higher education leadership today. Focusing on recommendations and directions for the future rather than simply a recap of measures taken during the COVID-19 pandemic, the contributors also delve into contexts such as the climate crisis, issues of diversity, equity and inclusion, digitalisation, funding and marketisation, the war in Ukraine and China-Taiwan and Hong Kong tensions. They collate a systematic, global view of higher education systems during the pandemic and beyond, and explore possibilities for the future, providing recommendations for "the new normal". With contributions from across six continents, the book will be of interest to students and scholars of higher education and governance, university leaders, government and accreditation bodies, and anyone else interested in reflecting on the past few years in higher education and the road ahead. Jürgen Rudolph is Director of Research and Learning Innovation at Kaplan Singapore. Joseph Crawford is Senior Lecturer in Management, Office of the Deputy Vice Chancellor (Education), University of Tasmania, Australia. Sam Choon Yin is Dean (Academic Partnerships), Kaplan Singapore. Shannon Tan is Research Executive at Kaplan Singapore.

This book examines Thai knowledge and wisdom from the perspective of postmodern, postcolonial globalization. Ma Rhea explores the ways in which the Thai university system attempts to balance old knowledge traditions, Buddhist and rural, with new Thai and imported knowledge. It traces the development of Thai university partnerships with outsiders, focusing on the seventy year relationship between Thailand and Australia. In comparison, it analyses the old Thai Buddhist wisdom tradition and in the final chapters proposes its worthiness as a pedagogical pathway for universities globally.

Higher education is at a crossroads, facing unprecedented challenges threatening its traditional models and practices. The COVID-19 pandemic, coupled with shifts towards self-reliance and restricted student mobility, has created a dichotomy of factors impacting the sector. Institutions must find new ways to attract students and remain competitive in a rapidly changing landscape. Additionally, leaders and managers are grappling with issues such as employee wellbeing, digital transformation, and the need to foster a culture of learning and diversity. Engaging Higher Education Teachers and Students With Transnational Leadership provides a comprehensive roadmap for navigating the future of higher education from a leadership and management perspective. Drawing on real-world examples and concrete advice, it offers insights into critical topics such as employee wellbeing, AI, digital transformation, and student engagement. The book equips leaders and managers with the tools they need to adapt and thrive in uncertainty by exploring new education models, institutional governance, and the impact of new technologies.

"This is the conference proceedings for the 2015 Global Conference on Teaching and Learning with Technology (CTLT 2015), hosted by Aventis School of Management, Singapore. It includes papers by a group of international academics and researchers. It covers the most interesting ideas and applications related to the innovative use of technology within different learning environments."--

This volume provides a broad examination of how technology and globalisation have influenced contemporary higher education institutions and how moves towards internationalisation within and between educational providers continue to be a force for change in this context. Showcasing the varied responses to and utilisation of new technologies to support international teaching and learning endeavours at a range of higher education institutions, this book introduces content from around the world, emphasising the global importance of the internationalisation of education. Featuring contributions from some fresh young voices alongside the work of experienced and internationally renowned scholars this collection critically scrutinises the potential of information and communication technologies (ICTs) on the capacities and patterns of university education; assesses and refines the contention that ICTs are facilitating the (re-)shaping of university practices as well as challenging traditional educational models and learning strategies; provides a comprehensive portrait of the ways in which ICT use engages higher education providers, society, and individuals to facilitate potentially more democratic, globally focussed access to knowledge generation, creation, investigation, and consumption processes through internationally focussed education; and examines the differing pace and scope of change in international educational practice and context between and within countries and disciplines. With an international range of carefully chosen contributors, this book is a must-read text for practitioners, academics, researchers, administrators, policymakers, and anyone interested in the future of the university in an information age.

This book establishes gender issues as a major focus within developments shaping higher education in the Asia Pacific region. The discussion is framed as a response to various dedicated efforts, such as that of the United Nations, to foreground gender as a site for political discourse throughout the region. Throughout the volume, authors confront issues that continue to gain prominence in higher education as a policy arena, including the degree to which higher education operates within a framework of gender equity and how higher education appointments—even promotions—are sensitive to gender. By touching specific instances throughout Korea, Japan, China, Australia, India, Malaysia, Thailand, and Taiwan, authors offer an unprecedented big-picture view of gender-relevant policy issues.