Higher education institutions (HEIs) are providers of knowledge and competencies. HEIs are very important to the development of society and the regions they impact geographically. The current uncertainty and challenges require new ways of educating. They require the use of new pedagogical tools that prepare students to deal with real and future problems, train them to deliver solutions, help them to analyze challenges and create future scenarios, and engage them in collaborative work toward the creation of innovation. Collaborative work between small and medium-sized enterprises (SMEs) and HEIs broadens networking, stimulates research, accelerates innovation, and nurtures regional development. The Impact of HEIs on Regional Development: Facts and Practices of Collaborative Work With SMEs shares the best practices of implemented co-creation innovation processes by HEIs. It describes the pedagogical processes and tools used to respond to SME challenges. Covering topics such as innovation co-creation networks, sustainable development, and teaching entrepreneurship, this premier reference source is an excellent resource for policymakers, administrators, educators and students of higher education, practitioners, librarians, researchers, and academicians.

Transnational higher education was triggered largely by the marketization of higher education, which itself manifests in such characteristics as academic rankings, institutional branding, and an emphasis on managerialism. Recent advances in technology, and the global COVID-19 pandemic, have also driven a “virtual” internationalization of higher education, with universities expanding their digital footprints overseas, accelerating their distance education offerings, and exploring such innovations as virtual exchange programs. Global Perspectives on the Internationalization of Higher Education documents contemporary perspectives on the internationalization of higher education and considers its history throughout the years in order to understand potential future directions. Covering key topics such as student recruitment, institutional branding, and student mobility, this premier reference source is ideal for administrators, principals, researchers, academicians, practitioners, scholars, instructors, and students.

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.

In today’s educational world, it is crucial for language teachers to continuously evolve in order to best serve language learners. Further study on the best practices and challenges in the language classroom is crucial to ensure instructors continue to grow as educators. The Handbook of Research on Language Teacher Identity addresses new developments in the field of language education affected by evolving learning environments and the shift from traditional teaching and assessment practices to the digital-age teaching, learning, and assessment. Ideal for industry professionals, administrators, researchers, academicians, scholars, practitioners, instructors, and students, this book aims to raise awareness regarding reflective practice and continuous professional development of educators, collaborative teaching and learning, innovative ways to foster critical (digital) literacy, student-centered instruction and assessment, development of authentic teaching materials and engaging classroom activities, teaching and assessment tools and strategies, cultivation of digital citizenship, and inclusive learning environments.

The time has come to refine the education ecosystem in such a way that it generates wealth-creating careers, personalized learning, and upskilling for all types of employment opportunities so that the current and next generation of the world can find long-term social stability, sound mental health, and financial agility. From an educator’s point of view, this is possible through high-quality education that is relevant to a particular society and effective educational policies that promote a culture of innovation, encourage risk-taking, and continuously monitor productivity through the training and development of teachers. Innovations in Teacher Development, Personalized Learning, and Upskilling the Workforce disseminates the best practices on high-quality education, teaching training, teacher/student entrepreneurship, and wealth-generating careers. It presents information on refining education through teacher development sessions and training. Covering topics such as capacity building, personalized learning, and teacher trainee development, this book is an excellent resource for educators and administrators of K-12 and higher education, academic advisors, preservice teachers, teacher educators, policymakers, librarians, researchers, and academicians.

Transitioning from secondary to higher education is not a natural step for many first-year students in higher education institutions. There is a considerable difference between being a student at school and university, and previous research has highlighted the difficulties faced by first-year university students during their transition phase. Higher education institutions and their departments acknowledge the challenges faced by new students, and they differ in their approach to coping with the issue; each seeks to find the most effective solution for its students. To reduce the withdrawal rate during the first year of college, higher education providers are expected to apply transition programs to help students transition. The Handbook of Research on Coping Mechanisms for First-Year Students Transitioning to Higher Education presents a comprehensive account of the dynamics in higher education institutions and culture shock for new students and analyzes models and theories of adjustment of new students in higher education institutions. Covering key topics such as gender, institutional support, and success factors, this reference work is ideal for administrators, higher education professionals, researchers, scholars, academicians, practitioners, instructors, and students.

Transition and change are part of everyone’s life. In the context of higher education, there are multiple points where students will undergo transition. This includes the move from secondary and further education or elsewhere into higher education, where students move from school or college to university. As students near the completion of their studies, they must make decisions about career or further study options, which again necessitates transition. In addition, different cohorts of students such as those from a low socio-economic background, international students, and students facing additional barriers due to gender, ethnicity, or disability will face further transitions. Many students look forward to moving on and progressing with their studies and careers; however, transitions can be challenging, and enhanced support can ensure continued success for all. Perspectives on Enhancing Student Transition Into Higher Education and Beyond supports the various transitions that students entering higher education face throughout the entire learner journey. This book brings together best practice examples of how institutions have enhanced the support offered to address the transition challenges that students face throughout the learner journey before, through, and beyond the university environment. Covering topics such as collaborative teamwork, postgraduate education, and student engagement, this premier reference source is an excellent resource for faculty, administrators, professors, educational leaders, academic advisors, researchers, academicians, and more.

The surge in the demand for higher education is closely connected with the liberalization and globalization of education. Websites and social media have been chosen for promotional purposes for obvious reasons – they are globally accessible. For rapid communication of a significant amount of information, virile institutional websites and social media spaces with promotional messages have become very important assets for higher institutions and their stakeholders. Transformation of Higher Education Through Institutional Online Spaces presents multidisciplinary and interdisciplinary approaches to promotional discourses as presented on higher institution online spaces. Covering topics such as brand building and marketing, content marketing, curriculum marketing, digital marketing, higher education digital marketing, and higher education marketing campaigns, this book is ideal for educational website managers, educational institution managers, public relations units, researchers, academicians, practitioners, instructors, and students.

Formative and shared assessment (F&SA) implies a radical change in the way in which we understand the meaning and function of the assessment of university learning. In this sense, assessment is learning: it is not only about what the student learns but also about how the student learns. This means that any learning task involves making students aware of what and how they learn and how this learning can be used successfully in the future. Formative and Shared Assessment to Promote Global University Learning offers an updated and comprehensive review of F&SA in university teaching from an international perspective. In this regard, this publication provides an update of the concepts and approaches to F&SA and suggests a review of the methods, techniques, and instruments of F&SA as well as the conditions of validity and reliability to garner high quality. Covering topics such as feminist pedagogies, learning-oriented tasks, and student engagement, this premier reference source is an essential resource for educational administration, libraries, educators of K-12 and higher education, pre-service teachers, government officials, researchers, and academicians.

Ensuring doctoral students receive a well-rounded and thorough education is critical for their future success. Service learning within the doctoral program is one of the many aspects that helps shape students’ experiences and prepares them for life after graduation. Co-Constructing and Sustaining Service Learning in Graduate Programs: Reflections from the Field captures the experiences of doctoral students who were involved in socially just and sustainable service-learning projects and what it meant for them to be engaged in scholarship through service-learning. The book also illustrates what service-learning looks like and should look like in higher education particularly given the inequities that exist in the field of education. Covering key topics such as online education, academic identity, and sustainable learning, this reference work is ideal for administrators, policymakers, researchers, scholars, practitioners, instructors, and students.