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Disentangled Vision on Higher Education

Preparing the Generation Next

by Francisco José Leandro (Volume editor) Roopinder Oberoi (Volume editor)
Monographs XXXVI, 526 Pages

Summary

This book offers an objective and dispassionate analysis of modern educational architecture allowing us to notice gaps. The fundamental question addressed is whether our education system will embrace knowledge-based society and have the foresight to better prepare future generations. If educators around the world step back for a moment, it is not difficult to notice that unanswered questions about education are looming everywhere. The existent academic literature on education is abundant and embracing. In consequence, one can ask why is this book necessary? Indeed, this book is the result of senior university professors sharing their learnings and anticipating the pivotal issues facing all education professionals. According to the United Nations, by 2050, 68% of the world’s population will be living in urban areas. This fact cannot be ignored as it is one of the drivers of the profile of the future students. The reasons to organize this publication are many, but among them three stand out which also function as the driving forces behind this project: (1) University professors teach future generations based on models grounded on knowledge advanced by past experiences; (2) The decisive requirement to understand the needs of the new generations of university millennial students; and (3) What are the critical challenges of global societies?

"This book problematizes the issues concerning education, and its main contribution is to answer the need to rethink education, face contemporary challenges, and reorganize the way public policies address education. It critically analyses the challenges of global societies in a decentralized perspective, not only reflecting a western perspective of education and knowledge production. The project's originality comes from the contemporaneity of the topics covered, from the interdisciplinary perspective, and from the specific attention given to trends around education."
—Cátia Miriam Costa, Researcher and Invited Assistant Professor, Centre for International Studies, Perfil Ciência

Table Of Contents

  • Cover
  • Title
  • Copyright
  • About the editors
  • About the book
  • This eBook can be cited
  • Technological Pillars of Knowledge
  • Table of Contents
  • List of Figures
  • List of Tables
  • Foreword by Kiran Trehan
  • Acknowledgments
  • Notes on Contributors
  • Part 1 Global Perspectives, Ethics and Pedagogy
  • 1. Disentangled Visions on Higher Education: Preparing the Next Generation (FRANCISCO LEANDRO AND ROOPINDER OBEROI)
  • 2. Higher Education as Resistance: Bringing Back the Political into Academia (CARLOS RODRIGUES)
  • 3. Insights to Redesign Business Education in a COVID-19 World for a Sustainable Future (ANA SIMAENS AND FLORENCIA LIBRIZZI)
  • 4. Citizen Learner Discourse and Emergent Global Knowledge Societies (TOM COCKBURN)
  • 5. Journalist Ethics and the Common Good: The Formation of Values and Virtues for Just and Harmonious Societies (JOSÉ MANUEL SIMÕES AND FRANZ GASSNER)
  • 6. Cooperation and Governance Within the European Education Area: Lessons Learned for a Global Governance in Education for a Digital Area (CAROLINA VARELA AND ENRIQUE MARTINEZ-GALÁN)
  • 7. The Role of Cooperation Networks to Strengthen the Internationalization of Higher Education Institutions: An Analysis of Evidence Based on the Network Theory (LUCIANE STALLIVIERI, MÁRCIA AGOSTINI RIBEIRO AND DANIELLA DA SILVA NOGUEIRA DE MELO)
  • Part 2 National Perspectives, Experiences and Policies
  • 8. Universities. Policies for Science and Higher Education (MARIA DE LURDES RODRIGUES AND MARIA DAS DORES GUERREIRO)
  • 9. Reconfiguring Education with an Alternative Paradigm – India Aims at Doubling Its Gross Enrolment Ratio by 2035 (GEETA BHATT)
  • 10. AI-enabled Collaborative Learning: Indian Higher Education Reimagined (SATYAJIT MAJUMDAR AND AARUSHI)
  • 11. New National Education Policy 2020 of India: Learning from the Past and Laying Out a Plan with a Vision for Future of Education (RAKESH KUMAR PANDEY)
  • 12. Igniting Discussions About the Purpose of Higher Education in Timor-Leste (JOÃO BAPTISTA DA CRUZ CARDOSO)
  • 13. The COVID-19 Crisis and Disruption in Australian Higher Education – The Opportunity for a New Vision? (MICHAEL LESTER AND MARIE DELA RAMA)
  • 14. The (non) Standardized Classroom – The Analysis of Three Different Cultures in the Higher Education Systems – Angola, Brazil and Macau SAR, China (SONIA LÚCIA MOTA PINHEIRO MARQUES, JOÃO ALEXANDRE LOBO MARQUES AND CRISTINA KUPFER)
  • 15. Higher Education Will Be What the Institutional Model Is: The Case of Portugal (JOSÉ SUBTIL)
  • Part 3 Interdisciplinary Perspectives: Innovation, Technology and Justice
  • 16. Innovative Teaching and Learning in a Globalized Competitive Market (JAMIE P. HALSALL AND MICHAEL SNOWDEN)
  • 17. Higher Education and Cross-Disciplinary Solutions in a Digitalized World: Advantages and Pitfalls (KATARINA BOTIĆ)
  • 18. Legal Teaching and Research in International Law in the Digitalized World Post COVID-19 Pandemic (SUFIAN JUSOH AND FALIQ RAZAK)
  • 19. NextGen Higher Education: Preparing Students for the Jobs of Tomorrow That Do Not yet Exist (FARZAD SABETZADEH AND VICTORIA WHITE)
  • 20. Developing ASEAN Students’ Intercultural Competence Through a Telecollaboration Program (SUTRAPHORN TANTINIRANAT, SITI MASRIFATUL FITRIYAH AND DIANA AHMAD BUSRA)
  • 21. Iranian Tourism Students’ Evaluations of Education Quality (MORTEZA BAZRAFSHAN AND MARYAM SEDAGHAT)
  • 22. A Study of the Development Policy of Creative Education in China and Its Implications for Vietnam (DO THI THU HANG, VU QUY SON AND PHAM THU PHUONG)
  • 23. Trust Building and English Teaching in COVID-19 Times: A Practioner’s Account (EVIAN CHAN HO AND FRANCISCO JOSÉ LEANDRO)

←xii | xiii→

List of Figures

Figure 7.1: Associated institutions of the network in June 2021. Source: Reproduced from network files.

Figure 7.2: Network pillars. Source: Reproduced from network files.

Figure 7.3: Some activities carried out in 2019. Source: Reproduced from network files.

Figure 7.4: Schedule planned for pre-pandemic 2020. Source: Reproduced from network files.

Figure 7.5: Academic actions in 2020. Source: Reproduced from network files.

Figure 7.6: Analysis dimensions. Source: Adapted from “Las Redes de Cooperación como modelo organizativo y funcional para la I+D” by J. Sebastián, 2000, Redes, 7 (15), pp. 97–111.

Figure 9.1: Enrolment of students in Higher Education institutions in India, year wise. (Data taken from AISHE, 2020, Government of India, 2018)

Figure 9.2: Gender-wise Enrolment of Students in Higher Education institutions in India, year wise. (Data taken from AISHE, 2020, Government of India, 2018)

Figure 9.3: GER (in percent) in Higher Education institutions in India, year wise. (Data taken from AISHE, 2020, Government of India, 2018)←xiii | xiv→

Figure 9.4: Gender-based GER (in percent) in Higher Education institutions in India, year wise. (Data taken from AISHE, 2020, Government of India, 2018)

Figure 9.5: SC, ST category included in Socio-Economically Disadvantaged Group as per GER (in percent) in Higher Education institutions in India, year wise. (Data taken from AISHE, 2020, Government of India, 2018)

Figure 9.6: Gender parity Index for all, SC, ST category included in Socially Disadvantaged Group in Higher Education institutions in India, year wise. (Data taken from AISHE, 2020, Government of India, 2018)

Figure 9.7: Increase in Enrolment of female in Higher Education institutions in India, year wise. (Data taken from AISHE, 2020, Government of India, 2018)

Figure 9.8: Female in all, SC, ST category included in Socio-Economically Disadvantaged Group as per GER(in percent) in Higher Education institutions in India, year wise. (Data taken from AISHE, 2020, Government of India, 2018)

Figure 9.9: Year wise distribution of students enrolled in undergraduate and postgraduate courses through Distance Education in India. (Data taken from AISHE, 2020, AISHE 2019, AISHE 2018)

Figure 9.10: Year wise distribution of students enrolled in undergraduate and postgraduate courses through Regular and Distance Education in India. (Data taken from AISHE, 2020, AISHE 2019, AISHE 2018)

Figure 9.11: Pass out female students at the Non-Collegiate Women’s Education Board (NCWEB) between 1979–2018, University of Delhi.

Figure 9.12: Project Enrolment of Students in Higher Education institutions in India, year wise up to 2035. (Data taken from AISHE, 2020 and projection from NIEPA,2020)

Figure 9.13: Required projected enrolment of females in Higher Education between 2011 to 2035. The actual enrolment between 2011 to 2020 and projected enrolment from 2021 have been use to plot the graph. (Data taken from AISHE,2020 and NIEPA, 2020)←xiv | xv→

Figure 10.1: AI-enabled collaborative learning

Figure 12.1: Analysis of the Purpose of HEIs. Source: author’s analysis of the HEIs’ missions, objectives & relevant information

Figure 19.1: “Knowledge Creation Model” proposed by Ikujiro Nonaka

←xv | xvi→

←xvi | xvii→

List of Tables

Table 1.1: Socialization Stages

Table 1.2: Education Perils and Challenges

Table 7.1: Criteria and Typology for the Formation of Collaboration Networks. Source: Adapted from “Las Redes de Cooperación como modelo organizativo y funcional para la I+D” by J. Sebastián, 2000, Redes, 7 (15), pp. 97–111.

Table 7.2: Conditions for the Success of Collaboration Networks. Source: Adapted from “Las Redes de Cooperación como modelo organizativo y funcional para la I+D” by J. Sebastián, 2000, Redes, 7 (15), pp. 97–111.

Table 7.3: Analysis Dimensions. Source: Authors.

Table 7.4: Conditioning Elements for the Analysed Network’s Success. Source: Authors.

Table 9.1: Capacity Expansion in Higher Education in India

Table 12.1: HEIs in Timor-Leste as of 2019

Table 12.2: Approach, Benefit and Purpose of Higher Education. Source: Watty, 2006, p. 30

Table 12.3: Summary of Missions and Objectives of HEIs. Source: Author’s summary of the HEIs’ missions, objectives & relevant information

Table 12.4: Analysis of the Purpose of Higher Education in Timor-Leste. Source: author’s analysis of the HEIs’ missions, objectives & relevant information←xvii | xviii→

Table 15.1: Total Students in Higher Education in the 21st Century

Table 15.2: Current Network of Higher Education Establishments (2021)

Table 21.1: Cronbach’s Alpha of the Questionnaire

Table 21.2: One-Sample Kolmogorov-Smirnov Test

Table 21.3: SEEQ Questionnaire Items

Table 21.4: One-Sample t-Test

Table 21.5: Mean of the Factors of SEEQ

Table 21.6: Independent Samples Test

Table 21.7: Group Statistics, Independent Sample Tests

Table 23.1: Four Challenges

Table 23.2: Frank’s Prepared Speech for Delivery at the University English Speech Contest 2021

Table 23.3: Online Assignment Rubrics – Final Reflection Essay

Table 23.4: The Observation of a Student-Centred Classroom

Table 23.5: Performance Descriptors for the TOEFL iBT® Test

←xviii | xix→

Foreword

This forward-thinking book is the result of an exciting and unique collaboration between a diverse group of scholars from around the world who have dared to imagine and envisage higher education in the future.

In recent years, innovation, technological advances, digitalization and a global pandemic have driven a fast pace of change in society. Individuals and groups developed by a more inventive, creative higher education should be better prepared to rise to the challenges that face the next generation. Against this background, this groundbreaking book has brought together senior and young scholars and academic staff from different cultures and with different experiences to consider and shed new light on the future of higher education.

The question they have been challenged with is: Is our education system embracing and farsighted to prepare the future generation for knowledge society? One of the key drivers for this question is that university professors currently teach future generations, based on models grounded on knowledge advanced by past experiences. The re-imagination required to transform universities in the future will need to focus on the development of citizens with an ability for self-examination and will also need to take into consideration the pace of societal change whilst focusing on the goals of sustainability.

The diverse chapters within this book are organized into 3 parts and shine a light on a wide variety of themes including: lifelong learning in an ever-changing world, advantages and pitfalls of a virtual learning environment, development of intercultural competence and the use of artificial intelligence to enable collaborative learning.

←xix | xx→This book is essential reading for academics, scholars, researchers and educationalists as the shared learnings attempt to highlight and address some of the many unanswered questions about the future of higher education.

April 2022
Professor Kiran Trehan
Pro-Vice-Chancellor Partnership and Engagement
Director of the Centre for Women’s Enterprise, Leadership, Economy & Diversity
University of York, United Kingdom

←xx | xxi→

Acknowledgments

This publication was born in Wuhan (China) in November 2019, during a buffet breakfast and in the middle of a rush to our next academic duties, while attending the Fifth East Lake Forum on Global Governance − a high-level international exchange platform hosted by Huazhong University of Science and Technology (China). Education is at the core of this research. The critical objective of this international project is to deliberate on various concepts, pathways and modalities for preparing the next generation. Academic publication is never a project of few, and as all responsible editorial research projects, this one is the result of a 35 months-long process, involving contributors, spread around the world. Thus, the editorial team wishes to express sincere deepest gratitude to:

(1)All 42 contributors, from 16 different nationalities, for sharing their research perspectives on this very nuanced theme of Higher Education and more specifically for their proficient insights about the future of this critical field of study. The editors sincerely wish to acknowledge their commitment to deliver to this unsponsored international collaborative research project.

(2)The reviewers team. All chapters were initially selected, and peer reviewed by the editors, and all the manuscript was subsequently reviewed a second time by independent scholars. A small group of chapters was reviewed a third time, as suggested by the reviewers’ team. Therefore, we wish to express our deep gratitude for their valuable suggestions and constructive comments over a six-month period. We would like to especially thank Professor Gershom Tse (Canada), Professor Tom Cockburn (Spain), Professor José Magode (Mozambique), Professor Cátia Miriam (Portugal), Professor Paulo ←xxi | xxii→Duarte (Portugal), Professor Jorge Tavares da Silva (Portugal), Professor José Alves (Macau, China), Professor Sten Idris Verhoeven (Belgium), Professor Jason Lee Carter (United States), Dr. Yichao Li (People’s Republic of China), Dr. João Simões (Macau, China), Dr. Timothy Millett (Australia) and Dr. Carlota Beja (Portugal) for their availability, observations and constructive suggestions.

(3)This manuscript does not reflect the official position of any institutions that editors and authors may be associated with. Nevertheless, the editors would like to convey heartfelt gratitude and recognition to the University of Delhi (India) and the City University of Macau (China) for the encouragement and institutional support.

(4)Peter Lang Publishers for extending a well-timed invitation, for conducting a diligent serious review of the project, for the preparation of this manuscript, as well as the continued editing assistance.

(5)The Fifth East Lake Forum on Global Governance for providing the brilliant forum for the confluence of ideas to emerge which ultimately led to initiation of this meaningful project for the contemporary times. We also acknowledge our gratitude to all the anonymous project reviewers, and we greatly appreciate Professor Kiran Trehan Pro-Vice-Chancellor Partnership and Engagement Director of the Centre for Women’s Enterprise, Leadership, Economy & Diversity − University of York (United Kingdom), for her instantaneous and unconditional acceptance of our invitation to participate in this project. Her outstanding academic leadership, very inspiring foreword, and longstanding personal academic encouragement through this project kept us striving.

October, 2022
Francisco José Leandro, City University of Macau, China
Roopinder Oberoi, University of Delhi, India

←xxii | xxiii→

Notes on Contributors

Francisco José Leandro (Macau, China) (https://orcid.org/0000-0002-1443-5828) received a Ph.D. in political science and international relations from the Catholic University of Portugal (2010). From 2016 to 2018 he held the position of Institute of Social and Legal Studies program coordinator at the Faculty of Humanities at University of Saint Joseph − Macau, China. In 2017 he completed his postdoc research at the University of Macau on the Belt and Road Initiative. He is currently an Associate Professor and Associate-Dean at the Institute for Research on Portuguese-Speaking Countries, City University Macau, China. His most recent publications are: China and the Portuguese-speaking Countries: Small Islands States – From sporadic bilateral exchanges to a comprehensive multilateral platform (2020, City University of Macau); The Belt and Road Initiative: An Old Archetype of a New Development Model (2020, Palgrave, Macmillan); Geopolitics of Iran (2021, Palgrave, Macmillan); and The Handbook of Special Economic Zones (2021, IGI, Global). Francisco Leandro is a researcher at OBSERVARE (Observatory of Foreign Relations, a research unit in International Relations of Autónoma University of Lisbon, Portugal).

Roopinder Oberoi (India) is Professor at Department of Political Science, Kirori Mal College, University of Delhi. She did her M.A, M.Phil and Ph.D. from University of Delhi. In 2009 she was awarded a Postdoctoral Research Fellowship by the University Grant Commission. She specializes in the area of Political Science, Public Administration, Corporate Social Responsibility, Sustainable Development and Social Enterprise. She was awarded the UKIERI: UK-India Education and Research Initiative (2017−2020) Joint Project between University of Delhi and ←xxiii | xxiv→University of Huddersfield, UK. She received the Emerald Literati Network Awards for Excellence 2016, UK for the article, Heterarchial Networks for Global Corporations: Emerging Unstructured Complexity in Regulatory Landscape in Sustainability after Rio (2015), Emerald Books. She has published books on Corporate Social Responsibility and Sustainable Development in Emerging Economies, Lexington Publisher, U.S. (2015); Globalization Reappraised: A false Oracle or a talisman? Vajpeyi, D and Oberoi, R, Lexington Books, U.S., 2017; and Revisiting Globalization: From Borderless to Gated Globe, Springer, UK 2018. Her latest book is Social Enterprise in Higher Education Sector, Cambridge Scholars Publishing, UK, 2021. She is on the Editorial Board of Social Responsibility Journal, UK. She has contributed nearly 40 papers in various peer-reviewed national and international journals and presented 35 papers at national and international conferences in the field of Public Administration, New Governance Paradigm, Corporate Governance, Social Enterprise and Corporate Social Responsibility. She is member of the Indian Institute of Public Administration, India Policy Foundation and she is also on the advisory board of Research Committee 35 (Technology and Development), International Political Science Association.

Carlos Rodrigues (Portugal) is Associate Professor at the Department of Social, Political and Territorial Sciences of the University of Aveiro (Portugal). He holds the position of Head of Department since 2015 and the coordinator of the University of Aveiro’s Center for Asian Studies and Master in Chinese Studies since 2011. Carlos is a member of the Research Unit on Governance, Competitiveness and Public Policy- GOVCOPP. His research focuses on territorial innovation systems, particularly on the role science, technology and innovation policy and practice play in systemic, territorially based development processes, and Asian studies, particularly in the domains of EU−China relations, and sports, power and development.

Florencia Librizzi (Argentina and United States) is a sustainability and education professional and international attorney, licensed to practice law in Argentina and New York. As Head of Program and Partnerships, she leads the SDG Academy, flagship education initiative of the UN Sustainable Development Solutions Network (UNSDSN). She was appointed Co-Chair of the UN Higher Education for Sustainability Initiative (HESI), where she aims to scale up the impact of higher education for the SDGs by bringing together and mobilizing key stakeholders on strategic pathways for sustainable development. Previously, she devoted over six years to building the Principles for Responsible Management Education (PRME) initiative, United Nations ←xxiv | xxv→Global Compact Office, which under her strategic leadership reached 730+ participants in 90+ countries. She has also served as a research consultant for the International Center for Transitional Justice (ICTJ), advising on issues of post-conflict societies and addressing human rights violations through truth, memory, reparations, justice and other measures. She has practiced law since 2006, advising business and non-business clients on a wide range of legal and sustainability issues. She has taught several courses and seminars at Universidad Empresarial Siglo 21, Universidad Nacional de Córdoba (UNC), NYU School of Law and Columbia Institute for Study of Human Rights, and actively contributed as a member of the UNC Institute for Environmental Law and Policy. She graduated from the Conservatory of Music as a Professor of Piano and received her first law degree magna cum laude from Universidad Nacional de Córdoba, School of Law. She earned her Master of Laws (LL.M.) from NYU School of Law, where she was granted the Dean’s Award and distinguished as a Transitional Justice Scholar. She served as a graduate editor for the NYU Journal of International Law and Politics, has published several articles, book chapters, and expert reports (for NGOs and the UN) and is a Ph.D. candidate at UNC. She has addressed issues of education, policy and leadership for sustainable development to diverse audiences on every continent of the world.

Ana Simaens (Portugal) lectures at the ISCTE Business School on the topics of Strategic Management and Sustainability. Ana holds a Ph.D. in Management from Tilburg University and is the Director of the MBA in Sustainable Management at ISCTE Executive Education. As Integrated researcher at the Business Research Unit (BRU- ISCTE), her work has appeared in various publications, including the Journal of Business Ethics, Public Management Review, and Sustainability, and she is Associate Editor of the International Journal of Sustainability in Higher Education. Currently she plays the role of Deputy Director of the Department of Marketing, Operations, and General Management, is a member of the Scientific Committee of BRU-ISCTE, is collaborating as an Expert in the ISO TC323 – Circular Economy, as Guardian of the GRLI Council (Globally Responsible Leadership Initiative), is Head of Programmatic Work at PRME Chapter Iberia, and coordinates the Prosperity dimension of Sustainability at Iscte and is the Interlocutor of Quality and Sustainability at the ISCTE Business School. Ana is a Certified facilitator of the LEGO® SERIOUS PLAY® method and materials, a Certified facilitator of Pro.play® with Playmobil®.pro, and a Certified Reinvention Practitioner.

Tom Cockburn (Spain) obtained his first degree with honours from Leicester University, England, his MBA, and Doctorate from Cardiff University, ←xxv | xxvi→Wales. He has 8 years of experience as Head of a UK Business School, 2 years of experience as deputy Head in New Zealand, 5-year Board experience on the Standing Conference of Welsh Management Education Centres, one year as Trustee in K’aute Pasifika Trust Board, New Zealand, and was elected Associate Fellow (AFNZIM) of the New Zealand Institute of Management in 2010.

Franz Gassner (Austria) completed the Professional School for Electrical Engineering in 1984, and studied Philosophy and Catholic Theology in Vienna and in St. Gabriel, in Austria. In 1989 he joined the Divine Word Missionaries (SVD) and was ordained to priesthood 1995 in St. Gabriel, Austria. After working in youth and pastoral ministry in Vienna, Austria and Lafayette, Louisiana, U.S., he pursued graduate studies in Philosophy at Boston College (MA, 2002). From 2002–2012 he worked in formation in Vienna and at the Institute of Social Ethics of the University of Vienna. In 2012 Gassner completed his Ph.D. project in social ethics regarding the relevance of spirituality and religion for sustainable lifestyles and societies. Currently, Professor Gassner is teaching philosophy, ethics and theology at the University of Saint Joseph in Macau−China, and serves as Dean of the Faculty of Religious Studies and Philosophy.

José Manuel Simões (Macau, China) is Associate Professor at University of Saint Joseph, Macau (China), and since 2009, the coordinator of the Communication & Media Department. He has published ten books (two academic books, three novels, four biographies and one book about music), twenty academic papers and some chapters of books in three languages. José Simões earned a Postdoc in Science Communication, a Ph.D. in Global Studies, a Master of Arts in Communication and Journalism, and a Bachelor in International Journalism. The author has participated in seminars and public lectures in more than 10 countries, including China, Japan, Switzerland, Chinese Taipei, Portugal and Brazil.

Enrique Martínez Galán (Spain) (http://orcid.org/0000-0001-9321-9105) received a Ph.D. in economics from the University of Lisbon in 2018. Currently, he is Associate Professor and Program Director at the Stephen Zuellig School of Development Management - Asian Institute of Management, Philippines, and Researcher at Center for African and Development Studies of ISEG-Lisbon School of Economics and Management. He has been member of the Board of Directors of the Asian Development Bank and of the Asian Infrastructure Investment Bank. Previous professional experience in ←xxvi | xxvii→the World Bank, European Commission and Portuguese Foreign Affairs Ministry. Author and co-author of several books and book chapters in development finance, multilateral governance, international trade, foreign direct investment and the Belt and Road Initiative. He is co-author of scientific articles published in the following academic journals: The World Economy, Applied Econometrics and International Development, Baltic Journal of European Studies, Portuguese Review of Regional Studies, Portuguese Economic Journal, and Journal of Research Administration.

Carolina Varela (Portugal) (http://orcid.org/0000-0002-4804-2950) is a pre-award advisor at NOVA School of Social Sciences and Humanities of Universidade Nova de Lisboa, Portugal. She has been a research manager for six years, including one year at the Asian Institute of Management in Metro Manila, the Philippines. Previous experience includes being a manager of international cooperation projects in Spain. She is an active member of several Portuguese research managers and science communicators’ networks. Her research interests focus on the comparative analysis and international benchmarking of research, development and innovation policies. She has published in the Perspectives: Policy and Practice in Higher Education.

Márcia Agostini Ribeiro (Brazil) holds an ongoing master’s degree in Management and Regional Development from the University Center of Southern Minas Gerais. She post-graduated in Construction and Use of Solar Energy from the ETH Zurich (1998) and graduated in Architecture and Urbanism from the FAMIH (1993). She participates in the research group GEPAI (Group of Studies and Advanced Internationalization Practices) of UNIS/MG and works mainly with the topics: Internationalization of Higher Education and Social Representations.

Daniella da Silva Nogueira de Melo (Brazil) is bachelor in International Relations at Pontifical Catholic University of Sao Paulo (PUC-SP). She holds a Master’s Degree in International Relations at Interinstitutional Graduate Program in International Relations San Tiago Dantas (UNESP, UNICAMP, PUC-SP). She is taking a Doctor’s Degree in Political Science and International Relations at Minho University. She participates in the research group GEPAI (Group of Studies and Advanced Internationalization Practices) of UNIS/MG.

Luciane Stallivieri (Brazil) earned her bachelor’s in Foreign Languages from the University of Caxias do Sul; master’s in International Cooperation from ←xxvii | xxviii→Universidade São Marcos−São Paulo and her Ph.D. in Modern Languages from Universidad del Salvador−Buenos Aires. She is a specialist in University Management from the Inter-American University Organization (IOHE) of Canada, and recently finished her post-doctoral studies in Internationalization and Knowledge Management at Universidade Federal de Santa Catarina. She is a professor of Internationalization of Higher Education at UFSC and a researcher at the Institute of University Administration at the same Institution.

Maria das Dores Guerreiro (Portugal) is currently Vice-Rector for Internationalization at ISCTE − University Institute of Lisbon, since 2018. Professor of sociology at ISCTE and researcher at CIES-ISCTE, where, among other positions, she was the editor of the Sociologia, Problemas e Práticas Journal (2000–2017) and coordinator of the Families, Generations and Health Research Group. She has been coordinator of the Erasmus Mundus MFamily International Consortium (2012–2017), having done considerable research and published extensively on sociology of the family, family policies, young generations, family, gender and work.

Maria de Lurdes Rodrigues (Portugal) is currently Rector at ISCTE − University Institute of Lisbon since 2018. Professor of sociology and public policy at ISCTE and researcher at CIES-ISCTE since 1986, where, among other positions, she was a member of the CIES board (1989–96) and President of the Scientific Council (2004–2005); President of the Portuguese Science and Technology Observatory, after previously having led its founding committee (1996–2003); Minister of Education, 17th Government of Portugal, between 2005 and 2009; President of Board of Directors, Luso-American Development Foundation (FLAD) between 2010 and 2013. She has done extensive research, publishing primarily on areas such as sociology of work, occupational sociology, science and the information society, and education and public policy.

Geeta Bhatt (India) is at present Director, Non-Collegiate Women Education Board (NCWEB) at University of Delhi. NCWEB is a unique Institution which was established in 1944 to educate girls who come from marginalized socioeconomic background. At present, there are more than 32,000 girls studying under NCWEB. She has been a Member of the Academic Council of the University of Delhi for two terms. She has been nominated as the Member of the Expert Group on Motivated, Energized and Capable Faculty on formulation of Implementation Plan for National Education Policy 2020 by University Grants Commission (UGC), a statutory body set up by the ←xxviii | xxix→Department of Higher Education, Ministry of Education, Government of India. She is the UGC Nominee on the Governing Body of Andhra Mahila Sabha Arts & Science College for Women, Osmania University, Hyderabad. She is at present, Member of the Standing Committee on Women Study Centre, University Grants Commission. She has undertaken women studies of the Minority Community. She was Editor-in-Chief of a book on minority women which was quoted by the Law Minister when The Muslim Women (Protection of Rights on Marriage) Act was tabled in the Parliament. She has done her Ph.D. from Mumbai University and M.Phil. from University of Delhi. Her research interest has been in semiconductor materials, optical sensors, organic photovoltaics, electronic waste, hinger education and gender studies. She has authored two books and edited three books. She has also written many research papers as well as popular articles. She is recipient of the Meritorious Teacher’s Award from Delhi Government in 2014.

Aarushi (India) is a doctoral scholar in the School of Management and Labour Studies, at the Tata Institute of Social Sciences, Mumbai. Her research interests are primarily in the areas of entrepreneurship and emerging technology. Presently, her work is at the intersection of women entrepreneurship, founding teams and creative entrepreneurship. Aarushi received her Master’s degree in Business Administration from Centre for Management Studies, at Jamia Millia Islamia, Delhi in 2017 and has previously worked as a Human Resources professional.

Satyajit Majumdar (India) is Professor and Dean at School of Management and Labour Studies, TISS, Mumbai. He teaches courses related to entrepreneurship (business and social), strategic management, innovation, management of technology and corporate social responsibility. He has published research papers and case studies in the areas of entrepreneurship, social entrepreneurship, small business growth strategy and corporate social responsibility. His research interest areas are growth strategy in entrepreneur-managed small organizations, management of technology and social enterprise business models. He is advisor and board member to organizations of the Government of India on science and technology-based enterprise creation for sustainable societal impact.

Rakesh Kumar Pandey (India) is a Professor in the Department of Physics in Kirori Mal College, University of Delhi since 1990. He is a Ph.D. in Physics from the University of Delhi and M.Tech. in Computers from IIT Delhi. His areas of interest are Quantum Physics and Artificial Intelligence. He has ←xxix | xxx→more than 15 research papers published in national and international journals. He writes regularly in the print media, e-magazines, e-news portals and social media platforms on current social and political issues. He has written a book “Virgin ideas on Education, Corruption and Reservation”. He uploads his blogs regularly at www.rakesh-thoughts.blogspot.com

Details

Pages
XXXVI, 526
ISBN (PDF)
9781433186905
ISBN (ePUB)
9781433186912
ISBN (MOBI)
9781433186929
ISBN (Hardcover)
9781433185946
DOI
10.3726/b18217
Language
English
Publication date
2022 (December)
Keywords
Science and Higher Education COVID-19 Disentangled vision on higher education: Preparing the generation next Roopinder Oberoi Francisco José Leandro Sustainable development goals Globalization Ethics Cooperation Networks digital education Technology-enhanced learning, digitalization and Artificial Intelligence Empowering learners Lifelong learning Neoliberalism Marketization Learning engagement Educational quality Intercultural literacy Interdisciplinary Teacher-Student Relationship
Published
New York, Bern, Berlin, Bruxelles, Oxford, Wien, 2023. XXXVI, 526 pp., 22 b/w ill., 25 tables.

Biographical notes

Francisco José Leandro (Volume editor) Roopinder Oberoi (Volume editor)

Francisco José Leandro received a Ph.D. in political science and international relations from the Catholic University of Portugal in 2010. He is currently Associate Professor with Habilitation and Associate Dean at the Institute for Research on Portuguese-speaking Countries, City University Macau, China. Roopinder Oberoi received a Ph.D. in political science from the University of Delhi. She has authored and edited books on corporate social responsibility and sustainable development in emerging economies. She is an editor of Social Responsibility Journal (UK). She is also Fellow at Delhi School of Public Policy and Governance, Institute of Eminence, University of Delhi. She is currently working on an international project on social enterprise and higher education awarded by the UK–India Education and Research Initiative (2017–2022).

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Title: Disentangled Vision on Higher Education
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562 pages