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This scholarly volume examines the shifting dynamics of international student enrollment within an increasingly complex global higher education. Drawing on contributions from experienced practitioners and researchers, this work addresses critical themes, including international branch campuses, transnational education models, data-informed decision-making, student success, and institutional transformation. Through evidence-based analysis and case studies from diverse contexts, the book offers actionable strategies for fostering ethical, inclusive, and sustainable enrollment management practices. It serves as an essential reference for higher education leaders, enrollment professionals, and policymakers committed to advancing global engagement in a time of rapid change. Editors Clay Harmon and Krishna Bista OPEN ACCESS BOOK | CC BY-NC-ND Open access editions of this book can be accessed here. The open access edition of this book is freely available to readers worldwide and may be accessed, downloaded, and shared without charge through the publisher’s website and scholarly discovery platforms. Order Print Copies: Hardcover | Paperback | Open Access Book (free) A compelling framework that transforms international enrollment from a complex challenge into a strategic opportunity for global academic excellence.  Thomas Tinnefeld, PhD Professor of Applied Languages, Saarland University of Applied Sciences, Germany A valuable resource for higher education administrators and scholars. John D Branch, PhD, EdD Professor of Business Administration, University of Michigan, USA An essential resource offering innovative strategies and crucial insights for education leaders navigating international enrollment in today's rapidly evolving global landscape. Chunipha Poedloknimit, PhD Lecturer, Department of Public Administration, Western University, Thailand A rich collection of perspectives that deepens our understanding of how to create supportive and globally connected learning environments for international students. Lu Lu, PhD Beijing Language and Culture University, China In a rapidly changing world, Navigating the Future of International Enrollment offers both clarity and vision for building more inclusive, resilient, and globally engaged campuses. Drawing on diverse voices and practical experience, it inspires educators and policymakers to reimagine internationalization for the future. Thatcher A. Spero, PhD Professor of Education, Musashino University, Japan With clarity and vision, the authors provide timely strategies that will guide institutions in navigating the evolving global enrollment landscape and highlight the central role of student success and well-being. Praveen Kumar Rudra, PhD Assistant Professor, University of Nebraska at Omaha, NE, USA A thought-provoking volume that empowers education leaders to embrace diversity and innovation in global enrollment strategies. Sirirat Na Ranong, PhD, Assistant Professor, Faculty of Liberal Arts, Thammasat University, Thailand Contents Introduction Navigating the Future of International Enrollment Management Chapter 1 Rethinking International Enrollment Management: Looking Inward to Support a Global Perspective Chapter 2 International Branch Campuses and U.S. Universities: Global Enrollment Opportunities in a Changing World Chapter 3 Transforming Business Education: A Management Information System as a Major in STEM to Attract International Talent Chapter 4 A World Unbound: The Fusion of Trends Redefining International Education Chapter 5 Using Data Wisely for International Enrollment Management Chapter 6 From Home to Host: Challenges and Resilience in Cross-Cultural Transition Chapter 7 Managing International Academic Collaboration in a Turbulent World: Swedish Perspectives Chapter 8 Intentional Enrollment Management: A Scalable Approach to Student Success and Institutional Transformation Chapter 9 A Niche in Transnational Higher Education: The Microcampus Model of the University of Arizona Chapter 10 From Recruitment to Graduation: A Comprehensive Approach to International Enrollment Management

First in the Family  is a compelling anthology that amplifies the voices of first-generation college students and scholars from around the world. This volume captures deeply personal narratives shaped by resilience, identity, migration, and mentorship. Across diverse contexts—from remote villages to prestigious global universities—contributors share their experiences navigating systemic barriers and cultural expectations to achieve academic success. These transformative stories not only honor the legacy of first-generation learners but also serve as a powerful call for inclusive practices that empower future generations. OPEN ACCESS BOOK | CC BY-NC-ND Open access editions of this book can be accessed here . The open access edition of this book is freely available to readers worldwide and may be accessed, downloaded, and shared without charge through the publisher’s website and scholarly discovery platforms. Available as Paperback | Hardcover | Open-Access    Praise for this book This book   reminds us that transformation in higher education often begins in places we least expect, and with people too often overlooked.  George F. Kacenga,  PhD, Vice President of Enrollment Management, William Paterson University of New Jersey, USA As the first in my family to earn a Ph.D. through my own hard work and determination, I can attest that this volume serves as a compelling blueprint for institutions committed to empowering individuals who are not only the first in their families—but the first to lead with courage and conviction.  Jing Luán,  PhD, Governing Board Member, MISK Schools, Provost Emeritus An inspiring narrative emphasizing the need for democratizing access to higher education across cultures, while advocating for the need for more inclusive academic spaces.   Pankaj Mittal,  PhD, Secretary General of the Association of Indian Universities and Former Vice Chancellor of Bhagat Phool Singh Women's University, India A priceless compass for educators,  First in the Family  charts the paths of their students' transformative journeys of discovery and perseverance, illuminating the way for them to overcome obstacles, transcend borders, and realize their dreams.  Elena de Prada Creo, PhD,  Vice Dean for International Affairs, Facultad de Relaciones Internacionales, Campus Universitario, Spain. These powerful narratives beautifully capture how intercultural growth and academic resilience converge in the lives of first-generation learners, challenging racism, gender bias, and structural inequality. A moving testament to transformation, resistance, and intergenerational commitment.  Sarah Carrica-Ochoa,  Profesora Titular, Facultad de Educación y Psicología, Universidad de Naarra, Spain A moving tribute to the grit and grace of first-generation scholars—this anthology is both an inspiration and a blueprint for a more inclusive academy.   Pankhuri Aggarwal,  PhD,Assistant Professor, Department of Psychology, University of Cincinnati, USA A powerful collection of stories from diverse first-generation scholars, highlighting their struggles, resilience, and the vital role of support systems in achieving academic and personal success.  Siu-Man "Raymond" Ting,  PhD, Professor, Director of Graduate Programs, NC State University, USA As a rural education advocate, this book is a valuable resource for academic praxis and serves as a compass to guide young scholars in promoting social justice.  Arlyne C Marasigan,  PhD, Professor, College of Advanced Studies, Philippine Normal University, Manila, Philippines This volume situates the voices of first-generation university graduates in their own unique personal contexts and provides insight into the breadth of pathways that these graduates take to earn their degrees. As a first-gen graduate myself, the stories resonated, and will for others who are seeking guidance on how to be successful in this important life journey.   Shannon N. Davis,  PhD, Associate Dean for Faculty and Academic Affairs, George Mason University, Korea

Entry Points to US Education: Accessing the Next Wave of Growth  focuses on the imperative need to modernize international education as a result of the changes in international student mobility.  Centered around the ten entry points, the book looks into the distinct preferences and approaches of Generation Z (Gen Z) students, offering data-driven strategies to navigate the ten entry points to U.S. undergraduate degrees. This book also provides actionable strategies and model practices and encourages a national dialogue around student engagement to enhance (in the context of) global mobility. Editors Jing Luan is Provost Emeritus of San Mateo Colleges of Silicon Valley (San Mateo County Community College District) and former President of the Association of International Enrollment Management. Leilt Habte is the Associate Director of the Transfer Center at the University of California Berkeley Center for Educational Partnership. David L. Di Maria is a Senior International Officer and Associate Vice Provost for international education at the University of Maryland, Baltimore County. Krishna Bista is a Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University, Baltimore, Maryland. OPEN ACCESS BOOK | CC BY-NC-ND Open access editions of this book can be accessed here . The open access edition of this book is freely available to readers worldwide and may be accessed, downloaded, and shared without charge through the publisher’s website and scholarly discovery platforms. Download Open Access Book (Free) or Order Paperback and Hardcover   Table of Contents The Ten Entry Points to U.S. Education Jing Luan; Larry Lifson; Andrew H. Chen; George Kacenga Diverse Entry Points to Degree Studies in the United States Mirka Martel; Julie Baer Revolutionizing English Language Learning and Assessment Lindsay Mathers Addington; Anna Esaki-Smith Secondary School Initiatives as Entry Points to Higher Education Enrollment for International Students in the U.S. Darla K. Deardorff; Maureen Manning University Transfer Admission and Community College Ranking Jing Luan; Leilt Habte Community Engagement and Branch Campus as an Entry Point to U.S. Higher Education Kelley E. Chung; Shannon N. Davis Breaking Barriers Jing Luan University Transfer Admission Success and Dispelling Myths Jing Luan A True American Story Ralph Lemke Alumni Management for International Student Recruiting Gretchen Dobson; Ben Waxman A Copilot Model of University Transfer Admission Leilt Habte Satisfying International Students' Palates Syed K. Jamal; Ling Zhang Ethics in U.S. University International Admissions Francis Miller The 6 Ps of Strategic International Enrollment Management Marty Bennett Regional Reforms, Cultural Biases, and Acceptance of the Cultural Currency of Others David Di Maria A Primer on Partnership Options for Institutions Seeking to Build and Nurture Marci Lynn Fradkin; Lisa A. Maroni Impact of Tuition Fees on International Student Mobility in Sweden Per A. Nilsson; Lars Westin Design Thinking to Support International Students’ Planning Christina (CJ) Davison; Karen Bauer Strategic Digital Marketing for International Student Recruitment Ben Waxman; Tianyu Shen Data Visualization for International Recruitment Pieter Vermeulen National Conversation on Entry Points Jing Luan; Brian Whalen; Krishna Bista "Entry Points to US Education highlights examining modern international education's complexities. Editors and authors offer a nuanced and thorough examination of the diverse pathways available to Generation Z students. This work is indispensable for those looking to elevate their strategic approach to international student engagement and education. All contributors expertly combine theoretical insights with practical examples, making this book an incredibly valuable resource for implementing effective recruitment and engagement strategies." Dr. Allan E. Goodman, Chief Executive Officer, Institute of International Education, New York, USA *** "This is a compelling book for anyone seeking to add depth and detail to their understanding of the admissions systems into US higher education. Delivered in an accessible engaging format, this is an essential lens which all aspiring international recruiters and those working in enrollment management will be keen to look through. My congratulations to Dr. Jing Luan et al for demystifying and democratising this knowledge." Amy Baker, Chief Executive Officer, Professionals in International Education (PIE), London, UK *** "A book truly for the ages! Both theory and science-based, this momentous volume will guide students to choose new and better ways for college." Lily Guo , CEO of Global Advanced Technical Education (GATE) China, and College University Partnership Board Member *** "Luan, Habte, Di Maria, and Bista provide a crucial roadmap for navigating the complexities of international student recruitment in Entry Points to US Education: Accessing the Next Wave of Growth . Their comprehensive analysis and innovative strategies are indispensable for institutions aiming to enhance their global reach and effectively engage with Gen Z students." Dr. Ron K. Patterson , President, Chadron State College, Chadron, Nebraska, USA *** “This work lays out a much-needed plan for facilitating increased international student study at the U.S. undergraduate level. Its consideration of the preferences of Gen Z and Millennial students as well as the larger global context and expertise of current practitioners results in content that is meaningful, authentic, and immediately applicable.” Dr. Sora H. Friedman , Professor of International & Global Education, SIT Graduate Institute, Vermont, USA *** “Unlock the gateway to America's educational landscape with Entry Points to US Education . A strategic guide illuminating pathways for personal and national advancement.” Dr.  Naziema Jappie, Deputy Dean, Centre for Higher Education Development, University of Cape Town, South Africa *** " Entry Points to U.S. Education clarifies the intricacies of international student mobility in the U.S., cementing its status as an invaluable reference for both new entrants and seasoned professionals alike in the field of international education.” Dr. Emily Kirsch , Director of International Relations and Partnerships, University of California, Los Angeles (UCLA) Extension, USA *** “As the global demand for US education continues to surge, Ten Entry Points to US Education: Accessing the Next Wave of Growth is a collective effort of authors who provide an illuminating roadmap for international students seeking to unlock the boundless opportunities within the United States educational landscape. Through meticulous research and insightful case-studies analysis, the authors provide a comprehensive approach on traditional educational frameworks and emerging technology enhanced learning methods.  Each chapter of the book expertly navigates the complexities related to international student access, offering invaluable guidance on how to thrive in this dynamic environment. The book is a must read for students, educators, and policymakers alike.” Dr. Jeet Joshee, Associate Vice President, International Education and Global Engagement, California State University Long Beach, Immediate Past President, AIEA *** “This book by Jing Luan and his co-editors strikes at the central need for data-driven decision-making in International Education programming for Generation Z students and all future learners. It presents a cogent rationale for using data in strategic planning and resource allocation but also surfaces an urgent need for innovative and sustainable training for leaders serving international students. It should be on the reading list of international education planners, researchers, administrators, and academic and student services program leaders. The global diversity of our strength and pathway to survival lies in an international educated citizenry, and this book points to a continuing path to success and offers the needed tools and strategies to do so.” Dr. Edward J. Valeau , Superintendent/ President Emeritus, Hartnell Community College, Salinas, California, USA *** "Currently, some 1.1 million international students are studying at over 5,300 universities in the USA - creating an amazing "economic industry" for the USA, estimated at some $38.7 billion and employing in excess of 400,000. This has become the 6th largest services industry in the nation. To enable millions of students to access the U.S. experience and foster strong bonds, it is crucial to open up all available entry points. International student education is a major "international industry" that American higher education provides for the current and future generations of the world." Dr. Patrick van Rooyen, CEO & Managing Partner, GoGlobal Education; Executive Director, World Education Group, USA *** "Entry Points to US Education: Accessing the Next Wave of Growth provides an updated and dynamic cartography to facilitate international students' access to US universities, offering the different routes—the most direct and the less trodden ones—to reach their objective. Of utmost interest to students, academia, and institutions, this accurate and detailed chart provides clear and meaningful signposts and instructions for inclusive global navigation. Dr. Elena de Prada Creo, Vice Dean for International Affairs, University of Vigo, Spain *** "Just as American higher education leaders have examined and developed different entry points into colleges and universities for US-based students, a similar exploration is taking place for international students seeking to study in the US. This book offers much-needed practical strategies and evidence-based guidance for meeting the interests and needs of today’s international students pursuing undergraduate degrees at US institutions." Dr. Dawn Michele Whitehead, Vice President, Office of Global Citizenship for Campus, Community, and Careers, American Association of Colleges and Universities, Washington, DC *** " Entry Points to US Education: Accessing the Next Wave of Growth captures the essence of well-developed educational strategies in modern times. With its insightful analysis of cases and strategies, it serves as a source for educators, researchers, and policymakers aiming to navigate the complexities of a liberal yet meritorious educational ecosystem.”  Dr. Bal Chandra Luitel , Professor & Dean, Kathmandu University School of Education, Lalitpur, Nepal *** "Bravo to the authors of this book.  With the changing preferences and global mobility patterns of Generation Z students, there is an urgent need for colleges and universities to understand the multiple entry paths into U.S. undergraduate education. The delineation of opportunities and challenges with each of the 10 points of entry provides practitioners with insight into modernizing international education for their campuses. Case studies included in the book give depth into the successful strategies for implementing the different entry points.  Data and research provide a foundation for case-making for reform.  Tools are offered for strategic enrollment management and partnerships. This book causes you to think differently about the approach to international students entering into U S baccalaureate degree programs.  A must-read for anyone interested in embracing the model and growing international enrollment."  Dr. Martha Ellis, President of Mellis LLC and Professor in Residence University of Texas at Austin, USA *** “Entry Points to U.S. Education is a timely review of how to optimize the enrollment of international students in U.S. higher education.  As the leading destination for international students worldwide, with an increasingly competitive landscape amongst nations for these talented students, it is important for the United States, and its educators, to familiarize themselves with the variety of options they have for enrolling international students and, more importantly, why and how they should approach this task.  Opportunity can only be had if it is first understood.” Dr. Karen McBride, Executive Director, Community Colleges for International Development (CCID), Houston, USA *** "An insightful comprehensive analysis of entry points to US higher education, bringing together research, policy, and practice within an ever-evolving complex international student mobility landscape. A timely and valuable addition to the current global discussion around equality, diversity, and inclusion." Dr. Joanna Al-Youssef , Assistant Professor,  University of Nottingham School of Education, UK *** "This insightful book provides a vital, data-driven framework for modernizing international education to align with the evolving needs of today's globally mobile students. Centered around ten key entry points to U.S. undergraduate degrees, it offers actionable and innovative strategies to improve student engagement and expand access. This book is an invaluable resource for navigating the next wave of growth in U.S. higher education and makes an important contribution to the national dialogue on international student recruitment. I would recommend any higher education professional involved in attracting international students read this important book." Charles Cormack, Chairman, Cormack Consultancy Group, UK *** After many years of engagement with students, parents, institutional leaders, and governmental officials, with a direct focus on global student enrollment and retention, this book demonstrates to me the power of that engagement work.  Furthermore, it outlines the future of global attractiveness for U.S. institutions of higher education in today's ever changing perceptual and pragmatic enrollment ecosystem.  Understanding the attraction and retention process is clearly and powerfully detailed throughout this work. Dr. James M. Smith , President, Eastern Michigan University, Ypsilanti, USA *** "I am thrilled to have the opportunity to read this book before its publication and grateful to the authors for their generous sharing! A few authors of this book are good friends of mine, with years of rich experience and practical knowledge in education in the United States. The content of this book is a culmination of their years of practical experience, featuring both theory and hands-on advice. It truly guides readers on how to navigate higher education in the United States, especially for international students and those looking to transfer from community colleges. They provide highly effective and actionable methods and entry points, making it an essential textbook for parents, teachers, and education professionals!" Dr. Chunli Zhao, Professor, Stem Cell Biology, Stanford University, Palo Alto, USA *** “This work is truly pioneering, as it clarifies all potential entry points to U.S. education, particularly emphasizing the significance for community colleges. As a community college trustee, I deeply resonate with the authors’ vision and strategic approach. I urge everyone to read the book, embrace its concepts, and advocate for these entry points.” Gilbert Wong , Foothill-De Anza Community College Trustee, Association of Community College Trustee At Large and ACCT Student Trustee Liaison, Former Mayor and Councilmember, City of Cupertino, California, USA *** “This insightful publication by Jing Luan and colleagues is a game changer. The focus on actionable strategies and model practices provides a blueprint for enhancing student engagement and success in a globally mobile  world.” Dwiraj Sharma, CEO, Alfa Beta Group, Kathmandu, Nepal *** “I highly recommend this book to those seeking to study in the U.S. and to those advising foreign students. Numerous students have triumphantly completed their undergraduate education through UTA (university transfer admission). With insights from this book, I am now even more confident in my efforts to steer students towards transfer programs at community colleges.” Christine Ma, International Outreach Director, American Academy of English, San Francisco, USA *** "This is a comprehensive and systematic introduction to the entry points for undergraduate studies in the U.S., offering incredible insights for education professionals, students, and parents worldwide. The compelling case studies make a persuasive and intuitive argument, steering us away from exclusively relying on applying for U.S. universities while in high school, which seems rather limited in light of the information from this illuminating compendium”. Harry Gong, CEO, HYP Global Education, Singapore and Shanghai *** "Studying in the U.S. is a dream of every child. Written with clarity and expertise, this book provides a roadmap to "Unlocking America" and demystifies the key requirements, procedures, and strategies for obtaining entry into the United States. A must-read for anyone seeking to understand the intricate pathways to the United States and embark on a journey leading to a brighter future in the land of endless opportunities." Dr. Pankaj Mittal, Secretary General of the Association of Indian Universities and Former Vice Chancellor of Bhagat Phool Singh Women's University, India *** “An essential read for anyone invested in the future of international education in U.S. higher education institutions. As traditional models of access become overwhelmed, the authors highlight the importance of establishing alternative entry points, particularly through community colleges, for the next generation of international students. Valuable insights innovators at the forefront of the global student mobility conversation.” Dr. Aaron McVean, Vice Chancellor of Educational Services and Planning, San Mateo County Community College District (SMCCCD), San Mateo Colleges of Silicon Valley (SMCSV), USA *** "For students worldwide, studying in the US is both a dream and a path to future success. This book shows how that dream can be realized, and the many doors students can open to achieve their goals." Anna Esaki-Smith , author of  Make College Your Superpower: It's Not Where You Go, It's What You Know,  and  Forbes  contributor *** This book emphasizes the importance of international student mobility and advocates for increased access to U.S. bachelor's programs through multiple entry points. The publication is committed to advancing ethical recruitment practices and promotes a more inclusive and interconnected approach to the mobility of international students. I find the book's recommendations to enhance diverse educational entry points and improve connectivity among them particularly compelling. These guidelines challenge the existing norms and offer a structured framework to capitalize on the unique strengths of U.S. higher education, including its breadth, access, quality, and flexibility. The proactive and intentional strategies discussed in this book will catalyze significant advancements in how institutions and communities across the U.S. approach international student enrollment. I recommend this book to all professionals and policymakers involved in higher education and international student recruitment. It is a vital resource that promises to transform perspectives and encourage significant strides toward a more inclusive and dynamic educational framework. Dr. Jamillah Moore, Vice President for Student Services and Enrollment Management, San Francisco State University, USA *** As a leader of one of largest professional associations for college admissions, I find this book invaluable for underscoring the critical work we do. It elucidates key entry points and data driven case studies, enabling us to enhance our engagement and strategic outreach efforts on an international scale. As a practitioner in college admissions at a community college, I particularly appreciate how the book highlights the essential role of two-year, vocational, and short-term programs in the global higher education landscape. It emphasizes the importance of including these options in discussions about helping students find the right higher education and post-secondary fit.” Kristoffer Toribio, President for International Association for College Admission Counseling and Manager, International Admissions and Recruitment for Orange Coast College, USA *** First, the field needs these definitions of the entry points. The authors delivered them with clarity.  The book is well balanced with a plan of action.It will greatly assist industry entities worldwide to grasp the nuances of the American Education System. Sushil Sukhwani, Founder, Edwise International, Nepal

Current Perspectives on Intercultural and Global Competence offers a compelling exploration of the evolving landscape of intercultural and global competence through a variety of lenses.  This insightful book delves into the complexities of navigating the practical implications of getting along together across difference and similarity.   With collective contributions from scholars and practitioners worldwide, this book presents a diverse array of perspectives from different disciplines, contexts, languages, and cultures.  Through rich discussion and insights, contributors to this book  invite readers to engage in delving further into the complexities of the crucial understanding needed to thrive in today’s interconnected and yet often polarized world.  Editors Dr. Darla K. Deardorff is Founding President of the World Council on Intercultural and Global Competence. She is also the UNESCO Chair on Intercultural Competence at Stellenbosch University (South Africa) as well as appointed faculty at other universities in Japan, China, the US and Canada.  She has worked in the international education field for thirty years and  is the author/editor of 14 books and over 60 other publications including the seminal work on intercultural competence, Sage Handbook of Intercultural Competence as well as the open access UNESCO Manual on Developing Intercultural Competence: Story Circles. Regularly invited to speak around the world, she is working on the intersections of intercultural competence with peacebuilding, gender equality and climate action.  Mizuho Tatebayashi, a Japanese scholar-practitioner, who is enthusiastic about intercultural communication and international education. Her roots lie in Japan, yet she had the privilege to explore outside the country during her undergraduate years, where she discovered the transformative power of cross-cultural experiences. As a doctoral student in North Carolina State University's Educational Psychology program, her focus centers on the development of intercultural competence and fostering enriching learning environments. She currently serves as an Executive Fellow at the World Council on Intercultural and Global Competence. OPEN ACCESS BOOK | CC BY-NC-ND Open access editions of this book can be accessed here . The open access edition of this book is freely available to readers worldwide and may be accessed, downloaded, and shared without charge through the publisher’s website and scholarly discovery platforms. Order print copies here   | Open Access Book (Free)

The rise of artificial intelligence (AI) tools based on advanced language models, such as ChatGPT and Bard, is transforming industries and professions worldwide, and higher education is no exception. ChatGPT, an AI-powered chatbot developed by OpenAI, has created a substantial amount of conversation and controversy across academia regarding what generative AI means for teaching and learning in the classroom. There is plenty of speculation not only about how those innovations will affect the academic profession but also what unique opportunities and challenges they present to global higher education. In this book, authors delve into the impact of AI and ChatGPT on higher education leadership and management, examining potential opportunities and challenges that this innovative technology presents to teaching, research, program, and policy. The primary purpose of this volume is to provide a comprehensive, research-driven analysis of AI chatbots’ roles in shaping institutions of higher education around the world. By exploring the transformative potential of ChatGPT in academic settings, this timely book aims to bridge the gap between technological innovation and its practical applications. In the long run, we anticipate that this volume will provide valuable insights and guidance for teacher-scholars, university administrators, and policymakers on leveraging this cutting-edge technology effectively and responsibly. Edited By Xi Lin, Roy. Y Chan, Shyam Sharma, Krishna Bista OPEN ACCESS BOOK Creative Commons License | CC BY-NC-ND Open access editions of this book can be accessed  here This book is published as an open-access publication by STAR Scholars Press. The digital edition of this book is freely available to readers worldwide and may be accessed, downloaded, and shared without charge through the publisher’s website and scholarly discovery platforms. Order hard copies | Open Access Book (free) Table of Contents Prologue Keeping the Human (Educator) in the Loop Matthew Salzano Chapter 1 The Impact of Artificial Intelligence (AI) on Global Higher Education: Opportunities and Challenges of Using ChatGPT and Generative AI Xi Lin, Roy Y. Chan, and Shyam Sharma UNIT 1 The Use of ChatGPT and AI in Global Higher Education: A Historical View of Current Innovations Chapter 2 Considering the History of Technologies in Education, the Distinctiveness of AI Apps, and the Future of Educational Systems Kenneth J. Luterbach Chapter 3 The Influence of ChatGPT on Student Learning Outcomes in Higher Education: A Meta-Analysis of the Initial Empirical Literature Yankun He and Leslie Cordie Chapter 4 The Evolution of Technology in Education and the Emerging Role of Generative AI Abdulrahman Alsharif Chapter 5 ChatGPT as a Pedagogical Tool for Decolonizing Curriculum Bhavika Sicka UNIT 2 Effective Practices and Standards of ChatGPT Use: Lessons Learned and Recommendations for Colleges and Universities Chapter 6 Transforming STEM Education: Leveraging ChatGPT for Enhanced Learning in Psychology and Neuroscience Lingfei Luan, Xi Lin, Yan Dai, Laura Allen, and Shanhua Hu Chapter 7 Hearing Students’ Voices: Access, Use Patterns, and Attitudes toward Generative AI Technologies among Chinese Students Ling Angela Xia, Olivia Yiqun Sun, and Charlie Reis Chapter 8 Using ChatGPT to Improve Access, Inclusion, and Equity in and Through English-Medium Instruction in Higher Education Thatcher A. Spero Chapter 9 A Comparative Study of ChatGPT and Seq2Seq Chatbot for Effective Student Advising Suha Khalil Assayed, Manar Alkhatib, and Khaled Shaalan UNIT 3 Policy Implications and Ethical Considerations: Assessment and Accountability in Higher Education Chapter 10 Generative Creations, Code, and Data: How Intellectual Property Rights over Ownership, Use, and Image Apply to Higher Education Jeffrey C. Sun Chapter 11 ChatGPT and Research Ethics Lisa M. Rubin Chapter 12 ChatGPT on Student Learning Outcomes in Higher Education: A Meta-Analysis of Early Studies Bo Zhang Chapter 13 Rethinking Assessment and Feedback: Adapting Evaluation Methods for the Age of Artificial Intelligence Allen Farina Chapter 14 Artificial Intelligence in Undergraduate Assignments: An Exploration of the Effectiveness and Ethics of ChatGPT in Academic Work Luke Parker, Christopher W. Carter, Alice Karakas, A. Jane Loper, and Ahmad Sokkar UNIT 4 Current Issues and Future Concerns about Teaching and Learning Chapter 15 Communities of Practice and Preservice Teachers in the Rise of the Artificial Intelligence Era: ChatGPT as a Method of Inquiry and Reflection Gabriela Mocanu Chapter 16 Unlocking the Promise of AI: Exploring the Crucial Role of Faculty Members’ Growth Mindset, Self-Efficacy, and University AI Policies: A Study at Vietnam National University, Hanoi Kim Manh Tuan, Pham Van Thuan, Duong Thi Hoang Yen, and Nguyen Phuong Huyen Chapter 17 Creating Context-Specific Critical Incidents with ChatGPT for Effective Soft Skill Training Stephan Ruppert Chapter 18 Applications of ChatGPT in Work-Based Learning Programs: Opportunities, Challenges, and Ethical Considerations Hon Jie Teo

Order your copies:  Print Hardcover  |  ebook  |  Amazon  |  Google Books | Other Distributors Women make up the majority of college students and advanced-degree holders. So why do they still lead only about one in three universities, and far fewer of the most powerful ones? Breaking the Glass Ceiling answers that question the way it deserves to be answered: through the people who lived it. Here are seven women who reached senior leadership at a public university in the American South, three African American and four born in China, ranging from a dean in her seventies who helped desegregate her high school in 1963 to a young professor still proving she belongs. In their own candid words, they describe the mentors who pulled them up, the discrimination they outlasted, the families they refused to sacrifice, and the institutions they quietly rebuilt. From their experience, the authors distill a clear and teachable model, the Three Core Layers of women's leadership, and a clear-eyed account of why so few women reach the top and what would actually change that. Rigorous enough for the seminar and human enough for the nightstand, this is both a study and a map. Jing Chang, Ph.D. Marcus L. Thompson, Ph.D.

Order your copies:  Print Hardcover  |  ebook  |  Amazon  |  Google Books | Other Distributors Reimagining STEAM: AI, Art, and Technology for Creative Learning examines the evolving intersections of artificial intelligence, art, technology, and interdisciplinary learning within contemporary STEAM education. Bringing together theoretical perspectives, empirical research, classroom practices, and critical inquiry, the volume explores how emerging technologies and arts-based approaches can support creativity, human agency, interdisciplinary thinking, and innovative pedagogy. Across diverse educational contexts, the chapters address human–AI interaction, visual metaphor, science communication, storytelling, media arts, sustainability, game design, creative identity, and AI-integrated art education. The volume also considers the ethical, cultural, and pedagogical implications of emerging technologies, emphasizing the importance of human-centered and reflective approaches to technological integration. Collectively, the contributions position the arts as central to STEAM education and offer educators, researchers, and practitioners perspectives and practices for developing creative, inclusive, and future-oriented learning environments. Table of Contents Introduction Reimagining STEAM through AI, Art, and Technology Sahar Aghasafari & Jeremy Blair Section I: Foundations and Theoretical Perspectives Conceptual frameworks, pedagogy, human–AI interaction, and theoretical grounding Chapter 1 Empowering Human Agency in Transdisciplinary STEAM through Artificial Intelligence Guey-Meei Yang Chapter 2 Human–Machine Interplay: Visual Metaphor in STEAM Pedagogy Hsiao-Ping Chen & Guey-Meei Yang Section II: Interdisciplinary Learning, Science Communication, and Applied STEAM Practices Empirical research, interdisciplinary projects, storytelling, design-based learning, and science communication Chapter 3 Structuring Science Through Story: Visual and Animated Narratives of Protein Folding in Undergraduate STEAM Research Sahar Aghasafari, Li Cai, Mark Malloy, Sara Luis, Earl Jasper Gerona & Sergio González-Eulogio Chapter 4 Designing Tomorrow: Empowering Youth to Build Sustainable Futures through Storytelling, Media Arts, and Minecraft Sahar Aghasafari & Mark Malloy Section III: Creativity, Identity, and Classroom Innovation Creative pedagogy, identity, classroom experimentation, reflective practice, and AI in art education Chapter 5 Resonant Pedagogies: Craft, Care, and Creative Risk in STEAM Classrooms Krystian K. Ramlogan Chapter 6 (Re)Playing Self: Autoethnographic Game Design in the Art Classroom Jeremy Blair Chapter 7 Art Meets AI: Opportunities and Challenges in the Art Classroom Jeremy Blair Section IV: Global and Critical Futures in STEAM Global perspectives, ethics, speculative futures, critical inquiry, and emerging directions in AI-integrated education Chapter 8 Global Perspectives on AI-Driven STEAM Pedagogy Ambika Hanchate Chapter 9 Imagining Futures: Art, Algorithms, and the Weight of Inherited Worlds Jeremy Blair & Sahar Aghasafari Conclusion Future Directions for AI, Art, and Technology in STEAM Education Sahar Aghasafari & Jeremy Blair  

This volume examines the transformation of higher education through smart university models, digital learning, artificial intelligence, and administrative innovation. Twelve chapters connect global collaboration, adaptive learning in sports education, responsible AI feedback, decentralized and hybrid pedagogy, institutional digital transformation, faculty role change, student online experiences, academic quality, teaching capital, and AI-driven university administration. The contributors combine conceptual reviews, empirical cases, governance analysis, and practice-oriented frameworks from diverse geographic and institutional contexts. Rather than treating smartness as a collection of technologies, the volume asks how universities can integrate data, automation, learning platforms, and intelligent systems while protecting equity, trust, privacy, and professional judgment. It highlights student experience and faculty capability as critical tests of whether digital transformation creates genuine educational value. Intended for researchers, university leaders, faculty, quality assurance professionals, policymakers, administrators, IT teams, and graduate students, the volume argues that smart universities must be designed as humane, accountable, and continuously learning institutions.

This volume examines how digital learning, analytics, and student success systems are quietly rewriting the inner grammar of higher education. It looks beyond platforms as tools and asks what happens when learning becomes traceable, adaptive, and continuously interpreted through data. The chapters explore online and hybrid learning, predictive analytics, advising systems, student engagement, retention, and the ethical use of educational data. At its core, the volume asks a difficult question: can institutions use digital intelligence to support students without reducing them to dashboards? The answer, unsurprisingly, is complex, hopeful, and sometimes unsettling.

This volume analyzes digitalization, artificial intelligence, accreditation, rankings, and internationalization through the lens of future accountability in higher education. Ten chapters bring together Pacific, African, Asian, European, and broader Global South perspectives on prestige, inclusion, governance, and institutional transformation. The volume examines ethical foundations of academic reputation, inclusive quality assurance, accreditation as governance and political practice, ranking actors and algorithms, India’s National Education Policy 2020, borderless accreditation, Ubuntu-informed approaches to quality, flexible internationalization during systemic instability, and the movement from digitalization toward institutional smartness. Across these themes, the contributors challenge accountability models that privilege visibility, mobility, and standardized metrics over relationships, context, and public purpose. Intended for researchers, institutional leaders, accreditation and quality assurance professionals, policymakers, faculty, and graduate students, the volume argues that responsible transformation requires transparent data practices, context-sensitive standards, inclusive participation, and a critical understanding of how prestige systems distribute power and opportunity.

This volume examines how artificial intelligence, automation, blockchain, and data-informed governance are changing decision-making in higher education. Ten chapters move from academic credentials and learning records to educator roles in open and distance learning, university digital transformation strategies, faculty capability development, smart teaching governance, AI-supported teaching tools, disability inclusion, and digital-age policy. Contributions from multiple national and institutional contexts combine conceptual analysis, case comparison, technical architectures, and practical institutional recommendations. A central concern is how universities can use intelligent systems to improve efficiency, trust, access, and responsiveness while preserving professional judgment, transparency, privacy, and human responsibility. The volume treats faculty development and inclusion as essential parts of technological transformation rather than secondary implementation issues. Intended for researchers, university leaders, faculty developers, quality assurance professionals, policymakers, IT teams, and graduate students, it argues that decision intelligence becomes educationally valuable only when automation is governed ethically, interpreted critically, and aligned with institutional learning.

This edited volume, Advancing Local Knowledge for a Brighter and Sustainable Future, foregrounds the importance of local knowledge as a vital source of insight for addressing global educational, cultural, technological, social, and sustainability challenges. While locally grounded knowledge is often rich in context and practical relevance, its broader impact depends on its visibility within international scholarly conversations. This volume responds to that need by providing a multilingual, interdisciplinary, and globally engaged platform for knowledge exchange. Contributions explore themes related to education, intercultural communication, cultural diplomacy, governance, sustainability, language, technology, and leadership. Together, the chapters demonstrate how locally produced scholarship can inform global understanding, strengthen academic collaboration, and support a more inclusive and sustainable future. The volume is intended for scholars, educators, institutional leaders, policymakers, and practitioners interested in advancing equitable knowledge production and global academic engagement.

Order your copies: Print | ebook | Amazon | Google Books | Other Distributors Where Horizons Meet: Encounters Across Borders and Identities brings together powerful personal stories of living, learning, and working across cultures. Edited by Bo Zhang, Dawn Michele Whitehead, Krishna Bista, and Uttam Gaulee, the volume explores identity, belonging, migration, language, resilience, inclusion, and global citizenship through the lived experiences of students, educators, scholars, and professionals. Part of the Global Essay Book Series, this collection shows how crossing borders can challenge assumptions, deepen understanding, and transform the way people see themselves and others. It is an engaging resource for students, educators, international education professionals, and anyone interested in intercultural learning and our increasingly connected world.

This volume investigates the future of digital pedagogy, curriculum, assessment, and quality assurance across rapidly changing higher education systems. Twelve chapters address decentralized and hybrid learning, personalized and adaptive education, smart institution roadmaps, teaching efficiency, fragmented quality frameworks, accreditation and research excellence, Faculty 4.0, the faculty role as a human safeguard in AI-rich environments, hospitality employability, and assessment integrity. The contributors draw on international contexts to examine how institutional design, faculty capability, technology, and governance influence learning outcomes and public trust. The volume gives particular attention to the tension between flexibility and coherence, innovation and quality, automation and human judgment. It also considers how graduate attributes and assessment practices must evolve as artificial intelligence becomes embedded in learning and professional work. Intended for researchers, curriculum designers, faculty, institutional leaders, quality assurance professionals, graduate students, and policymakers, the volume argues that credible digital futures require pedagogical purpose, ethical assessment, inclusive access, and sustained investment in human expertise.

Order Print or eBooks: Paperback | eBook | Amazon | Google Books | Google Play | Other distributors Across enchanted islands and star-filled seas, brave girls and women discover the power of courage, family, memory, and freedom. Canela, a graceful priestess, welcomes a mysterious pirate to a vibrant celebration honoring life and remembrance. Calypso, a powerful sea nymph, transforms her lonely island into a home for wanderers and raises an adventurous girl named Esmeralda. Generations later, Magnolia Summerspring becomes a fearless young journalist who uses the written word to protect the vulnerable and challenge injustice. Connected by the sea, the stars, and a legacy of courageous women, these stories invite young readers into a world where families are created through love, truth can change society, and even one determined voice can inspire hope. Daughters of the Sea is a richly imagined collection of magic, adventure, cultural memory, resilience, and belonging.

This volume investigates the powerful, often uncomfortable world of rankings, metrics, visibility, and institutional reputation. It asks how universities become legible to the world, and what they may lose when visibility becomes a governing ambition. The chapters examine performance indicators, bibliometrics, global ranking systems, reputation economies, data strategies, and international positioning. Yet the volume does not treat metrics as villains. They can illuminate, compare, and provoke improvement. Still, numbers have moods of their own. They reward certain behaviors, silence others, and reshape institutional imagination. This volume invites a more careful, ethically alert engagement with measurement.

This volume explores governance not as a distant administrative machinery, but as the lived architecture through which universities decide, justify, improve, and sometimes resist change. It brings together discussions of evidence-based decision-making, institutional accountability, quality assurance, leadership, accreditation, and academic culture. The central concern is not merely whether universities collect evidence, but whether they know how to listen to it wisely. Across its chapters, the volume argues that quality culture cannot be manufactured through forms and audits alone; it grows through trust, participation, intellectual honesty, and the patient alignment of institutional purpose with everyday academic practice.

Order Print Copies | Download eBook | Google Books | Amazon | Other Distributors Decoding Power and Meaning: A Practical Guide to Critical Discourse Analysis offers an accessible yet rigorous introduction to examining how language shapes power, ideology, identity, and social reality. Edited by Constantine Andoniou, the volume connects foundational theories with research design, analytical methods, practical applications, scholarly writing, and emerging areas such as digital discourse, multimodality, algorithms, and artificial intelligence. Designed for graduate students, early-career scholars, and experienced researchers, it provides a clear and practical pathway for conducting thoughtful, ethical, and methodologically sound Critical Discourse Analysis across education, media, sociology, politics, communication, and related fields. Table of Contents Part I: Foundations of Critical Discourse Analysis Chapter 1. Seeing the Invisible: An Invitation to CDA Constantine Andoniou Chapter 2. The Ground We Stand On: Theories That Shape CDA Anastasia Christou Chapter 3. Mapping the Terrain: Key Approaches to CDA Constantine Andoniou Part II: Designing CDA Research Chapter 4. Choosing CDA: Aligning Method and Purpose Brittany Smotherson and Irina Sofianova Chapter 5. Building the Bridge: Designing Your CDA Study María Cruz Cuevas Álvarez Part III: Applications and Practice Chapter 6. CDA in Action: Lessons from the Field Georgia Papanikolaou Chapter 7. Telling the Story: Writing CDA Research Constantine Andoniou Chapter 8. Tools of the Trade: Building the Analyst’s Toolkit Constantine Andoniou Part IV: Emerging Futures Chapter 9. Beyond the Page: CDA’s Future Directions Constantine Andoniou

Vanishing Voices: The Future of Language Learning in Education Abroad examines one of the most pressing questions facing international education today: What happens when students study abroad without learning the language of the communities that host them? As foreign language enrollments decline and education abroad increasingly shifts toward English-taught, short-term programming, this volume explores the implications for intercultural learning, student engagement, and global understanding. Drawing on research, professional practice, and lived experience, the contributors examine the historical, institutional, and technological forces reshaping language learning in education abroad. Bringing together leading scholars and practitioners, Vanishing Voices explores the causes and consequences of declining language study, the opportunities and limitations of artificial intelligence, innovative approaches to program design, and the powerful ways language shapes identity, belonging, and intercultural understanding. Grounded in student stories, the volume argues that language remains far more than a tool for communication—it is a gateway to deeper cultural understanding, meaningful engagement, and transformative learning. Essential reading for international educators, faculty, administrators, and researchers, Vanishing Voices challenges readers to reconsider the role of language in preparing students to thrive in an increasingly interconnected world. ━━━━━━━━━━━━━━━━━━━━ ORDER YOUR COPIES STAR Press|   Amazon.es | Google Books ━━━━━━━━━━━━━━━━━━━━ Editors María Teresa Alonso, Ph.D., is the Founder and President of the Spanish Institute for Global Education, and she has been a professor of Anthropology at the University of Seville and Vice Dean of the School of Education at the Loyola Andalusia University.  Her major research interests include language learning, teacher training, and innovative methodology. Anthony C. Ogden, Ph.D., is the Founder and Managing Director of Gateway International Group, a consultancy specializing in international higher education. He is a respected educator with over 25 years of experience and has held senior leadership roles at Pennsylvania State University, the University of Kentucky, Michigan State University, and the University of Wyoming. With more than 60 publications, Dr. Ogden is also a prolific author whose work demonstrates his expertise and influence in international higher education. Heidi M. Soneson, Ph.D. , has worked in international education since 1983, holding leadership roles at the University of Wisconsin–River Falls and the University of Minnesota. She has led institution-wide initiatives in international student services and education abroad, served in leadership positions with NAFSA and The Forum on Education Abroad, and published extensively on education abroad policy and practice. Table of Contents Acknowledgements ..... i The Pillars of Hercules ..... ii Introduction of the Spanish Institute for Global Education   ...... 1 Introduction Vanishing Voices: The Future of Language Learning in Education Abroad ..... 15 SECTION ONE Historical Foundations and Shifting Contexts of Language Learning Engagement in Practice: Immersion, Independence, and Language Learning ..... 23 Chapter 1: Language Learning in U.S. Higher Education: Trends and Tensions ......27 Chapter 2: Language Learning in U.S. Education Abroad: Shifting Realities and Institutional Responses ....... 37 SECTION TWO Artificial Intelligence and Language Learning Engagement in Practice: Technology, Mediation, and Language in an AI-Enabled World ..... 49 Chapter 3: The Introduction of AI and Its Broader Impact on Higher Education..... 53 Chapter 4: Harnessing AI to Enhance Language Learning: Vocabulary Acquisition, Pre-Departure Preparation, and In-Country Engagement.....63 SECTION THREE Program Modalities and Curricular Strategies for Language Integration Engagement in Practice: Program Design, Structured Learning, and Language Integration ..... 77 Chapter 5: Integrating Language through Program Design and Curricular Innovation ...... 81 Chapter 6: Redesigning Advising, Orientation and Co-Curricular Learning .....95 SECTION FOUR Language and Identity in Education Abroad Engagement in Practice: Identity, Belonging, and the Personal Dimensions of Language ...... 109 Chapter 7: Language, Power and the Dynamics of Belonging ..... 113 Chapter 8: Language, Emotion and Vulnerability of Learning Abroad ..... 123 Partnerships in Practice: Community Engagement and Internships ...... 135 Contributing Editors ..... 141 Contributing Authors ..... 142 Contributing Authors David Becerra Alonso, Ph.D., is an Associate Professor at Universidad Loyola, Andalucía, Spain, and collaborates with the AYRNA research group at the University of Córdoba.   Carlos Aguasaco, Ph.D., is a Professor of Latin American Cultural Studies and Chair of the Department of Interdisciplinary Arts and Sciences of City College of the City University of New York (CUNY).  Giselda Beaudin, M.A., is the Executive Director of Global Initiatives at Rollins College, Winter Park, Florida.  Dan P. Dewey, Ph.D., is a Professor of Linguistics and Second Language Acquisition and Department Chair of Linguistics at Brigham Young University, Provo, Utah.   James Eckler, M.Arch, M.Sc., is a Professor of Architecture, Academic Vice President and Dean of Reap College of Creative and Professional Studies at Marywood University, Scranton, Pennsylvania.   Timothy Lynn Elliott, Ph.D., is the Director of the Office of International Study Programs at Brigham Young University in Provo, Utah.  Chrissie Faupel, Ph.D., is the Director of International Affairs at the University of Minnesota Duluth. An active member of NAFSA and AIEA, she contributes regularly to the advancement of the international education field.  Bethany Galipeau-Konate, MBA, D.Prof. is the Executive Director of Global Education at Shenandoah University in Winchester, Virginia.    Erin Hillis, Ph.D., is the Executive Director of the Buckman Center for Global Engagement and a senior international officer at Rhodes College in Memphis, Tennessee.  Christina Isabelli, Ph.D., is a Professor of Spanish Linguistics and Associate Provost for Global Engagement at Gonzaga University in Spokane, Washington.  Megan Jones, Ph.D., is the Director of the Center for Global Education at Drew University in Madison, New Jersey.  Dana Lindaman, Ph.D., is the Department Head of World Language and Cultures at the University of Minnesota Duluth and Associate Professor of French Studies.    Myriam Monterrubio is a certified English teacher and consultant in Seville, Spain. She is the co-author of five English-language series for kindergarten students and the creator of Talkies-Based Learning (TBL). Kate Moore, Ed.D., is the Principal and Founder of the Global Career Center in Boston, Massachusetts. She authored the NAFSA book, Internships, Service-Learning and Research Abroad and was lead contributor for the chapter “Program Types: A Matrix for Cross-sectional Analysis” within Education Abroad: Bridging Scholarship and Practice.  Marcia Morgan, Ph.D., is Dean of Global Education and Professor of Philosophy at Muhlenberg College in Pennsylvania. She teaches courses on ethics, social-political thought, law and morality, and organizational leadership.   Mary Kate Naatus, Ph.D., is Associate Professor in the Department of Marketing in the Stillman School of Business, Dean of Continuing Education & Professional Studies, and Associate Provost for Partnerships & Global Initiatives at Seton Hall University in South Orange, New Jersey.  Jessica A. Quintana Hess, Ms.Ed., is the Assistant Dean of Global Initiatives & Programs at Marywood University in Scranton, Pennsylvania.  Sarita Rai, Ph.D., is the Director and a faculty member at the University of Hawaiʻi at Manoa (UHM) Study Abroad Center.  Jennifer Rathbun, Ph.D., is a poet and translator, Professor of Spanish, Chair of the Department of Modern Languages and Cultures, and Chair of the Department of Philosophy at Ball State University, in Muncie, Indiana. Mary Alice Soriero, MS.Ed, is Director of Academic Affairs at the CEA CAPA Education Abroad, Seville, Spain Center and Adjunct Professor at Loyola University Andalucia.  Leah Spinosa De Vega, M.A . is the Executive Director of Global Initiatives at Augsburg University in Minneapolis, Minnesota. Her research interests include language and intercultural agility in therapeutic relationships.   Therese Tardio, Ph.D., is a Teaching Professor of Hispanic Studies and Director of the Humanities Scholars Program at Carnegie Mellon University in Pittsburgh, Pennsylvania.   Christina Marie Villarreal, Ph.D., is Director of University Partnerships and Development at the Spanish Institute for Global Education in Seville, Spain.   

Order Print Copies | Amazon | Hardcover | eBook | Google Books This volume examines the intersection of digital learning, learning analytics, and student success systems in contemporary higher education. Nine chapters written by scholars and practitioners from multiple geographic contexts analyze how artificial intelligence, institutional automation, faculty role transformation, and inclusive access technologies reshape higher education practice and outcomes. The volume combines theoretical frameworks with case evidence from national systems, disciplinary fields, and individual institutions. Core themes include the tension between digitalization and equity, the evolution of immersive and hybrid learning models, the role of data-informed decision-making in institutional performance, and the imperative to design digital transformations that serve all students, not only the advantaged. Intended for researchers, institutional leaders, faculty, graduate students, and policymakers, the volume argues that higher education can become simultaneously more efficient and more humane through thoughtful implementation and critical attention to context.

Order Print Copies | Download eBook | Google Books | Amazon | Other Distributors AI-Enhanced Case Study Research: Foundations, Design, and Ethical Practice offers a comprehensive and contemporary guide to conducting case study research in the evolving landscape of artificial intelligence. Bringing together international scholars from Asia, the Middle East, Europe, and the Americas, this volume explores the theoretical foundations, methodological design, analytical strategies, and ethical considerations that shape rigorous case study inquiry. The book examines key distinctions between case study and other qualitative approaches, the philosophical roots of the method, and the conditions under which case study research is most effective. It also introduces emerging practices such as AI-assisted research design, the use of generative AI tools in drafting case narratives, and new perspectives on validity, triangulation, and researcher reflexivity. Combining methodological rigor with practical guidance, this volume serves as a valuable resource for graduate students, researchers, and educators seeking to integrate traditional qualitative inquiry with innovative digital tools while maintaining strong ethical and scholarly standards. List of Contributors  Asma Majeed, Kinnaird College for Women, Pakistan Bilgehan Ayik, George Mason University, United States Franklin García-Godoy, University of Tennessee Health Science Center, United States Hayfa Jafar, American University of Iraq, Iraq Ingrid Guerra-López, George Mason University Jisha John, St. Teresa’s College, India Kimberley Daly, George Mason University, United States Krishna Bista, Morgan State University, United States Laura Reyes Alardo, Universidad Federico Henríquez y Carvajal (UFHEC) / UNAPEC, Dominican Republic Maartandan Suppiah, Universiti Utara Malaysia, Malaysia María Cruz Cuevas Álvarez,  Universidad Juárez Autónoma de Tabasco, México Nabiha El Khatib, Lebanese International University, Lebanon Nikan Fujii, Kyoto Notre Dame University, Japan Pinki Chahal, Indian Institute of Technology Kanpur, India Prashanth Beleya, INTI International University, Malaysia Rita Licelot Cruz, Universidad Federico Henríquez y Carvajal (UFHEC), Dominican Republic Shahin Hossain, University of Maryland, Baltimore County, United States Sreeramulu Gosikonda, Banaras Hindu University, India Tina Jaber Radhi, Birzeit University, Palestine Tridip Patir, Center of Policy Research and Governance, India Contents Acknowledgements ........................................................................ ix Foreword .................................................................................... x Introduction .............................................................................. xiii Chapter 1 Case Study as Human Inquiry Reasserting Its Value in the Age of Generative AI Tridip Patir .................................................................................... 1 Chapter 2 Case Study vs. Other Qualitative Designs Key Distinctions Hayfa Jafar .................................................................................... 9 Chapter 3 Core Characteristics and Defining Features of Case Study Research Maartandan Suppiah and Sreeramulu Gosikonda .......................... 24 Chapter 4 Types of Case Studies Single, Multiple, Embedded, Intrinsic, and Instrumental Nikan Fujii, Pinki Chahal, and Prashanth Beleya ............................ 29 Chapter 5 Philosophical Roots and Key Methodologists in Case Study Research Asma Majeed ................................................................................. 39 Chapter 6 When and Why to Use a Case Study in Qualitative Inquiry Tina Jaber Rafidi and Nabiha El Khatib ......................................... 49 Chapter 7 Validity and Triangulation in Case Study Research María Cruz Cuevas Álvarez ............................................................ 57 Chapter 8 Data Analysis in Literary Case Studies Themes and Cross-Text Synthesis Jisha John ...................................................................................... 66 Chapter 9 Designing AI-Augmented Case Study Protocols From Research Questions to Pilot Testing Laura Reyes Alardo, Franklin García-Godoy, and Rita Licelot Cruz ............................................................................... 75 Chapter 10 AI-Assisted Professional Writing Using ChatGPT, Claude, and Gemini to Draft Case Narratives and Grant Proposals Shahin Hossain .............................................................................. 88 Chapter 11 Ethical Considerations in AI-Assisted Case Study Research Nikan Fujii and Bilgehan Ayik ....................................................... 97 Chapter 12 Reflexivity, Researcher Voice, and AI Balancing Human and Machine Insight Bilgehan Ayik ............................................................................... 107  

Advancing Local Knowledge for a Sustainable Future: Selected Abstracts from the STAR Global Conference 2025 brings together scholarly abstracts presented at the conference in İstanbul, Türkiye. Reflecting the conference theme, this digital volume highlights diverse perspectives on the role of local knowledge in addressing contemporary global challenges and advancing sustainable development. The collection features contributions from researchers, educators, practitioners, policymakers, and graduate students representing institutions across multiple countries and disciplines. Topics include higher education, artificial intelligence, educational innovation, sustainability, indigenous knowledge systems, community development, cultural heritage, language learning, leadership, social justice, health, architecture, and international collaboration. Highlights Global Perspectives: Research and insights from scholars, educators, and practitioners representing diverse countries and disciplines. Local Knowledge for Sustainable Futures: Innovative approaches that connect indigenous, community-based, and local knowledge with global challenges. Emerging Trends and Innovation: Contributions exploring artificial intelligence, educational transformation, sustainability, and social development. Interdisciplinary Scholarship: A rich collection of abstracts spanning education, technology, culture, leadership, health, architecture, and community engagement. How to cite: Gültekin, O., & Sharma, S. (Eds.). (2026). Advancing local knowledge for a sustainable future . STAR Scholars Press. https://doi.org/10.32674/a2ecr316

Order your copies | Amazon | Hardcover | Paperback | eBook | Google Books |  From Insight to Impact: Stories of Transformational Leadership   offers a powerful collection of personal narratives and leadership lessons from alumni of the University of California, Berkeley’s Executive Leadership Academy (ELA). Drawing from a diverse group of presidents, provosts, deans, senior administrators, and emerging leaders from public and private institutions, the chapters reveal how ELA’s core teachings—courage, authenticity, empathy, collaboration, adaptability, and imagination—shape real-world decision-making. Each contributor shares a lesson learned, a leadership principle refined, or a transformative moment that reshaped their approach to navigating today’s rapidly evolving academy. At a time of profound change in higher education, these stories illuminate how leaders cultivate purpose, strengthen institutional culture, and create environments where people and ideas can thrive. The narratives reflect a shared commitment to service, mentorship, and community—grounded in a belief that leadership is not only about managing complexity but about envisioning what institutions can become. It invites current and aspiring leaders to reflect on their own journeys and to navigate the academy with integrity, curiosity, and a renewed sense of possibility. Editors Karen Biestman, J.D. Assistant Vice Chancellor, Office for Organizational Transformation, University of California, San Diego | La Jolla, California Josefina Castillo Baltodano, J.D. Founder and Executive Director Emerita, Executive Leadership Academy, University of California, Berkeley | Berkeley, California and former President, Marian University | Fond du Lac, Wisconsin Samantha A. Rushing Associate Director and Executive Assistant to the Advisory Board, Executive Leadership Academy, and former Program Administrator, Berkeley Global Executive Education, University of California, Berkeley | Berkeley, California Shirley Robinson Pippins, Ed.D. Senior Search Consultant and Executive Coach, Academic Search | Washington, DC, and Former President, Suffolk County Community College | Long Island, New York Johnnella E. Butler, Ed.D. Former Provost and Vice President for Academic Affairs, Spelman College | Atlanta, Georgia and former Associate Dean, The Graduate School, University of Washington | Seattle, Washington Ding-Jo H. Currie, Ph.D. Distinguished Faculty and Director, Leadership Institute for Tomorrow, California State University, Fullerton | Fullerton, California and former Chancellor, Coast Community College District | Costa Mesa, California Table of Contents Foreword  Preface  A Brief History of the Executive Leadership Academy Introduction Transformative Leadership: Aspirations Shaped by Purpose and Collaboration Ching-Hua Wang & Emily Prieto-Tseregounis   Transformative Leadership: Lessons from the Berkeley Executive Leadership Academy Mary C. Schutten   Leading with Purpose: A Journey of Resilience, Equity, and Transformative Leadership Jamillah Moore   From Reflection to Action: How ELA Empowered Me to Lead as My Whole Self Belinda Zamacona de Martinez The Evolution of Leadership: Transitioning from Systemic Analysis to Adaptive Leadership Alicia B. Becton   Becoming an Intentional Leader: Lessons from the Executive Leadership Academy Sergio La Porta   Authentic Leadership in Turbulent Times Claire Oliveros   Leading in a Multicultural & Global Environment in Five Lessons Thomas Poon   Reflections at Year 4 of the Fresno State Presidency Saúl Jiménez-Sandoval   Biographies: Editors and Contributors   

Order your copies| Hardcover | Softcover | eBook (PDF) | Google Book | Amazon Success as Destiny explores how institutional leaders at every level can strengthen structures, processes, and approaches to advance both institutional and student success during moments of profound challenge and opportunity. Drawing on the expertise of distinguished faculty of the Executive Leadership Academy (ELA) at the University of California, Berkeley, this volume illuminates leadership practices rooted in collaboration, integrated decision-making, and servant leadership. Covering essential areas such as shared governance, legal issues, AI, enrollment, student affairs, data-informed practice, financial leadership, and strategic planning, the book offers actionable insights for current and future leaders. This is the second volume in ELA’s leadership trilogy. It stands as both a practical guide and a deeply reflective exploration of what it means to lead with purpose, integrity, and vision in higher education today. Editors Johnnella E. Butler, Ed.D. Former Provost and Vice President for Academic Affairs, Spelman College | Atlanta, Georgia and former Associate Dean, The Graduate School, University of Washington | Seattle, Washington Josefina Castillo Baltodano, J.D. Founder and Executive Director Emerita, Executive Leadership Academy, University of California, Berkeley | Berkeley, California and former President, Marian University | Fond du Lac, Wisconsin Ding-Jo H. Currie, Ph.D. Distinguished Faculty and Director, Leadership Institute for Tomorrow, California State University, Fullerton | Fullerton, California and former Chancellor, Coast Community College District | Costa Mesa, California Samantha A. Rushing Associate Director and Executive Assistant to the Advisory Board, Executive Leadership Academy, and former Program Administrator, Berkeley Global Executive Education, University of California, Berkeley | Berkeley, California Table of Contents Introduction .................. xix 1. Leadership Power Across Cultures ........................................ 1 Ding-Jo H. Currie 2. Leadership Modeling: A Personal Approach to Identity Development ....................... 17 David C. Wilson 3. From Successful Candidate to Transformational Leader ............. 30 Shirley Robinson Pippins 4. Presidential Leadership: Communicating Across Constituencies to Achieve Institutional and Student Success ............................... 40 Janet L. Holmgren 5. Utilizing Data to Inform the Presidency .................................. 49 Richard Yao 6. Faculty Governance and Academic Freedom ............................. 69 George R. Blumenthal 7. Legal Issues Facing Higher Education Amid Public Skepticism ........................ 81 Joseph I. Castro 8. Demystifying the AI Magic: Navigating Opportunities and Challenges of Artificial Intelligence in Higher Education ............. 94 Andrew W. Reddie 9. Student Affairs and Reimagining the University Student Experience ................... 104 Kent L. Willis and Barbara D. Holmes 10. The Enrollment Management Challenge .......... 117 Olufemi Ogundele 11. University Business and Finance .............. 133 Sarah C. Latham 12. Strategic Planning in Our Challenging Environment ................. 144 Johnnella E. Butler and Tarshia L. Stanley