Comparative & International Education Series

This book offers profound insights into the dynamic landscape of international education, drawing on the perspectives of veteran educators and thought leaders. Through engaging chapters, it explores the transformative potential of global learning, examining current challenges, reflecting on historical trajectories, and envisioning the future of education abroad. Each chapter seamlessly integrates personal experiences, theoretical frameworks, and historical perspectives, emphasizing the vital role of Senior International Officers and advocating for a quantum approach to education abroad. The book aims to deliver a comprehensive and authentic exploration of international education by covering the evolution of study abroad, evolving narratives, and the impacts of political shifts and technology. Beyond celebrating achievements, it addresses critical areas requiring attention, inviting readers on a reflective journey to appreciate the intricate threads forming the tapestry of global education. Editors Thomas V. Millington is the Founder and Executive Director of Abroadia, New York, USA. Krishna Bista is a Professor of Higher Education at Morgan State University, Maryland, USA. Roy Y. Chan is an Assistant Professor of Education and Ed.D. Program Director at Lee University, Tennessee, USA. Bo Zhang is a TESOL instructor and district administrator at Providence Public Schools in Rhode Island who recently earned a doctoral degree from the University of Hartford, Connecticut, USA.  Both print and digital editions are available.   For bulk orders (15 or more copies), please reach out to the editorial office at contact@starscholars.org  ------ Book Launch "Veteran Educators, International Education, and Study Abroad: Perspectives, Insights, and Practices"  Date: April 3, 2024 Wednesday Time: 10:00 AM Eastern Standard Time (EST) Zoom: Please register in advance

By presenting case studies of internationalization in institutions of higher education around the world, this volume identifies unforeseen or unintended impacts within and across countries. With contributions from Africa, Asia, Europe, Latin America, Middle East, and North America the volume considers the nature and origin of positive and negative unintended consequences of internationalization policy and practice in national contexts, while also offering uniquely comparative insights. Chapters consider how internationalization is reflected in curricula, teaching, research, and mobility initiatives to highlight common pitfalls, as well as best practice for effective, sustainable, and equitable internationalization globally. Using a critical lens, the book explores how internationalization offers opportunities for learning, for entrepreneurial change, and for knowledge dissemination, and generates paradoxes and dilemmas in terms of political and ethical issues for individuals, communities, and the institutions themselves. Foregrounding the study of internalization in countries not typically studied, this book is a valuable resource for researchers and academics with an interest in internationalization, comparative and international education, and the sociology of education. Paperback | Hardback | eBook

Transforming Lives at the Institutional Level   explores innovative higher education initiatives from around the world aimed at enhancing access and success for underrepresented and marginalized groups. Through 31 case studies spanning seven global regions, this volume offers invaluable insights and lessons learned to inform equity promotion policies and practices. Order Hardcopies  ||  Download E-books | Praise for this book Transforming Lives at the Institutional Level: Equity Promotion Initiatives Across the World, edited by Jamil Salmi is a timely and important resource providing insights into innovative policies and practices as well as barriers inhibiting access to and equity in higher education.  Professor Ly Tran, Deakin University, Australia *** What a fantastic collection of case studies from around the world! The book is so timely, given the increased focus on the transformative role of higher education, in the light of current geo-political events and increasing precarity of higher education’s mission, influenced too narrowly by the economic benefit perspective. The book is a must read.  Aneta Hayes, Keele University, UK **** At a time when too many countries are backsliding from the principles of democracy, including human rights protections for ordinary citizens–which at their very core demand access to educational opportunity–this book could not be more timely. But how do we correct course? This book provides some answers.  Bernhard Streitwieser, George Washington University, USA

The International Handbook of French Education is a comprehensive and diverse collection that gathers the insights of educators, students, and leaders from across the globe to explore the enduring value and future prospects of teaching French language and Francophone culture. This handbook features 13 chapters that showcase perspectives from researchers, practitioners, and stakeholders, shedding light on the continued significance of French education in an increasingly interconnected world. As French remains a language of diplomacy, culture, and education with a vast global presence, this volume underscores why its teaching and learning are of enduring importance. Editors Jerry L. Parker, Ed.D. is an instructor in French, Spanish, and World Language Education in the Department of World Languages and Cultures at Southeastern Louisiana University, USA. Amany Saleh, Ph.D., is a Professor of Curriculum and Instruction and Comparative Education at the Center of Excellence in Education at Arkansas State University, USA.  _____________________________ Print and digital copies are available _____________________________

Responding to the growing need for recruitment and retention of international talent in higher education institutions globally, this volume documents the experiences and contribution of international graduate students, researchers, and faculty. This text foregrounds perspectives around recruitment, transition, integration, professional development, and the retention of scholars originating from, or arriving in, countries including China, Australia, Iraq, Japan, and the US. By investigating the support systems that are in place to assist foreign-born faculty members in institutes of higher education, the text provides important insights for departments and institutions as they look to successfully attract and retain global academic talent. Moreover, the scientific and practical implications of the research presented in the text directly informs institutional policy, working towards more effective, inclusive, and equitable ways to support international faculty. This text will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, and, more specifically, those involved with faculty development programs. The text will also support further discussion and reflection around multicultural education, international teaching and learning, and educational policy more broadly. Paperback | Hardback | eBook

Shifting Paradigms in Higher Education: Balancing Humanism, Scientism, and Academic Capitalism offers a profound exploration of the evolving landscape of higher education. Drawing from a wealth of experience, including leadership roles at Tribhuvan University and involvement with the National Planning Commission in Nepal, the author delves into critical issues facing higher education institutions. This book confronts the pressing need for policy reforms, restructuring universities, and adapting to changing global trends in higher education. It highlights the detrimental effects of politicization in academia and the urgency of establishing a think tank for informed decision-making. At its core, this book emphasizes the importance of preparing future leaders in higher education with a comprehensive understanding of its philosophy, history, and contemporary dynamics. It argues for the integration of science and humanities to humanize higher education and maintain ethical societies. For anyone involved in higher education, from policymakers to aspiring academic leaders, this book serves as an essential guide for understanding the transformative forces shaping higher education globally. It illuminates the path toward sustainable development and human welfare, making it a valuable resource for all stakeholders in the field. Author  Professor Tirth Raj Khaniya is an eminent figure in the field of education and higher learning. As Vice Chancellor of Tribhuvan University, he implemented significant reforms, including internationalization efforts that earned the university a world ranking. Dr. Khaniya's relentless commitment to accessible and quality education has been recognized with prestigious awards, including the Sukritimaya Rastradip (Meritorious Act Light of Nepal) award from the President of Nepal in 2017. His contributions have left a lasting impact on Nepal's educational landscape. Publisher ‏ : ‎  STAR SCHOLARS PRESS (January 21, 2024) Language ‏ : ‎  English Paperback ‏ : ‎  259 pages ISBN-10 ‏ : ‎  1957480335 ISBN-13 ‏ : ‎  978-1957480336 Item Weight ‏ : ‎  12.5 ounces Dimensions ‏ : ‎  6 x 0.59 x 9 inches Print editions: Order online For  bulk orders, please send your request to contact@starscholars.org  Special thanks to NIST Foundation, Nepal  

This book explores emerging populations of mobile international students in order to consider innovative and inclusive approaches for a more equitable and socially just higher education for new generations of international students. It offers critical reflections on the intersections of race, place, and space at universities hosting international students across multiple geographic and cultural contexts.  Chris R. Glass , PhD, is Professor of the Practice in the Lynch School of Education and Human Development at Boston College, Massachusetts (USA).  Krishna Bista , EdD ,  is Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University, Maryland (USA). Table of contents About this book Keywords Editors and Affiliations About the editors

This book explores the internationalization policy, programs, and initiatives at Historically Black Colleges and Universities (HBCUs) in the United States. The bigger questions that this book addresses are: What does internationalization mean for HBCUs?  How can internationalization be leveraged as a tool for social justice and diversity thus moving students who are often placed at the periphery of society to the center?  Are HBCUs catching up or leading the way? How do we embed internationalization in the ethos of HBCUs institutional culture?  What are the tensions between internationalization and while still serving who have been historically marginalized?  Even more so, how can internationalization be leveraged as a tool for social justice and diversity thus moving students who are often placed at the periphery of society to the center?   Editors Krishna Bista is a Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University, Maryland.  Anthony L. Pinder  is Vice Provost of Internationalization and Equity- Academic Affairs at Emerson College in Boston, MA (USA).   Table of contents About this book Keywords Reviews Editors and Affiliations

Few enjoy the privilege of creating their own identities. Jews, Blacks, Roma, Hillbillies, Witches,  and a myriad of others, demonized, erased or eradicated, demonstrate that identities are not necessarily a matter of individual choice. These ostensibly diverse figures do not control their own narratives and are subject to various forms of dehumanization and marginalization. They are defined by stereotypes that generate hate, fear, ridicule or romantic mythologies, sometimes, paradoxically, simultaneously. The author’s research integrates perspectives drawn from myth, literature, religious belief, histories, political ideologies, popular culture, and other sources, from the distant past to the disturbing present, to reveal the pervasive power of bigotry. This book exposes those dynamics that have created a spectrum of hate from prejudice, through discrimination, towards persecution, exclusion and, in its darkest manifestations, ethnic cleansing, erasure, genocide. These figures, and the spaces they inhabit, are profoundly connected.  Their identities are formed by the interaction, or collision, between who they believe they are and how they are imagined to be through the hostility of others. They are invented as pariahs, outsiders who threaten or subvert the imagined cohesion of dominant communities. New imperatives emerge for international higher education. Conventional, simplistic concepts of identity or “culture” distort the unfamiliar environments students will encounter throughout their lives. The insights offered here indicate that a key task is to help students unlearn assumptions, to discard the baggage with which they travel across borders, real and metaphorical. The author deconstructs orthodoxies and demands that attention be paid to those silenced, ignored, dehumanized, victims of cruel myopia and immoral deafness. Author: Michael Woolf’s  career has been spent substantially in international contexts. Prior to working in education abroad, he completed a PhD in American Studies, taught literature at universities in the UK and Italy, and worked for BBC radio. He has held leadership roles in international education for many years and has published and edited extensively. He received the Peter A. Wollitzer Award (2020) from the Forum on Education Abroad.  Pariahs  draws directly upon his identity as a Jew born in London in 1947. The Holocaust was rarely discussed but fear of the hostility of others was palpable in landscapes of anxiety. How to cite this book: Woolf, M. (2024). PARIAHS: Marginalized voices in education abroad . STAR SCHOLARS PRESS.  ______________________________________ PRAISE for this book "In this time of extraordinary ethnic and racial hatred across the globe, PARIAHS: Marginalized Voices in Education Abroad provides readers with a truly global context for recognizing the potential and the power of intercultural understanding, respect, and compassion. In this increasingly globalizing century, one must first recognize and then overcome the biases that are as second-nature to us as the air we breathe.  PARIAHS helps us take this first step; the next step is up to the reader." — Benjamin Rifkin, Provost and Senior Vice President for Academic Affairs, Fairleigh Dickinson University, USA " In PARIAHS , Woolf presents a profound study of identity and cultural exchange that resonates with challenges we see in Nepal’s evolving international education. His insights on marginalized communities speak to the global need for equity, offering valuable perspectives that can inspire Nepalese educators and policymakers to foster greater inclusivity and empathy in both local and international educational contexts." —  Tirth Raj Khaniya, Professor and  Former Vice-Chancellor, Tribhuvan University, Nepal "PARIAHS: Marginalized Voices in Education Abroad is a transformative exploration of the layered experiences of marginalized identities within global education. Woolf’s insightful analysis challenges educators to foster empathy and inclusivity, making this essential reading for those committed to a more equitable landscape in international education." —  Meghna Mehndroo, Principal, University Institute of Teachers Training and Research, Chandigarh University, India "PARIAHS is a must-read that illuminates the lived experiences of marginalized communities in international education, urging readers to challenge and expand their understanding of identity and cultural exchange. Woolf’s work is both timely and transformative, offering a critical lens that encourages educators and students alike to engage with the complexities of diversity in global learning environments." — Dr. ‘Dimeji R. Togunde, Vice Provost for Global Education & Professor of International Studies, Spelman College, USA “ PARIAHS  is first and foremost a book about identities and how these are constructed. It focuses on those identities that are imposed on a group of individuals and lead to their marginalization. It is a wonderful book which reminds us of the complexity of the world and warns all of us working in international education to avoid falling into the trap of oversimplification and generalization about the concepts of culture and intercultural learning in study abroad” —  Giorgio Marinoni, Manager, HE and Internationalization, International Association of Universities, France "Michael Woolf in Pariahs challenges us to question the conventional notions of identity and culture in international higher education which are often simplistic and fail to reflect the diverse and complex realities that students encounter. The book aims to deconstruct these orthodoxies, encouraging readers to unlearn assumptions and challenge stereotypes." —  Amany Saleh, Ph. D., Professor of Curriculum and Instruction, Arkansas State University, USA "Woolf's PARIAHS is a thought-provoking exploration of marginalized voices in international education. By examining complex identities and the impact of cultural exchange, the book challenges us to reimagine the role of education in fostering empathy and inclusivity. Through insightful analysis and compelling case studies, Woolf sheds light on the often-overlooked experiences of those who navigate the intersections of race, ethnicity, and class in global learning environments." — Marina Falasca, Professor, I.E.S. en Lenguas Vivas "Juan Ramón Fernández", Buenos Aires, Argentina "PARIAHS: Marginalized Voices in Education Abroad  is a compelling exploration of identity, marginalization, and cultural awareness. It examines the harmful impact of stereotypes while challenging readers to question and unlearn deeply ingrained biases." — Andrea Lee, Ed.D., Assistant Professor, Austin Peay State University, USA "A wonderful book about identity from one of the most important voices in education abroad. Compassionate, wise, insightful and a must-read." — Michael Punter, Global Director of Theatre Education, CEA CAPA London, UK In  Pariahs,  Michael Woolf offers a wide-ranging, nuanced, and timely discussion of how stereotypes have been created and used, historically as well as recently, to represent various marginalized groups globally.   — Ted Olson, Professor, Department of Appalachian Studies, East Tennessee State University, USA "Pariahs" is a much-needed multidimensional road map showing scholars and students a new path towards self-discovery and identity, one that requires leaving our luggage behind and exploring the roads with an empathic and inclusive mindset." — Elena de Prada Creo, Vice Dean for International Affairs, University of Vigo, Spain "A rich, in-depth review of many key cultural stereotypes we hold that often prevent us from truly listening and learning while on study-abroad programs." — Gene Hammond, Professor Emeritus of Rhetoric, Stony Brook University, USA This book profusely and insightfully interrogates the assumptions we hold about others and the ones they hold about us, especially when viewed from the reality of education abroad and international education and cultural exchange. Written in fine flowing prose, well-researched, and garnished with rich knowledge of history, politics, race, Christian mythologies, and critical events that shaped the interactions between “The West and the Rest of Us,” Michael Woolf paints a portrait of what it means to live in a divided world as the “other,” existing at the mercy of the mainstream, and its deeper implications to study abroad and cultural exchanges. — Emmanuel E. Akanwa, Frederick Douglass High School, Upper Marlboro, Maryland, USA "PARIAHS is an essential contribution to international education, providing readers with a nuanced understanding of the societal forces that shape marginalized voices. His work is both enlightening and necessary for anyone committed to diversity in global academia." — Uttam Gaulee, President, STAR Scholars Network, USA "As an international graduate student, I resonate with the insights and stories thoughtfully told by Michael Woolf. PARIAHS provides readers with diverse viewpoints on the transformational experience of being in a foreign land." — John Jefferson Besa, MD, Harvard University, USA _________________________________________ Hardcopies and ebooks are available in the following countries through Amazon, Barnes & Noble , and other vendors.  US | UK | DE | FR | ES | IT | NL | PL | SE | JP | CA | AU  

This timely volume documents the immediate, global impacts of the coronavirus pandemic (COVID-19) on teaching and learning in higher education. Focusing on student and faculty experiences of online and distance education, the text provides reflections on novel initiatives, unexpected challenges, and lessons learned. Responding to the urgent need to better understand online teaching and learning during the COVID-19 pandemic, this book investigates how the use of information and communication technologies (ICT) impacted students, faculty, and staff experiences during the COVID-19 lockdown. Chapters initially look at the challenges faced by universities and educators in their attempts to overcome the practical difficulties involved in developing effective online programming and pedagogy. The text then builds on these insights to highlight student experiences and consider issues of social connection and inequality. Finally, the volume looks forward to asking what lessons COVID-19 can offer for the future development of online and distance learning in higher education. This engaging volume will benefit researchers, academics, and educators with an interest in online teaching and eLearning, curriculum design, and more, specifically those involved with the digitalization of higher education. The text will also support further discussion and reflection around pedagogical transformation, international teaching and learning, and educational policy more broadly.   Paperback | Hardback | eBook

Based on their personal experiences spanning various facets of the international student life cycle in the U.S., the authors of the book “ Navigating the ‘American Dream’ ” recognized the pressing need for a resource that goes beyond and above, offering comprehensive information, resources, and practical tips. Unlike existing publications, this book is a trailblazer, covering the entire spectrum of international students’ educational journey in the U.S., providing essential insights, resources, and strategies to address students’ diverse needs. Authors Bo Zhang University of Hartford, USA Emmah Muema University of Nebraska-Lincoln, USA Shenhaye Ferguson University of Denver, USA Rachel Kamnkhwani University of Denver, USA Luke Parker University of Kansas, USA Candice Peters Appalachian State University, USA Order digital copies | Kindle eBook | Print Copies

This book compares the nature and practice of internationalisation of the curriculum at the policy, institutional, and classroom levels in Vietnam and Australia: the former an Asian, developing, and sending country of international students, and the latter an Anglophone, developed country, and a major education export provider. By examining curriculum internationalisation practices in these two vastly different socio-cultural contexts, the book contributes to the understanding of the magnitude and the range of differences regarding national and institutional responses to the common call for curriculum internationalisation. It addresses the impacts of the latest technological, political, economic, and sociocultural developments and COVID-19 on higher education internationalisation, as well as the digitalisation of international education. Crucially, it responds to a critical gap in the literature by not only investigating curriculum internationalisation policies and their implementation, but how faculty staff and students experience and engage with internationalisation of the curriculum in their home context, and how they position themselves and are positioned by the structural conditions with regard to curriculum internationalisation. The authors utilise document analysis, in-depth interviews and focus groups from a four-year research project. The research employs a unique conceptual framework combining practice architectures theory and Barnett and Coate’s conceptualisation of curriculum as knowing-acting-being. Providing rich inputs for new ways of thinking and doing to enhance educational quality and the learning experiences of all students, the book is a valuable resource for researchers, academic staff, practitioners, leaders, and students in higher education and international and comparative education. Order your copy

This book explores how the recruitment and retention of Asian international students in Canadian universities intersects with other institutional priorities. Responding to the growing need for new insights and perspectives on the institutional mechanisms adopted by Canadian universities to support Asian international students in their academic and social integration to university life, it crucially examines the challenges at the intersection of two institutional priorities: internationalization and anti-racism. This is especially important for the Asian international student group, who are known to experience invisible forms of discrimination and differential treatment in Canadian post-secondary education institutions. The authors present new conceptualisations and theoretical perspectives on topics including international students’ experiences and understandings of race and racism, comparisons with domestic students and/or non-Asian students, institutional discourse and narratives on Asian international students, comparison with other university priorities, cross-national comparisons, best practices, and recent developments linked to the COVID-19 pandemic. Foregrounding the institutional strategies of Canadian universities, as opposed to student experience exclusively, this direct examination of institutional responses and initiatives draws out similarities and differences across the country, compares them within the broader array of university priorities, and ultimately offers the opportunity for Canadian universities to learn from each other in improving the integration of Asian international students and others to their student body. It will appeal to teacher-scholars, researchers and educators with interested in higher education, international education and race and ethnic studies. Download this book (free)

Published by Routledge, this volume documents the experiences of international students and recent international initiatives at US community colleges to better understand how to support and nurture students’ potential. Offering a range of case studies, empirical and conceptual chapters, the collection showcases the unique curricula and diverse opportunities for career development that colleges can offer international students. International Students at US Community Colleges addresses issues of student access, enrolment barriers, college choice, and challenges relating to integration in academic and professional networks. Ultimately, the book unpacks institutional factors which inhibit or promote the success of international students at US community colleges to inform faculty, student affairs, administration, and institutional policy. With international students’ declining enrollment, this book considers the measures being taken by community college officials to bring continued access and equity to international students. Offering insights from a range of international scholars as well as on-the-ground case studies, this text will benefit researchers, academics, and educators with an interest in multicultural education, international and comparative education, and higher education management. Those specifically interested in educational policy and the sociology of education will also benefit from this book. Paperback | Hardcover | eBook

International Student Support and Engagement in Higher Education  examines innovative practices in campus, academic, and professional support services which serve the various and unique needs of international students seeking undergraduate and graduate degrees.  Divided into three sections pertaining to campus, academic, and professional support services, the authors present case studies and original research that examine strategies for how institutions of higher education can operate to promote international student success beyond the classroom. The international range of contributors showcase research from across Canada, China, Indonesia, Malaysia, Russia, Senegal, Thailand, and the United States. Foregrounding support services with innovative and successful methods for collaborating with one another, the book crucially addresses how the myriad support services available on campuses can work  together  to support international students and foster a sense of belonging and connection, rather than maintaining a focus on acculturation. It examines the origins of these partnerships, asking whether the services are designed to support the international student community specifically, or to serve the student population more generally. Identifying new emerging trends and with a view to establishing a broad and global context for best practices in international student support, this book will appeal to faculty, researchers, scholars, and scholar-practitioners with interests in higher education, student support services, and international and comparative education. Paperback | Hardback | eBook

This book examines the international student question by utilizing a holistic and multi-faceted approach to understanding not only the influence of socialization on the international student experience but also presents a historical background to international student contact; the influence of globalization and student mobility; U.S. international student enrollment trends; exploration of research on socialization; socialization theory/theoretical framework; an annotated bibliography of research on socialization/acculturation. This book contributes to the discourse on international student socialization. It is geared toward enriching international student socialization experiences and informing higher education policies and practices to serve better and service international students. Author Emmanuel E. Akanwa teaches Reading, English, and Language Arts at Frederick Douglass High School, Upper Marlboro, Maryland, U.S.A. Dr. Akanwa was formerly a fixed-term faculty at Central Michigan University and an adjunct professor of English at Mid-Michigan Community College.  Download ebook (complimentary) or order print copies on Amazon  and  Barnes & Noble  | Related  books here How to cite this book: Akanwa, E. E. (2024). International student socialization . Star Scholars Press. https://doi.org/10.32674/1kqb8x16

This volume investigates how international students in and from the Middle East are constructed by nations, institutions, other students, and themselves. Making a valuable contribution to understanding the nuances and complexities of educational politics and priorities affecting these constructions, the text considers the broader impacts of discourse on internationalisation. Offering a unique combination of critical analysis of educational policies combined with empirical contributions through authors’ own research, chapters highlight intersections between politics, the internationalisation of higher education, and the construction of mobile learners. Emphasising variation and nuance in the internationalisation of policies in the Gulf Cooperation Countries, and other Middle Eastern countries, the volume offers a theoretical framework to help understand the political, educational, and ethical implications of emerging constructions of international students and their comparison across the Middle East. This timely volume will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, as well as the Middle East more specifically. Those involved with educational education policy and politics, specifically related to the Middle East, will also benefit from this volume. Paperback | Hardback | eBook

This book strives to provide valuable insights on international students’ mental well-being based on research, promising practices, and practitioners’ experiences. The book is geared toward practitioners, faculty, counselors, and others working with international students at higher education institutions in the United States. In this book, we specifically focus on how various intersecting dimensions of international students’ identities shape their mental well-being and the support or resources they may need. By doing so, we hope to provide a more complex and nuanced picture of international students’ mental well-being to guide practice and inspire future research. Print  and  digital editions  are available

International Student Employability: Narratives of Strengths, Challenges, and Strategies from Global South Students  examines how international undergraduate and graduate level students use their agency to make sense of what they are learning and how to apply that to employability in career pathways. This book shows that understanding employability from a range of perspectives is important because governments need graduates with skills ready for the labor market, higher educational institutions are measured by the number of graduates to have gainful employment upon graduation, and international students use study abroad to gain the skills and competencies needed for employability. The chapters critically examine several themes including how students use their capabilities to navigate host country national political policies that define and re-define work permits, visas, and immigration. This includes awareness of national and international employment patterns, wicked problems from globalization, demands of changing labor markets, and adaptability for transversal job sectors. Finally, and of most importance is that the chapters use the lens of diverse student groups, including undergraduates, graduate, and doctoral students, international and domestic students, students who study in different HEI sectors (aka, TVET Colleges and universities), and in different academic programs, (aka STEAM, nursing, and humanities), and different geographies of where students come from and where they study. Such diversification showcases those experiences and relevance to employability are fundamentally different.  About the Editors Rosalind Latiner Raby , Ph.D., is a Senior Lecturer at California State University, Northridge in the Educational Leadership and Policy Studies Department of the College of Education. Jasvir Kaur Nachatar Singh , Ph.D., a Senior Lecturer at La Trobe University, Melbourne in the Department of Management, Sport and Tourism. Krishna Bista , Ed.D. ,  is a Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University, Maryland. Table of contents About this book Keywords Editors and Affiliations

This book offers a comprehensive examination of the experiences of international students as they navigate the complexities of studying and living in a foreign country while pursuing their graduate studies. It delves into the challenges faced by these students, including cultural differences, language barriers, and the impact of COVID-19, and provides insights into how these challenges can be overcome. Through a range of narratives and empirical studies, the book offers a deeper understanding of the socialization experiences of international graduate students, their advising relationships, career employability challenges, and their resilience in the face of adversity. Oder Hardcopies Here | Digital Copies Here

This book explores diverse experiences and insights, revealing a tapestry of intercultural and inclusive learning, professional development, innovative educational strategies, and machine learning. From reflections on intercultural experiences and self-discovery through cinema research to analyzing gender differences among expatriate teachers in the Middle East, education takes many forms. Embedding Sustainable Development Goals into business education emphasizes sustainability in curricula, while multivariate analyses of university management practices highlight institutional responsibilities. Addressing hate speech in education and designing maternal health literacy programs for at-risk mothers demonstrate the impact of targeted educational interventions. It also looks into culturally responsive experiences in career counseling, internationalization of higher education systems, and innovative teaching methods, which offer fresh perspectives on global education. It examines the ethical dimensions of scientific progress, machine learning, creativity, and the influence of university architectural spaces on active learning. These diverse studies invite us to reimagine education as a dynamic, inclusive, and transformative force, fostering peaceful coexistence, entrepreneurial spirit, and a deeper understanding of our shared cultural heritage. Download eBook Here How to cite this book: De Pradra-Creo, E., Quintairos-Solino, A., Gamaledin, S. S., Gaulee, U., Bista, K., & Zhang, B. (Eds) (2024). Innovative approaches to learning: Global advances in sustainable, inclusive, and creative education . Sta r Scholars Press.

Bringing together a range of contributions from diverse international scholars, this edited volume explores issues of inequality in student mobility to consider how schools, universities, and colleges can ensure equitable access to international study and exchange. Featuring evidence-based accounts of students’ experiences and exploring opportunities for study abroad in school and university contexts,  Inequalities in Study Abroad and Student Mobility  analyses how pedagogy and student support services can be designed to accommodate linguistic, cultural, ethnic, and socio-economic differences. Chapters foreground issues of access and opportunity and offer unique insights to inform institutional policy in developing more effective, inclusive, and equitable ways to internationalize exchange and study abroad programs and initiatives for all. This timely volume will benefit researchers, academics, and postgraduate students in the fields of international and comparative education, as well as educators and school leaders working within secondary and higher education settings concerned with multicultural education. Paperback | Hardback | eBook

This volume uses case studies and students' lived experiences to document the impacts of coronavirus (COVID-19) on international students and explore future challenges and opportunities for student mobility within higher education. Responding to the growing need for new insights and perspectives to improve higher education policy and practice in the era of COVID-19, this text analyses the changing roles and responsibilities of institutions and international education leaders post-2020. Initial chapters highlight key issues for students that have arisen as a result of the global health crisis such as learning, well-being, and the changed emotional, legal, and financial implications of study abroad. Subsequent chapters confront potential longer-term implications of students' experiences during COVID-19, and provide critical reflection on internationalization and the opportunities that COVID-19 has presented for tertiary education systems around the world to learn from one another. This timely volume will benefit researchers, academics, and educators with an interest in online teaching and e-learning, curriculum design, and more specifically those involved with international and comparative education. Those involved with educational policy and practice, specifically related to pandemic education, will also benefit from this volume. Hardcover | Paperback | eBook

This book takes a critical and historical perspective in parsing the current state of play for refugee and immigrant students in Germany, addressing federal, state, and institutional innovations as well as gaps in service. Drawing from de/post/anticolonial theory, it considers the levels of support for diverse groups including migrants, refugees, and racialized Germans, investigating why a comparatively well-resourced higher education system has, to date, selectively invested in the support of some marginalized groups. It calls for the reconsideration of policy and programmatic support, drawing from emerging best practice across states and HEIs. Using historical analysis, federal and state level policy documents, institutional equal opportunity plans and student-facing websites, reporting, and first-person-accounts of marginalized students both prospective and enrolled, this critically-oriented work interrogates how and why the world’s fourth largest economy – and its primarily public higher education system – have failed to engage systemic change with an eye towards addressing mechanisms of exclusion including racialization and xenophobia. It concludes with a consideration of possible policy interventions supporting these minoritized student groups who are essential not only to German learning and economy, but also to the rebuilding of conflict states. This volume will appeal to researchers, scholars and practitioners working across comparative and international higher education, crisis education, and education in emergencies, as well as diversity specialists. Order your copy: 

In this book, we explore the socio-political environment that impacts international students’ employability and discuss student experiences of employability development during and after their studies. The book also aims to provide a holistic understanding of international student employability on a global scale, incorporating various higher education contexts, including the US, UK, Netherlands, Vietnam, and Japan.  Publisher : STAR Scholars, Baltimore, Maryland (US) | Published Date: July 2022 Order print copies  ($19.99)|  download e-book  (free) |  cite chapters |