Book Releases
Comparative & International Education Series
37 Titles
Comparative & International Education series invites authors and editors to embark on a journey of scholarly exploration. Immerse yourself in the most pertinent and compelling topics within international/global education as we aspire to uncover novel perspectives, pioneering solutions, and enlightening insights. Join us in shaping the future of education through rigorous research, progressive ideas, and transformative discussions.
Title: Comparative & International Education Series
Online ISSN: 3065-3533
Print ISSN: 3065-3517
Suggested Titles/Topics for Inclusion:
1. Global Trends in Education Policy: A Comparative Analysis
2. Internationalization of Curriculum: Strategies and Challenges
3. Educational Equity Across Borders: Bridging the Gap
4. Emerging Technologies in International Education: Transforming Learning
5. Migration, Displacement, and Education: A Comparative Perspective
6. Sustainability Education in a Global Context: Best Practices
7. Language Diversity in Education: A Cross-Cultural Examination
8. Cross-Border Collaboration in Higher Education: Models for Success
9. Crisis Management in International Schools: Lessons Learned
10. Global Citizenship Education: Fostering Inclusivity and Awareness
We invite passionate authors and editors to submit proposals for books and edited volumes that contribute to this dynamic series. Share your expertise and contribute to the ongoing international and comparative education dialogue.
Send questions to Professor Krishna Bista at krishna.bista@morgan.edu
Resources for authors/editors:
Editors in Series
Dr. (Mrs.) Pankaj Mittal Secretary-General, Association of Indian Universities, India Formerly, Vice Chancellor, BPS Women University, Govt. of HaryanaDr. (Mrs.) Pankaj Mittal
Dr. (Mrs.) Pankaj Mittal is the Secretary General of the Association of Indian Universities (AIU) and only the second woman to hold this position in its 97-year history. A Fulbright Scholar and distinguished academic leader with more than three decades of service in higher education, she previously held senior roles at the University Grants Commission. She served two terms as the first regular Vice Chancellor of Bhagat Phool Singh Mahila Vishwavidyalaya, North India’s first rural women’s university. She is the recipient of several national honors, including the President of India Award for Digital Initiatives in Higher Education and multiple lifetime achievement recognitions. Widely published and internationally engaged, Dr. Mittal has represented India across major global forums and continues to advance higher education reform and women’s empowerment.
Editors Dr. Haishan “Sam” YangDirector of Intercultural Engagement, Oberlin College, USA
Email: sammydepth@gmail.com
Short Bio:
Haishan “Sam” Yang, Ed.D., is the Director of Intercultural Engagement with International Student Services at Oberlin College. A bilingual scholar–practitioner, he specializes in global student success, racialization, belonging, and compliance in higher education. He has presented at leading conferences including NASPA, ACPA, ASHE, AERA, and NAFSA, and has served on planning teams for national and international events. Sam is also a published author, trained Restorative Practices facilitator, journal and book reviewer, and a licensed K–12 educator in California and New York. He holds degrees from Syracuse University (B.A.), Boston College (M.A.), and an Ed.D. in Educational Leadership from the University of Southern California.
Scholar/Researcher, Boston College, USA
Email: abdullahimichaeleneye@gmail.com
Short Bio:
Michael Abdullahi is an educator and researcher whose work centers on equity-driven education policy and global access to high-quality learning. His scholarship examines digital learning in low-resource environments and the conditions that support teacher workforce development and instructional justice. He has collaborated with international partners, community-based organizations, and educational leaders to advance inclusive, culturally responsive learning ecosystems. With experience spanning research, program design, and capacity-building across diverse global contexts, he is committed to strengthening comparative and international education through scholarship that amplifies marginalized voices and informs policy solutions that promote equitable and resilient education systems worldwide.
Lea Simek
BINUS University
Email: lsimek@binus.edu
Deputy Head of Global Class - International Business Management
Brief Bio
Lea Simek is the Deputy Head of the Global Class Program in International Business Management at BINUS University, Indonesia, where she focuses on developing the global learning ecosystem. She previously served as International Student Engagement Manager, leading initiatives to expand and support degree-seeking international students. Her research interests include global education, global employability, international students, and emerging study destinations. She holds a Master’s degree in Global Studies from Leipzig University and is currently pursuing a doctoral degree in Management at BINUS University.
Online ISSN 3065-3533
Print ISSN 3065-3517
All Books
Publisher : STAR SCHOLARS PRESS
Published : December 11, 2023
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.
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Publisher : STAR SCHOLARS PRESS
Published : June 2, 2022
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
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Publisher : STAR SCHOLARS PRESS
Published : September 1, 2021
Global Higher Education During COVID-19: Policy, Society, and Technology explores the impacts of the novel coronavirus (COVID-19) for global mobility in the field of international higher education. Specifically, this book responds to the growing need for new insights and perspectives to improve higher education policy and practice in the era of COVID-19. The sub-theme that runs through this book concerns the changing roles and responsibilities of international education leaders and the demand to rethink comprehensive internationalization post-2020. Topics in this book include international students' experience, study abroad, branch campus, mental health, enrollment, and graduate education.
Editors: Joshua S. McKeown, Krishna Bista, and Roy Y. Chan
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Reviews
Dr. KS Adeyemo, Senior Lecturer, University of Pretoria, South Africa
Global Higher Education During COVID-19: Policy, Society, and Technology is a highly recommended resource for higher education institution policymakers and educators around the globe. Not only does this book provide invaluable insights from higher education institution policymakers, educators, and students during the COVID-19 pandemic, but it also offers useful suggestions on dealing with possible challenges and seeking opportunities in future higher education .
Dr. Misty So-Sum Wai-Cook, Centre for English Language Studies, National University of Singapore
It’s a timely book reporting the most recent responses of international higher education across the world during the Covid-19 pandemic. Besides providing the theoretical contributions, the book also offers practical implications for stakeholders, including policymakers, education managers and practitioners, international students, and parents.
Dr. Hiep Pham, Director, Center for Research and Practice on Education, Phu Xuan University, Vietnam
Global Higher Education During COVID-19: Policy, Society, and Technology is timely and relevant providing a critically engaged reflective account of geographically diverse higher education institutions’ response and practice during the COVID-19 pandemic. This book illuminates some of the current impediments to higher education internationalization within the context of COVID-19 and provides insights into shared learning experiences that address new challenges to internationalization imposed by the pandemic. A must-read for international higher education specialists, practitioners, scholars, and researchers.
Dr. Tasmeera Singh, Advisor, International Office, University of KwaZulu-Natal, South Africa
A worldwide phenomenon: Strategies and inspiration to address the challenges and opportunities for the new normal in the field of global higher education. I cannot recommend it highly enough.
Dr. Daisy Kee Mui Hung, Associate Professor, Universiti Sains Malaysia, Malaysia
The movement of people across borders furthered the spread of Covid-19. This inevitably impacted international higher education, which although not reducible to student mobility is its primary form. Global Higher Education during COVID-19: Policy, Society, and Technology is, therefore, a timely edited collection that begins to unpack the multifaceted impact the pandemic has had on higher education worldwide. It adds to the growing conversation on reimagining higher education. The collection will be valuable to current and future scholars of higher education, offering an important snapshot of policy and practice during the pandemic.
Dr. Will Brehm, Lecturer of Education and International Development, UCL Institute of Education, UK
With the COVID-19 crisis having upended higher education around the world, this timely book provides a deep and much-needed analysis of the roles and responsibilities of universities going forward. It sheds light not only on the shared challenges countries have faced, but also reveals how the impact of the pandemic has varied in important ways across countries.
Dr. Rajika Bhandari, Author/Advisor, STAR Scholar Network, USA
This book presents a comprehensive and rigorous worldwide account of Covid-19 impact, challenges and new opportunities. It stands out as a ground-breaking valuable companion for all those involved in the future of internationalization in higher education.
Dr. Elena de Prada Creo, Vice Dean for International Affairs, Facultad de CC. Empresariales y Turismo, Spain
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Publisher : STAR SCHOLARS PRESS
Published : October 26, 2022
Cross-border physical mobility has dominated the discourse and practice of internationalization of higher education. Yet, global crises of climate change, sustainability, pandemics, and social equity, among others are challenging traditional mobility paradigms. Internationalization at Home (IaH) has been promoted as a way to increase international and intercultural education, and faculty members are central to achieving any success with this program. This collective case study at the University of Iceland examines faculty members’ engagement and practices of IaH.
Publisher: STAR Scholars, 2023 pp. 220
Paperback and digital copies are available
Publisher : STAR SCHOLARS PRESS
Published : May 20, 2022
This book presents students’ reflections on their intercultural student experiences, and utilizing the UNESCO Story Circle methodology, illustrates how such reflection can aid the development of intercultural competence (IC).
The volume features a broad range of first-person narratives that showcase the diversity of student experience encountered whilst studying abroad in a variety of cultural and institutional settings. Engaging with issues in relation to identity negotiation, stereotypes, cultural difference, and communities of support, the text demonstrates application of the UNESCO Story Circle approach in developing IC. Further, vignettes are analyzed and guiding questions are offered to structure readers’ reflection and discussion to facilitate further honing of intercultural competencies. The volume promotes IC amongst individual educators, trainers, international students, and community members and provides guidance in addressing international students’ wellbeing more broadly.
This text will benefit scholars, academics, and students in the fields of higher education, multicultural education, and intercultural communication. Those involved with international and comparative education as well as student affair practice and higher education administration will also benefit from this volume.
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Publisher : STAR SCHOLARS PRESS
Published : May 20, 2023
Curriculum Theory and Pedagogy for Student Mobility – an edited collection of international research – seeks to examine how curriculum theory within different social, political, and cultural contexts can be actuated to advance equity and diversity, plus supportive and inclusive outcomes in international student education. A comprehensive volume, it contours a holistic interdisciplinary landscape of the field. The book draws upon both a broad range of curriculum-related theoretical frameworks and multiple perspectives to offer a diverse spectrum of examples about the many challenges and complexities involved in not only theorizing about, but doing the work of, educating international students in institutions of higher education. Additionally, the book provides a strong pedagogical framework for enhanced teaching practices, as well as new avenues for research in international student education. Drawing upon the expertise of contributors from varied backgrounds, identities, fields, and positionalities, the assembled chapters elucidate contemporary curriculum theory and its foundations and uses and analyzes its potential in international education. Equally, theoreticians and practitioners, both, offer valuable insights into conceptualizing, strategizing, and applying curriculum theory-driven research and proven practices for the advancement of the field of international student education.
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Publisher : STAR SCHOLARS PRESS
Published : October 5, 2024
Current Trends in Global Education: Bridging K-12 and Higher Education for an Interconnected World explores the evolving landscape of global education through insights from esteemed educators and researchers. It defines global education and presents multiple rationales for developing global competence along with a literature review of significant challenges over the past two decades. The anthology showcases innovative K-12 practices, emerging trends, and the transformative role of transnational telecollaboration and artificial intelligence (AI) in fostering global citizenship and cross-cultural communication. It also examines higher education focusing on novel pedagogical tools, hybrid learning communities, and virtual exchange initiatives in ESP/EAP courses, as well as key factors affecting AI adoption in this context. Editors
Marina Falasca, M.Ed., M.A. , is an Associate Professor with a focus on pedagogy, didactics, and curriculum at IES en Lenguas Vivas Juan Ramón Fernández in Buenos Aires, Argentina. She also serves as the STAR Country Director for Argentina and is the recipient of the 2024 Klett Award for Sustainable Development Education in the World Language Classroom. Karina J. Baum, Ph.D., is the Director of Global Education at Buckingham Browne & Nichols, a K-12 independent school in Cambridge, Massachusetts. She serves on the Board of Directors of the Global Education Benchmark Group and the Kathleen Stone Island Outward Bound.
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Publisher : STAR SCHOLARS PRESS
Published : May 15, 2024
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.
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Publisher : STAR SCHOLARS PRESS
Published : January 11, 2023
This edited volume brings together the perspectives of a diverse group of international scholars to explore the intersections of study abroad and social mobility. In doing so, it challenges universalist assumptions and power imbalances implicit in study abroad across the Global North and South, and explores the implications of COVID-19 for equity within study abroad programs, policy, and practice going forward.
Offering empirical, theoretical, and conceptual contributions, Critical Perspectives on Equity and Social Mobility in Study Abroad foregrounds critical reflection on the stratification of access to study abroad and examines the varied outcomes of international study in relation to graduates’ entry into domestic and international labor markets. Focusing on the experiences and outcomes of students from varied backgrounds, chapters identify a number of power imbalances relating to student race, ethnicity, religion, local and international policies and politics, and put forward valuable recommendations to ensure greater equity within the field.
Against the backdrop of growing criticism over the power imbalances in international exchange, this text will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, and multicultural education. Those interested in educational policy and the sociology of education more broadly will also benefit from this book.
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Publisher : STAR SCHOLARS PRESS
Published : September 26, 2021
COVID-19 and Higher Education in the Global Context: Exploring Contemporary Issues and Challenges addresses the lasting impact of the novel coronavirus (COVID-19) in the higher education sector and offers insights that inform policy and practice. Framed in a global context, this timely book captures a wide variety of topics, including student mobility, global partnerships and collaboration, student health and wellbeing, enrollment management, employability, and graduate education. It is designed to serve as a resource for scholar-practitioners, policymakers, and university administrators as they reimagine their work of comparative and international higher education in times of crisis. The collection of chapters assembled in this volume calls for a critical reflection on the opportunities and challenges that have emerged as a result of the global pandemic, and provides as a basis for how tertiary education systems around the world can learn from past experiences and shared viewpoints as institutions recalibrate operations, innovate programs, and manage change on their respective campuses.
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Publisher : STAR SCHOLARS PRESS
Published : October 22, 2022
This volume examines the diversified and challenging experiences of Chinese international STEM doctoral students at Australian institutes of higher education, exploring how intersections between research, personal life, and social experiences can be negotiated to achieve academic success and personal transformation.
By drawing on a range of qualitative and longitudinal research methods, the book foregrounds student narratives and utilizes a novel three-dimensional multi-world framework as an effective approach for understanding student experiences in a holistic way. It integrates Chinese philosophical perspectives and theories in the fields of educational psychology, international education, and doctoral education to interpret the nuances, complexity, and particularities of the cross-cultural STEM PhD experience, highlighting the importance of the supervisor–mentee relationship and the role of students’ cultural, social, and philosophical values in supporting their successful completion of the PhD degree. The analysis thus provides new insights into the ways in which these experiences vary across students, and might apply in other national contexts, and to non-STEM student cohorts.
This book will be a valuable resource for researchers and academics engaged in cross-cultural education, the sociology of education, and international and comparative education. It will be of particular interest to those with a focus on international doctoral education and cultural Asian studies.
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Publisher : STAR SCHOLARS PRESS
Published : January 10, 2026
This volume presents a diverse collection of short personal essays that illuminate the experiences of study abroad students, alumni, faculty, and staff as they reflect on the lasting impact of their intercultural encounters and interactions in new environments and communities around the world. The stories explore themes ranging from culture shock and adaptation to resilience and personal growth, revealing how individuals gain new perspectives and develop deeper self-awareness by stepping outside their comfort zones. The authors share moments of perseverance and discovery, the challenges of building connections across cultures, and the rewards of learning and living in unfamiliar settings. Current and former students, in particular, describe their journeys of personal and academic growth through immersive coursework, internships, and community engagement, despite the initial hurdles of adjusting to new norms and expectations. This collection of reflective essays takes readers on a journey alongside those who have lived the study abroad experience while also offering insights from international educators and university administrators who design, direct, and support these programs at the University of Delaware—home to the nation’s first study abroad program for over a century.
About the Editors
Ravichandran Ammigan, Ph.D. , serves as Vice Provost for Global Engagement and Senior International Officer at the University of Delaware. With 25 years of experience in the field of international higher education, he is responsible for leading the institution’s internationalization strategy and global engagement portfolio. He holds a secondary faculty appointment as Associate Professor in the School of Education, where his main research focuses on the academic, social, and cultural experiences of students in higher education worldwide. Dr. Ammigan has published numerous research articles, co-edited several books, and is a regular speaker at conferences internationally.
Matthew L. Drexler, M.A., serves as Director of Study Abroad at the University of Delaware, an operation that supports more than 125 faculty-led and semester education abroad programs each year. Matt has more than 17 years of experience facilitating international exchange and collaboration, and currently oversees collaborative efforts to internationalize UD’s campus through international mobility and internationalization at home programs. He also manages the evaluation and assessment of the study abroad student experience at UD and leverages that data to drive strategic efforts to expand and improve global programming at the university.
Marie A. Gleason, M.A., is a Senior Study Abroad Program Coordinator in the Center for Global Programs and Services at the University of Delaware. During her 24-year career in international education at the University, she has coordinated over 150 study abroad programs, supporting students and faculty in developing transformative global experiences. She also administers the Study Abroad Office’s need-based scholarship program and collaborates with academic departments to design and implement sustainable education abroad initiatives, including faculty-led and semester programs.
Amy G. Foley, Ed.D., serves as Director for Global Outreach and Partnerships at the University of Delaware. She is the founding director of the UD World Scholars Program and oversees the strategic coordination of international partnerships and agreements at the Center for Global Programs and Services. Dr. Foley brings over 35 years of knowledge as a higher education professional. She earned a B.A. in Communications from the University of Miami, a certificate in Museum Studies from the International University of Art in Florence, Italy, an M.A.T. in Museum Education from The George Washington University, and an Ed.D. in Educational Leadership from the University of Delaware.
