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This book presents a wide range of themes of perseverance, cultural exploration, transformative journeys, and reflections on life’s lessons. Each chapter offers unique perspectives on overcoming challenges, embracing cultural diversity, and finding profound meaning in life’s experiences. From tales of enduring determination to reflections on identity and global citizenship, the book invites readers to explore the complexities of the human spirit and find inspiration in the shared stories of resilience and growth.
Editors
Krishna Bista is a Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University (USA). Uttam Gaulee is a Professor of Higher Education in the Advanced Studies, Leadership, and Policy Department at Morgan State University (USA). Dawn Michele Whitehead is Vice President of the Office of Global Citizenship for Campus, Community, and Careers at the Association of American Colleges and Universities (USA). Bo Zhang is a TESOL Instructor and District Administrator at Providence Public Schools in Rhode Island (USA).
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This book of abstracts based on the 2023 STAR Global Conference on the theme of "Transformative Education for an Interconnected and Equitable World" is a seminal volume featuring an array of scholarly presentations that dissect the evolving landscape of global education. The collection traverses a multitude of perspectives, from the intricacies of fostering digital competencies and tackling the ethics of scientific research to implementing internationalization with a spirit of reciprocity and cultivating transformational creativity in educational practices. It spotlights technological advancements through systematic reviews of gamified learning, virtual intercultural dialogues, and the arts' role in nurturing critical citizenship. It also offers a forward-looking approach to online learning and linguistically-driven AI innovations in India.
This book strives to unravel the intricacies of contemporary challenges in the knowledge-based economy, higher education, and sustainable development. It navigates through diverse perspectives, from prioritizing mental health among university students in India to exploring the impact of green intellectual capital in Mauritius. The collection delves into social entrepreneurship, digitalized teaching, and resilient student activism during the COVID-19 pandemic. Each chapter underscores the pivotal role of higher education in shaping sustainable socio-economic development, providing invaluable insights into a rapidly evolving global landscape.
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Publisher : STAR SCHOLARS PRESS (March 15, 2024)
Language : English
Paperback : 273 pages
ISBN-10 : 1957480319
ISBN-13 : 978-1957480312
Item Weight : 1.05 pounds
Dimensions : 6 x 9 inches
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
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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
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
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.
For print pre-orders, please send your request to contact@starscholars.org
This book tells the stories of young people who have made a significant impact on the world. They have made real changes in their communities and beyond through their actions and ideas. Each story is unique and showcases the courage, determination, and creativity of these young people.
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There are several incredible, but lesser-known women achievers in India. "The Mighty Ten: Ten Amazing Female Role Models from India," highlights ten such women achievers from India! As a Gallup International Positive Psychology Fellow, the author intends to inspire kids through these ten positive, beautifully illustrated personalities. The book, "The Mighty Ten: Ten Amazing Female Role Models from India":
Is for kids aged 3 to 12.
Introduces kids to ten women achievers from India.
Introduces kids to ten winning qualities , that they can think about and develop, such as being cheerful, grateful, a problem-solver, persistent, and diligent.
Includes ten inspiring quotes , glossary , coloring pages and a quiz .
The author based the quiz on Student Approaches to Learning (SAL) theoretical framework, that encourages students to go beyond memorization and employ deep learning approaches, including analysis, synthesis, reflection, when responding to the questions.
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Leaders Who Inspire: Stories of Foreign-Born University Presidents is a captivating book that introduces young readers to the remarkable stories of foreign-born college and university presidents. Through engaging narratives, readers will discover the inspiring journeys of leaders like Shirley M. Tilghman, Ángel Cabrera, A. Gabriel Esteban, and Renu Khator, who have made a significant impact on education in the United States.The book highlights the importance of diversity and inclusivity in educational institutions, showing how these leaders have transformed their campuses into welcoming spaces for students from all backgrounds. Readers will learn about the challenges these leaders faced, their unwavering determination, and their passion for empowering students to succeed.
Leaders Who Inspire celebrates the power of education and the strength that comes from embracing diversity. It encourages readers to believe in themselves, pursue their dreams, and make a positive impact in their own lives and communities.
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" Success Stories: Inspiring People on the Autism Spectrum and Cerebral Palsy " is a collection of inspiring stories of individuals who have overcome challenges associated with autism spectrum disorder (ASD) and cerebral palsy (CP). This book features ten compelling stories of people who have achieved success in their personal and professional lives despite their conditions. It includes some famous people who are believed to have autism or cerebral palsy and how their conditions have shaped their lives and careers. These stories are diverse and showcase the wide range of challenges and strengths of individuals with these conditions. They highlight the importance of support, self-awareness, and resilience in overcoming challenges and achieving personal and professional success. They demonstrate that despite their challenges, individuals with these conditions can live fulfilling lives and achieve their goals.
Cover Design: Sahar Aghasafari
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Amazing Nepali Women Writers introduces young readers to 15 extraordinary women writers who have made a significant impact in Nepali literature. Perfect for elementary school students, this collection celebrates the incredible talents of Nepali women writers-- poets, novelists, and authors who have contributed to the rich literary heritage of Nepal.
Each trailblazing woman has her own unique voice and inspiring story to share. This book highlights their accomplishments and also serves as an inspiration to young readers, empowering them to believe in their own dreams and capabilities.
Let their words spark your imagination and fuel your passion for writing as you explore the captivating world of Nepali literature through the eyes of these remarkable female authors.
Cover Design: Sahar Aghasafari
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Breaking Barriers: The Inspiring Stories of African American Women is a collection of inspiring and uplifting stories that celebrate the achievements of 19 remarkable women at Morgan State University who broke down barriers and shattered stereotypes. From scientists and educators to artists and activists, these women have made a significant impact in their fields and the world around them. Through their perseverance, resilience, and determination, they have changed the course of history and paved the way for generations to come. This book is a testament to the power of perseverance and a celebration of the incredible accomplishments of African American women at Morgan State University.
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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.
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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).
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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).
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About the editors
In this book, Limbu precisely aims to trace the development of Himalayan Indigenous writing and rhetorics by offering concise methods and/or approaches, such as how to research and digitally document less explored, taught and even less discussed language/s, writing, performative rhetorics, and oral-performance-based rhetorics.
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Published: 2021-03-01
In a world where online education has become paramount, this book is a comprehensive guide to navigating the challenges and innovations encountered in Asian higher education during the COVID-19 pandemic. It delves into various aspects of online teaching and learning, including curriculum design, student engagement, assessment strategies, and the use of technology in the classroom.
Editors: Misty So-Sum Wai-Cook, Amany Saleh, Krishna Bista
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About the editors
This timely volume explores the current and future state of hybrid and remote work in higher education from national, regional, and global perspectives. Today, colleges and universities worldwide must ensure that they have adequate information and communications technology (ICT) infrastructure, equipment, and systems to adapt to the “new normal” post-COVID-19. Hybrid and remote work can be a source of boosting productivity and advancing institutional change in higher education. Common within the management and leadership literature, hybrid and remote work is an understudied phenomenon in higher education administration. This book investigates the rapid rise of remote and hybrid work during and after the global pandemic and what it means for the future of higher education in the United States and abroad. By developing a comprehensive, research-based knowledge and framework this book seeks to equip and empower teacher-scholars and practitioners to operate safely, securely, and efficiently in a remote or hybrid environment.
Editors: Roy Y. Chan , Xi Lin , Krishna Bista
Rethinking Hybrid and Remote Work in Higher Education
Is Hybrid and Remote Work Here to Stay? Opportunities and Challenges in the United States and Abroad
Essential Hybrid and Remote Workers in Higher Education: Challenges and Resiliency of Student Affairs Practitioners
Sense of Place and Belonging: The Role of Service-Learning and Faculty Development Centers in Promoting Community Among Hybrid and Remote Faculty Members
An Exploratory Examination of Online Learning During and After the Pandemic: Learning Goal Congruence in Lecturing and Research Activities
Reinventing Remote Work and Online Learning at Colleges and Universities Worldwide
Exploring Faculty Members’ Perceptions of Hybrid Teaching in Indonesian Higher Education: Using Transitivity Analysis
Building, Bonding, and Growing During the COVID-19 Pandemic: A Case Study of Indiana University’s Chinese Flagship Program
The Importance of Including Students’ Perspectives in Research to Further Understand New Learning Environments
Post-COVID, Learning Redefined: Self-Directed Learning in Higher Education
Research Discourses on Women Academics During the COVID-19 Pandemic: Has a Bad Situation Turned Worse?
Lessons Learned from Hybrid and Remote Work: Comparative Case Studies
Changes to Hybrid Higher Education Induced by the COVID-19 Pandemic: A South African Case Study
Lessons from Virtual Exchange Programs and Hybrid Study Abroad Programs Before and During the COVID-19 Pandemic
Digital Readiness and Preparation in a University Setting: An Examination of Faculty, Staff and Students’ Practices of Online Education in Nepal
Using Dell Hymes’ SPEAKING MODEL as a Tool to Teach Intercultural Competence and Communication: Cultural Identity in Alexandria, Egypt
Attitude and Motivation of Gamified Mathematics Virtual Remedial Students: Case Study of a Business School in Lima, Peru
Millennial Teachers’ Perspectives on the Graduate Transition to Work in Vietnamese Higher Education
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.
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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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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.
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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.
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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.
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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.
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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.
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