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. Hardback | Paperback | eBook

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

Global Perspectives on Initial Teacher Education offers a timely and incisive examination of how teachers are prepared to enter the profession in an increasingly complex world. Bringing together scholars and practitioners from diverse contexts, this volume explores the foundations, pedagogies, and professional identities that shape early teacher formation. Across its three parts, the book illuminates how globalization, technological innovation, inclusive frameworks, and culturally responsive practice redefine the work of preparing future educators. With attention to assessment, mentoring, instructional design, and the lived experiences of preservice teachers, the volume underscores the need for preparation models that are rigorous, humane, and globally informed. As the inaugural title in a new series on teacher education, it calls for coherent, research-driven approaches that equip new teachers to thrive amid the shifting demands of 21st century classrooms and to contribute to education as a global public good. Editors, Donna M Velliaris and Antony Nellissery Donna M Velliaris is a globally recognized educator, author, and speaker acclaimed for her transformative teaching methods and pioneering contributions to education. She holds Graduate Certificates in Australian Studies, Religious Education, and Guidance & Counselling; Graduate Diplomas in Secondary Education and Language & Literacy Education; three Master’s degrees in Educational Sociology, Studies of Asia, and Special Education; and a PhD in Education (2010) focused on the social-educational development of transnational students. Ranked among the Top 30 Global Gurus in Education for three consecutive years—2023 (No. 30), 2024 (No. 22), and 2025 (No. 9)—she is the author of eight books and more than 40 book chapters, as well as a sought-after international speaker committed to advancing education through excellence, innovation, and systemic transformation. Antony Nellissery is an education reformer with nearly three decades of experience advancing systemic change through school leadership, life-skills curricula, and teacher empowerment. Holding a PhD from Amity University and an alumnus of IRMA, he has worked across schools, foundations, and nonprofits, mentoring more than 200 professionals. Currently Head of the Sterlite EdIndia Foundation, he has been recognized as a Global Goodwill Ambassador , Reformer in Education – Regional (2023), Great Manager to Work With (2023–24) , Best CSR Head in the Education Domain (2024) , and co-authored The Skills Edge (2021). Guided by his belief that school leadership and trust-building are the cornerstones of lasting transformation, his work is deeply informed by his own experience of a teacher who once transformed his life during a period of struggle.

First in the Family  is a compelling anthology that amplifies the voices of first-generation college students and scholars from around the world. This volume captures deeply personal narratives shaped by resilience, identity, migration, and mentorship. Across diverse contexts—from remote villages to prestigious global universities—contributors share their experiences navigating systemic barriers and cultural expectations to achieve academic success. These transformative stories not only honor the legacy of first-generation learners but also serve as a powerful call for inclusive practices that empower future generations. Available as Paperback | Hardcover | Open-Access    Praise for this book This book   reminds us that transformation in higher education often begins in places we least expect, and with people too often overlooked.  George F. Kacenga,  PhD, Vice President of Enrollment Management, William Paterson University of New Jersey, USA As the first in my family to earn a Ph.D. through my own hard work and determination, I can attest that this volume serves as a compelling blueprint for institutions committed to empowering individuals who are not only the first in their families—but the first to lead with courage and conviction.  Jing Luán,  PhD, Governing Board Member, MISK Schools, Provost Emeritus An inspiring narrative emphasizing the need for democratizing access to higher education across cultures, while advocating for the need for more inclusive academic spaces.   Pankaj Mittal,  PhD, Secretary General of the Association of Indian Universities and Former Vice Chancellor of Bhagat Phool Singh Women's University, India A priceless compass for educators,  First in the Family  charts the paths of their students' transformative journeys of discovery and perseverance, illuminating the way for them to overcome obstacles, transcend borders, and realize their dreams.  Elena de Prada Creo, PhD,  Vice Dean for International Affairs, Facultad de Relaciones Internacionales, Campus Universitario, Spain. These powerful narratives beautifully capture how intercultural growth and academic resilience converge in the lives of first-generation learners, challenging racism, gender bias, and structural inequality. A moving testament to transformation, resistance, and intergenerational commitment.  Sarah Carrica-Ochoa,  Profesora Titular, Facultad de Educación y Psicología, Universidad de Naarra, Spain A moving tribute to the grit and grace of first-generation scholars—this anthology is both an inspiration and a blueprint for a more inclusive academy.   Pankhuri Aggarwal,  PhD,Assistant Professor, Department of Psychology, University of Cincinnati, USA A powerful collection of stories from diverse first-generation scholars, highlighting their struggles, resilience, and the vital role of support systems in achieving academic and personal success.  Siu-Man "Raymond" Ting,  PhD, Professor, Director of Graduate Programs, NC State University, USA As a rural education advocate, this book is a valuable resource for academic praxis and serves as a compass to guide young scholars in promoting social justice.  Arlyne C Marasigan,  PhD, Professor, College of Advanced Studies, Philippine Normal University, Manila, Philippines This volume situates the voices of first-generation university graduates in their own unique personal contexts and provides insight into the breadth of pathways that these graduates take to earn their degrees. As a first-gen graduate myself, the stories resonated, and will for others who are seeking guidance on how to be successful in this important life journey.   Shannon N. Davis,  PhD, Associate Dean for Faculty and Academic Affairs, George Mason University, Korea