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.

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

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 Table of contents About this book Keywords Reviews Editors and Affiliations About the editors

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).   Order your copies: eBook | Paperback 

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

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. Download ebook here  | Order Paperback ($19.99) and Hardcover ($46.50)  "Entry Points to US Education highlights examining modern international education's complexities. Editors and authors offer a nuanced and thorough examination of the diverse pathways available to Generation Z students. This work is indispensable for those looking to elevate their strategic approach to international student engagement and education. All contributors expertly combine theoretical insights with practical examples, making this book an incredibly valuable resource for implementing effective recruitment and engagement strategies." Dr. Allan E. Goodman, Chief Executive Officer, Institute of International Education, New York, USA *** "This is a compelling book for anyone seeking to add depth and detail to their understanding of the admissions systems into US higher education. Delivered in an accessible engaging format, this is an essential lens which all aspiring international recruiters and those working in enrollment management will be keen to look through. My congratulations to Dr. Jing Luan et al for demystifying and democratising this knowledge." Amy Baker, Chief Executive Officer, Professionals in International Education (PIE), London, UK *** "A book truly for the ages! Both theory and science-based, this momentous volume will guide students to choose new and better ways for college." Lily Guo , CEO of Global Advanced Technical Education (GATE) China, and College University Partnership Board Member *** "Luan, Habte, Di Maria, and Bista provide a crucial roadmap for navigating the complexities of international student recruitment in Entry Points to US Education: Accessing the Next Wave of Growth . Their comprehensive analysis and innovative strategies are indispensable for institutions aiming to enhance their global reach and effectively engage with Gen Z students." Dr. Ron K. Patterson , President, Chadron State College, Chadron, Nebraska, USA *** “This work lays out a much-needed plan for facilitating increased international student study at the U.S. undergraduate level. Its consideration of the preferences of Gen Z and Millennial students as well as the larger global context and expertise of current practitioners results in content that is meaningful, authentic, and immediately applicable.” Dr. Sora H. Friedman , Professor of International & Global Education, SIT Graduate Institute, Vermont, USA *** “Unlock the gateway to America's educational landscape with Entry Points to US Education . A strategic guide illuminating pathways for personal and national advancement.” Dr.  Naziema Jappie, Deputy Dean, Centre for Higher Education Development, University of Cape Town, South Africa *** " Entry Points to U.S. Education clarifies the intricacies of international student mobility in the U.S., cementing its status as an invaluable reference for both new entrants and seasoned professionals alike in the field of international education.” Dr. Emily Kirsch , Director of International Relations and Partnerships, University of California, Los Angeles (UCLA) Extension, USA ***   “As the global demand for US education continues to surge, Ten Entry Points to US Education: Accessing the Next Wave of Growth is a collective effort of authors who provide an illuminating roadmap for international students seeking to unlock the boundless opportunities within the United States educational landscape. Through meticulous research and insightful case-studies analysis, the authors provide a comprehensive approach on traditional educational frameworks and emerging technology enhanced learning methods.  Each chapter of the book expertly navigates the complexities related to international student access, offering invaluable guidance on how to thrive in this dynamic environment. The book is a must read for students, educators, and policymakers alike.” Dr. Jeet Joshee, Associate Vice President, International Education and Global Engagement, California State University Long Beach, Immediate Past President, AIEA *** “This book by Jing Luan and his co-editors strikes at the central need for data-driven decision-making in International Education programming for Generation Z students and all future learners. It presents a cogent rationale for using data in strategic planning and resource allocation but also surfaces an urgent need for innovative and sustainable training for leaders serving international students. It should be on the reading list of international education planners, researchers, administrators, and academic and student services program leaders. The global diversity of our strength and pathway to survival lies in an international educated citizenry, and this book points to a continuing path to success and offers the needed tools and strategies to do so.” Dr. Edward J. Valeau , Superintendent/ President Emeritus, Hartnell Community College, Salinas, California, USA *** "Currently, some 1.1 million international students are studying at over 5,300 universities in the USA - creating an amazing "economic industry" for the USA, estimated at some $38.7 billion and employing in excess of 400,000. This has become the 6th largest services industry in the nation. To enable millions of students to access the U.S. experience and foster strong bonds, it is crucial to open up all available entry points. International student education is a major "international industry" that American higher education provides for the current and future generations of the world." Dr. Patrick van Rooyen, CEO & Managing Partner, GoGlobal Education; Executive Director, World Education Group, USA *** "Entry Points to US Education: Accessing the Next Wave of Growth provides an updated and dynamic cartography to facilitate international students' access to US universities, offering the different routes—the most direct and the less trodden ones—to reach their objective. Of utmost interest to students, academia, and institutions, this accurate and detailed chart provides clear and meaningful signposts and instructions for inclusive global navigation. Dr. Elena de Prada Creo, Vice Dean for International Affairs, University of Vigo, Spain *** "Just as American higher education leaders have examined and developed different entry points into colleges and universities for US-based students, a similar exploration is taking place for international students seeking to study in the US. This book offers much-needed practical strategies and evidence-based guidance for meeting the interests and needs of today’s international students pursuing undergraduate degrees at US institutions." Dr. Dawn Michele Whitehead, Vice President, Office of Global Citizenship for Campus, Community, and Careers, American Association of Colleges and Universities, Washington, DC *** " Entry Points to US Education: Accessing the Next Wave of Growth captures the essence of well-developed educational strategies in modern times. With its insightful analysis of cases and strategies, it serves as a source for educators, researchers, and policymakers aiming to navigate the complexities of a liberal yet meritorious educational ecosystem.”  Dr. Bal Chandra Luitel , Professor & Dean, Kathmandu University School of Education, Lalitpur, Nepal *** "Bravo to the authors of this book.  With the changing preferences and global mobility patterns of Generation Z students, there is an urgent need for colleges and universities to understand the multiple entry paths into U.S. undergraduate education. The delineation of opportunities and challenges with each of the 10 points of entry provides practitioners with insight into modernizing international education for their campuses. Case studies included in the book give depth into the successful strategies for implementing the different entry points.  Data and research provide a foundation for case-making for reform.  Tools are offered for strategic enrollment management and partnerships. This book causes you to think differently about the approach to international students entering into U S baccalaureate degree programs.  A must-read for anyone interested in embracing the model and growing international enrollment."  Dr. Martha Ellis, President of Mellis LLC and Professor in Residence University of Texas at Austin, USA *** “Entry Points to U.S. Education is a timely review of how to optimize the enrollment of international students in U.S. higher education.  As the leading destination for international students worldwide, with an increasingly competitive landscape amongst nations for these talented students, it is important for the United States, and its educators, to familiarize themselves with the variety of options they have for enrolling international students and, more importantly, why and how they should approach this task.  Opportunity can only be had if it is first understood.” Dr. Karen McBride, Executive Director, Community Colleges for International Development (CCID), Houston, USA *** "An insightful comprehensive analysis of entry points to US higher education, bringing together research, policy, and practice within an ever-evolving complex international student mobility landscape. A timely and valuable addition to the current global discussion around equality, diversity, and inclusion." Dr. Joanna Al-Youssef , Assistant Professor,  University of Nottingham School of Education, UK *** "This insightful book provides a vital, data-driven framework for modernizing international education to align with the evolving needs of today's globally mobile students. Centered around ten key entry points to U.S. undergraduate degrees, it offers actionable and innovative strategies to improve student engagement and expand access. This book is an invaluable resource for navigating the next wave of growth in U.S. higher education and makes an important contribution to the national dialogue on international student recruitment. I would recommend any higher education professional involved in attracting international students read this important book." Charles Cormack, Chairman, Cormack Consultancy Group, UK *** After many years of engagement with students, parents, institutional leaders, and governmental officials, with a direct focus on global student enrollment and retention, this book demonstrates to me the power of that engagement work.  Furthermore, it outlines the future of global attractiveness for U.S. institutions of higher education in today's ever changing perceptual and pragmatic enrollment ecosystem.  Understanding the attraction and retention process is clearly and powerfully detailed throughout this work. Dr. James M. Smith , President, Eastern Michigan University, Ypsilanti, USA *** "I am thrilled to have the opportunity to read this book before its publication and grateful to the authors for their generous sharing! A few authors of this book are good friends of mine, with years of rich experience and practical knowledge in education in the United States. The content of this book is a culmination of their years of practical experience, featuring both theory and hands-on advice. It truly guides readers on how to navigate higher education in the United States, especially for international students and those looking to transfer from community colleges. They provide highly effective and actionable methods and entry points, making it an essential textbook for parents, teachers, and education professionals!" Dr. Chunli Zhao, Professor, Stem Cell Biology, Stanford University, Palo Alto, USA *** “This work is truly pioneering, as it clarifies all potential entry points to U.S. education, particularly emphasizing the significance for community colleges. As a community college trustee, I deeply resonate with the authors’ vision and strategic approach. I urge everyone to read the book, embrace its concepts, and advocate for these entry points.” Gilbert Wong , Foothill-De Anza Community College Trustee, Association of Community College Trustee At Large and ACCT Student Trustee Liaison, Former Mayor and Councilmember, City of Cupertino, California, USA *** “This insightful publication by Jing Luan and colleagues is a game changer. The focus on actionable strategies and model practices provides a blueprint for enhancing student engagement and success in a globally mobile  world.” Dwiraj Sharma, CEO, Alfa Beta Group, Kathmandu, Nepal *** “I highly recommend this book to those seeking to study in the U.S. and to those advising foreign students. Numerous students have triumphantly completed their undergraduate education through UTA (university transfer admission). With insights from this book, I am now even more confident in my efforts to steer students towards transfer programs at community colleges.” Christine Ma, International Outreach Director, American Academy of English, San Francisco, USA *** "This is a comprehensive and systematic introduction to the entry points for undergraduate studies in the U.S., offering incredible insights for education professionals, students, and parents worldwide. The compelling case studies make a persuasive and intuitive argument, steering us away from exclusively relying on applying for U.S. universities while in high school, which seems rather limited in light of the information from this illuminating compendium”. Harry Gong, CEO, HYP Global Education, Singapore and Shanghai *** "Studying in the U.S. is a dream of every child. Written with clarity and expertise, this book provides a roadmap to "Unlocking America" and demystifies the key requirements, procedures, and strategies for obtaining entry into the United States. A must-read for anyone seeking to understand the intricate pathways to the United States and embark on a journey leading to a brighter future in the land of endless opportunities." Dr. Pankaj Mittal, Secretary General of the Association of Indian Universities and Former Vice Chancellor of Bhagat Phool Singh Women's University, India *** “An essential read for anyone invested in the future of international education in U.S. higher education institutions. As traditional models of access become overwhelmed, the authors highlight the importance of establishing alternative entry points, particularly through community colleges, for the next generation of international students. Valuable insights innovators at the forefront of the global student mobility conversation.” Dr. Aaron McVean, Vice Chancellor of Educational Services and Planning, San Mateo County Community College District (SMCCCD), San Mateo Colleges of Silicon Valley (SMCSV), USA *** "For students worldwide, studying in the US is both a dream and a path to future success. This book shows how that dream can be realized, and the many doors students can open to achieve their goals." Anna Esaki-Smith , author of  Make College Your Superpower: It's Not Where You Go, It's What You Know,  and  Forbes  contributor *** This book emphasizes the importance of international student mobility and advocates for increased access to U.S. bachelor's programs through multiple entry points. The publication is committed to advancing ethical recruitment practices and promotes a more inclusive and interconnected approach to the mobility of international students. I find the book's recommendations to enhance diverse educational entry points and improve connectivity among them particularly compelling. These guidelines challenge the existing norms and offer a structured framework to capitalize on the unique strengths of U.S. higher education, including its breadth, access, quality, and flexibility. The proactive and intentional strategies discussed in this book will catalyze significant advancements in how institutions and communities across the U.S. approach international student enrollment. I recommend this book to all professionals and policymakers involved in higher education and international student recruitment. It is a vital resource that promises to transform perspectives and encourage significant strides toward a more inclusive and dynamic educational framework. Dr. Jamillah Moore, Vice President for Student Services and Enrollment Management, San Francisco State University, USA *** As a leader of one of largest professional associations for college admissions, I find this book invaluable for underscoring the critical work we do. It elucidates key entry points and data driven case studies, enabling us to enhance our engagement and strategic outreach efforts on an international scale. As a practitioner in college admissions at a community college, I particularly appreciate how the book highlights the essential role of two-year, vocational, and short-term programs in the global higher education landscape. It emphasizes the importance of including these options in discussions about helping students find the right higher education and post-secondary fit.” Kristoffer Toribio, President for International Association for College Admission Counseling and Manager, International Admissions and Recruitment for Orange Coast College, USA *** First, the field needs these definitions of the entry points. The authors delivered them with clarity.  The book is well balanced with a plan of action.It will greatly assist industry entities worldwide to grasp the nuances of the American Education System. Sushil Sukhwani, Founder, Edwise International, Nepal

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

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. Order your copy:  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

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

This book provides narrative cross-cultural stories written by undergraduate students, graduate students, staff, and faculty.  They cover a variety of experiential learning—from formal program awards to informal encounters, to travel to attend conferences, to volunteerism.   Cross-cultural experiences are recognized as engines leading to global awareness.  When students venture outside of their routines, their worlds become larger.  This then leads to greater tolerance, more awareness, or even more possibilities in life. Hard copies are  available on  Amazon.com Editors Krishna Bista, EdD , is Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University, USA. Adele Newson-Horst, PhD,  is Professor of English in the Department of English and Language Arts at 

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

The rise of artificial intelligence (AI) tools based on advanced language models, such as ChatGPT and Bard, is transforming industries and professions worldwide, and higher education is no exception. ChatGPT, an AI-powered chatbot developed by OpenAI, has created a substantial amount of conversation and controversy across academia regarding what generative AI means for teaching and learning in the classroom. There is plenty of speculation not only about how those innovations will affect the academic profession but also what unique opportunities and challenges they present to global higher education. In this book, authors delve into the impact of AI and ChatGPT on higher education leadership and management, examining potential opportunities and challenges that this innovative technology presents to teaching, research, program, and policy. The primary purpose of this volume is to provide a comprehensive, research-driven analysis of AI chatbots’ roles in shaping institutions of higher education around the world. By exploring the transformative potential of ChatGPT in academic settings, this timely book aims to bridge the gap between technological innovation and its practical applications. In the long run, we anticipate that this volume will provide valuable insights and guidance for teacher-scholars, university administrators, and policymakers on leveraging this cutting-edge technology effectively and responsibly. Edited By Xi Lin, Roy. Y Chan, Shyam Sharma, Krishna Bista Order hard copies here Download ebooks here

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 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. Paperback | Hardback | eBook

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)

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. _________________________________________________ Download the complimentary eBook here _________________________________________________ Order print copies here

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 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.

In this book, each author reflects on events since the conference that occurred during the writing of this book and shares their vision of what still needs to be addressed to advance issues of higher education leadership, training, student development, disability education, and relevant programming in countries around the world. Within these discussions are targeted discussions on how to address some of the critical issues of our time, including a focus on access, diversity, and inclusion as elements intended to frame a just and fair Humane World. The authors represent five countries: Australia, Kenya, Malaysia, Nepal, and the United States. Their voices represent issues important in both the Global North and the Global South and what in particular is needed to design essential policies and training required to achieve success.  Order digital/print copies  here.  by  Edward J. Valeau  (Editor),  Rosalind L. Raby  (Editor),  Uttam Gaulee  (Editor),  Stewart Sutin  (Preface)

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. Download ebook (complimentary) or order print copies from Amazon  and  Barnes & Noble  | Related  books here

Crossing Borders, Bridging Cultures: The Narratives of Global Scholars is a compelling and insightful collection of personal accounts from scholars worldwide. Through their experiences, the book provides a unique perspective on the challenges and triumphs of academic life in different cultures, highlighting the diversity and richness of the global academic community. From navigating language barriers and adapting to new environments to confronting cultural differences and promoting cross-cultural understanding, these stories are powerful messages of unity and cooperation in the face of adversity. You can order digital copies and hardcopies here Publisher ‏ : ‎ STAR Scholars (March 1, 2023) Editors : Uttam Gaulee, Krishna Bista, Bo Zhang, Birgit Schreiber

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 edited volume offers a rigorous, multidimensional exploration of the international student journey across the United States and Canada. Drawing on diverse disciplinary perspectives and current research, the book illuminates the cultural, academic, and psychosocial challenges students face—from initial adjustment and language barriers to identity development and community integration—while also highlighting the long-term opportunities that shape their educational and professional trajectories. Beyond documenting student experiences, the book situates international education within broader demographic and workforce realities, particularly the growing reliance on global talent to address aging labor markets in North America. By bringing together scholars from around the world, this volume provides a timely and comprehensive resource for researchers, educators, policymakers, and higher education leaders committed to supporting international student success and strengthening global mobility pathways. Edited by Taiwo O. Soetan, Omonigho S. Umukoro, Oluwarotimi O. Odeh, and David Hoa Khoa Nguyen Taiwo O. Soetan (Ph.D.) was an Associate Professor of Business at the School of Business and Entrepreneurship, Dickinson State University (DSU), Dickinson, North Dakota, and an External Examiner in the Graduate (Doctoral) Program at the School of Leadership Studies, Fielding Graduate University, California, United States. Prior to DSU, Soetan taught several business courses as a full-time faculty at two of Canada’s higher education institutions. He obtained his graduate qualifications at the Master level (MBA, ME, MA, and MSc) and Ph.D. from universities in the U.K, Canada, and the U.S. Dr. Soetan is a Project Management Professional (PMP), and his articles have been published in peer review journals and edited books. He is the co-author of the book, “Financial services in Nigeria: The path towards financial inclusion, economic development, and sustainable growth” that was published by Palgrave Macmillan. Omonigho Simon Umukoro (Ph.D.) is a faculty at the Department of Psychology, Faculty of Social Sciences at the University of Lagos, Nigeria. He is an accomplished scholar and educator with a diverse background in organizational and social psychology. He holds a Ph.D. in Psychology from the University of Ibadan where he received commendations and a prize for the publication of his doctoral thesis. With an impressive academic journey that includes a master’s degree, a Bachelor’s degree and a Professional Diploma in Statistics, Dr. Umukoro has consistently demonstrated his commitment to scholarship. He is an active member of various professional organizations including the Nigerian Psychological Association, the American Psychological Association, and a host of others, showcasing his dedication to advancing the field of Psychology. He is a recipient of Award for the 2023 ARVA-Carnegie Early Career Postdoctoral Fellowship. He recently completed his research fellow at the ARVA Center of Excellence in Notions of Identity at Makerere University, Kampala, Uganda. Oluwarotimi Odeh (Ph.D.) is a Professor of Agricultural Economics with more than 18 years of experience as a faculty member, a mentor, and advisor to students in three public universities in the United States. Before he immigrated to the United States in early 2001 for his graduate studies, he worked for Nigeria’s premier bank for several years. He is currently the Rolland Starn Endowed Chair of Agriculture at California State University, Stanislaus, California, where he oversees the institution’s agriculture program. Dr Odeh has most recently been a recipient of the Carnegie African Diaspora Program and recently completed a seven-month Fulbright Fellowship in Nigeria, where he was a mentor and advisor to many students and young faculty members. He sits on the advisory board of local schools and provides input to enhance learning experiences of students in and out of the classroom. David Hoa Khoa Nguyen (Ph.D.) is an Associate Professor of Urban Education Leadership and Policy and an Adjunct Professor of Law at Indiana University, Indianapolis, United States. Prior to academia, Nguyen was a full-time practicing attorney in immigration, family, and administrative law. He is licensed to practice in the state and federal courts of Indiana, North Dakota, and Texas. He has a BSc Ed. In Secondary Education and an MBA, J.D., AND Ph.D. in Education Policy Studies from Indiana University. He obtained a Master of Advanced Legal Studies from Leiden University in the Netherlands as a Rotary Foundation Ambassadorial Scholar. Table of Contents Foreword Art R. Malloy  Series Editor’s Note Krishna Bista  Chapter 1 Pre-Departure Preparation for African International Students in U.S. and Canadian Higher Education Institutions Alice Kanyama  Chapter 2 Intercultural Communication Experiences of International Students: An Example from a Post-Soviet Context Oseremi Olivia Jagbojo  Chapter 3 International Transfer Students at U.S. Community Colleges Caitlyn Potter Glaser  Chapter 4 Care and Academic Mobility: Narratives of International Doctoral Student Mothers from the Global South Yulu Hou Chapter 5 Welcoming the Whole Household: Ethical Responsibilities Toward International Graduate Student Families in Christian Higher Education Junyan (Emma) Zhu Chapter 6 Navigating Dual Worlds: The Lived Realities of International Graduate Student Parents in U.S. Higher Education Sayyora Ibadullaeva  Chapter 7 “It’s a Bigger Sea, You’re Gonna Need a Strong Boat”: International Students’ Experiences of Academic Expectations and Setbacks in Canada Susan He Chapter 8 Student Engagement and Leadership as a Support System for International Students Laura Vaughn and Van Anh Tran Chapter 9 A Review of Syllabus Design for Online Courses in American Higher Education Yusuf Marafa  Chapter 10 From Misconception to Separation: How Race Affects International Students’ Sense of Belonging in the United States Adrijana Miladinović  Chapter 11 Fitting In and Holding On: A Model-Based Autoethnography of Micro-Level Acculturative Stressors Among African-Born International Students in the U.S. Ehi-Kowochio Blessing Ogwiji  Chapter 12 International Students’ Perceptions of Campus Sexual Violence Prevention Programs Wei Dai  Chapter 13 Understanding the Mental Health Experiences of Racialized International Students in Canada JesusMiracle Chiadika  Chapter 14 Contributions of International Student Athletes to the U.S. and Canadian Economies Eniola Soetan and Taiwo O. Soetan 

This book offers a practical and research-informed foundation for future community college leaders navigating the evolving digital landscape. Centered on the integration of educational technology into institutional planning, pedagogy, student success, and leadership, the book guides readers in critically evaluating digital tools, designing inclusive solutions, and anticipating emerging trends such as generative AI, cybersecurity, and equity-driven innovation. Blending theory, case studies, and reflective practice, this book equips doctoral students and practitioners with the skills needed to lead transformation in community colleges through ethical and strategic use of technology. Order your hardcopies  "This book is a vital resource for community college leaders, offering practical strategies to navigate technological change while prioritizing equitable student success. Its concise, actionable insights make it essential for shaping inclusive and innovative educational environments." — Lance D. Bowen, PhD, Dean, School of Science, Technology & Education, Anne Arundel Community College, Maryland   "A timely and transformative contribution, this book illuminates how community colleges can embrace digital innovation while staying true to their mission of access and equity. It is both practical and visionary, offering strategies that leaders, faculty, and staff can immediately apply to strengthen student success in a rapidly evolving landscape." —  Roshelle Lemon-Howard, EdD, MSN, RN, Assistant Professor & Coordinator, Practical Nursing Certificate Program, Baltimore City Community College   "This book provides an authentic look into the challenges and opportunities within community colleges. It highlights innovative practices that empower faculty and future educators, making it an invaluable guide for those committed to student success and educational equity." —  Melenese Sivells, EdD, Professor of Education, Northampton Community College "This book powerfully demonstrates how community college leaders can harness AI to drive innovation while keeping equity at the center of decision-making. It is an essential guide for faculty and program directors preparing students—and institutions—for the future of higher education." —  Huong Nguyen, EdD, Program Director, Montgomery College   “As a community college administrator, I found this book an invaluable guide that bridges innovation with access, showing how AI can be leveraged to enhance equity, efficiency, and student achievement.” — Lesley Shotts, EdD, Dean of Institutional Effectiveness, Grants, and Research / Title III Administrator / Accreditation Liaison, Drake State Community & Technical College