BOOK REVIEW] Centers for Teaching and Learning: The New Landscape in Higher Education by Mary C. Wright

The Dawkins white paper of 1988 was introduced by the Australian government to reshape the Higher Education (HE) landscape. Dawkins’ discussion paper of 1990, Nelson's policy document of 2003, the Bradley Review of 2008 and the Lomax-Smith Review of 2011 built on and extended Dawkins’ white paper. Such policy reforms have transformed the culture of Australian HE and contributed to shaping the employment outcomes of graduates of Australian HE institutions (HEI). However, rather than HE qualifications enhancing a resume, such qualifications are now expected. Today, HE graduates in Australia can face long periods to secure full-time jobs with many experiencing underemployment and unemployment. Using document reviews to research for this article, the article contributes to the discussion of HE graduates in Australia in several ways. Firstly, it reviews five key policies that led to the massification of HE in Australia. Secondly, it presents a comparison of the composition of university graduates in the period from 1989 to 2019. Thirdly, it examines how policy reforms contributed to shaping graduate employment prior to the COVID-19 global pandemic occurring. Finally, and importantly, this article will assist as a point of reference when researching graduate employability outcomes post COVID-19 global pandemic. This article represents a knowledge base for all stakeholders in the HE sector to draw from in terms of policy and planning with the end goal to enhance the employment prospects and employability of HE graduates. This article also presents numerous areas for future research.

Centers for Teaching and Learning (CTLs) are gaining visibility in the higher education landscape as key actors that support universities in providing high-quality education and fostering a culture that values teaching and learning. While existing research on CTLs typically focuses on evaluation, impact, or institutionally context-specific work, we sought to unearth a framework that could be universally applied to understanding CTL work and functionality. Following data collection and 25 interviews with CTL Directors from higher education institutions across the USA, we created an integrative approach that brings together organizational, behavioral, and relational perspectives. The four dimensions—governance, identity, social capital, and activities—enable us to investigate CTLs from various angles and at different levels, providing valuable clues for understanding CTL performance and challenges. This integrative model can also be used as a framework to inform CTL design decisions.

Knowledge is the most valued commodity in the global economy. Since 2005, it has been proposed to develop Mauritius into a knowledge hub and a centre of higher learning, thus meeting the needs of an increasingly competitive, knowledge-based and globalised economy. Therefore, this paper provides an understanding of the higher education system in Mauritius. Secondly, it explores the interconnection between globalisation and higher education in Mauritius. Thirdly, it also focuses the challenges facing the higher education institutions and policies in Mauritius in this globalised era. For the purpose of this study, both primary and secondary data have been collected. A qualitative research has been privileged, whereby semi-structured interviews have been carried out mainly with the higher education policy makers and professional. In this age of globalisation, the landscape of higher education across the world is in the midst of massive economic, financial and technological change. Mauritius cannot be isolated from the globalisation process, has no options but to take advantage of the process and adapt itself as an island state to its challenges. The main findings of this study have shown that the globalisation process is reshaping the higher education institutions. Since turning Mauritius into a knowledge hub is of key importance in this globalised era, various issues such as building a strong university sector and world class institutions, investing in research and development, creating a highly-skilled environment for transferring knowledge between the university sector and business, the use of technology, internationalisation of tertiary education and regional partnerships have been addressed.

Chapter 1. Transformation of Higher Education Institutional Landscape in Post-Soviet Countries: From Soviet Model to Where?; Anna Smolentseva, Jeroen Huisman, Isak Froumin -- Chapter 2. Common Legacy: Evolution of the Institutional Landscape of Soviet Higher Education; Isak Froumin & Yaroslav Kouzminov -- Chapter 3. Armenia: Transformational Peculiarities of the Soviet and Post-Soviet Higher Education System; Susanna Karakhanyan -- Chapter 4. Higher Education Transformation, Institutional Diversity and Typology of Higher Education Institutions in Azerbaijan; Hamlet Isakhanli & Aytaj Pashayeva -- Chapter 5. Belarus: Higher Education Dynamics and Institutional Landscape; Olga Gille-Belova & Larissa Titarenko -- Chapter 6. Inverted U-shape of Estonian Higher Education: Post-Socialist Liberalism and Postpostsocialist Consolidation; Ellu Saar & Triin Roosalu -- Chapter 7. Georgia: Higher Education System Dynamics and Institutional Diversity; Lela Chakhaia & Tamar Bregvadze -- Chapter 8. Looking at Kazakhstan’s Higher Education Landscape: From Transition to Transformation Between 1920 and 2015; Elise S. Ahn, John Dixon & Larissa Chekmareva -- Chapter 9. Institutional Strategies of Higher Education Reform in Post-Soviet Kyrgyzstan: Differentiating to Survive between State and Market; Jarkyn Shadymanova & Sarah Amsler -- Chapter 10. Latvia: A Historical Analysis of Transformation and Diversification of Higher Education System; Ali Ait Si Mhamed, Zane Vārpiņa, Indra Dedze & Rita Kasa -- Chapter 11. Lithuanian Higher Education: Between Path-Dependency and Change; Liudvika Leisyte, Anna-Lena Rose & Elena Schimmelpfennig -- Chapter 12. Moldova: Institutions Under Stress: The Past, the Present and the Future of Moldova’s Higher Education System; Lukas Bischof & Alina Tofan -- Chapter 13. Russia: The Institutional Landscape of Russian Higher Education; Daria Platonova & Dmitry Semyonov -- Chapter 14. Higher Education in Tajikistan: Institutional Landscape and Key Policy Developments; Alan J. DeYoung, Zumrad Kataeva & Dilrabo Jonbekova -- Chapter 15. The Transformation of Higher Education in Turkmenistan: Continuity and Change; Victoria Clement & Zumrad Kataeva -- Chapter 16. Ukraine: Higher Education Reforms and Dynamics of the Institutional Landscape; Nataliya L. Rumyantseva and Olena I. Logvynenko -- Chapter 17. Uzbekistan: Higher Education Reforms and the Changing Landscape since Independence; Kobil Ruziev & Umar Burkhanov.

Purpose Researchers examine the new landscape of higher education, which is changing and evolving in the twenty-first century, as many non-traditional students, especially learners with physical disabilities, are “knocking on the door of higher education” (Harbour and Madaus, 2011, p. 1). Students with physical disabilities must decide how they desire to become engaged (or not) in campus life. This study also provides a theoretical lens of the moral responsibility of the multicultural academic community. Thus, the purpose of this study is to present findings that indicate gaining insight into the isolation, stigma and advocacy of these students’ lived experiences will require openness for inclusive practices to uplift all students with goals of graduation and employment. Design/methodology/approach This research investigation includes the process of discovery being analyzed and interpreted through participants’ narratives as a rigorous act of coding, imagination and logic to aggregate findings. To elicit the findings most effectively, transcendental phenomenology is the specific qualitative approach chosen for this study. Findings This study includes critical findings that indicate gaining insight into the isolation, stigma and advocacy of these students’ lived educative experiences. Concerns regarding communication and support are emphasized through the participants in the findings. Research limitations/implications A core limitation would be that this study takes places without regard for historical lived experiences. Social implications Implications exist for this new landscape of Higher Education, as we work beyond the gates of higher education for real-change and social progress. We need to learn about others (non-traditional students) while working toward multicultural competence that should be modeled in academic spaces to impart this knowledge to students to impart into broad society. Let us remember the growth that happens when social support exists, because each person has a value and role in society so that we live together and support each other in lessons of self-empowerment Originality/value This is an original study about learners with physical disabilities and the moral issues of how to create an inclusive, multicultural environment in higher education.

The chapter describes the peculiarities of higher education policy and higher education landscape in the USSR republics during last decades of Soviet era. The authors provide an overview on the rationale for Soviet educational policy concerning higher education. Then the chapter proceeds with a structural description of the Soviet higher education system and its institutional diversity. The authors present a sustained account of factors that played a crucial role in the formation of Soviet higher educational institutions and the higher education landscape. The authors finally attempt to present the variations of the institutional landscape across Soviet republics.

Aim/Purpose: The main objective of this study is to explore students’ beliefs with regard to social media use (SMU) in higher education and the consequences of such use on the perception of their academic performance. Additionally, the study aims to determine the major influential factors with regard to SMU in student learning settings as a means of enhancing their performance. To achieve these objectives, drawing on the literature related to SMU in higher education settings, a research model has been developed. Background: Social media platforms have led to a significant transformation with regard to the communication landscape in higher education in terms of offering enhanced learning and improved teaching experience. Nevertheless, little is known, particularly in developing countries such as Jordan, as to whether or not the use of such platforms by students in higher education increases the perceptions of their academic performance. Therefore, this study has developed a model to examine the perceptions of higher education students with regard to social media use and its effect on their performance. Methodology: The Structural Equation Modelling approach is used to analyze data collected via an online survey in the form of a questionnaire to examine the use of such a model. The study sample is drawn from undergraduate and postgraduate students from three universities (one public and two private) in Jordan. Convenience sampling is used to collect data. Out of 730 sent questionnaire, 513 responses were received, of which 403 were deemed qualified to be part of the data analysis process. Contribution: This study contributes to the literature on social media in higher education by enhancing our understanding of the perceptions of higher education students on the use of social media in their learning. The tested model can be used as a benchmark for other studies that target the impact of social media on student performance in higher education. Findings: The results reveal that perceptions of (1) usefulness, collaborative learning, enhanced communication, enjoyment, and ease of use of social media have a positive effect on the use of such media in student learning; (2) resource sharing has an insignificant effect on social media use in student learning, and (3) social media use has a positive influence on students’ perceptions of their academic performance. Recommendations for Practitioners: Senior management and policy makers in higher education institutions will have to train faculty members on effective strategies and methods in order to effectively integrate social media into education. This would equip faculty members with the necessary digital skills needed to help them to be fully informed regarding the benefits of social media and its tools in learning and teaching activities and would also allow them to avoid any possible drawbacks. Furthermore, faculty members should reconsider their current techniques and strategies, and adopt new methods in their teaching that encourage students to use social media platforms as part of their learning. For example, they can regularly post discussions and assignments on social media platforms to inculcate the habit of using such platforms among students for educational purposes. Students, on the other hand, should be aware of the implications and potential advantageous aspects of SMU in their learning. This could be done by conducting regular workshops and seminars in the various faculties and schools at universities. Recommendation for Researchers: Researchers are encouraged to investigate additional factors that might influence the use of social media by students as well as faculty members. Specially, an emphasis should be given to identify any potential obstacles that might hinder the use of social media in higher education. Impact on Society: Social media is not only useful for socializing, but also it can be an effective educational tool that enhance students’ performance in higher education. Future Research: Although the collected data support the research model, this study is subjected to various limitations that need to be tackled by further studies. This study is based on the principles of quantitative research design. Data for this study was collected via survey questionnaires. Accordingly, future studies may consider a qualitative research design in order to uncover additional factors that may impact the use of social media on the part of higher education students. This would allow researchers to generate in-depth insights and a holistic understanding of SMU by higher education students. A convenience sampling method was employed to select respondents for this study. The respondents who participated in this study were from three universities (one public and two private) in Jordan. Accordingly, future research is deemed to be necessary to achieve a degree of generalizability regarding the findings of this study.

Reviewed by: A Guide for Leaders in Higher Education: Core Concepts, Competencies, and Tools by B. D. Ruben, R. de Lisi and R. A Gigliotti Tori Amason A GUIDE FOR LEADERS IN HIGHER EDUCATION: CORE CONCEPTS, COMPETENCIES, AND TOOLS RUBEN, B. D., DE LISI, R., & GIGLIOTTI, R. A. STERLING, VA: STYLUS PUBLISHING, LLC, 2016. 463 PAGES PAPERBACK: $39.95. ISBN-13: 978-1620363928 [End Page 130] A Guide for Leaders of Higher Education: Core Concepts, Competencies, and Tools by Brent D. Ruben, Richard De Lisi, and Ralph A. Gigliotti is both a conceptual piece on the state of higher education and a practical guide for higher education leaders. The premise of the book describes higher education as an ever-changing sector that leaders must navigate. Issues at the forefront of the book are affordability and declining funding, access and diverse student populations, accountability and performance measures, and alignment and college readiness. “It is extremely important for those working in higher education to view these sector-wide issues as highly personal and relevant to their everyday work” (p.6). This text provides rich examples and tangible strategies that higher education leaders can follow to be more effective and successful in their roles. Far too often, the complexities, gaps, and changing nature of higher education overshadow those doing the work. It is important for leaders to understand themselves, the context in which they lead, and how to lead more effectively for progress and change. This book encompasses two perspectives typically addressed separately, general leadership and the intricacies of and practices in higher education. As an easily digestible read, this book can be used for current leaders in higher education, aspiring leaders in the field, and graduate students in higher education programs. There are many examples and ways to actively engage with the material through questions and activities, as it is both an informational and workbook style text. Each chapter begins with guiding questions that give a preview of the chapter’s content and can also be used as a reflection supplement as leaders are reading. The authors present realistic and tangible perspectives of the topics discussed (e.g., managing your reputation in the crisis leadership or measuring organizational excellence, which are modeled after accreditation standards). Within the chapters, the authors also offer recommendations for action when addressing issues discussed. Context setting begins in the foreword by Doug Lederman, as he conducts an analysis of higher education identifying strengths, weaknesses, opportunities, and threats. Grounding leadership in higher education as a sector, Ruben et al. present critical information for the field of higher education. Beginning the book with higher education context and the addition of the analysis allows for the reader to understand the chapters that proceed with the necessary lens of higher education to better conceptualize leadership in these terms. Part One: Leadership in Higher Education: A Critical Need in a Complex and Challenging Landscape sets a strong foundation for understanding the context of higher education as chapters in this section were written with the nuances of higher education in mind. “Higher education engages numerous internal and external stakeholders; has nonsingular, complex, and sometimes contradictory missions; and employs an academic work-force that enjoys a unique status in organizational governance…[The] aim of this book is to focus on concepts, competencies, and tools that allow leaders to blend and benefit from these tensions” (p. 4). Chapters in Part One cover topics of leadership in higher education, the higher education landscape--which discusses the scrutiny higher education is currently under with rising costs, changing demographics, and a call for better completion rates, the mission of higher education institutions, and the many stakeholders of higher education. This section of the book grounds leadership in the context of higher education and sets the foundation for future chapters to be read through that lens. Part Two of the book, Leadership Concepts and Competencies discusses knowledge and skills leaders need in higher education such as, understanding campus cultures, different approaches to leadership, leadership roles, communication as a necessary skill, and how to measure leadership. Part Two expands on defining leadership, how it can be measured through competencies, and highlights the unique opportunity members of the campus community to...

Within higher education research, the topic of choosing has mainly concerned young peoples’ choices of whether or not to enter higher education and their choice of study programme. However, a study programme is often not a fixed package. Nevertheless, choices within higher education has received comparably little attention. This study unpacks second-year students’ experiences of choosing, and it explores how they navigate these choices. Drawing on empirical material from ethnographic fieldwork at three bachelor programmes, we found that students experience both opportunities and constraints in navigating higher education choices. Inspired by Ingold (2015; 2016) we suggest a theoretical perspective on choice as wayfaring. We found, that navigating through higher education contains both ambiguities and challenges for students, who learn as they go along, discover new paths and thus change direction as they move through the landscape of higher education. We argue that making choices in this sense is an integral part of being a student and an inherent part of what it means to study.

The landscape of higher education in India has undergone a remarkable transformation with the introduction of digital initiatives. The proliferation of cutting-edge technologies and widespread internet connectivity has facilitated a significant evolution in the traditional educational paradigm. This paper explores the pivotal role played by digital initiatives in addressing the challenges faced by higher education in India while fostering innovation and leveraging technology to enhance the overall learning experience. The challenges confronting the Indian higher education system are multifaceted, encompassing limited access to quality education, inadequate infrastructure, shortage of skilled educators, and the need for inclusivity to cater to diverse learners. Digital initiatives have emerged as powerful solutions to bridge these gaps and democratize education. Online learning platforms, Massive Open Online Courses (MOOCs), and virtual classrooms have effectively transcended geographical boundaries, making education accessible even in remote regions. Additionally, these initiatives have enabled personalized learning pathways, accommodating individual learning styles and paces, thereby promoting a more inclusive and diverse educational ecosystem. The integration of advanced technologies such as artificial intelligence (AI), machine learning (ML), virtual reality (VR), and augmented reality (AR) has further revolutionized higher education by fostering experiential and immersive learning. These technologies facilitate hands-on training, simulations, and practical skill development, significantly enhancing the employability of graduates and addressing the demand for industry-relevant skills. Furthermore, digital initiatives have empowered educators to employ innovative pedagogical approaches, creating engaging and interactive learning experiences that prioritize the needs of the students. However, the rapid adoption of digital initiatives also brings challenges that must be addressed, including the digital divide, concerns over data security, and the assurance of quality and credibility of online resources. Overcoming these challenges necessitates collaborative efforts between government bodies, educational institutions, and technology providers to establish robust infrastructure and effective policies. This paper presents a comprehensive analysis of the impact of digital initiatives on higher education in India, incorporating successful case studies and best practices. It emphasizes the transformative potential of technology in redefining educational paradigms and equipping higher education institutions to embrace innovation, catering to the evolving needs of learners and the job market. This abstract emphasizes the urgent need for India’s higher education system to embrace digital initiatives and innovative technologies to revolutionize the way knowledge is imparted, accessed, and utilized. By proactively tackling challenges and promoting a culture of innovation, Indian higher education can position itself as a global leader in the digital era, empowering learners to thrive in the 21st-century knowledge economy.

Whether it is perceived as a means to obtaining a good job, increasing income, finding one's passion or purpose, or simply the logical next step following high school, going to and completing college can significantly impact the options and lifestyles of many Americans. Although outcomes and opportunities vary as a function of the specific school that a student attends, as well as the major selected, higher education yields a return on time and financial investment for the masses of Americans paralleled by few other experiences. While African Americans have been legally oppressed for the vast majority of their time in the United States, and have had access to formal higher education since the mid-1800s, they have been impacted by several shifts in the postsecondary landscape. The first significant shift for African Americans was the creation of historically Black colleges and universities (HBCUs), most of which were created between 1865 and 1910. HBCUs not only provided the vast majority of African Americans with their first opportunity to seek higher education, they also made the opportunity geographically accessible via several postsecondary options in the South, Midwest, and Mid-Atlantic states. Unfortunately, the U.S. allowed a two-tier system of higher education to develop in which predominantly White institutions (PWIs) occupied the top tier as a result of state, federal, and private investment in human and physical resources and HBCUs were placed at the lower tier due to a lack of state and federal support.. Nevertheless, these noble institutions persevered.Another shift in higher education that significantly impacted African Americans was the desegregation of public institutions, which included public colleges and universities in the United States that occurred during the Civil Rights Movement of the 1950s and 1960s. A small number of private colleges occasionally granted degrees to African Americans prior to the Movement, but these numbers significantly increased in the late 1960s and throughout the 1970s. Although desegregation provided increased postsecondary options for African American students, introduced the Black athlete to NCAA Division I sports, prompted affirmative action policies, and may have assisted in reducing White prejudice toward Black people, it also devastated many HBCUs. By the early 1980s the majority of African American college students attended PWIs, which significantly decreased enrollments at HBCUs causing several of them to close their doors and others to struggle financially from then until today.There were several other noteworthy shifts in higher education that were not explicitly based on race, but have disproportionately impacted African Americans (e.g., federal financial aid policies, affirmative action rulings by the courts, and the inconsistency between high school curricula and college requirements). In the modem era, these policies have tended to work to the disadvantage of African American students for college admissions).Currently, higher education seems to be at a crossroads. Significant increases in the cost of attending college over the last twenty years have led many to question whether the degree is worth the money. Student loan debt in the U.S. is approaching the one trillion dollar mark and recently exceeded credit card debt (Brown et al. , 2012).. Student loan default rates are on the rise, state funding of public institutions is declining, and the credit ratings of many institutions have experienced recent downgrades. Furthermore, the postsecondary sector is undergoing a dramatic paradigm shift that parallels the music and publishing industries of a decade ago, catalyzed by similar forces-advances in networking technology, near-ubiquitous availability of online content, and growing consumer demand for direct access to content providers (Aman, 2013). Finally, the separate and combined impact of race, gender, and pre-college preparation on postsecondary performance is complex and continually evolving. …

The South-east Asian region has experienced waves of rapid change when countries moved towards greater liberalization in their socio-economic activities and closer interdependence regionally and globally. The changing landscape in higher education is chiefly characterized by massification, diversification, marketization, and internationalization. The increase in demands for higher education has manifested in three forms—larger number of student population, higher interest in cross-border knowledge and experience, the need for more variety of academic programs. In response, governments in all the countries have built more higher education institutions, allowing private sector to play a bigger role, as well as granting greater autonomy to public universities. Higher education restructuring in a number of South-east Asian countries have led to establishment of autonomous and other forms of higher education institutions. Although different governance models exist, these institutions are generally given stronger executive body and new governing board, along with increased autonomy and responsibilities on financial, human resource, and academic management. The move towards regional integration--the ASEAN Community—in 2015 adds another important dimension to the shift in the region's higher education landscape. The need of harmonize has led many governments to change their education systems. At the regional level, although several multilateral systems exist, each has its own limitations and is not universally adopted. Regional integration requires that harmonization and creation of a regional common space in higher education be made a central policy priority of ASEAN, with a more systematic approach and concrete collective actions built around common regional goals.

The topic of this chapter is the rapid growth of global university ranking systems. The processes associated with internationalization are related to broader shifts within the global landscape of higher education associated with the commodification and marketization of education. Heightened competition between higher education institutions has contributed to the quest to develop systems to evaluate and rank universities. New modes of governance across a variety of scales have been established to mobilize universities to compete against one another in the race to the top. Drawing upon post-foundational spatial theory and the work of Foucault, the author argues that global university rankings and the concomitant quest for world-class status are fundamentally transforming the spatial landscape of higher education through disciplinary technologies that aim to both homogenize while individualize institutions.

This collection is a unique exploration of the quality assurance landscape in higher education in the Commonwealth Caribbean. It celebrates the “coming of age” of the quality assurance movement in the region by tracing the main currents of development in internal and external quality assurance. Pulling together articles by respected academics, practitioners and thought leaders from within higher education and industry, the collection explores fundamental issues relating to quality such as financing higher education, cross-border and online education, the impact of science and technology, and quality management systems. At the same time, the contributors posit practical solutions rooted in theory and expertise, for example, checklists, frameworks, models and the like. Quality in Higher Education in the Caribbean explores underrepresented areas and cutting-edge topics such as massive online open courses; ethics in quality assurance; administrative support in quality, tertiary technical and vocational education and training; legislative frameworks; and strategic planning. It closes with a projection into the future of quality assurance and enhancement for the region that takes account of international and regional trends in global accreditation standards, accountability of external quality assurance agencies, and online courses and cross-border education. A must-read for postgraduate students, higher education managers and quality assurance practitioners.

The arrival and widespread adoption of service learning, an educational philosophy with roots in progressivism and pragmatism, is easily among the most significant developments in American higher education over the last 20 years. In a foundational definition, service learning joins practical service work with traditional pedagogical models to create “a form of experiential education [requiring reflection and reciprocity] in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development” [Jacoby, Service-learning in higher education: Concepts and practices, 1996, 5]. The expansion of the service-learning model reflects the growing influence of what has been termed, following Ernest Boyer, a “scholarship of engagement” (Boyer, Scholarship reconsidered: Priorities of the professoriate, 1990; cf. Butin, The Review of Higher Education 29(4): 473–498, 2006). As service-learning programs and centers have proliferated across the landscape of higher education––from liberal arts colleges and universities to professional accreditation programs and trade schools––research on the implementation, institutionalization, and impact of service learning has become an important area of investment for scholars in education, psychology, and public policy. Perhaps not surprisingly, this research tends to be both quantitative in nature and conducted at a high degree of abstraction. Many scholars are (justifiably) invested in measuring outcomes of service learning in order to prove the pedagogical worth of service learning and to design more effective programs (Butin, Service-learning in higher education: Critical issues and directions, 2005; Butin, Service-learning in theory and practice: The future of community engagement in higher education, 2010; Eylerand Giles, Where’s the learning in service-learning?, 1999; Jacoby, Service-learning in higher education: Concepts and practices, 1996). Research designed with these goals in mind tends to rely on survey data to document general trends, a methodological choice that necessarily constrains both the researchers’ ability to perceive nuance and the survey respondents’ capacity to express it in the first place.