This book tackles the latest challenges in education in the business sector, outlining how the students of the future must be taught to adapt to a highly fluid business environment in which their ability to acquire new skills and collaborate with others is more important than possessing facts. Taking its cue from the growing body of theory advocating multi-faceted and often multilingual education, the book focuses on ‘competences’ and collaborative, team-oriented, project-based learning. Beginning with a set of studies on the differences in individual learning and ways of supporting students, the volume moves on to a collection of papers on learning at the level of the group, which include material on team learning, and the sharing of knowledge in problem-based learning. The editors view these factors in education as an inevitable feature of pedagogy, reflecting the fact that knowledge, and its acquisition, is increasingly collaborative in our working lives, and especially in business. A final section applies the principles developed in the first two parts at an organizational level, evaluating the enormous implications these developments in our ideas about learning have for the educational institutions charged with teaching future generations. Combining research and theory with practical factors in business education and training, the volume provides wide-ranging perspectives on developing best practice in the sector.

Diversity among university students plays a significant role in raising awareness of numerous issues surrounding cultural heritage, language differences, cross-cultural collaboration, and international education. The integration of technological tools can assist students in cooperating nationally and internationally both in their current educational and future professional settings. Multicultural Awareness and Technology in Higher Education: Global Perspectives encompasses the latest research on the impact and integration of technology into international education and culturally diverse learning environments. Providing the latest teaching and learning methods, technologies, and approaches at the university level, this publication is a useful reference for academics, educational administrators in public and private institutions, and information society researchers.

This book on blended learning environments to foster self-directed learning highlights the focus on research conducted in several teaching and learning contexts where blended learning had been implemented and focused on the fostering of self-directed learning. Several authors have contributed to the book, and each chapter provides a unique perspective on blended learning and self-directed learning research. From each chapter, it becomes evident that coherence on the topics mentioned is established. One of the main aspects drawn in this book, and addressed by several authors in the book, is the use of the Community of Inquiry (CoI) framework when implementing teaching and learning strategies in blended learning environments to foster self-directed learning. This notion of focusing on the CoI framework is particularly evident in both theoretical and empirical dissemination presented in this book. What makes this book unique is the fact that researchers and peers in varied fields would benefit from the findings presented by each chapter, albeit theoretical, methodological or empirical in nature – this, in turn, provides opportunities for future research endeavours to further the narrative of how blended learning environments can be used to foster self-directed learning.

This book is written to help managers and business leaders harness the talent and skills of Gen Y.

Higher Education Implications for Teaching and Learning during COVID-19 provides different perspectives regarding the impact of COVID-19 on college teaching and learning and on students, both collectively and individually. Contributors argue that the pandemic forced a higher education reckoning as institutions around the world were forced to shut their physical doors and open up their online platforms in a wider capacity. While these concerns are linked to a certain point in time, there is much we can learn from collective institutional responses to the pandemic-induced pivots to virtual teaching and learning. Scholars of higher education, organizational communication, and crisis communication will find this book particularly useful.

This book helps students from diverse backgrounds and with various learning styles to master the material they learn with these practical examples for librarians teaching higher education information literacy. Cultural influences in students' lives—often tied to aspects of their background such as ethnicity, national origin, socioeconomic status, gender, and religion—play a large role in determining how they learn. Learning styles additionally differ among students, making it difficult to know how to best support all students. This book introduces academic instruction librarians to a differentiated instruction (DI) approach that will help them to offer students a choice of how to engage with course content, assess their understanding of the material, and demonstrate mastery of the material to the instructor, allowing students to actively participate in their education. It explains various instructional techniques used in DI and provides detailed, step-by-step examples for implementing educational technology tools supporting each technique. Accompanying the examples are tips for overcoming known challenges in implementation and best practices for successful adoption of the techniques. Readers will understand how to begin using the most popular types of educational technology tools for academic information literacy instruction.

International students experience multiple and multi-dimensional educational and life transitions: moving to a new country, moving to a new educational system and moving to higher educational degree programmes. Within these transitions, they experience differences in the social and organisational cultures, languages, and interpersonal expectations, realities and relationships. Their transitions also lead to, and interact with, transitions of professionals, home students and their families. Multi-dimensional Transitions of International Students to Higher Education provides up-to-date literature, research and theoretical constructs that underpin international students’ transitions to Higher Education. This book will help you to understand the opportunities, issues, social-emotional-psychological dimensions and evidence-based interventions that are vital to support an individual through these educational and life transitions. Split into four sections, topics include: Theoretical Underpinning Research in Different Contexts Impact of Educational Practice and Social Systems Interventions and Strategies Used to Enhance International Students’ Affective, Behavioural and Cognitive Transition Experiences This book is essential reading for professionals, students and policy makers and provides significant research insights to academics and researchers in the area of education, psychology and sociology.

Quality accreditation in higher education institutions (HEIs) is currently a buzzword. The need to maintain high-quality education standards is a critical requirement for HEIs to remain competitive in the market and for government and regulatory bodies to ensure the quality standards of programs offered. From being an implicit requirement that is internally addressed, quality assurance activities become an explicit requirement that is regularly audited and appraised by national and international accreditation agencies. HEIs are voluntarily integrating quality management systems (QMS), institutional and program-specific, in response to the political and competitive environment in which it exists. Through its higher education department or by creating non-profitable accreditation bodies, many governments have implemented a quality framework for licensing HEIs and invigilates its adherence based on which accreditation statuses are granted for HEIs. Global Perspectives on Quality Assurance and Accreditation in Higher Education Institutions provides a comprehensive framework for HEIs to address quality assurance and quality accreditation requirements and serves as a practical tool to develop and deploy well-defined quality management systems in higher education. The book focuses on the critical aspects of quality assurance; the need to develop a concise and agile vision, mission, values, and graduate attributes; and to develop a system that effectively aligns the various activities of the HEI to the attainment of the strategic priorities listed in the institutional plans. The chapters each cover the various facets of the quality assurance framework and accreditation agencies' requirements with practical examples of each. This book is useful for HEI administrators, quality assurance specialists in HEIs, heads of academic departments, internal auditors, external auditors, and other practitioners of quality, along with stakeholders, researchers, academicians, and students interested in quality assurance and accreditation in higher education.

This volume explores the internationalization of higher education in the context of global citizenry and intercultural competencies. It focuses on presenting dissonance as a means to facilitating students’ openness to complexity and development of intercultural skills or their experiences in the classroom.