There is increasing interest in the use of learning outcomes in postsecondary education, and deliberations have surfaced with regard to their potential to serve as a tool for advancing credit transfer. Learning Outcomes, Academic Credit, and Student Mobility assesses the conceptual foundations, assumptions, and implications of using learning outcomes for the purposes of postsecondary credit transfer and student mobility. Through a critical review of current approaches to the use of learning outcomes across national and international jurisdictions, scholars and practitioners in postsecondary education provide a multivalent examination of their potential impacts in the unique context of Ontario and recommend future directions for the system. The collected works are the culmination of a multi-year study entitled Learning Outcomes for Transfer, funded by the Ontario Council on Articulation and Transfer. Contributions are authored by prominent international scholars across countries with significant outcomes-based experience and education reforms (South Africa, the United States, Australia, Europe, and the United Kingdom) and an Ontario research consortium comprising college and university experts working to advance student pathways.

The large scale publicly funded system of postsecondary education in Ontario developed in the 1960s has been largely successful in fulfilling important societal needs in the areas of education, human resource development, and research. Existing approaches, however, are unlikely to be sufficient to address the challenges of the coming decade. Academic Transformation: The Forces Reshaping Higher Education in Ontario examines the developments that are re-shaping the province's post-secondary system, including higher enrollment, further development of a knowledge-based economy, increased demands for research focused on competitiveness and productivity, and Ontario's transition to a multicultural, internationally connected, urban, and aged society. Universities and colleges are also adjusting to internal changes in the composition of the student body and staff, faculty work profiles, and funding arrangements. The authors consider possible changes in the system's structure, policy, and governance that may be helpful in dealing with the anticipated changes in societal needs, and expectations related to post-secondary education.

Understanding Student Mobility in Europe interprets student mobility in European higher education through an active dialogue between disciplines, voices and variables of interest. Providing the conceptual, methodological, pedagogical and empirical foundations of an interdisciplinary approach, this book advances readers’ understanding of the student exchange experience, whilst outlining guidelines and resources for approaching student mobility and considering how students can gain from cross-border education. Intersecting voices from different disciplines and sojourners, including exchange students, international students and highly skilled immigrants, the book outlines practical guidelines for intercultural curriculum development and assessment, and provides insights, practical ideas, useful terminology and resources to maximise the learning gains of this student population. Split into three distinct parts, the book initially lays the foundational substructure in which an interdisciplinary approach is based. It then addresses questions of practical application by considering the experiences of 50 sojourners in Portugal and the UK through an interdisciplinary lens, and summarises the implications of interdisciplinarity with regards to student mobility in European tertiary-level education. This book is essential reading for academics and postgraduate students interested in student mobility, education abroad practitioners, and policy-makers at institutional, national and international levels.

Bridging the gap between higher education research and policy making was always a challenge, but the recent calls for more evidence-based policies have opened a window of unprecedented opportunity for researchers to bring more contributions to shaping the future of the European Higher Education Area (EHEA). Encouraged by the success of the 2011 first edition, Romania and Armenia have organised a 2nd edition of the Future of Higher Education – Bologna Process Researchers’ Conference (FOHE-BPRC) in November 2014, with the support of the Italian Presidency of the European Union and as part of the official EHEA agenda. Reuniting over 170 researchers from more than 30 countries, the event was a forum to debate the trends and challenges faced by higher education today and look at the future of European cooperation in higher education. The research volumes offer unique insights regarding the state of affairs of European higher education and research, as well as forward-looking policy proposals. More than 50 articles focus on essential themes in higher education: Internationalization of higher education; Financing and governance; Excellence and the diversification of missions; Teaching, learning and student engagement; Equity and the social dimension of higher education; Education, research and innovation; Quality assurance, The impacts of the Bologna Process on the EHEA and beyond and Evidence-based policies in higher education. "The Bologna process was launched at a time of great optimism about the future of the European project – to which, of course, the reform of higher education across the continent has made a major contribution. Today, for the present, that optimism has faded as economic troubles have accumulated in the Euro-zone, political tensions have been increased on issues such as immigration and armed conflict has broken out in Ukraine. There is clearly a risk that, against this troubled background, the Bologna process itself may falter. There are already signs that it has been downgraded in some countries with evidence of political withdrawal. All the more reason for the voice of higher education researchers to be heard. Since the first conference they have established themselves as powerful stakeholders in the development of the EHEA, who are helping to maintain the momentum of the Bologna process. Their pivotal role has been strengthened by the second Bucharest conference." Peter Scott, Institute of Education, London (General Rapporteur of the FOHE-BPRC first edition)

Mobility is considered to be important for the personal development and employability of young people, as well as for intercultural dialogue, participation and active citizenship. Learning mobility in the youth field focuses on non-formal learning as a relevant part of youth work, with links to informal learning as well as to formal education. Different stakeholders at European level, particularly the Council of Europe and the European Commission, but also individual member states, foster programmes and strategies to enhance the mobility of young people, and particularly the learning dimension in mobility schemes. This book on learning mobility is a joint Council of Europe and European Commission publication, and provides texts of an academic, scientific, political and practical nature for all stakeholders in the youth field - youth leaders and youth workers, policy makers, researchers and so on. It should contribute to dialogue and co-operation between relevant players and to discussion on the further development and purpose of youth mobility schemes and their outcomes for young people.

Co-published with AIEAInternational higher education has evolved, in some respects dramatically, in the decade since publication of the first edition of this handbook. The new issues, trends, practices and priorities of research that evolved over this time have in some instances been transformed by one of the most dynamic and tumultuous periods in the history of international higher education, brought on by the pandemic, a re-emergence of nationalism, and the recognition of the power imbalances between the developed economies and the global south, and racial inequities within and across borders. This new edition addresses the myriad changes across all aspects of international education, each chapter addressing to the extent possible the reality of the present in which they were written and offering some insights for the future. While updating a number of chapters from the first edition, it also includes a preponderance of new chapters written by contributors representing wider and more diverse backgrounds.In keeping with the first edition, the overall message is that the internationalization of higher education has a vital role to play in a world that is more interconnected than ever before. Recognizing changing economic, geopolitical, climatic, and public health issues, as well as the importance of international and cross-cultural collaboration to address global problems, this handbook offers a comprehensive range of models, data and ideas to stimulate new directions in the conception and practice of international education.This edition reflects today’s concerns around inclusion, diversity and equity, and how international education is being changed by issues such as decolonization, the focus on learning outcomes, the impact of digital tools to enhance access and learning and collaboration such a virtual exchange, competition for resources, risk, new patterns of mobility, and new models such as joint programs and qualifications.As with the first edition, the chapters often intentionally pair scholars and practitioners from different parts of the world, and include text boxes that highlight concrete institutional, national, or regional experiences, providing diverse voices and perspectives from around the world. This comprehensive new edition provides ideas, concepts, theories and practical ideas from around the world for those seeking to enhance the quality of the three core functions of higher education: teaching, research and service to society. It constitutes an essential resource for everyone involved in the delivery of international education and in determining its future direction. Summary of ContentsMaintaining a similar structure of the first edition, this revised Handbook is comprised of four sections. The first section includes five chapters that address national, regional and international frameworks and contexts. The second addresses key aspects of internationalization at the strategy level, covering leadership, institutional strategies, outcomes assessment, resources and financing, risk management, and institutional linkages and partnerships. The third describes core functions of internationalization, addressing intercultural competence development, the internationalization of the curriculum, teaching and learning, virtual exchange, international perspectives on the work of student affairs professionals, student engagement, engaging staff and faculty, the internationalization of research and finally, and a chapter on serving communities.

This publication¿the latest report from AAC&U¿s Liberal Education and America¿s Promise (LEAP) initiative¿defines a set of educational practices that research has demonstrated have a significant impact on student success. Author George Kuh presents data from the National Survey of Student Engagement about these practices and explains why they benefit all students, but also seem to benefit underserved students even more than their more advantaged peers. The report also presents data that show definitively that underserved students are the least likely students, on average, to have access to these practices.

Academic Reformprovides realistic policy options for improving the quality and cost-effectiveness of undergraduate education in Ontario. The authors begin with the premise that the teacher-scholar ideal pursued by individual universities has led to a model for undergraduate education in Ontario that is financially unsustainable and does not provide the best possible education for undergraduate students. Drawing on literature and recent policy initiatives in the United Kingdom, Australia, Germany, United States, and Canada, the authors show how to provide high-quality education to an ever-expanding number of students at a cost that is affordable to both students and governments.Academic Reformexplores ways to sharpen the universities' focus on undergraduate teaching and increase the number of students without diminishing Ontario's ability to attract and retain university researchers of the highest calibre.