Global Higher Education Practices in Times of Crisis
Questions for Sustainability and Digitalization
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- Description
- Contents
- About
COVID-19 has challenged the international environ of higher education teaching, leading colleagues and institutions across the globe to think outside the box and develop innovative practices suited for turbulent times. But often, these are confined to the local or regional levels.
Taking forward the notion of the scholar without borders, Global Higher Education Practices in Times of Crisis provides a critical review of the teaching practices in international higher education in the post-COVID era. Issues and debates about inclusivity, diversity, and cultural representation in the curriculum and classroom are explored through the eyes of the academics who negotiate complex teaching landscapes either on a temporary or permanent basis.
The aspiration for universal nuanced teaching practices which reflect individual and national identities, along with newly emerging global ones that represent virtual academic citizenship that cross geographical and political borders, are presented as a foundation on which to instil borderless higher education.
Introduction; Dieu Hack-Polay, Deborah Lock, Andrea Caputo, and Mahdavi Lokhande
- Chapter 1. Next-Generation Innovative Teaching Ecosystems for Futuristic Management Education; Ragini N Mohanty, Anu Thomas, and Abhishek Kori
- Chapter 2. Teaching in Times of Crisis or Pandemic Pedagogy Snezhana Chernova; J-F, Darren Pullen, Andy Bown, Zi Siang See , Naomi Nelson, Anita Heywood, Loan Dao, Yang Yang, Helena Winnberg, Stacie Reck Chapter 3. Using Design Thinking to Redesign the Student Learning Experience: The Case of Higher Education; Farah Arkadan and Niloofar Kazemargi
- Chapter 4. Educational Innovation and Digitalisation during Crises; Jai Raj Nair
- Chapter 5. Resilience and the Entrepreneurial University during Turbulent Times: A Model for the Higher Education Sector; Kiran Vazirani, Rameesha Kalra, and Gnanendra M
- Chapter 6. Higher Education in Times of Crisis: Shifting Towards Better Inclusion of Students with Disabilities; Soud Louissi and Michelle Mielly
- Chapter 7. Education and Resilience in the Entrepreneurial University: An Analysis of Past and Present Practice at Tangent, Trinity’s Ideas Workspace; Maeve O’Dwyer and Daniel Rogers
- Chapter 8. Resilience in Education: Unveiling the Covid-19 Induced Evolution of Architecture Pedagogy; Masoumeh Khanzadeh
- Chapter 9. Challenges and Transformation of Pedagogy Towards Blended Learning: A Sequential Mixed-Method Study in Higher Education; Nagamani Nagaraja and Benny Godwin J. Davidson
- Chapter 10. Deglobalizing Education: Perspectives, Challenges and Sustainability; Pratika Mishra and Aurobindo Kiriyakere
- Chapter 11. Technology-Enabled Education Innovation: The Hybrid Teaching-Learning Process; J. Meenakumari, Ramakrishnan N, and Sriharish Ramakrishnan
- Chapter 12. Incorporation of Deep Learning based AI tools in Education: A Statistical Evaluation of the Perceptions of Gen-Z’ and Millennials; Remya Nair
- Chapter 13. Integrating AI Tools in Academic Curriculum: A Study on the Effectiveness of AI Tools in Higher Education; Santosh Rupa Jaladi, Hema Doreswamy, and Radhika Uttam
- Chapter 14. Post Covid Scenario and E-Learning: Fate of Student Academia at Tertiary Level; Obaid Ullah, Shehnaz Tehseen, Khalid Sultan, Syed Arslan Haider, and Azeem Gul
- Chapter 15. Recent Trends in Deployment of Multi-Protocol Label Switching (MPLS) Networks in Universities; Siddhartha Goutam and Aradhana Goutam
- Chapter 16. Educational Innovation and Digitalisation During the Crisis; Sridhar Chakravarthi Mulakaluri
- Chapter 17. Deconstructing Value Creation in Indian Management Education: A Learner Journey Perspective; Bharath Rajan and Sujatha Natarajan
- Chapter 18. Business Education: Covid 19 and Beyond; Swapna Pradhan
- Chapter 19. The Impact of Education 5.0’s Personalised Learning Experience on Student Concentration; Vandana Panwar and Satarupa Nayak
- Chapter 20. Assistive Technologies for Education: Fulfilling National Education Policy (NEP) Goals; Vijay T Raisinghani
- Conclusion; Dieu Hack-Polay, Deborah Lock, Andrea Caputo, Madhavi Lokhande, and Uday Salunkhe
Dieu Hack-Polay is Professor of Management at Crandall University, Canada, and Associate Professor in Organisational Behaviour & Management in the Lincoln International Business School, University of Lincoln, UK.
Deborah Lock is a Professor and Director of Business School at Birmingham City Business School, UK.
Andrea Caputo is Professor of Strategy & Negotiation at the University of Lincoln, UK, and Associate Professor in Management at the University of Trento, Italy.
Madhavi Lokhande is Dean and a Professor of Finance at the Welingkar Institute of Management Development & Research Bangalore, WeSchool, India.
Uday Salunkhe has been Group Director at WeSchool, India, for over two decades and is Professor in the area of Leadership and Turnaround Strategies.