Disentangled Vision on Higher Education
Description
This book offers an objective and dispassionate analysis of modern educational architecture allowing us to notice gaps. The fundamental question addressed is whether our education system will embrace knowledge-based society and have the foresight to better prepare future generations. If educators around the world step back for a moment, it is not difficult to notice that unanswered questions about education are looming everywhere. The existent academic literature on education is abundant and embracing. In consequence, one can ask why is this book necessary? Indeed, this book is the result of senior university professors sharing their learnings and anticipating the pivotal issues facing all education professionals. According to the United Nations, by 2050, 68% of the world's population will be living in urban areas. This fact cannot be ignored as it is one of the drivers of the profile of the future students. The reasons to organize this publication are many, but among them three stand out which also function as the driving forces behind this project: (1) University professors teach future generations based on models grounded on knowledge advanced by past experiences; (2) The decisive requirement to understand the needs of the new generations of university millennial students; and (3) What are the critical challenges of global societies?
"This book problematizes the issues concerning education, and its main contribution is to answer the need to rethink education, face contemporary challenges, and reorganize the way public policies address education. It critically analyses the challenges of global societies in a decentralized perspective, not only reflecting a western perspective of education and knowledge production. The project's originality comes from the contemporaneity of the topics covered, from the interdisciplinary perspective, and from the specific attention given to trends around education."
-Cátia Miriam Costa, Researcher and Invited Assistant Professor, Centre for International Studies, Perfil Ciência
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Persons
Francisco José Leandro received a Ph.D. in political science and international relations from the Catholic University of Portugal in 2010. He is currently Associate Professor with Habilitation and Associate Dean at the Institute for Research on Portuguese-speaking Countries, City University Macau, China.
Roopinder Oberoi received a Ph.D. in political science from the University of Delhi. She has authored and edited books on corporate social responsibility and sustainable development in emerging economies. She is an editor of Social Responsibility Journal (UK). She is also Fellow at Delhi School of Public Policy and Governance, Institute of Eminence, University of Delhi. She is currently working on an international project on social enterprise and higher education awarded by the UK-India Education and Research Initiative (2017-2022).
Content
List of Figures - List of Tables - Foreword by Kiran Trehan - Acknowledgments - Notes on Contributors - FRANCISCO LEANDRO/ROOPINDER OBEROI: Disentangled Visions on Higher Education: Preparing the Next Generation - CARLOS RODRIGUES: Higher Education as Resistance: Bringing Back the Political into Academia - ANA SIMAENS/FLORENCIA LIBRIZZI: Insights to Redesign Business Education in a COVID-19 World for a Sustainable Future - TOM COCKBURN: Citizen Learner Discourse and Emergent Global Knowledge Societies - JOSÉ MANUEL SIMÕES/FRANZ GASSNER: Journalist Ethics and the Common Good: The Formation of Values and Virtues for Just and Harmonious Societies - CAROLINA VARELA/ENRIQUE MARTINEZ- GALÁN: Cooperation and Governance Within the European Education Area: Lessons Learned for a Global Governance in Education for a Digital Area - LUCIANE STALLIVIERI/MÁRCIA AGOSTINI RIBEIRO/DANIELLA DA SILVA NOGUEIRA DE MELO: The Role of Cooperation Networks to Strengthen the Internationalization of Higher Education Institutions: An Analysis of Evidence Based on the Network Theory - MARIA DE LURDES RODRIGUES AND MARIA DAS DORES GUERREIRO: Universities. Policies for Science and Higher Education - GEETA BHATT: Reconfiguring Education with an Alternative Paradigm - India Aims at Doubling Its Gross Enrolment Ratio by 2035 - SATYAJIT MAJUMDAR/AARUSHI: AI-enabled Collaborative Learning: Indian Higher Education Reimagined - RAKESH KUMAR PANDEY: New National Education Policy 2020 of India: Learning from the Past and Laying Out a Plan with a Vision for Future of Education - JOÃO BAPTISTA DA CRUZ CARDOSO: The COVID-19 Crisis and Disruption in Australian Higher Education - The Opportunity for a New Vision? - SONIA LÚCIA MOTA PINHEIRO MARQUES/JOÃO ALEXANDRE LOBO MARQUES/CRISTINA KUPFER: The (non) Standardized Classroom - The Analysis of Three Different Cultures in the Higher Education Systems - Angola, Brazil and Macau SAR, China - JOSÉ SUBTIL: Higher Education Will Be What the Institutional Model Is: The Case of Portugal - JAMIE P. HALSALL/MICHAEL SNOWDEN: Innovative Teaching and Learning in a Globalized Competitive Market - KATARINA BOTIC: Higher Education and Cross- Disciplinary Solutions in a Digitalized World: Advantages and Pitfalls - SUFIAN JUSOH/FALIQ RAZAK: Legal Teaching and Research in International Law in the Digitalized World Post COVID-19 Pandemic - FARZAD SABETZADEH/VICTORIA WHITE: NextGen Higher Education: Preparing Students for the Jobs of Tomorrow That Do Not yet Exist - SUTRAPHORN TANTINIRANAT/SITI MASRIFATUL FITRIYAH/DIANA AHMAD BUSRA: Developing ASEAN Students' Intercultural Competence Through a Telecollaboration Program - MORTEZA BAZRAFSHAN/MARYAM SEDAGHAT: Iranian Tourism Students' Evaluations of Education Quality - DO THI THU HANG/VU QUY SON/PHAM THU PHUONG: A Study of the Development Policy of Creative Education in China and Its Implications for Vietnam - EVIAN CHAN HO/FRANCISCO JOSÉ LEANDRO: Trust Building and English Teaching in COVID-19 Times: A Practioner's Account.
