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.
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, Trinitys Ideas Workspace;
Maeve ODwyer 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 5.0s 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.
