This book, offered by "practitioner-scholars," is an exploration and identification of the knowledge, skills, and dispositions that are central to supporting effective community engagement practices between higher education and communities. The discussion and review of these core competencies are framed within a broader context of the changing landscape of institutional community engagement and the emergence of the Community Engagement Professional as a facilitator of engaged teaching, research, and institutional partnerships distinct from other academic professionals. This research, conducted as part of Campus Compact's Project on the Community Engagement Professional, seeks to identify the shared knowledge and practices of Community Engagement Professionals by looking to empirical practice literature. Chapters include an exploration of competencies applicable to those in Community Engagement Professional roles generally, and also to those specializing in specific areas such as faculty development, partnership facilitation, and other areas of responsibility. The authors trace the evolution of engagement administration over time and the role of those facilitating community-campus engagement toward a "Second Generation" professional who is at once a "tempered radical, transformational leader, and social entrepreneur." Central to the work is a presentation of the core competency findings, along with suggestions for continued exploration. Dostilio and her colleagues argue that Community Engagement Professionals should claim a professional identity grounded in a set of core competencies, values, and knowledge, and through association with a community of scholar practitioners similarly dedicated. Additional work to understand and empower Community Engagement Professionals in their role as distinct from other higher education professional types will enable both broader impact for institutions and communities now with a view to prepare those coming to the role for a dynamic and demanding environment without distinct boundaries.

Based on lessons learned from the ASSET programme, a national project to develop a competence-based model of curriculum and assessment, this text presents a research based description of a possible future for higher education and for education of the profession.

Intercultural Competence in Higher Education features the work of scholars and international education practitioners in understanding the learning outcomes of internationalization, moving beyond rhetoric to concrete practice around the world. Devoted exclusively to exploring the central learning outcomes of internationalization efforts, this edited volume contains a refreshing combination of chapters and case studies from interdisciplinary and cross-cultural contributors, including: cutting-edge issues within intercultural competence development, such as intersectionality, mapping intercultural competence, and assessment; the role of higher education in developing intercultural competence for peacebuilding in the aftermath of violent conflict; facilitating intercultural competence through international student internships; interdisciplinary and cross-cultural contributions from over 19 countries including Japan, Russia, Serbia, South Africa, and Vietnam; the latest research and thinking on global, intercultural, and international learning outcomes, with a unique emphasis on newer voices. Intercultural competence has become an essential element in international as well as domestic education. This text provides the latest thinking and research within the context of internationalization, presents practical case studies on how to integrate this into the preparation of global-ready students and will be of interest to postgraduate students, international education administrators, and practitioners, as well as scholars and researchers in a variety of disciplines who have an interest in intercultural and global competence.

The personal and organizational struggles and accomplishments revealed by the COVID-19 pandemic highlight that innovation is the defining trait of individuals and organizations that thrive in the 21st century. The global health crisis not only accelerated the global geopolitical tensions and disrupted organizations in all sectors, but confirmed the importance of preparing globally competent citizens, professionals, and learners who can effectively respond to the economic, environmental, and digital transformations in the 21st century through lifelong learning and professional development. Leaders today need to not only understand the financial, operational, sociocultural, and historical contexts of regional, national, and global systems, but also to build effective partnerships and trusting relationships with all stakeholders in effective policymaking, fostering an organizational culture that supports innovation and managing risks. Preparing Globally Competent Professionals and Leaders for Innovation and Sustainability is centered on international higher education’s role for the global common good. It critically examines the need for globally competent citizens, professionals, and leaders in the 21st century and higher education’s role in the global common good for a sustainable world. The book presents an evidence-based interdisciplinary framework and promising strategies to allow all learners to develop global citizenship and global leadership while addressing the need to prepare human capital for the global knowledge economy and digital transformation of the 21st century. Covering topics such as accessible education, international higher education, and organizational innovation, this premier reference source is an excellent resource for organizational leaders, executives, faculty and administration of higher education, government officials, human resource managers, industry professionals, researchers, academicians, and students.

Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society. The nature and variety of these ...

This open access book explores cultural competence in the higher education sector from multi-disciplinary and inter-disciplinary perspectives. It addresses cultural competence in terms of leadership and the role of the higher education sector in cultural competence policy and practice. Drawing on lessons learned, current research and emerging evidence, the book examines various innovative approaches and strategies that incorporate Indigenous knowledge and practices into the development and implementation of cultural competence, and considers the most effective approaches for supporting cultural competence in the higher education sector. This book will appeal to researchers, scholars, policy-makers, practitioners and general readers interested in cultural competence policy and practice.

In 1986, the International Board of Standards for Training, Performance, and Instruction (IBSTPI) published the first edition of "Instructional Design [ID] Competencies: The Standards." It was the culmination of work that began in 1978. In this third edition, IBSTPI presents its latest view of the competencies of instructional designers. It is a greatly expanded view that reflects the complexities of current practice and technology, theoretical advancements, and the social tenor of the times. The level of proficiency described in the 1986 Competencies was taken to represent an instructional designer who would probably have at least three years of experience in the field beyond entry-level training. The current revision takes this notion considerably further in two ways. First, it discriminates between the essential and the advanced levels. Second, it discriminates between competencies which are universally recognized as required of all practitioners and those which have broad but not universal support. The current edition has added a section called "Professional Foundations." This section explicitly recognizes the importance of a knowledge base for ID and the professional responsibility practitioners have for career-long learning and update of that knowledge base. This recognition of knowledge as a foundation to practice was left implicit in the first version. The current revision has also found a way to recognize the importance of technological competence for the practitioner while continuing to recognize both the volatility and the context-specificity of expertise with any particular technology. The section now called "Implementation and Management" represents a considerable strengthening of the intent of the original. This represents both a better awareness of the role these competencies play in ID and also the increasing importance of ID in the success of knowledge-based enterprises, especially in business environments. Chapters are: (1) "Instructional Design Competence"; (2) "The 2000 IBSTPI Instructional Design Competencies"; (3) "The ID Competencies: Discussion and Analysis"; (4) "The Role and Use of ID Competencies"; (5) "The Competencies and ID Specialization"; and (6) "The Competency Validation Research." Appendices include the 1986 ID Competencies and Performance Statements, a glossary, bibliography, IBSTPI Code of Ethical Standards for Instructional Designers, and list of organizations participating in Competency validation. (Contains 48 references.) (AEF)