Presented here is ground-breaking comparative research on an underappreciated, yet growing, concurrent alternative process: universities and their expanding research capacity create knowledge and skills, legitimated in new degrees that then become monetized and even required in private and public sectors of economies.

In the United States, broad study in an array of different disciplines â€"arts, humanities, science, mathematics, engineeringâ€" as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary "silos". These "silos" represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs.

In a constantly changing economic environment, higher education institutions need to adapt in order to be relevant to their stakeholders and the society. The unpredictable landscape also demands a fresh approach as university presidents are increasingly subject to high resolution and three-dimensional scrutiny. Instead of relying on last century’s old management mindset, university leaders must build institutions that are agile and flexible, which can continuously learn to adapt to the changing environment. Redefining University Leadership for the 21st Century is a treatise on the challenges universities face in current times. Readers will understand, in three parts, the heart of what makes a great university. The initial part of the book covers the market failures and the management practices that have led to the erosion of confidence in universities among stakeholders. The authors examine the consequences of market failures caused by the marketization of higher education: an oversupply of graduates, student dissatisfaction, mismatch between qualifications and needed skills, student disillusionment, and the diminishing return on investments by students and their families. Next, authors offer concrete advice on how universities can future-proof university graduates in this fast-changing world of the fourth industrial revolution and artificial intelligence. The authors also provide valuable strategies to help university leaders to lead effectively in this uncertain world with a concluding case study on the University of Hong Kong. With its clear, logical and concise presentation, Redefining University Leadership for the 21st Century is a must-read for anyone who leads, works or studies in a university, or is interested in current trends in the higher education sector.

The COVID-19 pandemic has offered the world and its governments many challenges in how they will conduct their responsibilities and best assist their citizens. The COVID-19 pandemic not only brought a global health emergency, but also helped to shed light on systemic inequalities, caused conspiracy and distrust within the masses, and exhausted global health services. The government and nonprofit sector, including healthcare, education, and social service organizations, will have to utilize the best practices, greater collaboration, and joint venturing to survive post pandemic. The Handbook of Research on Transforming Government, Nonprofits, and Healthcare in a Post-Pandemic Era serves as a resource for those in education, healthcare, government, social service, and other nonprofit organizations who wish to advance their missions in an age of uncertainty. It further discusses how democracy can continue to advance the world, its countries, and the way that we see one another. Covering topics such as BIPOC academic leaders, economic development, and health science education, this premier reference source is an essential resource for government officials, public administration, community leaders, advocacy networks, social service organizations, hospital administrators, health officials, medical professionals, students and faculty of higher education, researchers, and academicians.

Creative Methods are a shortcut to what we didn’t know we knew. In working from a student’s or client’s own imagination and psychological material, a person discovers who they are and what they need to expand and move forward. This enriching and inspiring book on creative methods demonstrates the power and effectiveness of the creative approach in guidance and counselling settings. The twenty chapters in this volume focus on the importance and joys of play, creative expression, and imagination in effective learning: as we develop, observe, and interact with our own creations we can arrive at fresh insights by tapping into the wisdom of the unconscious mind. Creative methods often provide a new perspective on difficult emotions and allow us to perceive what they’re trying to tell us. Chapter topics include the following: Embodied Theatre Ecology; the Use of Poetry with Clients Recovering from Anorexia; Retirement Life Writing; the Value of Metaphors in Grieving; the Construction of New Narrative Identities in Careers; Dance Movement Psychotherapy as an Approach to Depression; Psychodrama and Philosophy in Learning Self-care by Encountering the “Unknown Other”; Artistic Tools for Psychotherapeutic Work with Children and Youth; Temporal Chair Work; Identity Learning through Paintings; and the ways in which Poetry can Help us Bridge Cultural Divides and Inform Career Learning Practices. This volume will be of value and interest to students, researchers, teachers, professionals, and practitioners of psychology, behavioural sciences, mental health, counselling, and education. The chapters in this book were originally published as special issues in the British Journal of Guidance and Counselling.

Leader development is an important part of industry, government, healthcare, education and military organizations, among others. It also requires considerable investment and resources. This book was sponsored by the Army Research Institute and takes a go

Transforming Schools demonstrates how transformation is no longer an option in teaching and learning - it has become a necessity. Changes in the way we work and the challenges of issues such as climate change, poverty and migration mean that teaching and learning need to alter to incorporate capacities that will help us meet those challenges. The 4Cs: Creativity, Critical Reflection, Communication and Collaboration have long been present in education, but Transforming Schools demonstrates how schools can change teaching and leadership to embed and enact the 4Cs to make them central to dynamic and exciting learning. Miranda Jefferson and Michael Anderson demonstrate how a renewed approach to teaching that integrates the 4Cs can better equip today's learners. They draw on their own international research and experiences in school transformation in a variety of school settings, working in partnership with practitioners, researchers, students and the community. The authors consider how schools might reorganise themselves to become more relevant to their students and to the community. Practical strategies for transformation are included throughout the chapters to demonstrate how learning can be supported and how the 4Cs can be made explicit in schools. These examples will support school leadership teams and teachers to explicitly teach the 4Cs in relevant and challenging ways. This book is essential reading for those looking to transform schools and more effectively meet the needs of today's learners.