The rapid development and adoption of technology along with open economies has created an integrated global economy. The globalisation process has brought with it significant changes in all areas of life, including tertiary education. This book outlines the features of the new wave of globalisation and draws out specific trends and challenges associated with this new wave for universities and policy makers.

This book examines the increasing popularity of creativity and play in tertiary learning, and how it can be harnessed to enhance the student experience at university. While play is often misunderstood as something ‘trivial’ and associated with early years education, the editors and contributors argue that play contributes to social and human development and relations at a fundamental level. This volume invalidates the commonly held assumption that play is only for children, drawing together numerous case studies from higher education that demonstrate how researchers, students and managers can benefit from play as a means of liberating thought, overturning obstacles and discovering fresh approaches to persistent challenges. This diverse and wide-ranging edited collection unites play theory and practice to address the gulf in research on this fascinating topic. It will be of interest and value to educators, students and scholars of play and creativity, as well as practitioners and academic leaders looking to incorporate play into the curriculum.

At this juncture in the history and development of education in the digital age, constituents of education systems across the globe are challenged with revising or rediscovering the purpose of educational institutions within societies. Institutions need to retool to include digital games-based and problem-based learning, and education itself must adapt to serve the needs of a diverse student population. Stagnancy Issues and Change Initiatives for Global Education in the Digital Age is a cutting-edge research publication that explores the complex discourse of trends, shifts, and changes happening in the field of education and to understand the implications for teaching, learning, and professional development. The book helps educators understand how to make their pedagogy and andragogy relevant in the framework of constant technological shifts and changes in order to help students thrive in a global economy. Featuring a wide range of topics such as gamification, pedagogy, and intercultural learning, this book is ideal for curriculum designers, academicians, education professionals, researchers, policymakers, and students.

Males and Tertiary Education in Jamaica is the result of five years' qualitative research examining the relationship between men and tertiary education. Herbert Gayle and Peisha Bryan focus on the lived experiences and perceptions of three sets of young men: those who did not qualify to enter university; those who qualified but bypassed tertiary education; and those who qualified but for varying reasons have delayed entry into university. Using rigorous, in-depth interviews to capture the lived experiences of 186 males between the ages of eighteen and thirty-nine years, compared to those of 74 females of the same comparative age group, the authors examine the realities of males regarding their wish or ability to attend university in Jamaica. They found that men's comparative absence from universities in Jamaica is cultural. Spurred by the world phenomenon of women's liberation, Jamaican families shifted their support towards educating women to the effect that female enrolment in tertiary institutions increased from 64 per cent of men in 1971 to 228 per cent of men in 2011. Participation in tertiary education in Jamaica is unquestionably gendered and this work is the first and book-length scholarly response to the question of why men are not attracted to tertiary education in Jamaica.

This book examines the experience of 11 universities in nine countries around the world that have grappled with the challenge of building successful research institutions in difficult circumstances and outlines key lessons of from this experience.

This open access Springer Brief provides a systematic analysis of current trends and requirements in the areas of knowledge and competence in the context of the project “(A) Higher Education Digital (AHEAD)—International Horizon Scanning / Trend Analysis on Digital Higher Education.” It examines the latest developments in learning theory, didactics, and digital-education technology in connection with an increasingly digitized higher education landscape. In turn, this analysis forms the basis for envisioning higher education in 2030. Here, four learning pathways are developed to provide a glimpse of higher education in 2030: Tamagotchi, a closed ecosystem that is built around individual students who enter the university soon after secondary education; Jenga, in which universities offer a solid foundation of knowledge to build on in later phases; Lego, where the course of study is not a monolithic unit, but consists of individually combined modules of different sizes; and Transformer, where students have already acquired their own professional identities and life experiences, which they integrate into their studies. In addition, innovative practice cases are presented to illustrate each learning path.