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The apparent disconnect between teaching and research has implications for both curricular content and pedagogic practice and has particular salience in the field of mid-career education. To overcome this disconnect, faculty endeavour to integrate teaching and research. Pressure to do so stems from many sources. Benchmarks of professional excellence as well as the scholarship of teaching and learning champion such synergy. Institutions advocate teaching that is informed by research and research that is relevant to students. This article explores the conceptual and instrumental arguments for linking research and teaching. It discusses the benefits of such linkages and the challenges in effecting them. The exploration provides a conceptual base for other contributions in the volume which demonstrate specific research–teaching synergies in the Public Administration/Public Management classroom.

Objectives: Pharmacy practice in Jordan is still developing. Modernization and advancement in pharmacy practice are being slowly adapted by pharmacy professionals and faculties of pharmacy. This study aim was to look into current status of pharmaceutical care in pharmacy education and practice in Jordan. Possible problems that would face Pharmaceutical Care application were explored. Methods: This study consisted of a quantitative part in which the pharmacy curricula from the two governmental universities and four private universities were compared as to how many credit hours are allocated for Pharmaceutical Care education. In the qualitative part, a structured interview was conducted with leaders in the Pharmacy profession. The main theme in the interview was the development and implementation of Pharmaceutical Care education and practice in Jordan. The selected fourteen recognized leaders of pharmacy profession in Jordan were asked to express their views on issues related to status of education, practice, and pharmacy curricula. Results: Current B.Sc. pharmacy curricula in Jordan have a weak emphasis on Pharmaceutical Care education and training. One governmental university (Jordan university of Science and Technology) and two private universities (Philadelphia University and Al-Isra'a Private University) had the highest percentage of their curricular hours allocated to Pharmaceutical- care- related courses. But this was only 20% of total hours required in the pharmacy curriculum. None of the six universities included had a structured patient - oriented training for pharmacy students. In the qualitative part, leaders of pharmacy believe that both the practice and education should be directed towards Pharmaceutical Care. Recognized problems facing this new direction could be: the influence that comes from pharmacy professionals as well as other professions, lack of a proper job description for pharmacists, and the slow change in educational programs. Conclusions: The leadership of pharmacy is in support of changes towards Pharmaceutical Care education and practice, coming from within the profession.

This paper has touched one of the most critical area affected due to pandemic situation created by the COVID-19 and its powerful spillover effect on education sector by customizing education pedagogy. Earlier researchers have studied online education separately, whereas this paper discussed the natural transition and systematic review of upsurge of e-learning. The objective of this paper is to make the systematic review of COVID spillover and transition towards e-learning education pedagogy through theoretical framework. The study makes systematic review of switchover towards e-learning and spillover effect of COVID-19 and customization of the education pedagogy. In this study, past literature has been utilized to make critical analysis of spillover effect of COVID-19 and impact on education pedagogy by creation of prepositions. The findings of the study reveal that in the exceptional circumstances of COVID-19, e-learning transition has taken place from conventional to e-learning modules. All over the world, countries have shifted towards online education by schooling out but classes in campaign ignited by Chinese government. The same has also been replicated in other countries of the world during COVID-19.

A guide to the theories, issues and practical considerations involved in healthcare education in the 21st century. It is aimed at those studying to be educators in both academic and practice settings, as well as supporting the continuing professional development of more experienced lecturers and practice educators

The culture of the Indian child equips him well or poorly for edu cation in American schools, depending on how well his culture matches that of the American society which surrounds him. Motivation for school achievement, for instance, is poor by white standards among children of Indian tribes whose culture is based on co-operation rather than on competition. Innately, Indian children have about the same mental equipment as have white children, but their cultural status and experiences cause them to rank lower on educational achievement tests, especially in high-school subjects.—Ed.

Purpose: This contribution contextualizes the current debate on financial literacy within the discourses on ideology in curriculum design. The critical review questions the concept of financial literacy as used in assessment studies in Austria, revealing the studies' ideological assumptions and their embeddedness within neoliberal ideology. Methodology: A critical conception of ideology and of curriculum developed by Thompson (1990) and Apple (2004) serves as the basis for analysis. Categories of analysis are derived from neoclassical economics and neoliberal thought. The research is based on a qualitative content analysis of nine recent studies that all argue for enhanced economics education. Findings: The authors of the studies analysed write in support of an individualistic, naturalized and "apolitical" understanding of economic and financial literacy. This means that they conceive the economy as a closed system, separate from society and politics. The suggested education programs, consequently, are linked mainly to the neoliberal political project, with a lack of emancipatory or transformative ideas.

The Experience of Neoliberal Education -- Contents -- Illustrations -- Acknowledgments -- Introduction - Neoliberalizing Undergraduate Experience -- Chapter 1 - John Dewey's Philosophy of Education in the Neoliberal Age -- Chapter 2 - Undergraduate Research in Veblen's Vision: Idle Curiosity, Bureaucratic Accountancy, and Pecuniary Emulation in Contemporary Higher Education -- Chapter 3 - Empathy as Industry: An Undergraduate Perspective on Neoliberalism and Community Engagement at the University of Pennsylvania -- Chapter 4 - Dirty Work: The Carnival of Science -- Chapter 5 - No Good Deed Goes Uncounted: A Reflection on College Volunteerism -- Chapter 6 - From Service-Learning to Social Innovation: The Development of the Neoliberal in Experiential Learning -- Chapter 7 - High Hopes and Low Impact: Obstacles in Student Research -- Chapter 8 - The Experience Experts -- Chapter 9 - Moral Entanglements in Service-Learning -- Chapter 10 - Engineering Success: Performing Neoliberal Subjectivity through Pouring a Bottle of Water -- Chapter 11 - Caught between Commodification and Audit: Concluding Thoughts on the Contradictions in U.S. Higher Education -- Index