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PurposeThis paper aims to discuss the role of intangible assets in higher education and research institutions and to present a measurement framework, along with an illustrative application.Design/methodology/approachA review of existing theories and practical experiences is undertaken to build the core conceptual model and a dashboard of indicators. The model is then applied to investigate the mission and performance angles of intellectual capital with reference to an Italian higher education and research institution.FindingsCreating intangible assets is at the core of the mission of education and research organizations. The identification and measurement of intellectual capital are thus an operational priority to evaluate the alignment between strategic orientation and performance within such institutions.Research limitations/implicationsThe research has to be considered as exploratory and presents a single case, resulting in the need for further applications. However, the dashboard of metrics proposed is comprehensive and can thus represent a useful ground for refinements, mostly related to the links between indicators and management/strategy issues.Practical implicationsThe dashboard can be used as a stakeholder communication tool and atableau de bordto support the strategic decisions related to the human, social and structural capital of education and research organizations.Originality/valueThe paper presents a first discussion on the systematic identification, classification and reporting of intellectual capital indicators in higher education and research.

The aim of the article is to examine the main causes of the crisis in private higher education in Brazil since 2015, characterized by the mass dismissals of teachers, the reduction of salaries of those who remain in private higher education institutions, the overcrowding of classrooms and the greater adhesion of students to distance education in the light of the high costs of classroom-based courses. In addition, one of the objectives is also to offer recommendations for overcoming this situation. The research follows the methodological steps of Sécca & Souza (2009) for the analysis of private higher education in Brazil. The bibliographic research consisted of reading, selecting and organizing topics on the general causes of the crisis of the private higher education sector in Brazil since 2016. The next step was the research of information on specific private higher education institutions in Brazil, divided per region: Southeast, South, Midwest and North / Northeast. The central argument points out that the crisis is closely related to the financial crisis in the country, motivated by the adverse international economic situation and the political chaos caused by allegations of corruption and misappropriation of funds by politicians and businessmen. This forced the Brazilian government to reduce and limit access to student financing contracts drastically from 2015 on, and most students from low-income classes were excluded from entering higher education or had to stop studying. Besides, in the light of a higher number of unemployed people and lower salaries, students were less able to afford the tuition fees of a higher education course at a private institution. To overcome difficulties and attract new students, private higher education institutions can rely on multiple strategies, such as scholarships, alternative financing, discounts for those who pay the current monthly fees and the creation of academic endowments.

Examines the potential treatment of Hawaii's proposed same-sex marriage law by other states; constitutional, legal, and economic issues; US. Table compares regulations affecting same-sex marriages in the 50 states.

This chapter aims to describe and analyse the national systems of quality assurance, accreditation and recognition of qualifications in higher education in European countries. It focuses on the countries participating in the Bologna Process, a European-wide reform effort whose aim is to move national higher education systems towards comparability (ERASMUS, SOCRATES). Furthermore, it provides an overview of the national frameworks for the recognition of qualifications in Europe, including the UNESCO/Council of Europe Convention on the Recognition of Qualifications (Lisbon Recognition Convention). (DIPF/Orig.).

As explored in this open access book, higher education in STEM fields is influenced by many factors, including education research, government and school policies, financial considerations, technology limitations, and acceptance of innovations by faculty and students. In 2018, Drs. Ryoo and Winkelmann explored the opportunities, challenges, and future research initiatives of innovative learning environments (ILEs) in higher education STEM disciplines in their pioneering project: eXploring the Future of Innovative Learning Environments (X-FILEs). Workshop participants evaluated four main ILE categories: personalized and adaptive learning, multimodal learning formats, cross/extended reality (XR), and artificial intelligence (AI) and machine learning (ML). This open access book gathers the perspectives expressed during the X-FILEs workshop and its follow-up activities. It is designed to help inform education policy makers, researchers, developers, and practitioners about the adoption and implementation of ILEs in higher education.

Taubman offers interdisciplinary ways to understand the educational reforms underway in urban education, teaching, and teacher education, and their impact on what it means to teach. He maps the totality of the transformation, taking into account the constellation of forces shaping it, and proposes an alternative vision of teacher education

Our scope is to show how democracy has been trivialized as a concept and, more worryingly, as a mystified practice of consented servitude, which supposedly would bring to its very end. In fact, for the emblematic occidental societies, democracy has, at the best, been reduced to a consumerist way of life, under the capitalist liberal order, and the façade of a 'spectacularized' electoral process. Overall, the word 'democracy' is currently used to mask different forms of authoritarianism, from which nor even western societies escape. In such context, as to the promises of democracy for schools' systems, we see nothing but a bureaucratic centralization, allowing no more than an instrumental autonomy of power of execution through which the players only enjoy a 'voluntary servitude' to the neoliberal naturalized ideology of efficiency, competitiveness and pseudo meritocracy. We thus conclude by suggesting possibilities of resistance and the empowerment of the subject.

ASEAN member countries are well aware of the importance of education to be one of the decisive factors in developing a high quality of human resources. This is reflected in the inclusion of education in ASEAN socio-cultural cooperation dimension. This review will highlight the implementation of higher education in ASEAN connectivity described in five steps. Infrastructure connectivity makes the mobility of young people in ASEAN members become easier in pursuing education across ASEAN region. In addition, the improvement of facilities and infrastructure in educational institutions could support a conducive atmosphere in the teaching and learning process. Institutional connectivity could also develop human resources who are not only knowledgeable but also have compatible skills with industry needs in ASEAN. In regional level, connectivity through ASEAN University Network will develop quality standards between AUN members which can be used as a benchmark standard of university quality in ASEAN. Young generation connectivity through students' exchange program between many universities in ASEAN not only for knowledge exchange but also to understand each other's cultural diversity. Connectivity is the success key in building the ASEAN community. Connectivity plays a role in helping to reduce education gaps among ASEAN member countries. Higher education within ASEAN connectivity will strengthen regional cooperation between university institutions and students in ASEAN, also will enhance the internationalization of competitive and high-quality education. Keywords: connectivity, ASEAN, education

Employed in a high school in the Mid-Hudson Valley, Teacher # 3 (an educator interviewed for this Project) hopes that her pupils can "be like Huck Finn." She desires that her students identify with and model themselves on the character. My approach to Adventures of Huckleberry Finn stems from this hope for identification. I carefully read learning within Mark Twain's book so that I might better understand this teacher and the ways in which students can "be like" Huck. Engaging close reading, and by consulting Twain's "What Is Man?" and various works by John Dewey, I argue in Chapter I that Twain situates Huck between two theories of education: the author's own determinist "training" and a Deweyan imagining of progressive education. Huck regularly articulates racist content, of course, so the text might sanction utterances of hate speech and cause, as Toni Morrison claims, "offense … [to] black students" and a "corrosive effect … on white ones." These effects remain concerning, so by consulting teacher interviews and speech act theory, I examine in Chapter II how Twain uses the "n"-word in his text and how the novel might model training and progressive education in high school English classrooms. I conclude by analyzing the model more generally, or by positing the implications of students identifying with Huck.

1. Foundations of University-Community Engagement -- 2. The Evolution of University-Community Engagement -- 3. Massification of Higher Education and the Nature of the Student Population -- 4. Marketisation, Teaching, Learning and the Student experience -- 5. From Knowledge Transfer to Public Engagement -- 6. The Power of Research Quality Assessments in Shaping Research Agendas -- 7. The Impact Agenda and Beyond -- 8. Involving the Publics in Research -- 9. Conclusion: From University-Community to Community-University Engagement