Prelims

Half Title Page

Worldviews and Values in Higher Education

Series Title Page

Global Perspectives on Higher Education Development

Series Editor: Dr Patrick Blessinger, St John's University, USA

Change in higher education around the world has been occurring at an unprecedented rate. This rapid change is primarily the result of macro-level political, economic, social, technological, and environmental forces. These forces have led to a drastic increase in the demand for higher education around the world and has led to the universal massification of higher education and within this context, higher education institutions have struggled to understand how best to develop their institutions to respond to these changes in the face of limited resources and institutional capacity.

Responding to this need, this series covers topics in the area of higher education development, including such topics as teaching, research, service, and their intersections, in support of political, economic, social, technological, and environmental development. Understanding that developing countries and emerging democracies now look to higher education to serve as a vehicle for promoting and fostering basic elements of political stability, economic growth, and technological innovation, this series provides a unique and comprehensive resource for educators in higher education across all disciplines.

Title Page

Worldviews and Values in Higher Education: Teaching, Learning, Curricula, and Assessment

Edited By

Madasu Bhaskara Rao

ICFAI Foundation for Higher Education, India

Abhilasha Singh

American University in the Emirates, UAE

And

Pulaparthi Mallika Rao

CMR Technical Campus, India

United Kingdom – North America – Japan – India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Emerald Publishing, Floor 5, Northspring, 21-23 Wellington Street, Leeds LS1 4DL

First edition 2024

Editorial matter and selection © 2024 Madasu Bhaskara Rao, Abhilasha Singh and Pulaparthi Mallika Rao.

Individual chapters © 2024 The Authors.

Published under exclusive licence by Emerald Publishing Limited.

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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters' suitability and application and disclaims any warranties, express or implied, to their use.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-80262-898-2 (Print)

ISBN: 978-1-80262-897-5 (Online)

ISBN: 978-1-80262-899-9 (Epub)

Dedication

Dear educators,

In the pursuit of knowledge, we acknowledge the profound influence of worldviews and values on our students. Upon entering higher education, students are exposed to a variety of cultural perspectives, academic disciplines, and ideological stances. Through your guidance and mentoring, they learn to engage critically with these various lenses, nurturing intellectual curiosity and cultivating open-mindedness.

Your unwavering dedication to academic honesty and morality serves as a beacon for our students. By upholding the values of honesty, respect, and inclusiveness, you foster personal growth and enrich the educational experience of each student.

As committed educators, you instill in our students the importance of social responsibility. Your encouragement to apply their knowledge and skills to real-world problems and positively contribute to society empowers them to become compassionate and accountable global citizens.

The essence of teaching is cultivating critical thinking, and your instruction helps our students develop the capacity to analyze information objectively, think independently, and make well-informed decisions. This invaluable skill equips them with the confidence and sagacity to confront the complexities of the world.

This book is dedicated to you in recognition of the profound impact you have had on the lives of innumerable students and your tireless efforts to shape a better future. Through your dedication and enthusiasm for teaching, you generate waves of transformation that extend well beyond the classroom.

This book will hopefully serve as a valuable resource for our teaching community, enriching our collective knowledge and enhancing our understanding of worldviews and values in higher education. Let us continue to inspire, guide, and empower our students to embrace diversity, engage with contrasting viewpoints, and aspire for a world governed by compassion, empathy, and intellectual development.

As Mahatma Gandhi said “In a gentle way, you can shake the world.”

With utmost respect and admiration,

Madasu Bhaskara Rao

Abhilasha Singh

Pulaparthi Mallika Rao

List of Abbreviations

A.D.

Anno Domini, means “in the year of the Lord”

AEA

American Evaluation Association

APHA

American Public Health Association

ASPA

American Society for Public Administration

BIPOC

Black, Indigenous, and People of Color

CLC

Community Learning Center

CSIRO

Commonwealth Scientific and Industrial Research Organisation

CSWE

Council on Social Work Education

DESE

Department of Education, Skills and Employment

DET

Department of Education and Training

ECR

Early Career Researchers

GLEA

Research Centre for Global Learning

HBCUs

Historically Black Colleges and Universities

HE

Higher Education

HEC

Higher Education Commission

HEI

Higher Education Institution

ICAI

International Center for Academic Integrity

IDP

Internally Displaced Persons

JWL

Jesuit Worldwide Learning

MA

Master of Arts

NAFTA

North American Free Trade Act

NASW

National Association of Social Workers

PA

Public Administration

PG

Postgraduate

PGRs

Postgraduate Researchers

QAA

Quality Assurance Agency

SPLOT

Simplest Possible Online Learning Tools

TEQSA

Tertiary Education Quality and Standards Agency

TIPM

Transformational Indigenous Praxis Model

UCT

University of Cape Town

UDL

Universal Design for Learning

UGC

University Grants Commission

UK

United Kingdom

UKRI

United Kingdom Research and Innovation

UN

United Nations

UNESCO

United Nations Educational, Scientific and Cultural Organization

USA

United States of America

WRID

White Racial Identity Development

About the Editors

Bhaskara Rao is a Professor at the ICFAI Business School, constituent of the ICFAI Foundation for Higher Education, Hyderabad, India. He is an inspiring teacher, trainer, researcher, and institution builder. He holds a PhD in Management from the University of Hyderabad, India; Postgraduate Diploma in Rural Management from the Institute of Rural Management, Anand, India; Postgraduate Diploma in Statistical Quality Control & Operations Research from the Indian Statistical Institute, Kolkata; Diploma in Training and Development from the Indian Society for Training & Development, New Delhi; and Bachelor of Engineering from the Andhra University, Visakhapatnam, India. His research interests are in organizational behavior, sustainable human resource management, higher education, and healthcare management.

Prof. Abhilasha Singh is the Vice President of Academic Affairs at the American University in the Emirates, Dubai, UAE. She was engaged in a series of academic administrative positions at various institutions and has been engaged in providing strategic directives at a senior leadership role and ensuring its implementation with determination. She has been engaged in ensuring educational quality and compliance for national and international accreditation. She is a passionate educational leader, engaged in not only leading the strategic plan, but also outcome-based student learning, and continuous improvement plans through a robust and scalable infrastructure, and, with a commitment to bring educational excellence in the region. Prof Singh is also passionate about research that resulted in many published articles in journals of high repute and in frequent invitations to numerous speaking engagements to national and international audiences. She has a PhD in Psychology from Banaras Hindu University, India, and graduate certifications from IIM-C and MIT, US. She is a certified practitioner of Balance Scorecard, EQ, SHRM, CIPD, and MBTI.

Prof. Pulaparthi Mallika Rao is an Assistant Professor at the Department of Management, CMR Technical Campus, Hyderabad, India. She teaches courses in Organizational Behavior and Human Resource Management. She has published papers in reputed national and international journals, and co-edited books. Her research focuses on human resource management, healthcare management, and higher education. She has a PhD in Management and MBA from the Koneru Lakshmaiah Education Foundation, a highly ranked university in India.

About the Contributors

Meral Acikgoz is a PhD student in Evaluation Studies at the University of Minnesota. He has a professional background in migration and asylum work. He worked at the International Organization for Migration (IOM), UN's Migration Agency in Turkey between 2006 and 2019 in various capacities, and was lastly the Head of the Integration and Social Cohesion Program of IOM Turkey. During this time, through developing and implementing numerous projects, he was extensively involved in national policymaking processes on migration; sustainable and mainstreamed service provision for migrants and refugees by local authorities; comparative research on migration policies, governance and law and delivery of capacity building activities. During the 2019–2020 academic year, he was the Fulbright Humphrey Fellow at the Humphrey School of Public Affairs at the University of Minnesota. He also worked as a consultant for different organizations in Turkey (i.e., EU Delegation to Turkey, German Corporation for International Cooperation (GIZ), WHO). He is currently a part-time researcher of an EU-wide research project (Whole-COMM) on migrant integration. In his doctoral studies, he aims to explore the relation between evaluation approaches and capacities and social justice outcomes in multi-level governance of migration and asylum fields.

Rahila Huma Anwar, (PhD, Associate Fellow (AFHEA)) is an Assistant Professor in English and Applied Linguistics, MS and PhD Coordinator at NED University of Engineering & Technology, Karachi, Pakistan. Her PhD study in Applied Linguistics explored the English language teachers’ Emotional Intelligence, Self-efficacy, and Effectiveness. She has publications in both local and international journals. Her recent co-authored book chapters are published under the themes of ‘English as A Medium of Instruction in South Asia Issues in Equity and Social Justice’ and ‘Comparative Research on Educational Policy Responses to the COVID-19 Pandemic: Eastern vs. Western Perspectives.’ Dr Anwar has diverse experience as an academic with more than 15 years of university teaching experience at the undergraduate and postgraduate levels. She has supervised several MS Applied Linguistics research projects, presented research at different forums, and conducted workshops and training sessions at NED and other higher education institutions for diverse audiences. She is a mixed methods researcher with an interest in exploring Affective factors of teachers and learners, psycholinguistics, and ESL/ELT contexts. She is motivated to connect Applied Linguistics research to the most advanced statistical analysis methods, especially in the Pakistani context.

Janine E. Carlse is currently a Capacity Development Specialist in the Office for Postgraduate Studies and Researcher Development, previously a Lecturer in the Global Citizenship Programme, at the University of Cape Town, South Africa. Spurred by the ideological challenges facing the still stratified post-apartheid South African higher education sector, Janine has a deep interest in transformative and inclusive approaches to higher education pedagogy and curricula. Janine has worked within philanthropic, private and public higher education environments. Her experience within the higher education sector over the past few years includes a combination of research, project management and administration, stakeholder engagement and partnerships, working with civil society organizations, student academic support, tutoring, facilitation, and lecturing.

Paidamoyo Chikate is a doctoral student in Evaluation Studies and Data Analytics at the University of Minnesota's College of Education and Human Development, Department of Organizational Leadership, Policy & Development. His background is in international development, public policy, and evaluation. His academic research interests are in evaluation ethics and their role in evaluation scholarship and practice. He is particularly interested in the dynamics of ethics across varying geographic locations where evaluation and its practice differ. Prior to academia, he worked with the United Nations and Open Society Foundations on access to sanitation and clean water in Zimbabwe, women's land rights in Ghana and mental health access for female Syrian refugees in Germany. He is a 2020 recipient of the International Peace Research Association Grant exploring the current elimination of dissenting voices and approaches to freedom of speech in Zimbabwe. His forthcoming publications are on evaluation ethics and values in evaluation practice and a book chapter on the impact of international student leadership experiences in the United States.

Theodore F. Cockle (PhD, Baylor University) serves as Lecturer and Director of Leadership Studies at Baylor University and as a Resident Scholar in Baylor’s Center for School Leadership. His research interests include educational philosophy, leadership, and moral and faith formation. He is a co-author of Christ-Enlivened Student Affairs (ACU Press, 2020) and Christian Higher Education: An Empirical Guide (ACU Press, 2023). In addition to research, Ted finds great joy in inviting students into the complexities of a given topic area in the classroom. Through his courses in the undergraduate leadership minor he equips students to identify worthy human ends and provide the leadership skills they will need to rally others around these pro-social visions. Ted lives in Waco, Texas (USA) with his wife, Kate, and their four boys.

Mark Dawson went to school in Scotland and completed his BSc Geography at the University of Edinburgh. After some time working and traveling in Australia and New Zealand, he started his Higher Education career at Leeds Metropolitan University (now Leeds Beckett) doing pastoral support work before moving into a Learning Development (academic study skills) role at the University of Bradford. During this time, he completed his MSc Psychology and developed a particular interest in supporting student group work. After some time abroad in Germany and Cyprus working in vocational/secondary education with the British military, he returned to the United Kingdom to work in Outreach/Widening Participation at the University of Cambridge. In September 2020, Mark started as a Postgraduate Researcher at Coventry University. His research is looking at student experiences of Collaborative Online International Learning (COIL). When he isn't working, Mark has a love of travel, current affairs, and the natural world.

Satlaj Dighe is an Assistant Professor at University of North Carolina Wilmington's Watson College of Education. His research interests lie in the areas of evaluation capacity building of community-based organizations, organizational learning at the grassroots level, and issues of equity and diversity in the field of program evaluation. To that end, his research explores various dimensions of participatory, culturally responsive, and community-owned evaluation practice. Some of his recent publications have explored how the program evaluation can be used effectively to improve nonprofit practice. His work also focuses on what societal and institutional level structures, supports, and cultures are essential at field-based organizations to develop an evaluative and learning-oriented mindset. Before joining academia, he was involved in global health and education initiatives in India, Laos, and Ethiopia where he designed and led evaluation and action research projects.

Jodie Enderby is a third year PhD student in GLEA at Coventry University and is researching the impact of the pandemic on disabled and neurodivergent student experiences in Higher Education, and how education can be practically developed to be as equitable as possible. She recently came back to Coventry from University of Warwick after completing her MRes and BSc at Coventry, and is extremely interested in widening participation in education, especially for minority groups, and is also interested in student mental health and well-being, first generation students, bilingualism, language learning, reading, and writing.

Doris Espelien is a PhD student in Evaluation Studies at the University of Minnesota's College of Education and Human Development, Department of Organizational Leadership, Policy & Development. He served in the US Navy as an Arabic linguist and language instructor, then worked in the same capacity as a civilian contractor. He left that world to pursue higher education, obtaining his degrees consecutively while working and volunteering in human-service organizations. His current research is addressing the puzzle of what exactly distinguishes professional evaluators from non-evaluators who conduct evaluations.

María del Carmen Rodríguez de France acknowledges the privilege and responsibilities she holds for living on the land of the Nation, and the people, Songhees and Esquimalt Nations in the province of British Columbia. Born and raised in Monterrey, México, Carmen is a member of the Department of Indigenous Education in the Faculty of Education at the University of Victoria where she arrived as an international student in 1996, graduating with her Master's and Doctoral degrees from the same Faculty where she now works. Carmen facilitates courses on Indigenous education, knowledge, and ways of knowing, and collaborates with other programs across campus such as Social Justice and the Latin American Studies Program. Her career in education spans 37 years previously working as a school teacher, and most recently working with preservice and in-service teachers, and with Indigenous children, youth, and adults in diverse educational contexts.

Farhana Gokhool (PhD) received a BSc with honors in mathematics from The University of Central Lancashire. She began a PhD at Coventry University in 2019, investigating engagement with mathematics and statistics support, including the potential effect mathematics anxiety and resilience may have. Farhana is also a member of several related research groups, including SIG Impact and Evaluation, Mathematics and Statistics Anxiety, Incentivized Engagement, and the Psychology of Mathematics Education Research.

Christine Grove (PhD, FAPS, FCEDP) is an Educational and Developmental Psychologist, academic and Fulbright Scholar with an extensive record in psychology and inclusion practice and research. Currently, she is a Vice Chancellor Research Fellow at the School of Health & Biomedical Sciences at RMIT, which is funded by a Fulbright Fellowship. She is an Adjunct Senior Lecturer at the Monash Addiction Research Centre, Monash University, and is a fellow of the Australian Psychological Society and College of Educational and Developmental Psychologists. She previously served as Treasurer for the Victorian State Committee from 2020 to 2022. She is also a member of the American Psychological Society, Division 7 (Developmental Psychology) and Division 15 (Education Psychology). Clinically, Christine has worked in schools, hospitals, private practice, and community organization.

Konrad Gunesch is the Head of Research at the London Centre for Interdisciplinary Research, and an Associate Professor of International Education and Linguistics at the American University in the Emirates in Dubai. He has taught and researched at universities in the United Kingdom, Panama, and Hong Kong, and worked in Sweden, Canada, and China. His five postgraduate degrees in Law, Politics, and Education, from leading universities in Germany, the United Kingdom, and France, integrated studies in the Netherlands, Italy, and Spain. His transdisciplinary research, across over 90 publications in refereed journals, books, chapters, and proceedings, addresses international education, cultural and media studies, applied linguistics, comparative literature, and sustainable tourism. He has given over a 100 keynote speeches at the universities of Harvard, MIT, Oxford, Cambridge, London, Prague, Lisbon, Istanbul, and Rome among others, and over 200 international conference presentations, in 16 languages, and is often re-invited as multilingual chair and emcee.

Eva Hatje, Queensland University of Technology, Australia, completed a PhD in Microbiology at the University of the Sunshine Coast, Australia, in 2014 and has taught into biomedical science subjects in higher education in Australia since 2011. Eva is currently a Lecturer at the Queensland University of Technology, Brisbane Australia, coordinating pathophysiology and microbiology units. Eva was awarded a HEA fellowship in 2020. Eva's research interests in education research include educational approaches to enhance student understanding of academic integrity, and the use of online learning in pathophysiology.

Stefan Hengst SJ is a German Jesuit and former Executive Vice President for Academic Affairs and Research of Jesuit Worldwide Learning in Geneva (Switzerland). His academic training includes besides philosophy and theology a doctorate in civil engineering from Ruhr University in Bochum. He studied and taught in Germany, Uganda, and Kenya. Work experiences include the corporate world, universities, and Jesuit Refugee Service.

Mélodie Honen-Delmar is JWL Global Director of Professional Programmes and Research Manager and holds a Masters in Development Studies from the Graduate Institute in Geneva (Switzerland). She also pursues a PhD in Education at the University of Geneva to research the role of higher education for learners in context of emergencies. She has previously coordinated local refugee organizations that support refugee access to higher education and conducted other research related to migration, refugees and education.

Emmanuel Effiong Johnson is a Nigerian researcher, filmmaker, and writer. He is committed to research on identity, belonging, what it means to be educated, and ways of learning. He has recently obtained his PhD at Coventry University, which explores Nigerian student experience and what it means to be educated. He is passionate about creative methods of research and accessibility of research outputs. He is now a postdoctoral research fellow at the Centre for Global Learning.

Padmavati Kannan is a PhD student in Evaluation Studies at the University of Minnesota's College of Education and Human Development in the Department of Organizational Leadership, Policy & Development. His background is in the domain of educational, social program evaluation, and teacher education including mixed method approaches. His research interests are exploring evaluation in advancing equity and social justice and their role in evaluation scholarship and practice. He is specifically interested in understanding the role of evaluators in conceptualizing evaluation as a “public good”.

Virginia King is a retired scholar, formerly Research Fellow with the Centre for Global Learning (GLEA) at Coventry University in the United Kingdom. She has worked in higher education for over 30 years, building on a previous career in commercial IT and consultancy. Her early adoption of online learning, virtual collaboration and digital project management, facilitated her transition from an academic management role in Computer Science to that of Pedagogical Research Fellow in 2005. Her educational research has since evolved to center on international academic practice and the doctoral experience, employing creative methods and interdisciplinary theoretical frameworks. Widely published, her cross-cultural research combines originality, significance, and rigor.

Mary Kynn, University of Aberdeen, UK, completed a PhD in Applied Statistics at Queensland University of Technology, Australia and is currently a Senior Lecturer in Statistics at Curtin University. Mary has over 20 years' experience teaching mathematics, statistics, and research methods with a focus on the innovative use in technology in education. She completed a Bachelor's degree in Multimedia Studies in 2015 from the Central Queensland University, and developed several web-based applications for teaching. Mary received an Advance Award for Advancing the Blended Learning Environment in 2017 for her immersive 3D visualizations in cell biology created in Unity3D for both the CAVE2 and YouTube.

John M. LaVelle is an Assistant Professor at the University of Minnesota's College of Education and Human Development. His scholarship focuses on evaluator education, the psychology of evaluators (ethics, values, impostor phenomenon), and ways of integrating social science into evaluation practice. He has taught evaluation and methodology courses as service-learning experiences for both graduate and undergraduate students including Program Evaluation, Evaluation Theory for Practice, Evaluation Theory crafting, and Research on Evaluation. He was awarded the American Evaluation Association's Marcia Guttentag Award in 2019.

Erin Leif (PhD, BCBA-D) is a Senior Lecturer in the School of Educational Psychology and Counseling, Faculty of Education, at Monash University. Erin is passionate about using science to help all learners thrive and experience inclusion. Her research currently focuses on the exploration of strategies for building the capability of the workforce to effectively use positive, preventative, and evidence-based practices when supporting people with diverse learning needs in home, school, and community settings. Her research interests include positive behavior support, multi-tiered systems of support, trauma-informed behavior support, and universal design for learning. Erin has been the recipient of several teaching awards for her research-informed and innovative approach to online learning design in higher education contexts. She has contributed to the development of several online professional development courses on universal design for learning, including the Contemporary Approaches to University Teaching massive open online course.

Rosie MacLachlan is a Senior Lecturer in Higher Education and Learning Development at St George's, University of London. Her research interests include the interaction between student- and staff-focused educational development, and the role of academic literacies in developing inclusion and belonging. She has worked in a number of higher education and further education settings, and previously studied in France, Ireland, and the United Kingdom.

Kirsten McLean is an Associate Professor with a dual appointment in Sociology and the Monash Education Academy (MEA). She teaches across the Monash Faculty of Arts in introductory sociology, research engagement, and global study experiences. As part of a secondment to the MEA, she supports educators to apply for various teaching awards, fellowships, and develop excellence in teaching practice. She is committed to student learning in higher education, and to the development of inclusive learning and teaching practice. Kirsten's research interests center on LGBTIQ (lesbian, gay, bisexual, trans, intersex, and queer) issues and communities, with a specific focus on bisexuality and LGBTIQ inclusion in higher education.

Michael T. Miller is a Professor of Higher Education at the University of Arkansas where he also holds academic appointments in Public Policy, Adult Learning, and Community College Leadership. He previously served as the Dean of the College of Education and Health Professions at Arkansas, as the Associate Dean of the College of Education at San Jose State University, and as a faculty member and department chair at the University of Alabama. He has published six books, edited 11 books, and has authored over 200 journal articles.

Luca Morini is an Assistant Professor at the Centre for Global Learning Education and Attainment of Coventry University. He holds a Master's Degree in Psychology and a Doctorate in Education and Communication, obtained researching into the social, cultural, and pedagogical dynamics which occur in Do-It-Yourself amateur game design communities. Luca's main areas of interest are participatory cultures (especially game cultures), critical pedagogy, and systems thinking. He has experience in qualitative research methodologies, particularly in participatory research and ethnography, seamlessly transversing online and offline spaces. Luca publishes widely on the diverse themes of digital and critical pedagogy, game design, human ecology, and research methodology.

Daniel P. Nadler is a Senior Research Fellow and an Adjunct Associate Professor in the National Lab for the Study of the College President at the University of Arkansas, and is currently serving as the Interim Vice President for Student Affairs at Georgia College and State University. He has recently served as the Interim Vice President for Student Affairs at West Virginia State University and St Thomas University in Miami, Florida. He has also served as the Vice President for Student Affairs at Northern Kentucky University and Eastern Illinois University. Prior to those assignments, he worked at Tulane University and Southern Illinois University. He has authored over $10 million in grants, has published 36 academic journal articles, and has received multiple professional awards for his student advising.

Sarwat Nauman, HOD and Associate Professor, Department of Education, Institute of Business Management, Karachi, is currently heading the Department of Education as an Associate Professor. She has teaching experience of 19 years and has been associated with IoBM since 2010. She is also the Chief Editor of the Journal of Education and Educational Development and an HEC Pakistan approved supervisor. Her experience in the field of education is diverse and as such she has the experience of teaching a myriad of educational courses as well as English Language, English Literature, and Communication courses. Dr Sarwat has been appointed as the Country Director, Pakistan by Higher Education Teaching and Learning (HETL) since 2020. She has conducted many seminars, workshops, and conferences in the field of Education.

Ann L. Parkinson, University of the Sunshine Coast, Australia, completed a PhD in Physiology at the University of New South Wales (2001) and is currently a Senior Lecturer in Physiology and Anatomy at the University of the Sunshine Coast, Australia. Ann has over 25 years' experience in developing and delivering curriculum across the areas of biology and physiology. Ann has gained several awards for teaching including: the Vice Chancellor's Medal for Outstanding University Teacher, USC, 2008; an Australian Learning and Teaching Citation for excellence in learning and teaching in 2009. Ann was the Chair of the intuitional Animal Ethics Committee at USC (2008–2017). Ann was recognized with a HEA Senior Fellowship in 2019. Ann's research areas are primarily in Biomedical Science Education, in particular academic integrity and ethics, and visualization strategies.

Samena Rashid is a part-time Lecturer in Social work as well as a part-time PHD student based at GLEA exploring UK domiciled Pakistani and Bangladeshi students experiences of and engagement with a short term international mobility experience. She is passionate about listening to the narratives of individuals in order to understand the variety of factors that may impact on their experiences and how this shapes individuals. She became interested in how the activities particularly short-term mobility were impacting on the student experience, what were staff intending as the outcomes, and was this actually being achieved, was there anything else we could be doing, were we engaging all students.

Isabella Rega is Professor of Digital Media for Social Change at Bournemouth University (UK) and she led JWL (Jesuit Worldwide Learning) research efforts in he capacity as Global Research Director from 2020 to 2023. She is currently co-chair of the Distance Education Working Group of INEE – the Inter-Agency Network for Education in Emergencies. She has been working as academic and practitioner on the use of digital technologies to promote community development, in Europe, Africa, and Latin America for the last 20 years.

Nicole B. Reinke, University of the Sunshine Coast, Australia, completed a PhD in Physiology at the University of New England, Australia (2006), a Graduate Certificate in Education (2011), and a Master of Education (2013) at James Cook University, Australia. Nicole is an experienced educator in the fields of biology and physiology and has worked at universities in Australia and Canada. She received an Award for Advancing the Blended Learning Environment in 2017 and was recognized as a Senior Fellow of the Higher Education Academy (SFHEA) in 2019. Her research interests include the development and evaluation of learning technologies such as 3D immersive animations, academic integrity education, as well as physiology projects focused on cellular metabolism and oxidant stress.

Trupti Sarode works as the Director of Innovation and Strategy at the Graduate School of Public and International Affairs (GSPIA), University of Pittsburgh. In this role, he works across the school to advance initiatives that support innovation in public and international affairs education, research, and engagement. He is also a doctoral student in Evaluation Studies at the University of Minnesota. His research interests lie at the intersection of organizational learning, strategy, and developmental evaluation approaches to support complex, systems change initiatives. More specifically, he is keen on exploring the role of evaluation and evaluative thinking in bolstering innovation and learning in organizations. He sees himself as a pracademic – often bridging together the diverse worlds of scholarship and practice. He also holds a Master of Development Practice (International Development) degree from the Humphrey School of Public Affairs at the University of Minnesota. Originally from India, he brings his lived experiences to his teaching, and practice as an evaluator – critically looking at how knowledge creation processes are designed and implemented MNCWTA.

Amna Shahid, Senior Lecturer, Department of Education, Institute of Business Management (IoBM), Karachi, Pakistan, works as a Senior Lecturer at IoBM. She holds an MBA in Educational Management and is pursuing her PhD in Education at IoBM. She did her Bachelor in Professional Psychology from the Institute of Professional Psychology, Bahria University. Her experience covers teaching children of grade level three to post-graduate level students. Apart from being an educationist, she is also an entrepreneur and enjoys venturing into different creative tasks.

Sheldene Simola is a Professor in the School of Business at Trent University, Peterborough, Canada, and a former Associate Director of this School. Sheldene's research is in the areas of business ethics, workplace mental health, dignity, care ethics, relational cultural theory, corporate crisis management, moral courage, and the scholarship of teaching and learning. She has published numerous articles in leading international journals, including the Journal of Business Ethics, The Leadership Quarterly, Career Development International, Society and Business Review, the Journal for Multicultural Education, and the Journal for Applied Research in Higher Education. She has received “Outstanding Article” of the year awards from both the Emerald Publishing Literati Network and Division 13 (Society of Consulting Psychology) of the American Psychological Association. Sheldene is also an award-winning educator, recognized for her leadership and innovation in teaching and learning, as well as her care for the development, well-being, and success of her students.

Pearl Subban is an academic in the Faculty of Education at Monash University. She has been fortunate to have enjoyed educational experiences in both Africa and Australia, in both higher education and school education. Her teaching and research focus on accommodating student diversity through creating engaging classrooms and effective teaching programs. Her personal value encompasses the view that all learners, regardless of background, should be given opportunities to thrive, and that each should find acceptance and belonging within the learning context. As a mixed methods researcher, she has contributed to studies in differentiated instruction, inclusive education, and positive behavior support.

Urooj Yahya is associated with the Department of English Linguistics and Allied Studies at the NED University of Engineering & Technology, Karachi, Pakistan as a Lecturer in English. She has completed her MS Applied Linguistics degree with a Dissertation in the area of Gendered media discourse in Pakistani politics. She is currently pursuing PhD in Applied Linguistics at the same department. She is a keen researcher with an avid interest in areas like sociolinguistics, gender studies, critical discourse analysis, teaching English as a Second and Foreign language, and English as a Medium of Instruction in the context of Pakistan. She has authored book chapters under the themes of ‘English as A Medium of Instruction in South Asia Issues in Equity and Social Justice’ and ‘Comparative Research on Educational Policy Responses to the COVID-19 Pandemic: Eastern vs. Western Perspectives.’

Sajida Zaki, PhD, is a Professor of English and Applied Linguistics and Chairperson of the English Linguistics and Allied Studies Department, NED University of Engineering & Technology, Karachi, Pakistan. She has a rich, professional career that spreads over two decades with experiences as an English Language practitioner, teacher educator, program administrator, and researcher. She has introduced the English, linguistics and applied linguistics programmes at the university. She has supervised 30 master’s and four doctoral research projects/theses on diverse aspects of Applied Linguistics. She has numerous journal and conference publications both nationally and internationally. Her recent co-authored book chapters are published under the themes of ‘English as A Medium of Instruction in South Asia Issues in Equity and Social Justice’ and ‘Comparative Research on Educational Policy Responses to the COVID-19 Pandemic: Eastern vs. Western Perspectives.’ Her research interests include second language teaching learning, language pedagogy, academic writing, instructional-design, world Englishes, and language teacher education and development. She has worked extensively with several public and private organizations as a member of academic and statutory bodies, journal editorial and advisory boards, as well as with international donors on language and soft skills development and teacher preparation projects across Pakistan.

Series Introduction

The purpose of this series is to publish current research and scholarship on higher education development, including such topics as teaching, research, service, and their intersections, in support of political, economic, social, technological, and environmental development. Change in higher education around the world has been occurring at an unprecedented rate. This rapid change is primarily the result of macro-level political, economic, social, technological, and environmental forces. These forces have led to a drastic increase in the demand for higher education around the world and to the massification of higher education. It is within this context that higher education institutions have struggled to understand how best to develop their institutions in order to respond to these changes.

It is within this context that this series will address the following fundamental question related to higher education development: how do educators (leaders, faculty, and other higher education stakeholders) develop higher education institutions, at all levels and in all areas, in order to develop their individual students, faculty, and leaders as well as the broader communities they serve (locally, regionally, nationally, and globally)? And more specifically, how are higher education institutions helping to promote political stability (e.g., justice, rights), economic prosperity (e.g., poverty reduction, social mobility), social progress (e.g., social mobility, freedom), technological innovation (infrastructure, modernization), and environmental sustainability (e.g., sustainable development).

The main objectives of this series are to

• present how institutional developmental practices are being used in higher education institutions around the world and across all disciplines;

• present the latest models, theories, concepts, paradigms, and frameworks that educators should consider when adopting, implementing, assessing, and evaluating institutional developmental practices; and

• consider the implications of theory and practice of institutional development on policy, strategy, and leadership.

This series will appeal to anyone in higher education who is involved in the development of their institution, their department, their programs, their courses, their curricula, their teaching–learning practices, and their assessment and evaluation practices, among other areas. The volumes in this series will not only highlight the benefits and theoretical frameworks of development through case studies and other empirical research but also look at the challenges associated with implementing and assessing development practices. The volumes in this series will explore a wide variety of development topics such as organizational development, human resource development, student development, technological development, program development, and curricula development, as well as other related topics.

This series brings together distinguished scholars and educational practitioners from around the world to disseminate the latest knowledge on the scholarship and practice of higher education development. The authors offer a range of disciplinary perspectives from different cultural contexts. This series provides a unique and valuable resource for instructors, administrators, and anyone interested in improving and transforming higher education institutions.

Patrick Blessinger

President and Chief Research Scientist, International HETL Association

Foreword

In recent years, there has been a renewed focus on humanistic values to help drive political economic, social, and environmental development. The most important example of this is the creation of the 2030 Agenda (that is, the Sustainable Development Goals – SDGs) by the world community (through the United Nations) in 2015. The 2030 Agenda is perhaps the most important milestone in human development since the creation of the Universal Declaration of Human Rights (UDHR) in 1948. At the heart of both the UDHR and the 2030 Agenda lies the idea of humanistic values. These values are important to humanity and the planet because they are grounded in human experience and human's capacity for critical thinking and ethical reflection.

Humanistic values are important for humankind for several reasons. First, humanistic values promote the welfare of humanity and the planet. One of the core humanistic values is that every person is entitled to be treated with respect and dignity. As such, humanistic values promote a more inclusive society centered on human development and based on justice and rights claims, rather than power and control claims. Second, based on the humanistic value that every person has inherent worth, humanistic values provide a framework (such as the SDGs) for ethical decision-making – decisions that are grounded in ethical reasoning, rational thinking, empirical evidence, and decision-making for the common good.

As such, human rights, animal welfare, and environmental protection serve as the three pillars for a more sustainable future for the planet. Underlying these three pillars are the principles of rights and responsibilities, which serve as the foundation for all humanistic values. Thus, humanistic values not only promote the importance of rights (for example, freedom of thought, of belief, of speech, of expression, of movement, of assembly, and of the press) but they also promote the concomitant responsibilities associated with the fulfillment of those rights (for example, to treat people with respect and dignity, to treat animals humanely, to protect the environment, and to be a good steward of planet's natural resources).

Rights and responsibilities are two sides of the same coin known as personal agency. For instance, to secure individual liberties for all, one must also help promote social justice for all. Since they are two sides of the same coin, the converse is also true – the more one promotes social justice, the more one helps secure personal liberties. Rights, like anything else, do not operate independently or in a vacuum. They operate within a larger context of political, social, cultural, and environmental milieu. As such, all rights have reasonable limits, all rights must be balanced with other rights, and all rights must be protected through the humane rule of law.

As such, rights and responsibilities serve as a solid foundation upon which humanistic values stand (the pillars) and these values, in turn, help promote political economic, social, and environmental development. Education at all levels provides a natural mechanism to instill humanistic values. Higher education in particular has the capacity to implement these values by, for example, integrating the principles of the 2030 Agenda into its curricula. By doing so, a new generation of leaders can be produced with a greater appreciation for creating a more sustainable future.

The editors (Drs Rao, Singh, and Mallika) of this volume, together with the contributing authors, have provided an excellent knowledge base on this topic. The editors rightly point out that values help drive behavior, attitudes, and, consequently, decision-making. Learning is not only about the acquisition of knowledge and skills, albeit very important and necessary, it is also about the development of sound decision-making and judgment through critical thinking and ethical reasoning, which, in turn, can help produce more responsible citizens and trustworthy leaders. The editors and authors of this volume make a significant contribution to this research topic and, in so doing, they allow the readers to gain a more nuanced view of the world and higher education's role in it.

Patrick Blessinger

Acknowledgments

Higher education has a profound effect on the perspective and worldview of an individual. The diversity of perspectives and value systems to which students are exposed in their pursuit for growth and decision-making are greatly impacted by the wide range of worldviews and value systems. Students' intellectual and emotional growth are molded by the worldviews and values they adopt in higher education. By exposing students to new perspectives and encouraging them to think critically, higher education helps cultivate future leaders and contributors. Educators must create a balanced, open-minded, and inclusive learning environment that encourages students to think critically and ethically, preparing them to navigate a complicated and interconnected world. In order to foster intellectual growth, promote open-mindedness, and prepare students to become responsible global citizens, higher education institutions must provide them with opportunities to learn about and critically engage with a variety of worldviews and values.

The Higher Education Teaching and Learning Association (HETL) under the able leadership of Prof Patrick Blessinger has been in the forefront of taking several initiatives “to bring together higher education professionals and thought leaders from around the world to dialogue, network, and collaborate on issues relevant to teaching and learning in higher education.” HETL has established itself as a leader in creating a vibrant global community of educators and is contributing to promoting thought leadership and research opportunities. We thank HETL for providing us a platform to collaborate and work on this project.

We profusely thank Prof Patrick Blessinger for trusting us and giving us the opportunity of contributing the three volumes on Worldviews and Values book series. But for his encouragement, guidance, and support this series of books would not have been possible.

A special word of gratitude is due to the ICFAI Foundation for Higher Education, Hyderabad, India and American University in the Emirates, Dubai, UAE for their encouragement and support in bringing out this book series.

Preparing this book and its completion owes a great deal to the contributors of the chapters. We express our deepest gratitude to all the valuable contributors to this book. We owe a debt of gratitude to the reviewers of the chapters, who helped us in rigorous reviews and in finalizing the first volume of this series successfully.

Last but not the least, we are thankful to the editorial team of Emerald Publishing without whose continuous support, the book would not have seen the light of the day.

Madasu Bhaskara Rao

Abhilasha Singh

Pulaparthi Mallika Rao