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What role should students take in shaping their education, their university, and the wider society? These questions have assumed new importance in recent years as universities are reformed to become more competitive in the “global knowledge economy.” With Denmark as the prism, this book shows how negotiations over student participation — influenced by demands for efficiency, flexibility, and student-centered education — reflect broader concerns about democracy and citizen participation in increasingly neoliberalised states. Combining anthropological and historical research, Gritt B. Nielsen develops a novel approach to the study of policy processes and opens a timely discussion about the kinds of future citizens who will emerge from current reforms.

When parents are asked what they want for their children, they usually answer that they want their children to be happy. Why, then, is happiness rarely mentioned as an aim of education? This book explores what we might teach if we were to take happiness seriously as an aim of education. It asks, first, what it means to be happy and, second, how we can help children to understand what happiness is. It notes that, to be truly happy, we have to develop a capacity for unhappiness and a willingness to alleviate the suffering of others. Criticizing the present almost exclusive emphasis on economic well-being and pleasure, it discusses the contributions of making a home, parenting, cherishing a place, development of character, interpersonal growth, finding work that one loves, and participating in a democratic way of life. Finally, it explores ways in which to make schools and classrooms happy places.

This collection of 14 key papers deriving from CEEJA's 2nd international conference exploring the Japanese history of technology, concentrates on the routes to acquiring and transmitting technical knowledge in Japan's modern era.

In the modern business environment, characterized by rapid technological advancements and globalization, abetted by IoT and Industry 5.0 phenomenon, innovation is indispensable for competitive advantage and economic growth. However, many organizations are facing problems in its true implementation due to the absence of a practical innovation management framework, which has made the implementation of the concept elusive instead of persuasive. The present study has proposed a new innovation management framework labeled as “Absolute Innovation Management (AIM)” to make innovation more understandable, implementable, and part of the organization’s everyday routine by synergizing the innovation ecosystem, design thinking, and corporate strategy to achieve competitive advantage and economic growth. The current study used an integrative literature review methodology to develop the “Absolute Innovation Management” framework. The absolute innovation management framework links the innovation ecosystem with the corporate strategy of the firm by adopting innovation management as a strategy through design thinking. Thus, making innovation more user/human-centered that is desirable by the customer, viable for business and technically feasible, creating both entrepreneurial and customer value, and boosting corporate venturing and corporate entrepreneurship to achieve competitive advantage and economic growth while addressing the needs of IoT and Industry 5.0 era. In sum, it synergizes innovation, design thinking, and strategy to make businesses future-ready for IoT and industry 5.0 revolution. The present study is significant, as it not only make considerable contributions to the existing literature on innovation management by developing a new framework but also makes the concept more practical, implementable and part of an organization’s everyday routine.

No other book combines a conceptual analysis of academic freedom and integrity, critique of organizational design. A critique of the pseudo-corporate model used by universities now to justify their behavior and structures. A multi-stakeholder action research process to recreate universities as team-based and socially-engaged institutions. It is the only book on higher education reform through action research and team-based management. It is co-authored by a European and a US professor with a combined 7 decades of experience in universities both as professors and administrators of large programs. It is a book that, unlike the vast critical literature on universities, gets past critique and nostalgia with a forward-looking agenda for democratic, participatory institutional change.

The early childhood services of Reggio Emilia in Northern Italy has gained worldwide interest and admiration. Drawing on the ‘Reggio approach’, and others, this book explores the ethical and political dimensions of early childhood services and argues the importance of these dimensions at a time when they are often reduced to technical and managerial projects, without informed consideration for what is best for the child. Extending and developing the ideas raised in Beyond Quality in Early Childhood Care and Education the successful team of authors make a wide range of complex material accessible to readers who may have little knowledge of the various important and relevant areas within philosophy, ethics, or politics, covering subjects such as: post-structural thinkers and their perspectives the history and practice of early childhood work in Reggio Emilia globalization, technological change, poverty, and environmental degradation ethical and political perspectives relevant to early childhood services from Foucault and Deleuze, to Beck, Bauman and Rose. This book presents essential ideas, theories and debates to an international audience. Those who would find this particularly useful are practitioners, trainers, students, researchers, policymakers and anyone with an interest in early childhood education. Peter Moss is Professor in Early Childhood Provision at the Institute of Education, University of London. Gunilla Dahlberg is Professor at Stockholm Institute of Education. She is the leading exponent of the application of post-structural theory to the field of early childhood. 'This book is bold and challenging; it deals with complex ideas and the authors are not afraid to engage with difficult, abstract and complex concepts and apply them directly to practice. By challenging many standard features of existing services the book generates a range of useful insights ... It provides for the practitioner, student or academic who is prepared to invest a little time in getting to grips with its central ideas a compelling vision of an unashamedly utopian model of service provision.' - Journal of Early Childhood Research 1. Opening Narrative 2. Technology as First Practice 3. What Ethics? 4. Preschools as a Loci of Ethical Practice 5. Towards a Pedagogy of Listening 6. Major and Minor Politics 7. The Preschool as a Site for Democratic Politics 8. In Search of Utopia

Achieving the sexual health components of sexual and reproductive health and rights as outlined in the sustainable development goals (SDGs) is integral to overall physical and mental well-being and a core part of universal health coverage. However, tracking national and global progress towards advancing the sexual health and rights of people is challenging because of the paucity of indicators to examine many of its components. To assess the state of sexual health in populations, determine service provision needs, evaluate the effectiveness of health system interventions and monitor progress in optimizing health, a comprehensive set of indicators is needed to cover every component of sexual health. Without comparable global indicators for each component of sexual health across the individual, health systems and policy levels, and disaggregated across subgroups including all genders, there is a considerable lack of insight into people's sexual health needs and progress towards meeting those needs. This article explores the availability of global indicators for the different components of sexual health by analysing two key sources: the global indicator framework of the SDGs and the indicator index of the Global Health Observatory. We summarize the indicators for each component of sexual health using the Guttmacher-Lancet Commission framework, highlighting gaps in current indicators, and recommend areas where additional indicators are needed along with strategies on how to improve data availability, quality and inclusiveness.

Co-published with In 2007, the American Association of Colleges and Universities named learning communities a high-impact practice because of the potential of these communities to provide coherence to and ultimately improve undergraduate education. Institutional leaders have demonstrated a commitment to providing LLCs, but they currently do so primarily with anecdotal information to guide their work. As a result, there is substantial variation in organizational structure, collaboration, academic and social environments, programmatic integration, student outcomes, and overall quality related to LLC participation. To establish a stronger, more unified basis for designing and delivering effective LLCs, the authors of Living-Learning Communities that Work collaborated on the development of a comprehensive empirical framework for achieving the integrating potential of LLCs. This framework is designed to help practitioners guide the design, delivery, and assessment of LLCs. This book thoughtfully combines research and field-tested practice to document the essential components for best practices in living learning communities and presents them as a clear blueprint - the LLC best practices model - for LLC design. Practitioners, researchers, and institutional leaders can use the book as a guide to more effectively allocate resources to create and sustain LLCs and to realize the potential of these communities to improve undergraduate education.

Is higher education preparing our students for a world that is increasingly complex and volatile, and in which they will have to contend with uncertainty and ambiguity? Are we addressing the concerns of employers who complain that graduates do not possess the creative, critical thinking, and communication skills needed in the workplace? This book harnesses what we have learned from innovations in teaching, from neuroscience, experiential learning, and studies on mindfulness and personal development to transform how we deliver and create new knowledge, and indeed transform our students, developing their capacities for adaptive boundary spanning.Starting from the premise that our current linear, course-based, educational practices are frequently at odds with how our neurological system facilitates learning and personal development, the authors set out an alternative model that emphasizes a holistic approach to education that integrates mindful inquiry practice with self-authorship and the regulation of emotion as the cornerstones of learning, while demonstrating how these align with the latest discoveries in neuroscience. The book closes by offering practical ideas for implementation, showing how simple refinements in classroom and out-of-classroom experiences can create foundations for students to develop key skills that will enhance adaptive problem solving, creativity, overall wellbeing, innovation, resilience, compassion, and ultimately world peace.

Around the world, what it is to be a university is a matter of much debate. The range of ideas of the university in public circulation is, however, exceedingly narrow and is dominated by the idea of the entrepreneurial university. As a consequence, the debate is hopelessly impoverished. Lurking in the literature, there is a broad and even imaginative array of ideas of the university, but those ideas are seldom heard. We need, consequently, not just more ideas of the university but better ideas. Imagining the University forensically examines this situation, critically interrogating many of the current ideas of the university. Imagining the University argues for imaginative ideas that are critical, sensitive to the deep structures underlying universities and are yet optimistic, in short feasible utopias of the university. The case is pressed for one such idea, that of the ecological university. The book concludes by offering a vision of the imagining university, a university that has the capacity continually to re-imagine itself.