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The focus of this paper is to compare access to higher education by Syrian refugees in Jordan and Germany. Background of the Syrian refugee crisis and its scope are provided before delving into a description of the university-age population among Syrian refugees in both countries. The nature of access to higher education in both countries is first examined before conducting a comparative analysis of the two. Implications and recommendations for policy and practice are provided.

Turkey has been hosting the largest Syrian refugee migration in the world since 2011, which has necessitated a continuous change in state-level measures to cater for the deficiencies of a forced displacement ranging from economic to social and educational instruments. Despite constructive national policies and legislation of the Turkish government and financial support, refugee access and enrollment in higher education (HE) stand as an issue for a number of reasons. The chapter aims to highlight opportunities and challenges that Syrian refugee students (SRSs) have been experiencing since their immigration to Turkey and it examines HE policies in socio-economic, cultural and political contexts. The study, while making use of Bronfenbrenner’s (2001) bioecological theory of development, adapts it to the context of refugee students in HE. Discussions are supported by reports, laws and circulars to make note of the main principals of the HE policies of Turkey for SRSs as well as their implications in both Syrian and Turkish contexts. During this process, the international and comparative nature of the study is maintained by referring to similar policies for refugees in other host countries and implications for the international arena.

The global spread of the COVID-19 pandemic has largely transformed the higher education ecosystem and shifted the modes of delivery around the world. The rapid shift from traditional face-to-face teaching to online delivery was accompanied by a set of significant challenges. In Lebanon, the situation was exacerbated by a plethora of political, economic, and humanitarian crises. Even the most well-prepared Lebanese higher education institutions were facing an insurmountable challenge to maintain education quality under extremely strenuous circumstances and limited resources. The challenges included the absence of clear quality assurance mechanisms, problems associated with limited internet connectivity due to frequent electric power outages, the lack of teacher and student preparedness for online delivery, and the absence of online-ready curricula. Nevertheless, Lebanese universities were able to make the necessary adjustments for their students to complete their education using available resources and minimal training. The current chapter explores the challenges faced by private and public universities in Lebanon and the approaches utilized to overcome tremendous limitations. We discuss the lessons learned during the process of adopting online and hybrid classroom learning, and the opportunities for growth that were brought about by unforeseen circumstances. We also introduce the changes needed on the institutional, national, and regional levels to prepare for the post-pandemic era in higher education.

The ageing process impact negatively on driving ability and behaviour, increasing the likelihood of accidents. Traditionally, research tends to have been top-down and as such misses the needs, motivations and attitudes of the drivers themselves. This research worked in-depth with a small number of older drivers using a grounded theory approach to elicit their needs and requirements with regards to the driving task. It identified a number of issues that previous research had highlighted, including shortened reaction times, increased fatigue and problems with glare but in addition emphasised some novel issues, including maintaining the vehicle speed at a consistent level and issues with distraction. The role new technology has in meeting such needs is briefly discussed.

Wikis have emerged as an important Web 2.0 technology for facilitating collaboration in organizations. Although researchers have begun to analyze their use in organizations and develop metrics to study their usage, there has been limited statistical analysis of use data. In addition, much of the empirical analysis of wikis is based on Wikipedia. This paper mitigates those limitations in the literature by examining data generated from a large consulting organization, Accenture, to statistically analyze the relationships between different use variables.

This chapter will explore the contribution of a major figure in peacebuilding – John Paul Lederach – and examine its relevance to leadership theory and practice. The first part of the chapter introduces Lederach and charts some of his key arguments with respect to peacebuilding. Lederach’s approach has not been applied previously to leadership. The second part will examine how it links to the co-charismatic leadership theory developed by Robinson and Smith (2014). This co-charismatic leadership theory is encompassed in seven Cs, that is, around shared responsibility for critical challenge, the development of consciousness, community, connectivity, creativity, commitment, the development of character (organisational and individual) and the nature of dialogue that will enable all these. The third part of the chapter will explore ideas and practices of peacebuilding in organisations through the lens of co-charismatic leadership theory (Robinson & Smith, 2014), with reference to Lederach’s (2005) ‘moral imagination’ and peacebuilding.