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The purpose of this paper is to characterize the trends for educational innovation in higher education in Brazil, constructing a conceptual model of innovation trends in the sector.

A preliminary profile online was done with 76 experts in university education, and 17 were contacted for in-depth perceptions. The analysis of the content was made of all material and, as a result, the critical analysis of the results, which culminated in the development of a conceptual model and characterization of trends, dimensions and subdimensions to innovation in higher education.

The dimension universal design of accessibility and learning had major considerations, contributing to implementation of new innovative practices for higher education. Some subdimensions emerged, namely, governance, risk management, curricular extension and affirmative policies.

The difficulty in performing the deepening of all dimensions involved in terms of plurality of specialties involved.

The use of the model and characterization of trends could serve as tools to support the strategic planning of HEI, and the trends allow planning innovation practices, favoring improvements of higher education institutions (HEI), students, employees and community to learning organization.

The identification of trends for higher education, highlighting innovation indicators or successful practices, and the characterization of the dimensions and subdimensions trends, and undeniable contribution to measure the educational innovation in higher education.

Encourages researchers, in partnership with institutions, to develop scientific projects with other institutions and researchers, to meet interests not only of HEI as a whole but also of countries that prioritize education with quality, to reach the real educational objectives.

This paper aims to analyse contrasting discourses on education and competitiveness from four countries to show the different national values that are a key driver in economic development.

The paper uses content analysis to compare and contrast the newspaper discourse surrounding the OECD Program for International Student Assessment (PISA) in four countries with above OECD average performance: Japan and South Korea (improving performance) and Australia and Finland (declining performance). PISA has attracted much government and public attention because it reflects education and the economic value of that education.

There are key contrasts in the discourses of the four countries. Despite shifts to globalised perspectives on education, strong national and cultural differences remain. Educational competitiveness and economic competitiveness are strong discourses in Japan and South Korea, while in Australia and Finland, the focus is on educational competitiveness. The media in Finland has few references to economic competitiveness and it does not feature in Australia. The discourse themes on PISA from 2001 to 2015 are presented with trends in educational attainment and shifting national perspectives on education.

Analysis is limited to the top two circulation newspapers in English language in each country over 2001 to 2015. These newspapers in Finland, Japan and South Korea include translated content from local language papers.

The paper provides longitudinal perspectives to understand the contrasting societal values placed on education and how these relate to perspectives on competitiveness. This media evidence on national discourses can inform education policy orientations in the four countries examined.

This study used data from the General Social Survey (2011) to examine the trends in intergenerational educational mobility in Canada for the 1940–1989 birth cohorts. To this end, the purpose of this study is to focus on the relationship between mothers' education and children's education.

The study estimated intergenerational regression and correlation coefficients and several mobility indices, namely, the Prais–Shorrocks index, immobility index, upward mobility index and downward mobility index.

The study found considerable gender differences with respect to the trends in these coefficients and indices. The study found that, over the period of study, the correlation coefficient slightly increased for sons while it decreased for daughters. The Prais–Shorrocks index, immobility index, upward mobility index and downward mobility index show that educational mobility has increased for daughters while that of sons has decreased over time. Finally, the relative educational opportunities indicators also suggest a similar result that educational mobility has increased for the daughters while it fell for the sons.

A number of studies used Canadian data to examine intergenerational educational mobility. However, no study particularly focused on the relationship between mothers' education and children's education. In recent years, women's labor force participation rate and employment rate increased significantly. Thus, it will be interesting to see how mothers' education is related to children's education in Canada.

This chapter provides a survey of the dialectal interplay between global forces and local responses within Oceania. Through an examination of four key global trends, we demonstrate how globalization has introduced a new wave of educational policies, pedagogies and initiatives into Oceania’s shores. We consider four global trends that have profoundly shaped local educational responses within the region: the global ecological crisis and its effects within Oceania; the influence of historic and continuing aid relationships; the digital revolution and its mandate to connect the remote and isolated region; and the impact of accelerated mobility away from the region. Through this exploration, we then examine the dialectical interplay between these global and local policies, curriculum, teaching and learning responses through the introduction of curricular initiatives such as outcomes-based education and new platforms for curricular delivery such as Open Distance Learning. In doing so, we demonstrate how Oceania’s deep and interwoven relationality between land, ocean, geography and people powerfully shapes local educational responses to these global forces.

This study investigates how working-age Asian immigrants' educational attainment and professional abilities when arriving in the United States have evolved over the past 4 decades and draws inferences on the impact of the US employment based visa policies.

Using data from the 1980, 1990 and 2000 census and American Community Survey for 2001 to 2019, the study adopts multivariate regression and regression discontinuity design to investigate the trends in educational and occupation selection among Asian immigrants and the association with policy changes in the H1B visa program.

The findings suggest that new Asian immigrants were more positively selected for education than non-Asian immigrants and US natives and this pattern of positive selection increased over time. Newly arrived South Asian and East Asian immigrants had the highest share of highly educated professionals than Southeast Asians and US-born persons. I infer that the enactment and changes in the H1-B program might have contributed to the changing patterns of the educational and occupational selection among East and South Asian Immigrants. The results also shed light on how Asian immigrants' skill selection might be related to the size of Asian diasporas in the US and sending countries' income, inequality and education level.

The story of changing the skill profile (educational and occupational profile) of newly arrived Asian immigrants during 1980–2019 can provide valuable policy implications. US immigration policies are routinely criticized for being inefficient and outdated. The economic prosperity of Asian countries over time also provides an excellent opportunity to test the theories pertaining to how sending countries' income, inequality and education level of the population are associated with Asian migrants' education and occupation when arriving in the US. This study can provide insightful perspectives for policymakers and business decision-makers to adapt to the changing demographics of Asian migrant workers. The most recent reports on Asian immigrants in the US highlighted the aggregated trends of migration flow and education. Still, none have provided a longitudinal and nuanced review of Asian immigrants' educational and occupational selection into the US.

It is unfortunate yet true that in India, research starts and ends with a Ph.D. The steady decline in the quality of doctoral research has been an articulated concern among Indian academics at a time when research and innovation should be a priority. One of the feasible ways of resurrecting or reconstructing Indian research is to open up to examine contemporary international trends. Against this backdrop, the study aimed to make a comparative analysis of doctoral research in education in top-ranking international and top-ranking Indian universities.

Adopting a comparative education methodology, this paper examines 100 doctoral dissertations from the top 10 international universities as per Quacquarelli Symonds (QS) ranking and 100 doctoral theses from the top 10 Indian universities following National Institutional Ranking Framework (NIRF) submitted in the past decade. Four significant issues were investigated during the comparison – topic, procedure, presentation, and dissemination – based on the premeditated Research Quality Relevance Metrics (RQRM) designed by the authors for quality improvement of research.

Findings revealed stark differences between two trends in all four domains. The top international universities focus on the contemporariness scattered across diverse issues while Indian studies continue to engage on a few archetypal conventional issues with dreary reiterations. The newness of thought is rare in Indian research, while the interdisciplinary mixing of methods and practices had been the hallmark of its international comportment. Practice orientation has been a unique research attribute found in the top 10 international universities. The methods applied have attempted to reduce the age-old gap between educational research and practice. Methodological innovativeness, structural orientation, readability, and dissemination of research were also exemplary in those international theses, whereas Indian theses are still reeling under orthodox surveys with hesitant reporting.

This study put an exclusive mirror in front of Indian doctoral research on its current state in respect of international standards. At the same time, it upholds a framework to promote research quality and impact. Dimensions of research quality relevance matrices and recommendations for effective doctoral research are two vibrant contributions to the intelligentsia in general for bringing Indian research out of its cocoon to make it internationally comparable.

It reports a study conducted by the researchers and the write-up is based on the empirical findings only.

Neo-institutional theory has provided a productive perspective on comparative and international education phenomena since the 1970s. Yet, recent critical discourse about educational phenomena investigated through a neo-institutional lens has been somewhat one-sided. The authors reexamine neo-institutional theory and its application to comparative and international education by demonstrating the ways that the theory frames both macro- and micro-level educational phenomena. The ability to shift the discourse about neo-institutional theory from a largely macro-level framework to one capable of investigating educational changes occurring at the micro level is vital to understanding the comprehensiveness of national educational systems and the ways that both world culture and individual agency contribute to these systems. Specifically, using the empirical application of neo-institutional theory to the intersection of information and communication technology (ICT) and internationally comparative educational data, the macro and micro levels of educational phenomena can be productively examined. In so doing, this chapter shifts the discourse on how and why neo-institutional theory reflects cross-national educational trends and micro-contextual effects on education worldwide.

The purpose of this article is to discuss approaches to sustainable decision-making for integrating emerging educational technologies in library instruction while supporting evidence-based practice (EBP).

This article highlights recent trends in emerging educational technologies and EBP and details a model for supporting evidence informed decision-making. This viewpoint article draws on an analysis of recent literature, as well as experience from professional practice.

Authors discuss the need for sustainable decision-making that addresses a perceived lack of evidence surrounding emerging technologies, a dilemma that many library educators and practitioner-researchers will have faced in their own library instruction. To support the evidence-informed selection and integration of emerging educational technologies, a two-pronged model is presented, beginning with an articulation of pedagogical aims, alignment of technological affordances to these aims and support of this alignment via hard evidence available in the research literature, as well as soft evidence found in the environmental scan.

This article provides an outline and synthesis of key issues of relevance to library practitioners working within a challenging and ever-changing landscape of technologies available for learning and instruction. The proposed approach aims to create a sustainable model for addressing problems of evidence and will benefit academic librarians considering emerging educational technologies in their own pedagogy, as well as those who support the pedagogy of others.

This chapter aims to establish a positive vision for the technology-enhanced learning design field. It commences by summarizing the current state of technology-enhanced learning research, as established by the previous analysis, in order to clarify the foundations upon which the field can build. The future of learning technology is considered, in the first instance, by extrapolating trends in information and communication technologies throughout history. This process showcases how the most impactful technologies are those that bring information closer to us, support sharing, and offer more visceral learning experiences. The nature of learning technology trends occurring in recent Horizon Reports, for instance, gesture-based computing, augmented reality, Massive Open Online Courses, and table computing, are analyzed and explained in terms of Roger’s Diffusion of Innovation Theory and Gartner’s Hype Cycle. This leads to identifying teachers as the critical lynch pin in order for society to derive greatest educational benefit from the exponential advances in technology. Consequently, support for educators is argued as essential. Into the future the learning technology field will only optimize its progress if educators and researchers work together to understand design issues and possibilities. Directions forward for educators and researchers are proposed, emphasizing a research-driven, pedagogically focused, creative, and collaborative approach to technology-enhanced learning design.

During the past few decades, South Korea has experienced a remarkable educational expansion at its secondary and tertiary levels as well as at the primary level, resulting in extraordinary variation between the educational attainment of recent and older cohorts. Using 1990 data from the Social Inequality Study in Korea, the study examines trends in the influence of social background on educational attainment across three male cohorts born between 1921 and 1970. Although in general the impacts of social origin have changed little at the secondary levels of education, there is a significant reduction in the effect of father’s occupation on the odds of completing middle school for the youngest cohort. From a multinomial model of transitions to each type of tertiary education, it is found that family background has a stronger effect in the transition from high school to four-year university than to junior college. Interestingly, there has been an increase across cohorts in the influence of father’s education on the likelihood of entering a university, while such a pattern is not observed for the transition to junior college.