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I historically compare changes in institutional frameworks creating academic positions linked to temporary employment by analyzing university employment statistics in Chile, Colombia, Germany, and the USA. I find that temporary academic positions were institutionalized through the creation of previously inexistent academic categories called a contrata in Chile, de cátedra in Colombia, “junior professor” without tenure in Germany and “postdoc” in the USA; used in higher education and employment laws since 1989, 1992, 2002, and 1974, respectively. Under institutional frameworks demanding the maximization of students and research, universities have increasingly contracted academics through temporary contracts under rationales that differ between regions. In Colombia and Chile, public university leaders and owners of private universities contract such teaching positions to expand student numbers through lowering costs. In Germany and the USA, employment insecurity is mostly driven by temporary scientific positions under a main rationale of scientific expansion. The share of temporary positions has increased exponentially in Colombia and Germany in recent decades, whereas in the USA there has only been an increase since 2012. Moreover, in Chile, the share of permanent positions has decreased since 2012. The common trend is one of isomorphism of vertical academic structures sharing a pyramidal form, with a wide base of academics working under conditions of contractual insecurity. Such trends follow a rationale for maximization of student numbers as well as administration, and scientific production that is in tension with prioritizing wellbeing and improvement of academics’ working conditions. Yet, in these environments, the institution of tenure in the USA and recent Chilean regulations on accreditation represent mechanisms counteracting precarious employment.

This chapter examines the complex influences of globalization on higher education in the United States, and specifically considers how globalization has increased the international influence of American college and university student movements. We briefly describe various conceptions of globalization and look at the ways in which a capitalist-oriented form of globalization is infringing upon the social good purpose of higher education. This chapter primarily focuses on “globalization from below,” the ways that oppositional social movements, in this case led by students, use the mechanisms of globalization to promote social equity within, through and beyond higher education. Using the cases of the anti-sweatshop movement and the Sudan divestment movement, this chapter examines how student activists use mechanisms of globalization, particularly global economic connections and technology, to counter aspects of neoliberal globalization, and promote justice and democratization for marginalized people throughout the world.

The purpose of this paper is to examine the main factors influencing the decision of migrants from South America (SA) living in the USA to return to their countries of origin. In particular, it is aimed at understanding the role played by higher education in this decision. Although it is not feasible to refer to the tasks performed by immigrants in the USA as determinants in their decision to return to their homelands, it is nonetheless worth verifying whether these tasks are closely related or not to their qualifications.

The program evaluation methodology proposed by Heckman and Robb to correct the “contamination bias” in a program evaluation setting is adopted in this document.

This exercise shows that the probability of remaining in the USA for those with university degrees or more advanced education levels is 12.6 percent higher than for those with only secondary or lower education. In addition, it is shown that SA immigrants are usually engaged in tasks requiring certain qualifications commensurate with their level of education, although such relationship varies in intensity among migrants from different countries.

This exercise does not take into account migrants in the USA not included in the US Censuses.

The results obtained mean that the flight of human capital from SA countries to the USA is being accentuated by the “negative selection” of returnees, and that migrants' qualifications actually determine the complexity of tasks they may perform in the USA.

The paper overcomes the lack of longitudinal data of migrants by implementing a methodology providing new evidence about return migration and brain drain of SA immigrants in the USA. In addition, new data are used to analyze the relationship between education and the complexity of the tasks SA migrants are performing in the USA.

This paper describes an exploratory, international research collaboration that seeks to gain a deeper understanding of the development and experiences of peer leaders in higher education across different international contexts, namely the USA, Canada (CAN), Australasia (Australia and New Zealand) (ANZ), the United Kingdom (UK) and South Africa (SA).

Data are summarized and compared across each of the participating countries, providing a more global context and depth of perspective on peer leadership (PL) in higher education than is currently available in the literature.

The findings highlight some apparent differences between countries in relation to student engagement in peer leader roles and the ways in which PL is supported by higher education institutions, as well as some similarities across the different international contexts, particularly in the way peer leaders view the benefits of their involvement in PL.

These insights provide a valuable addition to the literature on PL and practical information to higher education institutions for supporting student leadership development and involvement.

Higher education has experienced some significant changes over the past few years including a highly competitive landscape, use of new technology, managing COVID protocols and guiding students to resources that ensure their success. With prior research highlighting the changes in the workforce and poor working conditions of part-time faculty, this study aims to explore full-time perceptions of several employment-related variables to determine how these significant workplace changes have impacted them.

A mixed-methods approach is used. This includes a questionnaire being sent out via e-mail to faculty at a medium-sized, public, regional university located in the USA. This was sent through two separate listservs: full-time faculty listserv and part-time faculty listserv. The questionnaire included quantitative and qualitative questions. A one-way ANOVA was used to detect significant differences between the two groups of interest for the quantitative components. The qualitative portions of the questionnaire provided deeper insights into employee perceptions of their workplace.

This research uncovers some alarming trends for full-time faculty within higher education. Across several different employment variables, full-time faculty perceptions are significantly worse than part-time faculty. This includes work–family conflict, pay perceptions, compensation opportunities, online teaching experiences, overwhelming work activities, technology provided, travel funding provided, perceived satisfaction of a faculty advocate and perceived benefits of a faculty advocate. Qualitative and quantitative results support these findings and provide additional clarification as to why they have these negative workplace perceptions.

A convenience sample was used, where data was only gathered from one university. Future research could replicate finding with more universities varying in their make-up and location to determine if these results hold across the USA and internationally. Some measures did not use established scales in the literature, and some were single-item measures. Future research could replicate findings using established scales with multi-item measures to provide more confidence the results produced that are reliable and valid.

These results suggest alarming concerns for higher education institutions regarding their full-time faculty. Human resource managers and administrators at universities should respond to “the alarm” from this research and internal employee satisfaction surveys they have conducted with their employees. Changes should be made at higher education institutions to improve employee workplace perceptions in hopes of retaining valuable employees and improving worker morale to increase productivity. The recent workplace changes and challenges for full-time faculty are negatively impacting their workplace perceptions.

As a result of full-time faculty having significantly worse perceptions across all measured employment variables than their part-time colleagues, who already had poor perceptions, the authors may see more “good” employees leaving the industry for other more lucrative options. Others may become “dead wood” in the university and engage in “quite quitting” resulting in less productivity. With the tenure process protecting professors, this may result in universities being “stuck” with many unmotivated professors and hurt the quality of educational services provided. Some professors may even act out negatively toward the university. This could damage the quality of education provided at universities and perceptions of higher education by society.

To the best of the authors’ knowledge, this is the first study comparing full-time and part-time faculty workplace perceptions across several variables. After previous study has highlighted the poor work conditions and perceptions of part-time faculty, this study adds to the discussion showing that significant changes in the workplace have resulted in full-time faculty now perceiving their employment to be significantly worse than their part-time colleagues. This can have significant short-term and long-term ramifications for the industry that will make it more difficult for universities to attract talented individuals to choose a career in education and retaining their best workers based on current employment perceptions.

Suggests that institutions of higher education in the USA encounter problems that are unique to the market environment. These problems include competition for resources, escalating costs, and resource constraints. In response to these problems, higher education systems within this kind of environment tend to borrow strategies from organizations operating under the most competitive environment ‐ the business sector. Discusses specific strategies adopted by institutions of higher education in North America. Examines how these strategies have affected the culture of higher education. Discusses the shift occurring between the consumerism‐ professorialism continuum. Calls for the need to understand the dual nature of higher education so that strategies can be selectively adapted.

Service firms constantly look for ways to differentiate their offering. Recently, personal values have emerged as a way to understand how customers fulfill deeper needs when consuming a service. This paper aims to examine how personal values operate in the evaluation of higher education services. Like other services, marketing has become essential to higher education as universities compete aggressively for students and differentiate their service offerings. Although attribute‐based measures such as SERVQUAL provide useful information to service providers, personal values may offer a deeper understanding of how customers judge the quality and desirability of an educational institution's services. This study seeks to determine whether personal values in higher education affect perceptions of overall value, satisfaction, and behavioral outcomes including loyalty and intention to recommend.

A survey measured student personal values, service quality, satisfaction, and behavioral outcomes in the USA – the largest exporter of higher educational service, and India – the largest net importer. Data were analyzed using confirmatory factor analysis, path analysis, and t‐tests.

The results describe the impact of personal values on satisfaction and behavioral outcomes, while showing differences between India and the USA.

The paper provides implications for applying the personal values concept to the marketing of a university. It also serves as a basis for future research on the impact of personal values in other service sectors.

The study fills an important gap in the literature by showing that personal values are an important dimension in services. Service firms need to move beyond attributes and measure personal values, as these values do impact customer satisfaction and loyalty.

This special “Anbar Abstracts” issue of Education + Training is split into four sections covering abstracts under the following headings: Further education; Higher education; Managemetn education; Generald education and training.

This chapter provides a review of the language, key examples, and an analysis of social justice practices in higher education philanthropy. By describing how American higher education is supported by philanthropy, the authors articulate the need to have collective approaches that create an equitable distribution of resources. The authors utilize research centered on equity, inclusion, and diversity to encourage leaders to consider applying additional perspectives when analyzing philanthropy in higher education. This combination of multidisciplinary scholarship offers a synthesis of research to show readers how social justice advances and improves philanthropy within higher education. Social justice in the age of philanthropy concludes with key recommendations for advancement offices across campuses and organizations.

Higher education institutions (HEIs) are participants in and creators of internationalization, which the COVID-19 pandemic significantly interrupted and altered. The research presented here examines ways the COVID-19 pandemic impacted, impacts, and will impact prior, contemporary, and future internationalization in higher education worldwide. The themes of (1) leadership and policy, (2) mobility and experience, and (3) learning technology guide the discussion and suggest provocative questions arising from a review of the chapters in this volume. The authors also propose a framework for examining the COVID-19 pandemic’s effects on higher education internationalization, which considers the intersection between time (pre-, peri-, and post-pandemic) and level of activity (micro, meso, and macro).