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This chapter presents the Readiness Approach of Educational Administration for Children with Special Needs in Inclusive Learning Management in the VUCA world by summarising Inclusive Learning Management in Thailand and analysing the challenging situation in the VUCA world to discuss about the Readiness Approach of Educational Administration to face the unexpected. The chapter describes the possibilities in three parts: Part 1: Summarising the literature reviewed of Inclusive Learning Management in Thailand. Part 2: Analysing the challenging situation in the VUCA world from the following four concepts: (1) Framework for twenty-first-century Learning Concept; (2) Hard Skill and Soft Skill Competencies Concept; (3) Thailand National Education Standards (2018) and (4) A Commission Report on Education Reform through Competency-Based Curriculum & Instruction. Part 3: to propose Data synthesis of The Readiness Approach of Educational Administration for Children with Special Needs in Inclusive Learning Management in the VUCA world.

Universities must build curricula that prepare students for the fourth industrial revolution (4IR). However, given the pace of change, we cannot be certain of the attributes necessary to navigate the fourth industrial age (4IA). This chapter argues we can prepare graduates for this unknowable future through integrative, competence-based curricula, outlines how we conceptualize, design, teach and assess competence-based HE, and invest in those involved in teaching and learning at the University of Hull, UK.

To be competent is to have the necessary experience, knowledge and self-awareness to do something successfully. Competencies are “taught in practice and assessed in application” (Lawrence et al., 2020). Students learn by applying disciplinary knowledge to professional practice, where possible attending to live briefs or authentic teaching and assessment relevant to study, work and life. This has the potential to benefit the local region and students as they build educational, cultural and social capital.

To sustain the currency of competence-based HE, we work with the learning community (student sponsors, prospective, and current students, employers, and providers of voluntary and other services) in designing our programs of study. We facilitate mutual learning to design and deliver integrative curricula that are meaningful and relevant to all.

Higher education institutions (HEIs) in Australia shape the country's economic, social, and political landscape and equip students with the skills they need to succeed in ever-changing work environments. Embedded within Australian HEIs are sets of values that reflect and reinforce collective Australian values, which describe the shared beliefs of the leadership, academic staff, students, and the local community. These shared values then direct all members of the university community. Using a top-tier university in Melbourne, Australia, as a case study, this chapter explores how the values of accessibility, inclusion, and collaboration are embedded into the curriculum, teaching, and assessment practices. Relationship-building and positive student interaction within learning contexts are also crucial to learning contexts in higher education (HE) and are essentially driven by values in HE. Furthermore, values identified in this chapter align with broader Australian values relating to fairness, equity, cooperation, and support. Utilizing the experience and reflection of four contributing academics in HE, this chapter offers ideas and strategies on how these values can be fundamentally rooted within learning and teaching programs, thereby increasing student engagement, interaction, and success. This chapter acknowledges that the needs of contemporary education have changed, as the HE sector now accommodates students from all walks of life. Additionally, a fundamental premise of the discourse is that learner diversity can be accommodated more effectively if it is spurred by values that respect and appreciate learner diversity.

With the increasing diversity, including international students, in US American colleges, it is inescapable for faculty to make long-term adjustments to maximize learning for every participant in their courses. Creating an inclusive environment means that faculty are attuned to the diverse needs of college students regarding each task written or oral. In this chapter, the author describes an applicable academic class discussion model, an equitable process that faculty can adapt in their classes and facilitate frequently, especially if that is an inevitable component of their courses. The author explains how comprehensive notes on texts, adequate information literacy skills, and transparent class norms will lead to learning-centered academic class discussions and meaningful engagement of international college students.

Key challenges currently facing Higher Education (HE) in the UK are the continuing dominance of curricula by West-centric knowledge traditions which reinforce normative Whiteness and undergird racism, and glaring disparities in student outcomes. Seeking to address these challenges and promote fair access and educational opportunities aimed at enabling a more equitable, just and life-enhancing society, London Metropolitan University has launched its Education for Social Justice Framework (ESJF) (2020) as an integrative framework for inclusive curriculum redesign.

This chapter explores the context and moral imperative of the ESJF, its integrative elements, its pedagogical challenges and its transformative potential, through critically reviewing its application during a pilot phase of implementation in 2020–2021, based on the perspectives of six academics involved as course leaders of the participating programs from various disciplines, as well as the authors. Data from individual interviews with the course leaders are used to throw light on key themes concerning the importance and character of the ESJF, challenges and enabling factors in implementing the ESJF, resulting course changes, and the role of students in curriculum development. This chapter concludes with some general implications of adopting an ambitious, integrative approach to curriculum and pedagogical transformation.

Building on the concepts of learning communities of practice, the paper aims to evaluate their application within degree apprenticeships (DAs) to support pedagogic engagement and inclusive education within a university setting.

A case study of an existing B2B sales degree apprenticeship reviewed relevant programme documents and evaluated apprentice learner experience through an anonymised online survey.

The study found that sales apprentices had a reflexive awareness of how learning communities operated within this context and raised some valuable insights about their perceptions of inclusive education. These communities have differing dynamics that value engaging with workplace professionals, peers and university. Apprentices prefer tuition that accommodates their shared interests as employee learners within an occupational role. Issues surrounding inclusive education are seen as integral to the experience of being an apprentice.

Post-Covid engagement could be used to frame more effective social learning for work-integrated practice and programme teams could advocate for a greater integration of DAs within institutional settings.

This research indicates that B2B sales degree apprentices see themselves as operating within distinctive learning communities of practice that support their work-integrated (WIL) studies in higher education. The paper recommends programme teams provide more collaborative engagement within learning communities to support inclusive education goals.

The phenomenon of student mobility in higher education is influenced by several factors, including the infrastructure provided by institutions in different countries as student support services. These student support services play a pivotal role in fostering students’ adaptability within a new environment, thereby significantly impacting their academic performance and social integration. The study focuses on international students in Uganda and investigates how student support services (as part of institutional infrastructure) support students’ adaptability. Based on Leask’s conceptual model of internationalisation, the study reveals that the presence of such services is essential; in addition, the need to provide newly arriving students with orientation is crucial for them to effectively navigate their surroundings. Offices dedicated to international students are also instrumental in facilitating the students’ orientation and settling-in process and they enhance their overall experience. By recognising the significance of both student support services and orientation, education institutions can create a more conducive and supportive environment for international students, ultimately enriching their academic journey and social interactions.

Higher education institutions (HEIs) are critical in the sustainability agenda, not only as catalysts for promoting sustainability practices but also because their activities have substantial social, economic and environmental impacts. Yet there is limited research that examines their sustainability performance. This paper aims to investigate the factors that are associated with sustainability performance in HEIs. Specifically, drawing from the stakeholder theory and exploiting Ullmann’s (1985) conceptual framework, this study examines the association between sustainability performance and stakeholder power, strategic posture and financial slack resources.

The authors draw the sample from the People & Planet University Green League Table for the period 2011–2019 and use the generalised estimating equations for the modelling approach.

This study finds that stakeholder power, in particular, funding grant income, tuition fee income and student and staff numbers, are positively associated with sustainability performance. In relation to strategic posture, this study finds that sustainability performance is negatively associated with governing body independence and gender diversity, and positively associated with internal structures. Finally, regarding financial slack resources, this study finds that surplus income (staff costs) is positively (negatively) associated with sustainability performance.

To the best of the authors’ knowledge, this research contributes to several existing literature focusing on the not-for-profit sector by documenting, for the first time, the role of stakeholder power, strategic posture and slack financial resources on sustainability performance.

The paper includes relevant implications for HEI managers and regulators for promoting sustainability.

These results contribute to the literature on the factors influencing sustainability performance.