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The recent development of higher education in Africa has been spurred, in part, through a variety of cross-border higher education (CBHE) initiatives. However, this is not a new trend and this chapter traces the development of CBHE activities in Africa from the early 1900s through the current era. While the earliest forms of CBHE were largely fostered through Western nations providing advice and validation to institutions in Africa, the types of CBHE engagements are much more varied, including collaborations among African nations. The chapter also explores the push by some African nations to become educational hubs, the variability of CBHE policies across nations, and the shift of collaboration from the global north to south.

The purpose of this paper is to review recent regulatory enforcement actions sanctioning firms for failure to safeguard material, non‐public information (MNPI).

The paper reviews recent enforcement actions and examines the implications for other firms who may face similar scrutiny from regulators for deficient policies and procedures and controls relating to their information barriers; makes recommendations on how firms can avoid similar mistakes through improving internal controls.

Firms need to be especially vigilant in protecting their MNPI by reviewing their policies and procedures to reflect the firm's current business model. Firms must also take steps to ensure that supervisors fully understand their role in implementing and enforcing the firm's policies and procedures.

Firms should conduct a comprehensive review of their business to understand which units come into possession of MNPI and how related entities interact with one another and could potentially share MNPI. Once these tasks are complete, firms will be better positioned to review their policies and procedures relating to safeguarding MNPI. Failure to do so may result in substantial monetary fines and being forced to retain an independent consultant.

The paper serves as a reminder to firms about the implications of failing to have adequate controls to safeguard MNPI from both a monetary and public relations standpoint.

In this chapter, the authors interrogate the structures, natures, processes, and variables that shape globalized collegiate desegregation. The authors pay attention to the history of segregation in South African culture, then proceed to current efforts to dismantle and rebuild the country’s educational enterprise. Drawing parallels with segregation policy in the United States, the authors argue that both nations may draw from global lessons about systemic global anti-Black oppression and its structural forms (e.g., apartheid, inequities in higher education). More specifically, the authors ground arguments in an analysis of the linguistic hegemony that continues to inculcate the college-aspiring students of South Africa. Understanding fundamental desegregation characteristics of racial hegemonic nations (e.g., United States) vis-à-vis racial and linguistic hegemonic nations (e.g., South Africa) is imperative to increase understanding of democratization of educational systems throughout the world.

The research aims to assess the achievements and challenges of international branch campuses (IBCs) to date and to consider how IBC development may progress in the future.

The article presents a review of the scholarly and grey literatures on IBCs. The commentary and discussion is structured around the objectives, perspectives and experiences of three key stakeholder groups, namely the institutions that own IBCs, students and host countries.

Some IBCs have failed to achieve their student recruitment and financial targets, while others have been successful, often expanding and moving into new, larger, purpose-built campuses. In the last few years, several countries have announced their intention to become a transnational education hub, or at least to allow the establishment of IBCs. It may be reasonable to assume that when there is demand for a product, supply will eventually follow. IBCs will survive and prosper as long as they provide benefits to each of their main stakeholder groups (i.e. students, institutions and governments), and as long as the local demand for higher education places exceeds the total supply.

The article provides a comprehensive and up-to-date review of IBC developments and research during the period 2000–2020. The findings and conclusions will be of interest to both researchers and practitioners.

Higher education leadership and planning.

Postgraduate/higher education.

Professor Rob Whelan was appointed President of the University of Wollongong in Dubai (UOWD) from the University of Wollongong in Australia (UOW). Professor Whelan brought to the job in Dubai the perspective that public-good benefits flow from a comprehensive institution engaged with the larger community and these are led by academic staff members who produce research that serves the national interest. To apply this model to UOWD meant a thorough analysis of the organization in terms of both its culture and its broader environment. This case explores the various processes through which a new leader takes stock of an existing institution, identifies the potential for development in a particular direction, draws upon a range of stakeholders to refine the vision and develop it into a strategic plan, gains support for the plan, and then implements change through close collaboration with the institution's constituents.

This case can be used to explore a number of issues in leadership and management including: identifying the various internal and external stakeholders in a complex organization; analysing strategies for mobilization for change, including the assessment of inclusive versus exclusive approaches; reviewing the opportunity costs of change; and assessing types of leadership.

Teaching notes.

The purpose of this bibliography is to provide academic administrators, and those studying higher education administration, a targeted collection of recommended resources that inform the practice of academic management.

Reading lists from two advanced educational programs were consulted: Indiana State University’s faculty training program, Leadership-ISU, sponsored by the Office of the President, and the Indiana State University doctoral program in higher education administration, taught by the Bayh College of Education. Criteria for selection were based on canonicity, comprehensiveness and the inclusion of useful bibliographies and practical appendices.

Broad scholarship on management, traditionally focused on for-profit institutions, can sometimes be applied to academia. But management research specific to that of the higher education environment more fully addresses the corresponding information needs of the academic administrator.

A limitation of this bibliography is its scope. Due to the rich environment of research on academic management, any abridgement of this literature will result in the omission of many worthy titles. Just seven English language, print-based publications are selected as representative of the pool. Although many of the concepts found in these resources can be generalized to all of academia, authors’ perspectives mainly concern higher education environments in North America.

The literature on academic management is rich and varied. This bibliography pulls together representative and canonical works providing a focused, one-shelf collection of critical resources for busy practitioners and novice researchers.