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The chapter examines the perspectives of campus advocates involved with the advancement of a comprehensive internationalization process at their state comprehensive university (SCU). Advocates explain their definitions of comprehensive internationalization, which are analyzed through an internationalization lens and framework of intercultural competence based on recent studies of Internationalization at Home (IaH). The study found faculty and staff perspectives of comprehensive internationalization to reflect attributes consistent with IaH, which is believed to be a vehicle for transmitting intercultural competence throughout the higher education institution. The context for this study is important as it takes place in an SCU located in a region where higher education is under significant public scrutiny.

While visual arts, drama, dance and music have been used to enhance literacy learning for many decades in preschool and primary classrooms, engaging with mobile learning can also provide many opportunities for young learners to explore and develop language and literacy. The use of mobile devices is of particular interest as technology has an impact on pedagogy and the mobility of digital devices provides many opportunities for engaged and meaningful literacy learning when teamed with the arts. In this chapter, we define the arts and their relationship with literacy learning before exploring a number of resources and practices for integrating their use in early learning settings.

Contemporary relations between the military and society in Spain can be traced back to the civil war period. Following 3 years of cruel, fratricidal combat, the victory of the insurgent troops led to the Spanish republic being converted into a totalitarian regime headed by Franco. The dictatorship of Franco was not a military dictatorship, but rather the dictatorship of a military man who built up a triangular structure of power at the apex of which he felt protected and from which he controlled society from all angles: the army, the church and the single fascist party FET-JONS.¹ Throughout almost 40 years of a totalitarian regime, millions of Spanish men spent a period of their lives as conscripts in military service under the orders of a fascist military and under the influence of an oppressive political power. The death of the dictator, in 1975, marked the start of the transition to democracy that represented a break with the stigmas of the past and, for the first time in Spanish history, ushered in a period of peaceful coexistence for the entire population. In the military domain, the reforms initiated by General Gutiérrez Mellado – the first Vice-President of the Government of Adolfo Suárez – are worthy of mention. It was through these that efforts were made to modernise the Armed Forces (hereafter AF) in Spain by distancing them from political power, transforming them into a military force administered to serve political structures, and reducing their size to a more coherent one in relation to the needs and threats of a democratic state surrounded by its partners in the same economic community. However, among the military, a small but still powerful nucleus existed, whose rejection of democracy and whose nostalgia for the Franco dictatorship led to a failed attempt at a coup d’état in 1981.

Professor Dewey's pragmatism always strikes me as fundamentally ambiguous, oscillating between a conception of knowledge as “technique,” essentially a biological function, and some vague mystical conception of it in terms of “shared life” or “shared experience.”(Knight, 1936, p. 230)

The worldwide interdependency of nations has been acknowledged throughout the globalization literature and by many national and international organizations, including higher education institutions (HEIs), which have become an essential tool to accelerate this process. Financial, cultural, and political motives have driven 21st century higher education (HE) toward a more international direction shaping HE policies and promoting the mobility of ideas and individuals across the world. Utilizing bibliometric and descriptive tools, the article aims to analyze the existing knowledge base on international mobility of academics (IMA) as a core component of internationalization. More specifically, the study examines 423 papers published between 1970 and 2021 in Scopus and Web of Science (WoS) databases to reveal the big picture of the knowledge base by identifying the volume, growth trajectory, geographical dispersion, the most influential authors, articles, journals as well as the intellectual structure and the topical foci in the field. The findings have produced four distinct schools of thought labeled as “Knowledge Transfer and Mobility Networks,” “Academic Mobility in IHE Process,” “Expatriate Studies,” and “Scientific Mobility.” Moreover, the co-occurrence keyword map has yielded several topical foci: “Internationalization and Expatriate Academics,” “Academic Mobility and Career Paths,” and “Knowledge Transfer, Migration, and Academic Identity.” Considering the general trends and developments in the field, the study might provide more insight into further research.