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In 2022, the International Network for Quality Assurance (QA) Agencies in Higher Education (INQAAHE) published the new guidelines by adding three QA modules in response to the changing higher education landscape. The paper aims to investigate the transformative focus of quality assurance in higher education globally as well as Asian response to three new QA modules according to the INQAAHE ISGs.

The research conducted a quantitative approach for data collection. An on-line survey was conducted to perceive QA practices, perceptions toward new emerging QA modules and challenges encountered. In total, there were 26 responses from 18 territories with 22 QA agencies. A total of 13 out of them have a national qualifications framework in place.

Three are three major findings in the study. First, national policy and criteria and standards in distance education have been developed in the majority of Asian nations. Second, non-signatories of the Tokyo Convention had a higher proportion of having related policies, regulations and criteria in CBHE and distance education. Third, national policies and regulations; and lack of professional staff are two common challenges implementing QA in new types of providers.

The findings are of value for policymakers, QA agencies and universities to advocate the new QA model as a systematic approach in response to changing higher education landscape in the post pandemic era.

This chapter proposes selected cultural values and worldviews of cosmopolitan individual cultural identity as an ideal and model for international and transnational higher education, in teaching and learning, benefitting individuals and institutions. As a “metacultural position” and interactive engagement with the “Other,” cosmopolitan teaching and learning could impact national and global higher education. Such reflection of timeless educational values and ideals could benefit the development higher education systems in our ever more globalizing world.

Conceptually, cosmopolitan identity is defined via a complex literature matrix of key issues and concerns of world citizenship, substantiated and enriched by considerable critical thinking. Empirically, an investigation of highly multilingual students for revelations of their global identity strengthens and furthers this framework. Overall, interdisciplinary insights from literary, social, media and gender studies complement contributions to higher education's universality and values, so as to suit individual, institutional, and international needs.

Cosmopolitan features and values could harmonize global knowledge systems yet without cultural hegemonies, by building cross-cultural standards via best identity notions and practices. Recognizing equally valuable cultural contributions would also improve institutions' diversity, equity, and inclusion, raising educational quality, motivations, and expectations. Cosmopolitan identity could thus educationally enrich and institutionally empower for global complexity and uncertainty.

Educational stakeholders could shape institutions for cosmopolitan cultural values and increased diversity, with transnational norms and practices grounded in local realities, such as improved linguistic competences, or increased cultural understanding and engagement. Individual internationalization could therefore develop parallel to cultural and educational worldviews, expandable and improvable on an open-ended scale.

Using the examples of Grenadian-born Jean Augustine, the first Black Member of Parliament in Canada, and Barbados' Prime Minister Mia Mottley, the piece argues that the ethos of the Emigrant Ambassador—the collective empowerment of Black feminism, liberation, and radicalism—ushered in a new era for change abroad and in Canada, as transnational and international change was driven by Black women from the West Indies.

The author used historical research and social science theoretical frameworks to formulate conclusions, lessons learnt and steps forward for current equity, diversity and inclusion (EDI) practitioners.

Black women born in the West Indies in the mid-twentieth century were the catalysts for social justice movements in the 2010 and 2020s. Many methods used for social change in the twentieth century are applicable in the 2020s and beyond.

Research is focused on Canadian and West Indian relations but will have implications for those across the British Commonwealth.

Practitioners and students of EDI will have a new tool on how to approach and confront anti-Black racism, particularly after May 25, 2020.

This article provides opportunities to support the dwindling efforts of anti-racism to support the lives of Black people across the Black Atlantic.

This is an original article built on previous scholarship of the author.

This study aims to explore how a postmodern tribe enacts and re-interprets ideologies as a part of consumers’ collective experience, to enhance our understanding of consumer communities in conjunction with ideological capacities.

The community of “presenteers” is conceptualized as a self-organized tribe with heterogeneous components that generate capacities to act. Netnographic observation was conducted on 18 presenteer accounts and lasted around six months. Real-time data were collected by taking screenshots of the posts and stories that these users created and publicly shared. Data were analysed by adopting assemblage theory, combining inductive and deductive approaches. Firstly, a qualitative visual-textual content analysis of the tribe’s defining components was conducted. Then, the process continued with the thematic analysis of the ideological underpinnings of the tribe’s enactments.

Findings shed light on the ways in which consumer communities interpret the entanglement of religious, political, and cultural ideologies in shaping their experiences. In the case of the presenteers tribe, findings reflect a novel ideological interplay between neo-Ottomanism, post-feminism and consumerism.

The study offers a deep dive into a unique tribe that is being organized around the consumer-created practice of “presenteering” and investigates consumer communalization in alignment with the ideological turn in culture-oriented interpretative research on consumers, consumption, and markets. This exploration helps to bridge the research on the communalization of consumers with the recent discussions of ideology in the postmodern market.

The study offers a deep dive into a unique tribe that is being organized around the consumer-created practice of “presenteering” and investigates consumer communalization in alignment with the ideological turn in culture-oriented interpretative research on consumers, consumption, and markets. This exploration helps to bridge the research on the communalization of consumers with the recent discussions of ideology in the postmodern market.

In the 21st century, placing higher education institutions in the global world has become the norm. Therefore, many higher education institutions in Ghana and across the globe have set out to internationalise or become world-class universities as part of their strategic ambitions. Thus, finding ways to become visible on a global scale and transcend beyond the countries in which they operate has become of major interest to most universities. The authors of this chapter were curious to determine how universities adopt imported organisational templates as a strategic ambition. One should not assume that the semblance of such imported concepts is mere institutional isomorphism stemming from internationalisation and globalisation. The study employed semi-structured interviews and institutional documents as data collection tools among ten (10) university actors in a flagship university in Ghana. The study used postcolonial theory to critically examine the drivers and current practices embedded in dominant hegemonic global discourses, such as internationalisation. The findings revealed that the drivers and reforms underpinning university internationalisation ambition are framed within economic rationalities, producing human capital, self-marketisation to promote visibility, and a quest for global competition couched within global neoliberal ideology. The study recommends the need for university actors to (re)focus and (re)evaluate university internationalisation discourse to ensure a balance between local relevance and global forces.

The adoption of a research-informed approach to teaching about homelessness has allowed the authors to provide diverse groups of learners with a range of traditional and more embodied educative experiences, both inside and outside of the classroom. While conventional research methods and outputs have provided a useful starting point for learners with no or limited working knowledge of homelessness, innovative approaches to research and outputs – which have prioritised giving a voice to homeless people themselves – have been particularly important in developing the critical empathy of learners towards the subject. To ensure an effective relationship between research and teaching (particularly when teaching those who work in the homelessness sector), the authors needed a good understanding of the prior learning and experiences, roles, operating contexts and needs of their learners, to teach from a position of empathy, and to work collaboratively with learners to further understanding.