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“Academic values” is one of the most popular terms used in the higher education literature. But how do we study academic values? Besides autonomy, freedom, and collegiality, the “values” in “academic values” often remains implicit, leaving a conceptual gap in the literature. Moreover, autonomy, freedom, and collegiality may reflect the shared normative expectations as part of the value system of a profession, rather than the value orientation at the individual level. To examine the latter, this chapter proposes a conceptual framework adapted from the studies of work values in applied psychology. As a heuristic device, the academic work value framework consists of six ideal-typical value orientations belonging to three dimensions: work autonomy, social orientation, and value of knowledge. The framework's relevance and usefulness are evaluated by revisiting relevant literature on academic orientations. The result shows a spectrum of value positions in academic work, from the “old school” values to the “entrepreneurial” ones to the hybrid orientations. Overall, this framework provides a potential approach to operationalize the concept of academic values for empirical research. At the same time, as a heuristic device, it is open for reflection, critique, and further development.

Cosmopolitanism represents a complex, multilevel, multilayer phenomenon manifested in a variety of social spheres, including moral, political, social, and cultural. Yet, despite its prominence in other disciplines, cosmopolitanism has received relatively scant attention in international management research. Furthermore, the understanding of cosmopolitanism as an ever-present social condition in which individuals are embedded lags significantly behind.

In this chapter, we develop a conceptual framework for cosmopolitanism as an individual-level phenomenon situated at the intersection of the moral, political, and sociocultural perspectives. The framework explicates the interrelations between macrolevel dynamics and individual experiences in a globalized world. We conceptualize cosmopolitanism as an individual disposition manifested and enacted through identities, attitudes, and practices. We also highlight the diversity of individuals who can be considered cosmopolitans, including those who may not possess the classic cosmopolitan CV. Finally, the chapter explores the implications of cosmopolitanism for global organizations and global leadership.

From John Dewey to Herbert Kohl, many theorists and practitioners have explored the use of a developmentalist model as a way to harness the natural instincts and interests of young children to foster meaningful learning. Yet, the concept of meaningful learning in early childhood education today is quickly shifting away from the developmentalist model and its emphasis on authentic learning, toward a social-efficiency model that emphasizes the use of state curriculum standards, standardized assessments, and evidence-based instructional approaches. As the early childhood curriculum pendulum swings, early childhood programs find themselves at risk for becoming more “business like” and less representative of the kind of reflective and risk-taking environments Dewey envisioned leaving educators struggling to use child-centered practices in an era of increased accountability. Considering some of the significant challenges facing early childhood programs and educators, it is critically important for the field of early childhood to begin examining the ways in which the curriculum and instructional procedures being utilized may, or may not, be illustrative of Dewey’s vision of active, dynamic, and integrated early learning experiences and, to what degree. One way to promote meaningful instructional integration is to consider the natural connections that exist across content areas. A logical beginning is to use literacy as an anchor for meaningful learning across the preschool curriculum. In this chapter the authors engage in a review of the literature as it relates to the integration of early literacy and content curriculum and discuss implications for future practice.

Drawing on sociological role theory, this chapter introduces and explains the distinction between cosmopolitan and local role orientations as status categories in international teams. Qualitative data from a multimethod field study conducted at a leading international development agency illustrates that the high status of cosmopolitans and locals in this setting was based on expectations that these team members would enable their teams to more effectively interpret knowledge obtained from outside sources. The possible dynamics of status rivalry and deference in teams with cosmopolitan and local membership are explored, and their implications for team performance are addressed. Thus, status in groups is viewed as both contested and contingent on the situation.

In Africa, the community college model, catered to nontraditional college aspirants, has been increasingly seen as an important alternative to respond to the growing demand for postsecondary education. By highlighting the case of Ethiopia, this chapter explores the implications of the community college model through the examination of the system, teacher training, and perspectives of students and employers. Some education and training can be more efficiently delivered at the community college level by means of focused and high-quality teaching, rather than through a long duration of bachelor's program.

Recent decades have seen a growing consensus that as the demands on teachers becomes increasingly complex, improving the effectiveness of both initial teacher education (ITE) and career-long professional development is key to school improvement. ITE in particular has been for too long polarised at policy level, between ‘theory-led’ and ‘practice-led’ approaches. This chapter discusses how this polarisation is simplistic and unhelpful and highlights the benefits of the more constructive orientation towards a synergistic relationship between theory and practice that can occur, particularly when schools and universities collaborate closely in bringing new teachers into the profession. This chapter sets the scene for subsequent chapters in this book by signalling the potential for the collaborative inquiry-based lesson study model into ITE to enhance partnerships between schools and universities and contribute to a smooth transition from ITE into lifelong professional learning.

This chapter highlights the perspectives, examples, and applications on the current trend in teaching and learning counseling ethics education in a more effective way. The trend utilizes inquiry-based learning concept and educational activities to foster counselor education training programs fast-forward in meeting the social demands and global challenges. The discussion is based on the theme emerged from an interpretive case study research conducted by the authors, in addition to the insightful literature authored by the profound educators and counseling researchers, globally. Teaching and learning counseling ethics education is an integrative effort and is more than just content acquisition from textbooks. In addition, the inquiry-based teaching and learning approach can be a tool in finding solutions for authentic problems through in-depth investigations while learning counseling ethics education. This chapter hopefully will improve counselor educators’ ability, strengthen counselor education training programs’ capability, and expand counseling students ethical competency; for creating innovations and adaptations in teaching and learning counseling ethics education, utilizing inquiry-based learning toward enhanced professional ethical practice in counseling realm.

Drawing on examples from the more developed realms of technology transfer and other “managerial professions” (Rhoades, 1998; Rhoades & Sporn, 2002) in the academy, this paper explores possible organizational sites for housing protocols for the measurement of the social value of individual innovations in higher education (that may enter the market or and augment or precede commercial valuation), and the possible implications of those different settings for the academy (particularly in terms of motivating more faculty to engage in more innovative and entrepreneurial activities). Organizational location matters. Organizational site is related to professional perspective and to the institutional outlook that attaches to various sorts of work in the academy. Five possible sites are explored, analyzing the dimensions of such locations from the experience of other “new” activities in universities. One type of site consists of an interstitial (Slaughter & Rhoades, 2004), nonacademic, support unit of managerial professionals (neither faculty nor senior level administrators), as in an Office of Technology Transfer or an Office of Institutional Research. A second type of site would be an academic unit in which measurement tasks could be performed by faculty members. A third type of site would be a hybrid model that combines elements of the first two models, as in the case of entrepreneurship units in many universities. A fourth possible type of site would be to situate such activity in an intermediating association (Slaughter & Rhoades, 2004) outside of the university, which mediates between public and private sectors, and that promotes various sorts of innovation and measurement as in the case of Educause and innovative information technologies. A fifth type of site would consist of establishing university extension units in the community, to provide services more directly to constituents, as traditionally was the model for agricultural extension in land grant universities. Each of the models has its owns benefits and challenges, its implications for what sorts of professionals would be doing the work and what they would see their principal function as being, and for the impact they would have on the academic workforce and the institution's direction.