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Higher education has become a more active sector in most of countries recently. Facing a more globalized society and a more competitive scenario, institutions all over the world are transforming and improving diverse strategies of internationalization to provide innovative experiences to students and professors. Therefore, the main objective of this chapter is to describe the strategies of internationalization at Universidad de Monterrey (UDEM) Mexico such as mobility of students and professor, institutional culture, curriculum, strategic alliances but the most important, international collaboration at classrooms. UDEM is a private higher institution with more international experiences in student mobility in Mexico, and the first with more collaborative online international learning (COIL) projects in Latin America. Using a qualitative research method, this chapter demonstrates that UDEM’s strategies of internationalization both, abroad and at home, transformed actions, functions, and processes at UDEM impacting the quality and experience of education. These strategies have impacted students positively. Besides, these strategies of internationalization have the potential to be replicated in other higher education institutions (HEIs).

The Purpose of this chapter is to survey innovations and best practices in charter schools from a theoretical and empirical perspective. The goal is to identify essential elements needed to close the acheivement gap, and identify effective practices that enable all students to reach their fullest academic potential. The scope of this chapter focuses on the practices of charter schools form a national and local level, and incorporates anecdotal evidence collected from charter school personnel, authorizing districts, charter management organizations as well as an extant review of the literature. Furthermore, this study seeks to understand and identify those practices that are effective in improving student performance and why within any given set of variables these variables will not yield the same results. Ultimately, there are countless factors that determine school success, which are integral to what constitutes best practice. Findings revealed that although there is much evidence to support best practices in charter schools, in the end it is not about what is best; it is about what works effectively at each individual school.

The purpose of this chapter was to describe how the School of Education at Duquesne initiated a school-wide, redesign of its doctoral program in educational leadership through its participation in the Carnegie Project on the Education Doctorate (CPED) – an initiative begun by Lee Shulman in 2006. The focus of CPED is to encourage colleges and schools of education that offer doctoral degrees in leadership, curriculum and instruction, or a similar area to rethink the program in ways that would enhance the learning opportunities and experiences of practitioners in the program. The intent of CPED is to generate more practitioner-leaders who are action researchers prepared to transform pre-kindergarten to secondary learning environments. In the chapter, the author discusses how Duquesne has redesigned its program and the concomitant opportunities and challenges for leadership. She also discusses how the redesigned programs have informed Duquesne's preparation of transformative research practitioners in educational leadership. Finally, the author operationally defines “traveling leadership theory” and what this theoretical concept means in terms of her leadership.

This chapter examines whether the European Union or the United States set the parameters in the field of consumer protection and environmental regulations. The analysis points out that there is no straightforward answer because leadership rotates or fluctuates depending on the extent to which societies and decision makers feel strongly about a particular issue. Examples are tobacco control and regulations with regards to genetically modified crops and food. The US identified the risks related to the wide availability of cigarettes before the EU, while the EU highlighted the risks related to the introduction of GM crops/products in the absence of similar American concerns. Both cultural and institutional developments account for this divergence. A unique combination of factors heightened the salience of anti-smoking measures in the US, while an equally distinctive matrix of developments highlighted the social, economic, health, and safety challenges of genetically modified organism (GMO). However, in spite of different constellations of institutional and cultural factors, the EU has embraced tobacco control and the American private sector is slightly more cautious about pushing GM crops onto the market.