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The purpose of this chapter is to present a model to support a humanizing approach to international education that is sustainable and facilitates respectful service, scholarship and teaching. University faculty engage internationally through teaching, service and scholarship. All three require faculty to possess strong trusting connections to the international community in which they operate. Literature suggests that the impulse to initiate service learning and scholarship with communities foreign to the faculty too early can be detrimental. A deep relationship between the faculty and community built upon trust and mutual respect is the key to successful internationally situated service, teaching and scholarship. However, such relationships require time to develop and many universities cannot support faculty toward developing international relationships. The Deep Field School presents a way of blending teaching, service and scholarship in a way that supports the nurturing of long-term relationships. The Deep Field School is an internationally situated short-term faculty led study abroad that operates with a commitment toward the long term and closely adheres to the humanizing principle that learning is a process not an outcome. A deep field school operating in Peru is presented as a case study along with guidelines for development.

Describes the perceptions of administrators of post‐secondary institutions in Alberta with respect to various aspects of the resource‐environment of their institutions. While administrators of post‐secondary institutions in Alberta are divided on the issue of government funding ideology, the vast majority of them agreed that the attitude of the government to funding was changing. Other problems of concern to these administrators include the lack of public awareness of the true situation in their institutions, the growing competition among post‐secondary institutions, and the unpredictable funding direction from the government. Recommends a clear funding direction with multi‐year budget plan and internal restructuring to prepare for an increasingly competitive environment.

The present study adopts the analytical framework of new managerialism (NM) to explore the progress, challenges and outlook of self-financing post-secondary institutions in Hong Kong since 2000. This study also identified issues and related managerial implications for developing this niche form of higher education in Hong Kong.

This study conducted a critical review of self-financing post-secondary institutions in Hong Kong, including the sub-degree and degree sectors, via collecting a series of policy documents and archives from the Legislative Council of Hong Kong, the Public Records Office and other government bodies. To supplement the findings, semi-structured in-depth interviews of 18 academic staff of Hong Kong's self-financing post-secondary institutions were carried out.

The study shows that self-financing post-secondary institutions not only encounter challenges related to insufficient resources but also face pressure from accreditation requirements of various international organisations. The study also suggests that massification and privatisation of self-financing post-secondary institutions, and embracing a managerial approach for operation and governance will induce a new wave of self-financing post-secondary institutions in the near future.

This study offers insights for self-financing post-secondary institutions into implementing appropriate strategies to maintain competitiveness and retain talents in the coming years.

Discusses the effects of financial constraints of the 1980s and 1990s which are being felt in all aspects of institutions of higher education. Looks into the differences and similarities in institutional leaders′ opinions with respect to environmental concerns based on the size, age, location, and sector of their institutions. Environmental concerns include government grants, inflation, enrolment issues and declining resources. Reports slight differences. Implies that all Alberta, Canada, institutions of higher education, irrespective of their size, age, location and sector are experiencing similar problems and perhaps in the same magnitude. Concludes that there is not a deliberate shift in government funding in favour of one institutional sector over the other. Suggests that institutional leaders within a system of higher education should search for ways to form a united front, educate the general public as to the situation of higher education, and seize the opportunity presented by the hard times to unfold a new vision and chart a new course for higher education.

This paper constitutes a major attempt at examining financial flows within the educational system in Swaziland as well as in computing the households, relative to public contribution to unit costs in education. It found that financial resources to the education system derive from the traditional sources, that is, government, local communities and households, non‐governmental organizations, private enterprises and corporations as well as foreign aid. While the government contributes about 83 per cent of the total fund in the tertiary level, the household and families contribution is higher at the primary, secondary and high school levels. This is an indication of the fact that higher education is heavily subsidized by the government at the expense of basic education, bringing about inequality of educational opportunities within the education system. To redress the imbalance in the funding mechanism, cost‐sharing or cost recovery measures are being proposed at the higher education level.

This article aims to present a synopsis of inertially‐driven future demographic, economic and technologic realities that will predictably alter the marketplace operating environment for post‐secondary education during the next 10 to 15 years. The article also seeks to explore a detailed scenario speculating on multiple implications for the university as it simultaneously confronts all of the predictably changing elements of its operating environment.

A convergence of published long‐term demographic, economic and technologic trends and forecasts is examined that has begun to produce structural and operational changes throughout the business world, setting in motion five fundamental transformations in the context of all enterprises: the globalization of the economy; the information of work; the disaggregation of organizations; the maturation of the workforce; and the reconfiguration of employment. The practical implications of these long‐term realities for industrial era universities are described, and a scenario for the future evolution of the “post‐industrial university” is presented, modeled on – and in consonance with – transformations already under way throughout corporate enterprise.

Reliably forecastable aspects of the University's operating environment, including a shortage of qualified faculty, stagnant personal income and baccalaureate markets, mounting competition from for‐profit schools and an explosion in new applied knowledge in every field and discipline are likely to coerce innovation and change in higher education in spite of institutional intransigence, necessity being the mother of invention.

A scenario based on multiple statistically valid forecasts does not constitute an infallible prediction of the future, but it does present decision makers and strategic planners with sound benchmarks for the pace and scale of change that may reasonably be expected, as well as raising issues and posing options that routine linear extrapolations are unlikely to have revealed.

This paper aims to provide an overview of a content analysis of sustainability policies from Canadian post-secondary education institutions. The paper reports findings on the orientations to sustainability evident in the policies; references to other policies within the documents; and other key themes on how sustainability is engaged in the policies in relation to overall governance, education, operations, research and community outreach.

A sample of 50 Canadian colleges and universities was selected based on representativeness across a range of criteria. A qualitative thematic content analysis of these policies was conducted using a collaborative coding approach.

Results suggest that most sustainability policies described a Brundtland (i.e. intergenerational) and/or three-pillar (e.g. economic, environmental and social) orientation to sustainability. Many sustainability policies also connected to other external municipal or provincial policies. In terms of various domains of sustainability, campus operations was discussed by all of the policies and in the most detail, while discussions of sustainability in education (i.e. the curriculum) and in research were vague, and discussions of sustainability in relation to community outreach were included less frequently.

This comparative study provides a broad view of sustainability policies from post-secondary institutions across Canada. It deepens our understanding of the institutions’ conceptualizations of, and priorities for, sustainability. This paper has practical implications for institutions seeking to create or further develop their own policies, and it contributes to the comparative scholarly literature on the institutionalization of sustainability in higher education.

Post‐secondary institutions are undergoing change. This review aims to look at how the changes are being addressed in Europe and the USA.

Two books are reviewed. One looks at the change through the efforts of the Spellings Commission in the USA while the other, a study of the European Bologna Process, holds the hope that there might be lessons for the USA's traditional colleges and universities.

Both of the authors are concerned with the current and future state of post‐secondary education in the USA. Gaston defines the rise and the current state of the Bologna Process of harmonization of universities across the EU's borders. He also indicates that the USA's global hegemonic reputation may not hold in the future. Zemsky's study focuses on the Spellings Commission study and sees post‐secondary education as the center point of knowledge, needing some change, but not so off course that it needs to follow the path of homogenization which the USA sees as being taken in Europe. The paper also reveals how the US public institutions, the public itself and the government need to resolve the need for centers of academic and research excellence while addressing the social needs of an increasingly diverse population in a time of limited fiscal resources.

The rising technological demands of a flattening world raise the educational need of the workforce taking it from K‐12 to K‐14+ and removing the bright line that has separated the tertiary institutions from the secondary schools. Additionally, global mobility changes the marketplace, particularly at the undergraduate levels and the role of the academics who labor in the Ivory Tower.

The paper reveals information on the influence of the Bologna Process and the Spellings Commission in educational reform.

The purpose of this study is to examine the design, development and implementation of responsibility centre management at a mid-sized Canadian university, within the context of decentralized decision-making. More specifically our study focused on the design, development and implementation of a revenue and cost allocation process known as transparent activity–based budgeting system (TABBS).

The authors conducted this study using a qualitative case study methodology, rooted in grounded theory, as the primary approach to collect and analyse data, and report the findings. Primary data were collected from ten participants using semi-structured interviews.

The main takeaways from our research are that (1) such systems take time to design, develop and implement, (2) consultation, communication and information sharing and model adjustment and refinement are important enabling mechanisms, (3) internal and external events posed significant challenges, (4) although such systems are often designed keeping in mind several intended outcomes, there exists the possibility of experiencing some unintended consequences and (5) the juxtaposition of the above has the potential to negatively or positively impact organizational performance.

The research demonstrates that the design, development and implementation of a complex resource allocation model is an important element of a responsibility-centred approach to planning and decision-making. It highlights the importance and contribution of enabling mechanisms as well as the challenges that large, complex organizations may confront when introducing change.