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This open access book includes a series of relevant policy research articles, elaborared in the framework of the “Quality in higher education: internationalisation and databases to enhance the Romanian education system” project, implemented by the Executive Agency for Higher Education, Research, Development and Innovation Funding (UEFISCDI), together with the Ministry of Education. The project aims to develop and implement systemic measures at tertiary education level, leading to an increased quality of the overall higher education system and universities better prepared for labour market requirements and international standards. The book focuses on areas of interest for Romanian higher education, such as systemic measures to improve access, participation and completion for (vulnerable) students, better promotion of the Romanian higher education to attract students, as well as instruments for a more efficient use of data at higher education level. Each article includes evidence-based policy proposals that could support new strategic initiatives in higher education, including new legislation. Additionally, the collection of articles tells a comprehensive story about the audacity of a higher education system which went through significant challenges to align itself with both European and international trends, as well as respond to national imperatives. Over the last three decades, since the fall of the Iron Curtain, Romanian higher education has undergone significant transformations, aiming to align itself to the latest developments and trends at European and international level. The National Law on Education no. 1/2011 has set the stage for a full implementation of the Bologna Process action lines, taking into account that Romania was already a part of the largest European intergovernmental process – currently the European Higher Education Area (EHEA) – as a founding member. However, since the adoption of this normative framework, the law suffered numerous amendments, making it challenging to observe and achieve coherence in its implementation. Furthermore, Romania is also currently redesigning the strategy for the alocation of European structural funds 2021-2027, based on two strategic documents - the new Education and Employment Operational Programme and the National Recovery and Resilience Plan which highlight the reform and investment priorities at a national level. At the same time, 2021 is a good time to analyze the level of implementation for the objectives and measures included in the National Strategy for Tertiary Education 2015-2020, the Europe 2020 Strategy, and the Bologna Process action lines in the 2010 – 2020 timeframe. Therefore, the present moment may be an important time to assess the impact of strategic documents and actions in the last decade and, possibly, to draft a new National Education Law, better adapted to current realities, starting from the recent initiative by the President of Romania – the Educated Romania strategic vision which was also politically assumed by the Romanian Government.

Educació superior --- Romania --- Educació universitària --- Ensenyament superior --- Ensenyament universitari --- Estudis superiors --- Estudis universitaris --- Etapes educatives --- Abandó dels estudis (Educació superior) --- Competències transversals --- Educació clàssica --- Educació superior transfronterera --- Ensenyament de la biblioteconomia --- Estudis de postgrau --- Extensió universitària --- Lectura (Educació superior) --- Orientació en l'educació superior --- Primer cicle d'ensenyament universitari --- Seminaris --- Tercer cicle d'ensenyament universitari --- Campus virtuals --- Escrits acadèmics --- Pràcticums --- Universitats --- Europa de l'Est --- Bucovina (Romania i Ucraïna) --- Dobrudja (Europa : Regió) --- Galati (Romania : Judet) --- Maramureş (Romania) --- Oradea (Romania) --- Rosia Montana (Romania) --- Suceava (Romania) --- Timisoara (Romania) --- Transsilvània (Romania : Regió) --- Dàcia --- Romanian Higher Education --- Future Direction of European Higher Education --- Internationalization of Higher Education --- Digital Technology in Higher Education --- Educational Policy Romania --- European Policies Higher Education --- Iași (Romania)

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As explored in this open access book, higher education in STEM fields is influenced by many factors, including education research, government and school policies, financial considerations, technology limitations, and acceptance of innovations by faculty and students. In 2018, Drs. Ryoo and Winkelmann explored the opportunities, challenges, and future research initiatives of innovative learning environments (ILEs) in higher education STEM disciplines in their pioneering project: eXploring the Future of Innovative Learning Environments (X-FILEs). Workshop participants evaluated four main ILE categories: personalized and adaptive learning, multimodal learning formats, cross/extended reality (XR), and artificial intelligence (AI) and machine learning (ML). This open access book gathers the perspectives expressed during the X-FILEs workshop and its follow-up activities. It is designed to help inform education policy makers, researchers, developers, and practitioners about the adoption and implementation of ILEs in higher education.

Statistics . --- Machine learning. --- Learning. --- Instruction. --- Knowledge representation (Information theory) . --- Statistics for Social Sciences, Humanities, Law. --- Machine Learning. --- Statistics and Computing/Statistics Programs. --- Learning & Instruction. --- Knowledge based Systems. --- Representation of knowledge (Information theory) --- Artificial intelligence --- Information theory --- Learning process --- Comprehension --- Education --- Learning, Machine --- Machine theory --- Statistical analysis --- Statistical data --- Statistical methods --- Statistical science --- Mathematics --- Econometrics --- Educació STEM --- Educació superior --- Educació en Ciència, Tecnologia, Enginyeria i Matemàtiques --- Educació STEAM --- SMET (Educació) --- STEM (Educació) --- Science, Technology, Engineering and Mathematics Education --- Educació --- Ensenyament científic --- Educació tecnològica --- Educació universitària --- Ensenyament superior --- Ensenyament universitari --- Estudis superiors --- Estudis universitaris --- Etapes educatives --- Abandó dels estudis (Educació superior) --- Competències transversals --- Educació clàssica --- Ensenyament de la biblioteconomia --- Estudis de postgrau --- Extensió universitària --- Lectura (Educació superior) --- Orientació en l'educació superior --- Primer cicle d'ensenyament universitari --- Seminaris --- Tercer cicle d'ensenyament universitari --- Campus virtuals --- Escrits acadèmics --- Pràcticums --- Universitats --- Educació superior transfronterera --- Statistics for Social Sciences, Humanities, Law --- Machine Learning --- Statistics and Computing/Statistics Programs --- Learning & Instruction --- Knowledge based Systems --- Statistics in Social Sciences, Humanities, Law, Education, Behavorial Sciences, Public Policy --- Statistics and Computing --- Innovative Learning Environments --- ILEs --- Science, Technology, Engineering, and Math --- STEM --- virtual reality --- VR --- augmented reality --- mixed reality --- cross reality --- extended reality --- artificial intelligence --- AI --- adaptive learning --- personalized learning --- higher education --- multimodal learning --- mobile learning --- Open Access --- Social research & statistics --- Mathematical & statistical software --- Teaching skills & techniques --- Cognition & cognitive psychology --- Expert systems / knowledge-based systems

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Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as “ivory towers” being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach.

Higher & further education, tertiary education --- Organization & management of education --- Educational strategies & policy --- Education --- Open Access --- Higher Education Leadership --- educational innovation --- Leading learning during crises --- pandemic of 2020 --- university teaching during COVID-19 --- educational continuity --- online platforms for students and teachers --- Professional development --- Instructional resources --- socio-emotional support to students --- Organizational learning and innovation --- Engaging university students during COVID-19 --- educational impact of the pandemic --- school system during the COVID-19 pandemic in Chile --- Elementary and Secondary Learning during COVID-19 in China --- basic and secondary education in Colombia during the pandemic --- distance learning for K12 education in Japan --- upper-secondary education during the pandemic --- University - K12 collaboration during the pandemic in Turkey --- Educació superior --- Pandèmia de COVID-19, 2020 --- -Open Access --- -Epidèmia de COVID-19, 2020 --- -COVID-19 (Pandèmia), 2020 --- -Epidèmies --- COVID-19 --- Educació universitària --- Ensenyament superior --- Ensenyament universitari --- Estudis superiors --- Estudis universitaris --- Etapes educatives --- Abandó dels estudis (Educació superior) --- Competències transversals --- Educació clàssica --- Educació superior transfronterera --- Ensenyament de la biblioteconomia --- Estudis de postgrau --- Extensió universitària --- Lectura (Educació superior) --- Orientació en l'educació superior --- Primer cicle d'ensenyament universitari --- Seminaris --- Tercer cicle d'ensenyament universitari --- Campus virtuals --- Escrits acadèmics --- Pràcticums --- Universitats

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This open access book presents original contributions and thought leadership on academic integrity from a variety of Canadian scholars. It showcases how our understanding and support for academic integrity have progressed, while pointing out areas urgently requiring more attention. Firmly grounded in the scholarly literature globally, it engages with the experience of local practicioners. It presents aspects of academic integrity that is specific to Canada, such as the existence of an "honour culture", rather than relying on an "honour code". It also includes Indigenous voices and perspectives that challenge traditional understandings of intellectual property, as well as new understandings that have arisen as a consequence of Covid-19 and the significant shift to online and remote learning. This book will be of interest to senior university and college administrators who are interested in ensuring the integrity of their institutions. It will also be of interest to those implementing university and college policy, as well as those who support students in their scholarly work.

Educació superior --- Plagi --- Professors universitaris --- Ètica professional --- Canadà --- Codis de conducta deontològica --- Codis de deontologia --- Consciència professional --- Deontologia professional --- Moral professional --- Ètica --- Ètica antropològica --- Ètica en infermeria --- Ètica legal --- Ètica mèdica --- Ètica periodística --- Professors d'universitat --- Professors --- Catedràtics --- Professores universitàries --- Rectors d'universitat --- Falsificacions literàries --- Fraus literaris --- Art d'escriure --- Delictes contra els drets d'autor --- Falsificació --- Superxeries literàries --- Educació universitària --- Ensenyament superior --- Ensenyament universitari --- Estudis superiors --- Estudis universitaris --- Etapes educatives --- Abandó dels estudis (Educació superior) --- Competències transversals --- Educació clàssica --- Educació superior transfronterera --- Ensenyament de la biblioteconomia --- Estudis de postgrau --- Extensió universitària --- Lectura (Educació superior) --- Orientació en l'educació superior --- Primer cicle d'ensenyament universitari --- Seminaris --- Tercer cicle d'ensenyament universitari --- Campus virtuals --- Escrits acadèmics --- Pràcticums --- Universitats --- Amèrica del Nord --- Alberta --- Colúmbia Britànica --- Manitoba --- Nova Brunsvic --- Nova Escòcia --- Nunavut --- Ontario --- Príncep Eduard (Illa) --- Quebec (Província) --- Saskatchewan --- Terranova i Labrador --- Territoris del Nord-oest --- Yukon --- Academic Integrity in Canada --- Academic Integrity in Higher Education --- Academic Integrity Policy --- Academic Misconduct in Canada --- Academic Misconduct in Higher Education --- Academic Misconduct Policy --- Academic Dishonesty in Canada --- Indigenous Perspectives on Academic Integrity --- Teaching and Learning Ethically --- Assessment and Academic Integrity --- Online and Remote Learning and Academic Integrity --- Covid-19 and Academic Integrity --- Open Access

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Library management --- Library science --- Libraries --- Bibliotheekwezen. --- Libraries. --- Library science. --- Bibliothéconomie --- Bibliothèques --- France. --- Biblioteques. --- Biblioteconomia. --- França. --- Librarianship --- Library economy --- Bibliography --- Documentation --- Information science --- Public institutions --- Librarians --- Bibliotècnia --- Bibliotecologia --- Ciència bibliotecària --- Organització de biblioteques --- Bibliologia --- Documentació --- Automatització de biblioteques --- Biblioteconomia internacional --- Biblioteconomia comparada --- Col·leccions (Fons bibliogràfics) --- Conservació i restauració de documents --- Control bibliogràfic --- Gestió de biblioteques --- Història de les biblioteques --- Signatura topogràfica --- Patrimoni bibliogràfic --- Processament tècnic (Biblioteques) --- Serveis bibliotecaris --- Bibliografia --- Biblioteques --- Ensenyament de la biblioteconomia --- Teledocumentació --- Equipaments culturals --- Institucions públiques --- Biblioteques dipositàries --- Biblioteques de recerca --- Biblioteques digitals --- Biblioteques eclesiàstiques --- Biblioteques escolars --- Biblioteques especialitzades --- Biblioteques governamentals --- Biblioteques infantils --- Biblioteques juvenils --- Biblioteques nacionals --- Biblioteques privades --- Biblioteques públiques --- Biblioteques universitàries --- Catàlegs de biblioteques --- Cooperació entre biblioteques --- Fons documentals --- Hemeroteques --- Mediateques --- Arxius --- Bibliotecaris --- Biblioteconomia --- Biblioteques (Edificis) --- Extensió bibliotecària --- Serveis d'informació --- Bro-C'hall --- Fa-kuo --- Fa-lan-hsi --- Faguo --- Falanxi --- Falanxi Gongheguo --- Farans --- Farānsah --- França --- Francia (Republic) --- Francija --- Francja --- Francland --- Francuska --- Franis --- Franḳraykh --- Frankreich --- Frankrig --- Frankrijk --- Frankrike --- Frankryk --- Fransa --- Fransa Respublikası --- Franse --- Franse Republiek --- Frant͡ --- Frant͡s Uls --- Frant͡sii͡ --- Frantsuzskai͡a Rėspublika --- Frantsyi͡ --- Franza --- French Republic --- Frencisc Cynewīse --- Frenska republika --- Furansu --- Furansu Kyōwakoku --- Gallia --- Gallia (Republic) --- Gallikē Dēmokratia --- Hyãsia --- Parancis --- Peurancih --- Phransiya --- Pransiya --- Pransya --- Prantsusmaa --- Pʻŭrangs --- Ranska --- República Francesa --- Republica Franzesa --- Republika Francuska --- Republiḳah ha-Tsarfatit --- Republikang Pranses --- République française --- Tsarfat --- Tsorfat --- République Française --- Europa occidental --- Països de la Unió Europea --- Alsàcia (França) --- Alta Normandia (França) --- Ardenes --- Alvèrnia (França) --- Argonne (França) --- Aquitània (França) --- Baixa Normandia (França) --- Borgonya (França) --- Bretanya (França) --- Centre (França) --- Còrsega (França) --- Dordonya (França : Curs d'aigua) --- Durance (França : Curs d'aigua) --- Franc Comtat (França) --- França del Sud --- Gâtinais (França) --- Illa de França (França) --- Llemosí (França) --- Llenguadoc-Rosselló (França) --- Lleó, Golf del (França) --- Lorena (França) --- Martinica --- Massís Central (França) --- Migdia-Pirineus (França) --- Nord-Pas-de-Calais (França) --- País del Loira (França) --- Parc national des Ecrins (França) --- París (França : Conca) --- Picardia (França) --- Provença-Alps-Costa Blava (França) --- Roine-Alps (França) --- Savoia (Europa : Regió històrica) --- Vosges (França : Serralada) --- Xampanya-Ardenes (França) --- Gàl·lia