This volume outlines powerful theoretical and methodological approaches for expanding the possibilities of educational research. By illuminating speculative education as an emerging scholarly practice, this collection offers pragmatic guidance for scholarly world-building.

It introduces "speculative education" as a critical and hopeful approach to educational research. Through empirical scholarship, the book describes paradigms of collective thriving beyond the existing horizons guiding research, policy, and practice in educational research. The collection of scholarship here offers visionary and future-oriented approaches to teaching and learning that operate beyond the bounds of current social, economic, and cultural arrangements that perpetuate various forms of oppression. Through specific examples and a collection of thematic interludes, this collection details a framework through which educational researchers and practitioners can enact speculative dreaming. This speculative framework seeks to foreground ethical relations as the basis of civic trust; foster an ethos of collaborative practice as the work of world-building; and engage in joyful struggle toward just futures. Ultimately, this volume highlights how researchers, designers, educators, and individuals linked in community with each other must question the intended outcomes of educational scholarship writ large and if the priors of academic scholarship actually lead toward destinations of freedom. In recognizing the pluralistic nature of speculative worlds that might be built, the possibilities for new educational models and experiences are boundless.

This book was originally published as a special issue of the Journal of the Learning Sciences.

Critical Race Theory and the American Media analyzes the widespread circulation of Critical Race Theory (CRT) within academic and popular discourses and its relationship to media studies.

Undertaking a two-tiered analysis of CRT and media studies, this volume showcases the wide range of media analyses conducted by a diversity of researchers that utilize CRT as a methodological and theoretical framework for demonstrating how systemic racism impacts media industries. It also analyzes how the current anti-CRT backlash that occurred throughout the American media landscape contributes to the systemic racism that perpetuates inequities and racial injustice in America.

This comprehensive study will interest students and scholars of critical race studies, media studies, film and television studies, cultural studies, American studies, ethnic studies, sociology, communication, and pop culture.

AI and Authorship in Scholarly Communication explores the role of artificial intelligence (AI) as it pertains to scholarly research and writing.

Explaining what AI is and how it can be used by scholars, the book also focuses on aspects with the potential to change the scholarly communication landscape. Bringing together research on AI and writing from the scholarly literature in LIS and beyond, the book weaves together information about essential topics relating to AI and authorship. In laying out the primary concerns surrounding AI in the field of scholarly communication, Moulaison-Sandy considers how those concerns map to norms and practices in research and writing. The book likewise explores the future landscape of scholarly communication, an environment in which AI will continue to play an important role.

AI and Authorship in Scholarly Communication will be of great interest to scholars, students, and practitioners and will be particularly useful to those studying AI or authorship from a library and information science (LIS) perspective. Researchers or practitioners working in higher education or with learning technologies will also find much to interest them within the pages of the book.

In a world where cultural identity is often defined by national borders, this book follows the compelling journeys of young adults caught between preserving the culture and language of their migrant parents and navigating societal pressures to fit into the country in which they were born. Through intimate "walk-and-talk" interviews, the book gives voice to young adults who reflect on their experiences growing up with multiple languages and cultures. These personal stories offer a rich exploration of language, place, and belonging that resonates with anyone familiar with the struggle to reconcile different worlds.

The book provides an insight into their multifaceted lives, inviting readers into the intimate spaces where personal identity meets societal expectation. The book challenges conventional paradigms of cultural conformity and examines how these young adults define themselves beyond simplistic labels.

Erased Voices and Unspoken Heritage offers fresh perspectives on why some second-generation migrants embrace, reject, or negotiate their heritage languages. It also critiques the harmful consequences of "passing" within homogenous constructs and highlights the broader implications for diversity, hybridity, and multilingualism. This thought-provoking book will appeal to anyone interested in the complexities of identity, race, and language in multicultural societies.

Analyzing media coverage in cases where cultural heritage sites have been destroyed during conflict, occupation, and war, this book highlights the important role media play in the preservation of cultural heritage when states or other combatants engage in human rights violations.

Author Mischa Geracoulis discusses how the role of journalism and the media during times of conflict is to report information from the front lines and war zones with integrity, and report accurately when states or other combatants engage in human rights violations. This book examines the media coverage, language, and discourse surrounding two key situations-the destruction of Armenian cultural heritage in Artsakh/Nagorno-Karabakh and that of Palestinian cultural heritage in Gaza-and explores the ways media coverage has succeeded or failed in accurately illustrating the destruction of cultural heritage as a human rights violation. Geracoulis emphasizes the importance of factual, ethical reporting and sufficient coverage, underlining professional journalistic standards and best practices for the future to ensure similar destruction is not only understood but responded to within a human rights framework.

This book will be of interest to students and scholars of media, journalism, and cultural studies, as well as media professionals interested in the role and influence of media framing and narratives on war, conflict, human rights, and humanitarian response.

This edited collection sees experts across a wide range of academic fields turn their attention to all things Taylor Swift. From looking at how being part of Swift's fandom helps fans gain skills for other areas of their life, to Swift's inspiration for drag persona Taylor Sheesh in the Philippines, to whether Swift's lyrics suggest she endorses the use of public transport, this book covers it all.

This book contributes to the rising area of Swift Studies, with an introductory explanation of how biases in the academy regarding popular culture, pop music as a genre, and femininities, have traditionally worked against a focus on Swift. The collection is divided into five sections which cover: Swift fans ("Swifties") and fandom; Swift in relation to gender, femininity, and feminism; the limits of Swift in terms of Whiteness and colonialism; queer engagements with Swift; and Swift's impact on/relation to the music industry, cities, and communities.

The chapters in the collection do not necessarily look at Swift the individual person, but rather, Swift the phenomenon. This book will be useful for teachers and students across an array of disciplines including but not limited to Cultural Studies, Media and Communications, Sport Studies, History, Gender and Sexuality Studies, English and Literature, Law, Sociology, Indigenous Studies, Urban Planning, Geography, and Business Studies. This collection prioritises voices from the Asia-Pacific, offering an important contribution to Swift Studies. This book has something for everyone, from the Swift fan to the Swift skeptic.

Designing for Playful Engagement in Museums is filled with creative fodder for practitioners who wish to make more memorable and engaging experiences that promote a sense of presence, effectively evoke emotions, tell stories that transport them, and harness visitors' innate playfulness.

Providing readers with a framework for understanding playful engagement, Rodley details four concepts that, when used effectively, can create a new generation of compelling visitor experiences. This book combines research and examples from the cultural and for-profit sectors with new insights from current research in psychology, neuroscience, and human-computer interaction to explore why these concepts are valuable to designers. Reflections from leading practitioners from around the globe and across the experience design spectrum provide unique insights into the current state of practice. This is augmented by examples from the author's 30-plus years of experience developing visitor experiences in a variety of science, art, and history museums.

Designing for Playful Engagement in Museums provides practitioners with a concrete way of thinking about engagement that centers on visitors. This book will be of particular interest to professionals in museums, libraries, and archives, but will also be essential reading for academics and students engaged in the study of museums, heritage, digital humanities, and experience design.

This book explores various portrayals of women managers in American culture from the late 1960s to the present.

An analysis of iconic films and works of fiction and nonfiction reveals how the image of the woman manager has evolved over time, reflecting shifting societal attitudes. In early depictions, she is an extreme outlier: her life revolves entirely around work, she rejects family life, and she is often hypersexualized. In the 1980s, a decade marked by the rise of feminist ideals, she emerged as a realistic character, grappling with challenges that still impact women in management today. Yet this progression was short-lived. At the close of the 20th century and into the early 21st century, chauvinistic tropes resurfaced, once again casting her in a negative light. Contemporary portrayals of the female executive position her as part of a rapidly shifting social landscape. She is but one element in an emerging social construct.

The study of the woman manager is pertinent to the humanities and the social sciences, bridging these disciplines. This interdisciplinary volume will be of interest to scholars and students in cultural studies, gender studies, American studies, and cinema studies, as well as those in economics, management, and business schools.

This is the first book of its kind to examine Schibsted, one of the largest traditional media and newspaper companies in the Nordic region, which is today considered a regional and international digital media pioneer.

The book examines the rise and role of Schibsted - an early mover and proactive media company in terms of technology adoption, digitization, and online expansion - in its home region, along with its major international ventures. The book focuses on its position in the Nordic digital media landscape, one of the world's most digitally mature media markets and most digitally networked region, which is today influenced by fierce competition from expanding global internet giants and platform infrastructure. Drawing on a wealth of sources, including original interviews with senior Schibsted executives, which allow unprecedented insight into the company, the book also details its digital expansion internationally, and particularly its pioneering role as originator of the world's largest online classified advertising company.

This book will be of interest to students and scholars of global media and communication studies, particularly those specializing in international communication and media industries in a global context.

This edited collection addresses the important study of the conditions that support positive intergroup contact that leads to intergroup friendships and prejudice reduction through a multidisciplinary lens. Employing Intergroup Contact Theory and Intergroup Friendships Theory as conceptual foundations, this book brings together researchers in psychology, sociology and education.

European societies are increasingly diverse spaces in which children, adolescents and adults of different racial and ethnic backgrounds, religious beliefs and cultural-linguistic practices interact daily. These spaces provide fertile ground for a continuum of relational experiences, from positive intergroup relationships and friendships to tensions and experiences of discrimination, marginalization and isolation. Bergamaschi, Pica and their contributors examine the psychological and sociological conditions, as well as the pedagogical interventions, that can shape interactions among young people.

The book will be of great interest to academics and students across disciplines, educators, policy makers and activists interested in how to support intercultural societies and schools toward the goal of reduced prejudice and discrimination toward a more intercultural and just society. The book will be a valuable read for scholars of the sociology of multiethnic society and for scholars interested in the role of education and school environments.

This text explores scholarship, practice, and advocacy for Black women's pursuit of bodily autonomy, sexual freedom, and pleasure. Inspired by Megan Thee Stallion's song "Hot Girl Summer" and pleasure activism, Dr. Clarissa E. Francis ("The Real Hot Girl Doc") examines the cultural and social impacts of "hot girl" music and its transformative effects on Black women's sexual liberation journeys. Francis introduces readers to the Hot Girl Movement, addressing intergenerational trauma, denial of bodily autonomy, and pleasure politics.

This book offers a historical review and current documentation of Black women's role in the evolving movement for sexual liberation in the United States, with a particular focus on Atlanta, Georgia. Chapters delve into the history of systemic oppression, presenting research on Black women's experiences with gendered racism while demonstrating the socio-cultural influences shaping Black women's sexual liberation. The book centers Black women's narratives, featuring the work of sexologists, clinicians, somatic practitioners, and community organizers in guiding Black women to achieve sexual liberation.

The final chapter outlines conclusions of the research on the Hot Girl Movement and provides recommendations for participating in and supporting this movement. This interdisciplinary text is essential reading for scholars, clinicians, healing practitioners, birthworkers, and activists, including those in fields of sexuality, sex therapy, sociology, gender studies, Black/Africana studies, public health, and social justice. Exercises and additional resources are available on the product page under Support Material.

Romani People in Italy offers an in-depth, updated, and detailed analysis of the segregated condition of Romani people in Italy. The different shades of segregation take the form of housing, educational, and social isolation.

While much of the existing literature focuses on individual case studies, or on historical and documentary analysis, this book combines the two approaches. In the first part of the text, the authors reconstruct a history of the policies of exclusion and segregation aimed at Italian Romanies since the Renaissance. In the second part, the authors draw on an ethnographic work conducted in the cities of Turin and Padua to reconstruct the complex migratory stratification of Italian Romanies and the divisions and conflicts within the different Romani populations.

Finally, this book contributes to the understanding of the reality of Romani camps in terms of a space that produces not only habitus of isolation but also positive forms of resistance to neoliberal logics of individualization. It is suitable for courses in ethnic studies, minority studies, migration studies, urban studies, and Romani studies.

This book provides a new approach to understanding the histories of refugee resettlement and their relevance for contemporary emergencies. By drawing on histories of faith-based humanitarianism from 1917 to the present, it explores how faith-based organisations have engaged with refugee aid and the efforts of other secular humanitarian movements.

These understandings of humanitarianism and refugee resettlement are developed through the lens of faith-based histories and intersections with secular humanitarian movements. The book uses these histories to understand trends in humanitarian development and interactions between multiple organisations that have held ongoing roles in refugee emergencies. Exploring interactions between these organisations provides new ways of understanding humanitarianism and trends in the delivery of refugee aid. As the number of refugees requiring assistance continues to increase globally, understanding trends in this historical development has never been more important.

This gives new ways to understand the provision of refugee aid via a broad spectrum of organisations rather than groups from separate "categories" acting in isolation. Despite the frequent marginalisation of faith-based organisations, the book shows they have reframed humanitarian efforts. This provides researchers, policy makers and practitioners with new ways to approach this challenge and the historical development of refugee aid.

This book tells the story of four remarkable women who laid the foundations of English local archives in the early 20th century: Ethel Stokes, Lilian Redstone, Catherine Jamison and Joan Wake. The book analyses their professional historical work, alongside their educational, social and family contexts, to reveal their place in the history of the archival profession.

Although this book focuses on the history of archives in early 20th century England and on the contribution of women, it will also be of interest to anyone interested in the history of archives internationally. The book makes a new contribution to the growing literature about the role of women in the development of modern professions, such as medicine, nursing and psychoanalysis, and of disciplines including history, philosophy, literary and musical composition. It brings out the hidden voices of women in archival history which has previously been the history of great men, institutional archives, government commissions and reports and professional infrastructure. It also tells the story of women's struggle for independence and education, of the ways in which women established independent cultural, social and family networks and shows how these women used their scholarly skills to earn a living.

The book will be of interest to archivists and records professionals in England and internationally; to students who are studying archives, records management, library science, cultural studies and related disciplines; and to historians in cognate fields such as feminist history, cultural studies, literary studies and biography.

The Routledge Companion to Gender and Childhood brings together scholars, practitioners, and activists to explore the diversity of children's gender identities, expressions, and embodiments across historical, geographical, and cultural contexts.

This volume investigates how historical, institutional, and cultural forces have shaped children's relationship to gender, the pivotal role children have played in the construction of gendered categories, as well as children's responses to these forces and constructions. The book is divided into six sections:

• Responding to Gendered Histories and Presents of Policing, Pathologization, and Trauma;
• Images of and Imaginings for Trans, Non-Binary, and Queer Youth's Futures;
• Global Perspectives on Training and Assimilating Future Citizens;
• Gender Development in Material and Digital Cultures;
• Shifting and Persisting Gendered Representations in Cultural Landscapes; and
• Approaching Issues of Gender and Childhood from Adult Perspectives

Considering the multiplicity of gendered childhoods alongside the intense preoccupation with children's relationship to gender across a range of fields that span the globe, The Routledge Companion to Gender and Childhood will be an essential resource for students of social sciences, humanities, and STEM.

This book explores interdisciplinary university teaching in both theory and practice, drawing on the experience and expertise of educators from across the social sciences and humanities. Based around pedagogical theory and concrete practical examples and experiences from the classroom, the book contributes with a multiplicity of knowledge to the growing appetite for interdisciplinary initiatives at universities.

The book is unique in offering depth and breadth of analysis of one of the most prominent experiments of interdisciplinary social science and humanities education in Britain, namely LSE100: The LSE Course, an interdisciplinary course taken by all undergraduates across disciplines at the London School of Economics and Political Science (LSE). The course has three streams, each addressing a major challenge of our time: The climate crisis, fairness, and artificial intelligence (AI).

The book is of interest to academics, educators, and university leaders curious about developing and implementing interdisciplinary education in their own contexts, as well as to anyone interested in understanding the dynamics and challenges at stake in interdisciplinary educational settings. Finally, it appeals to students seeking to broaden their understanding of the social sciences beyond their own discipline.

Winner of the 2026 Society of Professors of Education Outstanding Book award, this book examines how schooling-the restrictive, oppressive, and disciplinary force in much U.S. education-is protean and has the agency to change in response to challenges. Posthumanist theories were engaged with to better understand the intra-actions between human, nonhuman, and discursive actors.

Utilizing participant observations, interviews, cognitive maps, diffraction, and theory, it argues that traditional humanistic approaches to oppression in U.S. education are inadequate to understanding the ongoing power of schooling. In conversation with these paradigms, this book lays out an agential realist (Barad, 2007) view of schooling and argues in favor of examining schooling itself as an agent, sustained and bolstered by a wide range of other agents acting in and around schools-from clipboards and handouts to adultism and racism. This approach offers a new perspective on how oppressive forces like racism, sexism, and adultism adapt and continue to operate in spaces deliberately designed to oppose them, including Ethnic Studies programs and YPAR projects. At the same time, this book rejects totalizing arguments about schooling's hegemony and shows how a wider recognition of nonhuman agency can help us not only understand but also work to resist such oppressions.

It will appeal to scholars, faculty, and upper-level students with interests in critical youth studies, educational equity, Ethnic Studies, youth participatory action research, and posthumanism.

The Global Classroom: An Essential Guide to Study Abroad (Second Edition) is a unique international studies text that provides students and practitioners with valuable resources for success in education abroad.

The Global Classroom addresses the challenges and opportunities of study abroad by encouraging participants to think about their personal, academic, and professional goals during every step of the process. Not only does it address different ways that study abroad has been re-envisioned and strengthened in the post-pandemic world, it is also intentional in its design to speak to a variety of contemporary issues and concerns. For example, the book addresses many different audiences, including appealing to historically marginalized groups about the value of study abroad, and addressing the rights of LGBTQ+ individuals at home and abroad. It explores how social media has changed how we navigate "distance" in education abroad, and a new section offers resources for mental health at home and abroad. Critically, the book also offers practitioners an academic, up-to-date, core text for pre-departure orientation programs and provides readers with tools to better link student preparation with considerations like safety, risk management, and response.

How much say should children have in their own education? Through in-depth research in diverse primary schools, Manyukhina and Wyse explore how children's voices and choices shape their learning experiences - and why it matters. This ground-breaking text offers new insights into one of education's most pressing questions: how to balance children's agency with educational standards.

The 40-month research project that is at the heart of the book investigated how England's national curriculum, and other educational structures, affect children's agency. The authors report findings in three contrasting schools: an inner-city primary school, a suburban academy primary school, and an independent school. As a result of in-depth longitudinal research this book uncovers the details of how schools can enable or limit children's ability to shape their learning, from classroom choices and playground decisions to curriculum and school councils.

Children's Agency in the National Curriculum engages with England's national curriculum in the context of curriculum studies and curriculum development internationally. The new findings arise from research that is 'close-to-practice', ensuring that the implications of the work are relevant for children, teachers, and policy makers alike.

In the updated third edition of this unique book, Catherine McBride looks at reading and writing development and impairment across a range of languages, scripts, and contexts. This new edition highlights multiliteracy and multilingualism and broadly explores the science of reading.

A timely and important contribution to our understanding of literacy around the world, the book includes a new chapter covering the impact of digital technology on children's literacy development, and covers other issues including:

• The importance of phonological sensitivity for learning to read and to write
• The first units, or building blocks, of literacy learning in different scripts such as Chinese, English, Korean Hangul, Hindi and Arabic
• The role of visual processing in reading and writing skills
• How the latest research can inform the teaching of reading and writing
• An overview of of dyslexia and dysgraphia, including recent neuroscientific research
• The developmental process of becoming biliterate
• What is special about writing for beginners and later for comprehensive writing
• Basics of reading comprehension

Written by an eminent scholar in the field, it provides an overview of how children learn to read and write and is essential reading for students and scholars of Developmental Psychology, Educational Psychology, Psycholinguistics and Speech Therapy.

This book offers a much-needed look at the impact of our attainment-driven education system on those children considered 'low attainers'. It reveals how difficult they find it to feel good about themselves, their capacity to learn and their futures, as well as shedding light on the role schools are playing in maintaining inequality and the illusion of meritocracy.

At the heart of Bottom of the Class are the engaging and thought-provoking stories of four children whom the author followed through three years of primary school. Concerned with friendships, getting 'told off' and struggling with schoolwork, they are in some ways very ordinary. Yet, caught between competing messages about who they 'ought' to be and their fears of failure, they are also extraordinary, showing impressive courage, creativity and integrity in the way they navigate their paths through school.

By bringing the voices of 'low attainers' into the centre of the debate around low attainment, this crucially important book is a must-read for anyone interested in educational inequality and school experience within education studies, policy studies, the sociology of education, initial teacher training and educational leadership.

This book explores the multifaceted concept of learner voice in education, emphasising its significance across various contexts and historical periods. It brings together diverse perspectives from multiple authors, addressing how learner agency can shape educational practices and policies, particularly in contemporary settings.

The chapters delve into critical themes such as the influence of teachers' beliefs on student learning, the impact of polarisation in our current educational discourse and the historical voices of children in Victorian schools. Notable case studies include a narrative approach to understanding higher education students' experiences and the examination of learner voice within prison education. The book also addresses pressing issues such as the representation of marginalised voices and the importance of inclusive practices in school leadership and curriculum design. Groundbreaking content includes discussions on "epistemic violence", highlighting the need for a more nuanced, considered and critically aware approach to learner representation.

This important collection will be essential reading for educational studies students and trainee teachers, as well as educators working in further or higher education. It provides practical insights and theoretical frameworks that constitute a roadmap for strengthening diverse learners' voice and agency, thereby advancing educational equity and inclusion for all.

This handbook is a landmark volume offering an unparalleled exploration of English language education in the world's largest archipelagic nation. Home to over 17,000 islands and more than 600 ethnolinguistic groups, Indonesia has an extraordinary linguistic and cultural diversity making up a unique context for English language education. With the growing prominence of Indonesia's superdiversity, this comprehensive resource on English language education in the country is timely.

This handbook assembles cutting-edge research reviews from a diverse group of contributors, both Indonesian and international. It investigates key themes across six major areas: history and policy; curriculum and assessment; pedagogy; teacher education; English in the education system; and innovative approaches to the English language, teaching, and research. With perspectives ranging from historical and sociolinguistic to pedagogical and ideological, the chapters provide a multidimensional understanding of the complexities and opportunities shaping English language education in Indonesia.

An essential resource for academics, policymakers, teachers, and students, this volume not only captures the dynamism of English education in Indonesia but also charts pathways for future scholarship, practice, and policymaking. It serves as a critical reference for anyone seeking to understand and contribute to the evolving landscape of English language education in the nation.

Chapters 27, 29, 37 and 38 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC BY-NC-ND) 4.0 license.

Building on a collection of students' perspectives and narratives, Ma examines how non-native English speaking (NNES) students negotiate English academic writing (EAW) to reveal the general patterns and distinct routes in addressing challenges in higher education.

With the significant expansion of internationalization and student mobility, the discourse on cross-border education and how NNES students navigate the high-stakes educational journey remain pertinent. This book presents an in-depth qualitative study that investigates how NNES students in an English-medium university negotiate the demands of EAW in postgraduate study. The research foregrounds NNES students' experiences and provides a comprehensive understanding of how they perceive, experience, and address the challenges of EAW by focusing on a group of mainland Chinese students studying in Hong Kong. Key topics discussed include the impact of English as an academic lingua franca on non-native speakers, the roles of universities in supporting these students, and lessons of individuals addressing academic challenges.

Written for NNES students, researchers and practitioners in higher education, including language professionals and other specialists in language teaching, this compelling text will also interest general readers of academic and linguistic literacy.

The fully updated third edition of Strategic Leadership of Change in Higher Education provides a clear overview of the basic principles of effective leadership and management of change, and assists strategic leaders to better contextualise - both globally and more locally - the external environment in which they are operating.

It provides case studies and stories from exemplary globally strategic leaders who have led their universities through the complexities of the pandemic, have come out the other side stronger and more resilient, and who continue to adapt. This third edition has been updated with consideration of the significant changes in global factors, including the pandemic; it:

• Reflects on the ways in which the pandemic was a watershed moment for higher education institutions
• Reassesses the environment in which universities operate today, facing demanding higher education policy and regulation, tough financial circumstances and unabating technological developments
• Re-examines the insights and initiatives from the second edition, asking how changes in our collective conscience and knowledge are reflected in our ways of working and execution of change
• Includes a concluding 'Looking Forward' section, integrating and distilling the diverse approaches of successful leaders, offering narratives on how to navigate the rapidly changing landscape with reflective action

This key title is crucial reading for all those involved in leadership and management positions in higher education. With an emphasis on principles of strategic and contextual thinking and problem-solving, alongside a strong commitment to shared values as key ingredients to the success of strategic leaders, this book provides expert commentary and global insights. This cutting-edge text will continue to provide higher education leaders and managers with insights against which to benchmark their approaches, supporting them to stay ahead of the curve.

This book is dedicated to all those value-led higher educational strategic leaders around the globe, who continue to inspire full engagement in transforming universities for the ultimate betterment of society.

Pursuing a Doctoral Degree demystifies the journey of selecting a program, navigating the application process, and engaging in the work required to complete a doctorate.

Drawing on extensive interviews from over 20 diverse, accomplished professionals who have successfully attained doctorates, this book provides a roadmap to inform prospective doctoral students' decision-making process. With in-depth insights into the nitty-gritty of doctoral programs - including coursework, time management, relationships inside and outside academia, the final project, future employment, and more - readers will benefit from a comprehensive picture of the requirements, benefits, and challenges that are inherent in completing a terminal degree.

Both forthright and conversational in tone, this book is the perfect starting place for students considering a doctorate, embarking on the application process, or in the initial stages of a program.

Enhancing Smart Universities with Emotional Intelligence investigates the successful blending of technology innovations and human beings' emotional intelligence within higher education institutions in the midst of digital transformation. Today's "smart" universities improve student experiences, expedite administrative procedures, and facilitate individualized learning pathways by integrating a variety of cutting-edge technologies such as machine learning, big data analytics, immersive and wearable learning tools, digital management systems, and cloud computing. But how can leaders and administrators ensure that these advancements don't come at the expense of positive experiences and relationships among students and faculty? Built from theoretical frameworks, case studies, and empirical research, this book offers a thorough manual for comprehending the crucial nexus of technology and human abilities to enable dynamic and sustainable learning environments. Each chapter is essential for college and university leaders, administrators, and policymakers around the world who are charged with ensuring that human talents and digital technologies are properly balanced for the best possible learning experiences.

Chapter 1 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC BY-NC-ND) 4.0 license.