AbstractThe author postulates elucidatory central objectives and questions regarding the aforementioned paper title per integrative areas, with special foci on comprehensive doctoral research universities—that concentrate on research, teaching, and public engagement. The following queries are pondered and directed toward innovative technologies and science largely evident within the recent decades, contributing to virtual intellectual migration. (1) What historical and contemporary background conditions and discernments link the salience of this presentation? (2) What are the constructs of international technology and science diplomacy and intellectual migration? (3) What are roles of science and technology diplomacy as observed through formal and informal government and philanthropic initiatives via universities? (4) How are domestic and international universities preparing graduate students and professionals in novel technological manners that develop and engage virtual intellectual migration? (5) Through multifaceted processes, how might the blending of evolutionary technologies be altered and further incorporated within universities (and other organizations) to enhance virtual intellectual migration with an ultimate goal of promoting educational and diplomatic cooperations? This article responds to the queries and concludes by articulating the importance of virtual intellectual migration as can be observed by two foremost statesmen and diplomats—United Nations Secretary‐General Kofi Annan and American Senator J. William Fulbright. They were stalwarts of humankind.

This chapter explicates how a Women’s Leadership Institute was developed, via a multi-year Ford Foundation grant. Since there are multiple conditions that produce conflict and transitional societies, this chapter will focus on several substantial features. These include inter alia: 1) identifying sociopolitical and economic elements contributing to conflicts that may emanate from macro-level policies external to universities; 2) examining roles and policies of a philanthropic organization and universities; 3) developing a proposal pursuant to Ford Foundation policies that could help alleviate problems resulting from conflicts and natural disasters; 4) explicating the design and implementation of two international university institutes that present leadership training for women leaders in view of meso-level university policies affected by macro policies emanating from national and/or provincial or state policies; and 5) synthesizing how university administrators and emerging leaders may encompass appropriate research modalities for policy solutions.

This article concentrates upon nexuses among peace, diplomacy, and evolving technology via intellectual migration with foci on doctoral research universities. The following salient queries are posited and responses therein: 1) What historical and contemporary pragmatic conditions link the importance of the topics? 2) What are the constructs and illustrations of science diplomacy (as integral to diplomacy) and intellectual migration? 3) What are roles of science diplomacy as observed through formal and informal government and philanthropic initiatives? 4) How are domestic and international universities preparing graduate students and professionals in novel technological manners, to engage in science diplomacy? 5) Via multiple processes and recommendations, how might science diplomacy and evolving technologies be altered and integrated to enhance intellectual migration with an ultimate goal of promoting peace and diplomatic cooperation?

In essence, the overall purpose of this chapter is to explicate the presence and modification of how policies impact higher education in nations on multiple continents. That is, advanced Western industrialized nations and developing or emerging nations with the latter having been continually affected by macro policies and sociopolitical and historical conditions of the former. We will postulate that cooperative interactions between geopolitical regions and internal domestic demographical groups should be mutually beneficial – one of several aims stated by international organizations like the G-20 and the United Nations along with various American presidents and chancellors and prime ministers of various nations. This introductory chapter presents: 1) the selections and compositions of authors; 2) concepts and demarcations of policies; 3) principles and organization of the volume to delineate four thematic topics; and 4) creativities and realities for universities in changing eras.

Dual educational trends have emerged that contribute to the development of viable STEM-centered workforces and the promotion of STEM disciplines. Consequently, global issues have manifested in national and educational policies at the micro, macro, and meso levels. In the US and England, higher education institutions had to develop infrastructures, programs, and funding sources that could allow them to be compliant with supranational policies (NAFTA, the EU). This led to the proliferation of international science collaborations and exchanges; federal grant initiatives; and the development of university departments/offices. This chapter:discusses policy developments/definitions and their implementations on the micro, macro, and meso levels;examines ways in which university and external factors led to policy formation;articulates how evolving policy contexts can affect systemic changes and external policies; andoffers a proposed synthesis that will highlight critical points regarding comprehensive matters to ascertain future research.Research by the authors at major urban research universities in the US and England demonstrates that the continued promotion and diversification of STEM is in the interests of nations that desire both social benefits and economic competitiveness.

The COVID-19 pandemic was encompassing the globe as we researched and wrote this volume. Hence some attention is devoted to COVID-19 statistics and resultant public and university policies on education. The primary purpose of this chapter explicates location-specific and generic components of macro, meso, and micro policies and their conceptualizations, developments, and implementations among developing and Western nations. Building upon material presented in Chapter 1, an integrative synthesis encapsulates the investigation. Of particular note are additional critical matters such as: 1) time frames for policy formation and the roles of intermediaries; 2) effects of public and education policies upon women; 3) stable or changing historical policies and immigration patterns upon universities that affect inclusiveness; 4) evolvement of STEM policies; 5) university leadership and policy planning; and 6) innovative paradigms and intellectual migration arising from divergent conceptual sociopolitical and economic terminology (e.g., mutable racism) and phenomena.

This chapter focuses on the following points inter alia: creating and/or modifying emergency policies and programs during the immediate disaster and aftermath; articulating the conceptions, definitions, and implementation of policies; and comprehending and adhering to macro policies of federal, state, and philanthropic organizations as well as non-denominational churches in seeking financial assistance to rebuild. It deals with recommendations for universities recovering after disasters and attracting matriculants from similar universities of the United States and international settings. At Dillard University, the new president arrived approximately six weeks before Hurricane Katrina. Major university policies, addressing herculean disasters, had not been developed and reviewed in years. In late August, students were moving into their residences in anticipation of Fall 2005 semester as Hurricane Katrina was barreling down on the Gulf states.

The three hallmarks of universities encompass: teaching; research; and public engagement. While the first two receive considerable attention, university global or international relations - via university social and public engagement - are also espoused by various university executives and senior faculty. Universities allocate considerable credence in faculty evaluations to obtaining prestigious research fellowships and grants such as Fulbright Fellowships, the National Science Foundation, National Institute of Health, Research Council of Great Britain, and those of philanthropic bodies like Ford and Rockefeller Foundations. Via such awards, academicians interact in domestic and international or global arenas in research projects in social sciences and STEM. In order to explore how research, especially in Science/STEM fields - indispensable features of society that provide the bedrock physical and social infrastructures - are linked, our chapter focuses on nexuses among university social and public engagement via Science and STEM research in international venues. Hence our presentation: (1) explicates conceptual and policy frameworks of university engagement in relation to diplomacy and/or international relations; (2) explores aspects of science and diplomacy referencing some historical endeavors; (3) portrays salient illustrations of universities' and individuals' interactive endeavors based upon national grants and prestigious fellowship (for example, the field work of our current NSF grant and Fulbright Fellowship) as part of university research and public engagement that Ministries of Foreign Affairs and government officials view as forms of diplomacy; and (4) synthesizing findings and positing policies for enhancing mutual science diplomacy and research as features of university social and public engagement in domestic and global venues.

Previous articleNext article No AccessReview EssayAlternative Prospects for University Leadership and Perceptions of Career Options by Future Professionals: An Analytical Essay Adrianna J. Kezar and Jaime Lester, Enhancing Campus Capacity for Leadership: An Examination of Grassroots Leaders in Higher Education. (Palo Alto, CA: Stanford University Press, 2011), 368 pp., $60.00 Maya A. Beasley, Opting Out: Losing the Potential of America’s Young Black Elite. (Chicago: University of Chicago Press, 2011), 240 pp., $75.00Beverly LindsayBeverly LindsayPennsylvania State University Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmailPrint SectionsMoreDetailsFiguresReferencesCited by American Journal of Education Volume 119, Number 2February 2013 Sponsored by the Penn State College of Education Article DOIhttps://doi.org/10.1086/668703 Views: 65Total views on this site HistoryPublished online December 07, 2012 © 2012 by The University of Chicago. All rights reserved.PDF download Crossref reports no articles citing this article.

About a quarter century ago, enthusiasm infused the campus of Spelman College, a women’s college that is part of the “Black Ivies,” the most selective historically black colleges and universities (HBCUs) in the United States (Lindsay 2012). Joy emanated from the inauguration of the college’s first African American woman president, Johnnetta Cole, who had secured the college’s largest gift of $20 million. Along with the pomp and circumstance, the inauguration featured a series of panels by eminent professionals and the new college president, emphasizing the centrality of leadership by members of the academic community and encouraging African American students and emerging professionals to pursue viable career options. Sage published the substantive presentations in a refereed volume (Lindsay 1989). Although a quarter century has elapsed, the inaugural publications portend the foundation for examining the two volumes for this essay: Enhancing Campus Capacity for Leadership, by Adrianna J. Kezar and Jaime Lester, and Opting Out, by Maya A. Beasley. The books expound detailed qualitative case studies of leadership by nonexecutives in a range of colleges and universities (for the former volume) and the views of African American students at the University of California, Berkeley, and Stanford University toward university life and particularly in relation to future career options (in the latter one). Fundamental

How professors think: inside the curious world of academic judgment, by Michele Lamont, Cambridge, MA, Harvard University Press, 2009, 330 pp., ISBN 978-0-674-03266-8 Structuring mass higher educat...