The book introduces readers with theory and empirical findings related to uncivil behaviour in academic settings and discusses its precursors, implications and remedies.  In the first part, we define academic incivility, its manifestations and dimensions, while distinguishing between academic incivility and workplace incivility. We then discuss the prevalence of faculty incivility (FI) and students’ incivility (SI) in academic settings and focus on the dyadic relationships between faculty and students in the broader context of incivility in academia, with an added focus on faculty incivility.

The second part introduces the main contributors to academic incivility.  Personal factors, in this case, social-emotional competencies, and contextual factors, in this case, learning environments, are explored by combining up-to-date research data, personal stories and interviews with lecturers and students. A deep understanding of the precursors of academic incivility is critical to the examination of possible coping strategies within academic settings and elsewhere.

In the third part, we explore the potential and practical remedies that can mitigate incivility in academic settings and, in particular, the enhancement of emotional and social competencies and the modification of learning environments.

This book discusses instruction, learning, and assessment in higher education with an emphasis on several effective formative assessment tools and methods such as digital badges, reflective journals, and peer assessment used in learning environments comprising students of diverse, multicultural backgrounds. Each chapter provides a rich theoretical review, followed by a case study detailing the challenges involved in using those assessment methods in a diverse classroom, as well as practical suggestions for removing potential barriers, especially for minority students. Most of the narrated case studies are accompanied by episodes, thoughts, and feelings expressed by both students and instructors throughout the assessment processes.

This book provides a valuable updated reference source for pedagogical and research purposes for a wide audience. Students, teachers, policymakers, curriculum designers, and teacher educators interested in fostering initiatives in higher education can undoubtably benefit from this book''s contents, which are aimed at adapting teaching–learning assessment processes to the unique learning needs of culturally diverse student populations.  

This book provides insights into the development of competency-based learning approaches and specific instructional activities designed to enhance healthcare management students’ twenty-first-century skills (21CS). These skills encompass three core domains: cognitive, intra-personal, and inter-personal. The book explores how these skills can be advanced within the intricate dynamics of healthcare systems at macro, meso, and micro levels, emphasizing the imperative need for healthcare professionals to adapt to rapid technological and global changes. Structured into twelve chapters, the book begins with an overview of the complex healthcare environment, highlighting transformative changes and challenges. It then delves into the core theme of competency-based learning, showcasing a shift from traditional teaching methods to constructivist approaches that enhance real-world skills through interactive methods. This approach is crucial for fostering the necessary skills in healthcare managers and other healthcare professionals, which are increasingly vital in today''s digital and dynamic medical landscape. The book serves as an extensive resource and guide for healthcare students, faculty, researchers, curriculum designers, policymakers, and current and future healthcare leaders. It offers practical methodologies, innovative teaching methods, and insightful case studies, making it a valuable reference for healthcare and pedagogical research.

The book introduces readers with theory and empirical findings related to uncivil behaviour in academic settings and discusses its precursors, implications and remedies.  In the first part, we define academic incivility, its manifestations and dimensions, while distinguishing between academic incivility and workplace incivility. We then discuss the prevalence of faculty incivility (FI) and students’ incivility (SI) in academic settings and focus on the dyadic relationships between faculty and students in the broader context of incivility in academia, with an added focus on faculty incivility.

The second part introduces the main contributors to academic incivility.  Personal factors, in this case, social-emotional competencies, and contextual factors, in this case, learning environments, are explored by combining up-to-date research data, personal stories and interviews with lecturers and students. A deep understanding of the precursors of academic incivility is critical to the examination of possible coping strategies within academic settings and elsewhere.

In the third part, we explore the potential and practical remedies that can mitigate incivility in academic settings and, in particular, the enhancement of emotional and social competencies and the modification of learning environments.

This book discusses instruction, learning, and assessment in higher education with an emphasis on several effective formative assessment tools and methods such as digital badges, reflective journals, and peer assessment used in learning environments comprising students of diverse, multicultural backgrounds. Each chapter provides a rich theoretical review, followed by a case study detailing the challenges involved in using those assessment methods in a diverse classroom, as well as practical suggestions for removing potential barriers, especially for minority students. Most of the narrated case studies are accompanied by episodes, thoughts, and feelings expressed by both students and instructors throughout the assessment processes.

This book provides a valuable updated reference source for pedagogical and research purposes for a wide audience. Students, teachers, policymakers, curriculum designers, and teacher educators interested in fostering initiatives in higher education can undoubtably benefit from this book''s contents, which are aimed at adapting teaching–learning assessment processes to the unique learning needs of culturally diverse student populations.  

This book provides insights into the development of competency-based learning approaches and specific instructional activities designed to enhance healthcare management students’ twenty-first-century skills (21CS). These skills encompass three core domains: cognitive, intra-personal, and inter-personal. The book explores how these skills can be advanced within the intricate dynamics of healthcare systems at macro, meso, and micro levels, emphasizing the imperative need for healthcare professionals to adapt to rapid technological and global changes. Structured into twelve chapters, the book begins with an overview of the complex healthcare environment, highlighting transformative changes and challenges. It then delves into the core theme of competency-based learning, showcasing a shift from traditional teaching methods to constructivist approaches that enhance real-world skills through interactive methods. This approach is crucial for fostering the necessary skills in healthcare managers and other healthcare professionals, which are increasingly vital in today''s digital and dynamic medical landscape. The book serves as an extensive resource and guide for healthcare students, faculty, researchers, curriculum designers, policymakers, and current and future healthcare leaders. It offers practical methodologies, innovative teaching methods, and insightful case studies, making it a valuable reference for healthcare and pedagogical research.