Gabriela Pleschová – författare

Trust matters in higher education, yet it is often taken for granted. This book shows how trust—between students and teachers, faculty and academic developers, or individuals and institutions—shapes the ways we teach, learn, and work together.

Drawing on fresh research and first-hand accounts from across the world, this book reveals that trust is not static but a dynamic, reciprocal process. It is cultivated gradually through care, credibility, and openness, and it enables people to share vulnerabilities, take risks, and imagine new possibilities for teaching and learning. Contributors explore trust at many levels: in the classroom, in academic development programmes, and within wider institutional and cultural contexts. They demonstrate how trust allows people to share vulnerabilities, engage in honest conversations, and take risks that lead to more inclusive and effective teaching. At the same time, they address the challenges of mistrust and the work required to establish trustworthy practices and structures.

Accessible and thought-provoking, this book offers valuable insights for anyone interested in the human relationships at the heart of higher education. It makes a compelling case that trust-building is not optional but integral to effective teaching, meaningful learning, and transformative academic development.

This book was originally published as a special issue of International Journal for Academic Development.

Trust matters in higher education, yet it is often taken for granted. This book shows how trust—between students and teachers, faculty and academic developers, or individuals and institutions—shapes the ways we teach, learn, and work together.

Drawing on fresh research and first-hand accounts from across the world, this book reveals that trust is not static but a dynamic, reciprocal process. It is cultivated gradually through care, credibility, and openness, and it enables people to share vulnerabilities, take risks, and imagine new possibilities for teaching and learning. Contributors explore trust at many levels: in the classroom, in academic development programmes, and within wider institutional and cultural contexts. They demonstrate how trust allows people to share vulnerabilities, engage in honest conversations, and take risks that lead to more inclusive and effective teaching. At the same time, they address the challenges of mistrust and the work required to establish trustworthy practices and structures.

Accessible and thought-provoking, this book offers valuable insights for anyone interested in the human relationships at the heart of higher education. It makes a compelling case that trust-building is not optional but integral to effective teaching, meaningful learning, and transformative academic development.

This book was originally published as a special issue of International Journal for Academic Development.

Concerns about the quality of teaching and learning in higher education have given rise to teacher development programs and centers around the world. This book investigates the challenges and complexities of creating instructional development programs for present and future academics. Using case studies from a variety of countries including Estonia, Singapore, the United States and the United Kingdom, it examines issues that are important for higher education researchers as well as higher education managers.

The book includes international responses to the need to improve teaching in higher education. It demonstrates many different ways success may be understood, and investigates what factors may influence the results of instructional development. Contributors use these factors to explain program success through theoretical frameworks. This book also provides input for higher-education managers by pointing out how the local context and both institutional and national policy-making may help or hinder the effective preparation of professors for their teaching responsibilities.

Concerns about the quality of teaching and learning in higher education have given rise to teacher development programs and centers around the world. This book investigates the challenges and complexities of creating instructional development programs for present and future academics. Using case studies from a variety of countries including Estonia, Singapore, the United States and the United Kingdom, it examines issues that are important for higher education researchers as well as higher education managers.

The book includes international responses to the need to improve teaching in higher education. It demonstrates many different ways success may be understood, and investigates what factors may influence the results of instructional development. Contributors use these factors to explain program success through theoretical frameworks. This book also provides input for higher-education managers by pointing out how the local context and both institutional and national policy-making may help or hinder the effective preparation of professors for their teaching responsibilities.

China in Central Europe outlines how this particular approach has proven to be ineffective. Despite the allocation of significant resources to the development of relations with Central Europe, Pleschová argues that there is limited enthusiasm for China outside of a narrow circle of policy makers and business people who profit from engagement with China. Instead, Chinese influence has stirred criticism and created tensions among other groups, such as between Czech politicians and the local expert community on China, or among Hungarian citizens distrustful of their own government. Pleschová further argues that China has not impacted how Central Europe’s representatives vote in the European Parliament and that support from some elites in Central Europe does not translate into wider backing for China in the EU. China can influence Central European countries’ policy to some extent; however, if a fundamental issue arises, countries harden their position towards Beijing.

Utilizing social science concepts to explain the puzzles from China–Central Europe relations, this book will be a valuable resource for scholars and students of international relations, Chinese studies, EU politics, and international law, as well as political and social scientists more generally. It will also be useful for professionals engaged in foreign policy decision-making.

This book investigates the long-term effects of educational development (ED) programmes on teaching perceptions and practices. The research draws comparisons between an ED programme at a university in the United Kingdom dedicated to advancing teaching, an international university where high-quality education is central to its mission, and two universities in Central and Eastern Europe with an ambition to rise in rankings and attract international students. It examines collaboration, trusting relationships and leadership as key drivers of effective practices. The book is a valuable resource for researchers, educational developers and higher education leaders .