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This paper aims to report and analyze the lessons learnt from a case study of the implementation of the move from onsite to online learning at a Sino-Foreign higher education institution.

This paper reports a case study based on an analysis of three elements of the move to digital education during the COVID-19 pandemic. In suggesting three elements, it argues that the first and most immediate move away from onsite teaching should be thought of as emergency response teaching, and it is the lessons learnt from this vital and necessary stage that have informed the subsequent implementation of a more digitalization process.

The case study identifies the journey that the university is going through to deliver digitalized education, and how the pandemic hastened what had already been started. It illustrates how the pandemic has been useful in highlighting where we are, what decisions have been made and what still needs to be done with regard to readiness for the disruption likely by Industry 4.0.

The study was conducted at one institution, which along with eight other similar institutions is unique within China. Findings, especially the processes of making decisions, while relevant to the wider discussion on digitalization and Industry 4.0, should also be considered in this light.

While the focus of the paper is on COVID-19 and Rapid Digitalization of Learning and Teaching, the main implication is that universities need to better prepare their teaching staff for digitalized education, especially if they are wanting to engage with disruption brought about by Industry 4.0.

The paper is based on a single university case study of a rather unique university within China. The discussion illustrates the need for flexibility and decisiveness in making key decisions on managing disruption, but with strategic direction in mind, illustrated in the study by COVID-19, but with future digitalization initiatives also to the fore.

The closing chapter offers additional reflection on two substantial threads which run throughout the volume. Firstly, quality education (SDG4). Contributors to the volume have articulated with varying degrees of explicitness what quality education means in their specific contexts. Complementary perspective is offered in the closing chapter, through the inclusion of personal interpretations from two students in their last but one year of high school in the United Kingdom. The students are reflecting back on a week of work experience in a university and looking forward to their university journey. Amrita Narang has kindly provided a response to these personal reflections, drawing on her experience of learning and working in various national higher education contexts. Aspects the two students highlight resonate with the ethos of entrepreneurial education. An example of entrepreneurial learning in a collaborative Sino-UK higher education venture is therefore included here, showcasing ways in which students can further grow their strengths, with bespoke entrepreneurial mentoring support.

The mentoring thread running throughout the volume is picked up in the final chapter with specific reference to contracting (a staple element of formal mentoring relationships, achieved in complex and subtle ways in informal ones), closure and co-learning. All chapter contributions focus on long-term, ongoing mentoring relationships, in which closure is temporary and is viewed as a stepping stone for subsequent learning opportunities. To facilitate continued learning in readers, the final section in the chapter invites them to pause and reflect, signposting three sources of insight and wisdom for sustainability-oriented lifelong learning and action.

The chapter introduces the educational philosophy of Syntegrative Education (Malik, 2019) and its application within the Entrepreneur College (Taicang), an initiative by Xi’an Jiaotong-Liverpool University, within China. The chapter begins with an overview of the regulatory framework that has allowed entrepreneurial education to develop. Following a brief literature review, the chapter describes the need for degree programs to better match students’ needs for entrepreneurial learning outcomes to meet dynamic industry demands in the future. The chapter explains how symbiotic partnerships with industry (Etzkowitz & Leydesdorff, 2000) allow for, and require, an innovative industry classroom through curriculum design, program delivery, and innovative assessments. With a focus on the student learning experience, the chapter highlights briefly the role that disruptive technologies have played in accelerating the use of technology, and especially its role in promoting lifelong learning. The concept of the XJTLU Learning Mall is introduced, explaining how it acts as an innovation and entrepreneurial project and partner center. The chapter closes by reminding us of the need for entrepreneurial education to add value to all the stakeholders, including students and industry partners.

The introductory chapter in the volume offers a rationale for bringing together, in an edited collection, contributions from authors who emphasize the continued relevance of mentoring in academia. The focus of mentoring in the volume is on enabling academics to orient their practice towards the Sustainable Development Goals (SDGs); the introduction highlights the selection of SDGs discussed, as well as critically reflective responses to these in existing literature. The structure of the volume and of individual chapters is mapped for the benefit of readers. The volume is a hybrid text, combining academic scholarly reflection with narrative vignettes and with dialogue excerpts, to illustrate more fully SDG-oriented mentoring practices and experiences. The principles underpinning the writing methodology and the sources which have helped shape these principles are discussed here. As well as unpacking the writing methodology, the introductory chapter spotlights three core texts on mentoring which informed the volume at proposal stage and throughout the writing process. A personal note on mentoring from the volume editor is followed by a ‘pause and reflect’ section, which offers questions for the reader to consider when engaging with some or all the chapters in the volume.

Higher education has recently experienced an advancement in teaching and learning methods. Academics are experimenting with innovative techniques in using e-learning due to the global pandemic which has given a new dimension to classroom teaching. Hybrid teaching is becoming the new norm for classroom teaching which includes both face-to-face and online modes. Smart gadgets and technology are being used to design classroom delivery, assessment, and evaluation of students. The use of innovative teaching and learning methods becomes crucial to motivate and teach a spirit of learning. The development in the information and communication technologies (ICTs) sector has led to knowledge-intensive, interdependent and internationalized societies exploring and experimenting with opportunities for the design and delivery of education. ICTs are opening up new horizons to facilitate the exchange of creativity and intercultural dialogue. This book volume highlights case studies and innovative teaching methods used by academics across the globe. It talks about how teaching staff should stimulate students’ active engagement in their own learning processes leading to transformative student learning. It discusses the in-class approach of implementing high-quality project-based learning activities that integrate learning in an authentic real-world manner. Chapters are dedicated to experiential learning which encourages critical thinking and creative problem-solving skills in students which is the essence of innovative teaching-learning methods. Academics are applying these methods to ensure that the student learning process is free flowing and stimulates students toward role-playing and mastering problem-based learning.

Using Andersen’s (1968) behavioral model of health services use as a guiding conceptual framework, this study examined how receipt of family-centered care relates to the perceived family challenges for families of children with autism spectrum disorder (ASD).

Data from the 2009–2010 National Survey of Children with Special Health Care Needs (NS-CSHCN) were analyzed for 812 parents of children with ASD.

Multiple regression analyses provided substantive statistical evidence that a child’s race, the adequacy of a family’s insurance, and the stability of child’s health care needs significantly contributed to predicting his or her receipt of family-centered care. Further results suggested a relationship between receipt of family-centered care and the perception of challenge for these families; families receiving family-centered care perceive fewer challenges and feel less unmet need for child health services.

Family-centered professionals provide critical voices in the development of policies and programs geared toward improving the health outcomes of children with ASD and their families.

Purpose: One of the objectives of this research was to identify whether “mad”, “bad” and “sad” frames, identified in modern news reporting in other Western nations, are also evident in historical newspapers in New Zealand, a nation geographically distant. Methodology/approach: Qualitative content analysis was used to analyze reporting of multiple-child murders in New Zealand between 1870 and 1930. Content was sourced from a digitized newspaper database and identified media frames were analyzed under the categories of “mad”, “bad” and “sad”. Findings: Historical New Zealand media constructed “mad,” “bad,” and “sad” frames for the killers, however, instead of being classified with a single frame many killers were portrayed using a combination of two or even three. In some cases, media ignored facts which could have provided an alternative portrayal of the killers. In other cases, no obvious frames were employed. Research limitations: This research does not include analysis of media frame building in modern news reporting. Originality/value: Media construction of frames for multiple-child killers in historical New Zealand news reporting has not been explored before.