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To provide an in-depth survey and review of innovation in library and information services (LIS) and to identify future trends in innovative research and its practical application in the field.

An in-depth review and summation of relevant literature over the last twenty years, along with an analysis and summary of the other papers in the volume.

Innovation in library and information work varies between the evolutionary and the discontinuous. A taxonomy of innovatory approaches to development and provision in the sector is provided, along with a detailed listing of the key elements of successful and not-so-successful innovative practice.

The work is dependent on existing literature rather than direct empirical work. However, because it draws together all major aspects of the topic, it has the potential to be used as a springboard for further generic studies and also specific programmes of work.

The need for innovation in LIS will be ever more pressing. The present chapter provides a necessary and rigorous overview of the necessary elements required for success in this area. It will be useful as a reference tool for intending researchers in library and information provision in a wide range of environments.

Because the chapter brings together a substantial body of information on the topic of innovation, it provides a comprehensive study of major developments and likely future trends in the field.

Neo-institutional theory has provided a productive perspective on comparative and international education phenomena since the 1970s. Yet, recent critical discourse about educational phenomena investigated through a neo-institutional lens has been somewhat one-sided. The authors reexamine neo-institutional theory and its application to comparative and international education by demonstrating the ways that the theory frames both macro- and micro-level educational phenomena. The ability to shift the discourse about neo-institutional theory from a largely macro-level framework to one capable of investigating educational changes occurring at the micro level is vital to understanding the comprehensiveness of national educational systems and the ways that both world culture and individual agency contribute to these systems. Specifically, using the empirical application of neo-institutional theory to the intersection of information and communication technology (ICT) and internationally comparative educational data, the macro and micro levels of educational phenomena can be productively examined. In so doing, this chapter shifts the discourse on how and why neo-institutional theory reflects cross-national educational trends and micro-contextual effects on education worldwide.

Building on the first cross-national study that had demystified various assumptions about the worldwide use of shadow education two decades ago, we analyze data from the 2012 Programme for International Student Assessment to examine the cross-national pattern of the use of shadow education by families in 64 nations and use improved statistical estimation methods. Focusing on fee-paying out-of-school classes, we find a continued, and likely an intensified pattern of the cross-national use of shadow education in the contemporary world. Approximately about one-third of all 15-year-old students from 64 countries/economies across the world use this form of shadow education. Students of higher socioeconomic status, females, and students in urban areas and general programs are more likely to use fee-paying services, while families and students turn to these services to address academic deficiencies in general. In addition, students from poorer countries more extensively rely on shadow education than students from wealthier countries after controlling for other variables. Students in South-Eastern and Eastern Asian countries are more likely to pursue shadow education than their counterparts in many other regions. Implications of these findings for theories of education and society as well as for educational policy in relation to shadow education are discussed.

This chapter provides an overview of the findings and chapters of a thematic volume in the International Perspectives on Education and Society (IPES) series. It describes the common dataset and methods used by an international research team.

The chapter synthesizes the results of a series of country-level case studies and cross-national and regional comparisons on the growth of scientific research from 1900 until 2011. Additionally, the chapter provides a quantitative analysis of global trends in scientific, peer-reviewed publishing over the same period.

The introduction identifies common themes that emerged across the case studies examined in-depth during the multi-year research project Science Productivity, Higher Education, Research and Development and the Knowledge Society (SPHERE). First, universities have long been and are increasingly the primary organizations in science production around the globe. Second, the chapters describe in-country and cross-country patterns of competition and collaboration in scientific publications. Third, the chapters describe the national policy environments and institutionalized organizational forms that foster scientific research.

The introduction reviews selected findings and limitations of previous bibliometric studies and explains that the chapters in the volume address these limitations by applying neo-institutional theoretical frameworks to analyze bibliometric data over an extensive period.

In this chapter, we assume the following: (1) the root cause of most organizational problems is culture and leadership, (2) executives seldom want to deal with these root causes, (3) because life is uncertain, organizational change is an emergent process, (4) most change processes unfold by reconstructing social reality, (5) the change process is inherently relational, (6) effective change efforts are enhanced by increasing the virtue of the actors, (7) change is embedded in the learning that flows from high-quality relationships, and (8) change agents may have to transcend conventional, economic exchange norms in order to demonstrate integrity and to build trust and openness. Drawing on the field of positive organizational scholarship, we focus on the change agent. We review the literature on self-change and offer several paths for becoming a positive leader.

Recent developments in neuroscience have generated great expectations in the education world globally. However, building a bridge between brain science and education has been hard. Educational researchers and practitioners more often than not hold unrealistic images of neuroscience, some naively positive and others blindly negative. Neuroscientist looking at how the brain reacts and changes during mental tasks involving reading or mathematics usually discuss education as some constant and undifferentiated “social environment” of the brain, either assuming it to be a “black box” or evoking an image of perfect schooling and full access to it. In this review, we claim that a more productive and realistic relationship between neuroscience and the comparative study of education can be thought about in terms of the hypothesis that formal education is having a significant role in the cognitive and neurological development of human populations around the world. We review research that supports this hypothesis and implications for future studies.

This chapter explores the trajectories of higher education expansion and its political and social conditions in seven countries, namely China, Japan, Germany, Qatar, South Korea, Taiwan, and the United States of America.

The analysis relies on longitudinal and cross-sectional data gleaned from the World Higher Education Database, UNESCO, and the OECD.

The countries have seen remarkable higher education expansion in the 20th century in terms of enrollments and the foundings of universities, with particularly strong growth in the immediate post-WWII period and since 1990. For the particular case of STEM fields (science, technology, engineering, mathematics), the chapter shows that in those higher education systems in which growth took off relatively late, universities oriented toward the STEM fields are more dominant than in those with a longer history. Countries with a more recent HE system stress technological development more than those that look back on multiple centuries of HE expansion with their canonical legacies.

Comparing these highly dissimilar countries nevertheless reveals important common patterns, and the variable paces of higher education expansion can be explained by national, social, and political factors driving the institutionalization of higher education and research.

As the today's world is leading toward the digital dependency and after the world pandemic of COVID-19, the dependency of students and the university is completely through a digital medium, in context with that the higher education according to the demand of the generation is leading towards digital transformation. The digital transformation in the sector of education is the road map for the sustainable management and development of education. The digital transformation is the new pillar of education in which the students are mostly reliable. The digitalization in the field of education will lead to simple and clarified as well as multiple way for acquiring the knowledge. As the integration of the new model of education system is applied and implemented throughout the globe, the digital medium plays a significant role for the smooth and the systemic development of the model. In this chapter, the pathway for the development of the well-stable and well-developed strategies is considered in which the integration of the essential requirements, proper guidance, and advantages of the model is dependent for the transformation to digital medium of the higher education that will be leading to the development of the management and the education system. The foundation of that transformation model is detailed in the paper for the digitalization of higher education.

During the 20th century, the United States rapidly developed its research capacity by fostering a broad base of institutions of higher education led by a small core of highly productive research universities. By the latter half of the century, scientists in a greatly expanded number of universities across the United States published the largest annual number of scholarly publications in STEM+ fields from one nation. This expansion was not a product of some science and higher education centralized plan, rather it flowed from the rise of mass tertiary education in this nation. Despite this unprecedented productivity, some scholars suggested that universities would cease to lead American scientific research. This chapter investigates the ways that the United States’ system of higher education underpinned American science into the 21st century.

The authors present a historical and sociological case study of the development of the United States’ system of higher education and its associated research capacity. The historical and sociological context informs our analysis of data from the SPHERE team dataset, which was compiled from the Thomson Reuters’ Science Citation Index Expanded (SCIE) database.

We argue that American research capacity is a function of the United States’ broad base of thousands of public and broadly accessible institutions of higher education plus its smaller, elite sector of “super” research universities; and that the former serve to culturally support the later. Unlike previous research, we find that American higher education is not decreasing its contributions to the nation’s production of STEM+ scholarship.

The chapter provides empirical analyses, which support previous sociological theory about mass higher education and super research universities.