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Integrating community-based learning (CBL) into graduate education has gained attention in higher education during the past decade because CBL allows students to inculcate professional values and ethics, situate academic knowledge and understanding in contexts, and practice academic citizenship through serving communities with disciplinary knowledge and skills. In a North American higher education context, about half of the graduate student population are international students, who have needs in several areas. However, their experiences in CBL are under-investigated and scarcely documented in existing literature and scholarship in either community-based learning or international education. Drawing on international students' experiences in a graduate program infused with CBL components in Canadian higher education, this mixed methods case study examined the impact of CBL on international students' developments in five areas: academic, sociocultural, personal, professional, and global citizenship. Through discussions on the benefit, barriers, and implications of providing CBL to international graduate students, this article offers recommendations for improved higher education policy, programs, and praxis to make CBL more inclusive and responsive to international graduate students. As an educational philosophy, approach, and pedagogy, community-based learning (CBL) provides students with experiential learning opportunities in community settings and outside of classrooms (Bringle & Clayton, 2012). CBL allows students to gain a deeper understanding of course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility through community engagement and services

As newcomers, immigrants and refugees contribute to social and cultural diversity, and play an important role in communities’ social and economic development. However, their talent, energy, and entrepreneurial spirit and skills can only be fully harnessed when the communities are welcoming and inclusive. Drawing from a two-year qualitative research study conducted in the Province of Prince Edward Island, Canada, this paper examines the degree of civic capacity, along with policies and practices related to building a welcoming and inclusive community for immigrants and refugees. Through examining civic capacity and high-impact practices and programs to support the integration of immigrants and refugees, this paper shares new insights on how community stakeholders interact with each other to support or subvert the inclusion and equity in the community and offers policy implications and practical recommendations on building welcoming communities for immigrants and refugees in small communities.

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The 2020 Coronavirus pandemic placed enormous pressures on local, regional, and national governments to remain responsive, open, and equitable when developing solutions to protect the public. The focus of this article is an examination of these challenges, the insufficient preparedness, and the resulting response to the pandemic through the lens of the Weberian politics-administration dichotomy. Despite the fact that China does not practice a Weberian democratic form of government, the nation has managed to become a global economic powerhouse. Through a high degree of centralized planning, China has implemented market-based economic reforms synchronous with sustained socialist practices. However, this system also presents unique challenges for effective governance. Some of these challenges are the result of the governmental system in China, the relationship between the central government and local cadre organizations. For China to continue to grow as a global leader, leadership will need to balance the pros and cons of the dichotomy between the centralized political planning and the local administration by promoting more flexibility in governance structure and the central-local relationship.

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Accelerating global migration and geopolitical instability has resulted in a dramatically increasing number of immigrant and refugee students in schools and classrooms in Western democracies. The greater diversity in schools charts the governments and schools an important task of building a welcoming, inclusive, just, and equitable educational system and an environment for all students, particularly for the immigrant and refugee students who are often underserved by the existing education systems and praxis. Educational leaders and practitioners are challenged to adopt meaningful and practical ways to ensure all students, who differ in their backgrounds, languages, identities, frames of reference, abilities, interests, and belief systems, have equal opportunities and resources to participate and succeed in the current education systems. This chapter introduces critical global citizenship education as an inspiration and a

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