Educational administration and organization Books

Book SynopsisIf you are looking for the intersection of past practices, current thinking, and future insights into the ever-expanding world of entrepreneurship education, then you will want to read and explore the fifth edition of the Annals of Entrepreneurship Education and Pedagogy. Prepared under the auspices of the United States Association for Small Business and Entrepreneurship (USASBE), this edited volume covers a broad range of scholarly, practical, and thoughtful perspectives on a compelling range of entrepreneurship education issues.The fifth edition spans topics ranging from innovative practices in facilitating entrepreneurship teaching and learning inside and outside the classroom, learning innovation, and model programs, to the latest research from top programs and thought leaders in entrepreneurship. Moreover, the fifth edition builds on previous editions as it continues to investigate critical issues in designing, implementing, and assessing experiential learning techniques in the field of entrepreneurship.This contemporary volume provides insights and challenges in the development of entrepreneurship education for students, educators, mentors, community leaders, and more. Annals of Entrepreneurship Education and Pedagogy – 2023 is a must-have book for any entrepreneurship professor, scholar, or program director dedicated to advancing entrepreneurship education in the US and around the world. Trade Review‘If you are interested in entrepreneurship education, this book is for you. It provides a deep dive into the latest challenges and possibilities of advancing entrepreneurship education, including creativity, innovation, diversity and inclusion. Read this book, and learn from some of the best entrepreneurship educators in the world.’ -- Sophie Bacq, Indiana University, USTable of ContentsContents: Preface: entrepreneurship education: challenges and possibilities? xvii Charles H. Matthews and Susana C. Santos PART I LEADING EDGE RESEARCH PERSPECTIVES 1 What I’ve learned about teaching entrepreneurship: perspectives of five master educators 2 Marc Gruber, Aileen Huang-Saad, Eric W. Liguori, Jeff Reid, and Siri Terjesen 2 Beyond adolescence: solidifying the foundations of entrepreneurship education 30 Michael H. Morris 3 A better way forward for doctoral education in entrepreneurship 47 James O. Fiet 4 Entrepreneurship competency development: where are we and where do we need to go? 64 Mark T. Schenkel, Rodney D’Souza, and Jeff Hornsby 5 Typology of entrepreneurship training for art students: implications for arts entrepreneurship education 77 Charlie Wall-Andrews 6 An emotional intelligence perspective on Gross Psychological Aptitude and its relation to entrepreneurship behavior: insights from high school students 93 Saurav Pathak, Etayankara Muralidharan, and Krishna Jha 7 Entrepreneurship competence among students and employees: a comparative study in five European countries 117 Urve Venesaar, Gilda Antonelli, Tomasz Dorożyński, Henrique Duarte, Marianne Kallaste, Angelo Riviezzo, Milla Räisänen, and Susana C. Santos 8 Teaching and supporting technology commercialization: literature review and recommendations 142 Erik Monsen, Mark Johnson, and Tina Thornton 9 Corporate entrepreneurship behaviors: Evidence from teaching cases and reflections for entrepreneurship education 168 Olga Belousova, Sílvia Costa, and Benoît Gailly 10 Understanding coachability and its relevance to entrepreneurship education 194 Tatiana Somià 11 Social entrepreneurship education: lessons learned from social business creation in Vietnam 215 Mai Thi Thanh Thai, Le Thi Thu Ha, and Nguyen Thu Hang 12 Driving digital innovation within new ventures: integrating design thinking into the entrepreneurship classroom 236 Lisa Gundry, Jill Kickul and Veena Venkateswaran PART II MODEL UNIVERSITY ENTREPRENEURSHIP PROGRAMS 13 Purdue University 255 Nathalie Duval-Couetil 14 East Carolina University 264 Michael L. Harris and Dennis Barber III 15 Iowa State University 273 Judi Eyles and Andreas Schwab 16 Drexel University 285 Barrie Litzky, Liza Herzog, Chuck Sacco, and Donna DeCarolis 17 Bowie State University 292 Wendy M. Edmonds, Dayo Oyeleye, Eric Bonsu, and Johnetta B. Hardy PART III BEST PRACTICE INNOVATIONS INSIDE AND OUTSIDE THE CLASSROOM 18 Quickly generating startup ideas with an affinity diagramming and mindfulness exercise 300 Jeremy J. Peters 19 Entrepreneurship initiation: getting inspired 305 Gael Bertrand and Xavier Lesage 20 Can the process pitch cure what ails entrepreneurship education? 311 Doan Winkel, Justin Wilcox, and Federico Mammano 21 Understanding social media strategy: implications for entrepreneurship education 318 Paige E. Malott 22 The Virtuous Cycle of Entrepreneurship: developing a student-centric approach to teaching and learning entrepreneurship 331 John Dobson and Lisa Dobson 23 Connect the Dots: a card game for teaching cognitive frameworks and uncertainty and opportunity recognition 338 Craig E. Armstrong 24 Cognitive apprenticeship as a framework for teaching an entrepreneurial mindset: an exercise in developing entrepreneurial alertness 345 Howard Haines 25 Playing fair: equity splits for student teams 351 Mike Moyer 26 Teaching societally significant entrepreneurship 357 Cesar Bandera 27 Medical apparel development: A case of project and service-learning in entrepreneurship 368 Changhyun (Lyon) Nam and Srikant (Sri) Manchiraju 28 Harnessing makerspaces for technology entrepreneurship: A pragmatic prototyping approach 375 Katsufumi Matsui, Emi Makino, Yasuhiro Ikeuchi, and Katsuya Hasegawa 29 Mission possible: optimising the student hackathon experience 382 Roisin Lyons 30 Entrepreneurial strategy: a choice-based approach to entrepreneurship education 390 Joshua Gans, Erin L Scott, and Scott Stern 31 Integrating classroom and community entrepreneurship education: elevating students and entrepreneurs 398 Charles H. Matthews and Kate Harmon 32 Teaching entrepreneurship through community research 406 Shane Snipes 33 Something ventured, something gained? Fostering (and measuring) startup growth and entrepreneurial learning in accelerators 412 Noah J. Isserman Index

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Book SynopsisHow is the public mission of universities to change in the face of today’s global challenges? How is the 21st Century university to balance its long-standing traditions and its commitment to teaching, research and commercialization with rapidly changing social needs and conditions worldwide? And how does the newly defined public role of the university reflect on changes to non-profit organizations in general? Amalya Oliver-Lumerman and Gili S. Drori offer a new model of academic commitment and leadership in response to questions about the new public role of the university.Combining historical and sociological analysis with examples and proposals for academic commitment and leadership, the book reconsiders the social impact of universities and, by extension, public organizations. It offers detailed examples for Academic Leadership and Responsibility (ACL) programs and related projects, contributing to higher education policy-making and discussions around university governance. In exploring the changing public mission of universities, the book also highlights models of social responsibility and leadership that are appropriate for universities, and discusses the translation of CSR to a non-profit public organization.This will be an invigorating read for higher education and organization studies scholars, as it engages with current debates about the future of university models and public sector organisational forms.Trade Review’This stimulating volume positions social engagement as the fourth mission of the university and calls for a “bottom-up” approach to responsibility for the public good. Arguing for a new model of engagement based on academic commitment and leadership, this book makes an enormous contribution to our understanding of social responsibility, both for academics and academic institutions.’ -- - Glen A. Jones, University of Toronto, Canada’This book is a valuable and timely contribution of two eminent scholars of organizations and their interface with society to the debates and concerns about the evolving role of universities in modern society. The authors produced a comprehensive analysis of this development with thought provoking assessment of future directions. Highly recommended.’ -- - Hanoch Gutfreund, The Hebrew University of Jerusalem, Israel’The effects of social interests on the university are often criticized -- the impact of the university on society less so (though populists try). The authors impressively celebrate university effects in creating immediate social change, with striking concrete examples. They see the university as leading, not only following, modern social patterns.’ -- - John W. Meyer, Stanford University, USTable of ContentsContents: 1. Introduction: academic commitment and leadership as a model for the 21st-century university 2. Public mission of universities: from ontology, to terminology, to strategy 3. The shaping of contemporary models for the university’s public role: from CSR to ACL 4. Academic commitment and leaderships: types and examples 5. The Hoffman Leadership and Responsibility Programme at the Hebrew University: exemplar ACL community of practice within a university 6. ACL projects in an ACL-inspired programme: examples from the Hoffman programme 7. Concluding comments and reflections: new opportunities for university–society relations Bibliography Index

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Book SynopsisDrawing on case studies and narrative reflections, contributors offer crucial insights that can guide higher education and schools of education on structural and conceptual shifts in approaches to leadership, research, teaching, learning, and student and staff well-being.

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Book SynopsisThis landmark publication for critical researchers develops and exemplifies a new methodology for researching education leadership, which Courtney has called Critical Education Leadership and Policy Scholarship (CELP). Building on the work of Helen Gunter, the chapters transform what Gunter identifies as a critical space, with its knowledge-production traditions and typical tools, into a distinctive and novel methodology specifically for investigating the co-constitution of education leadership and policy.Positioned at the intersection of education, policy, and society, the authors focus on a range of contexts from England, Ireland, Australia, and China, theorising the interrelationship between education leadership and policy whilst showcasing the advancement of a new methodology for exploring education leadership from a critical perspective. Topics discussed include how school leaders are navigating mistrust in politics, barriers faced by women leaders in HEIs in China, and

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Book SynopsisSchool leadership is a complex and challenging profession, with principals working in technological, dynamic and uncertain environments. They often experience resistance to their activities and challenge to their authority which can lead to considerable mental and emotional stress. This was never more apparent than during the COVID-19 pandemic, when many school principals faced unprecedented uncertainty and challenges. Schechter and Halevi answer questions such as what promotes the development of resilience among school principals? What hinders it? What are the characteristics and practices of school principals’ resilience? They go on to explore how school principals with high levels of resilience are more able to recover from times of stress and crisis than those with lower levels of resilience, examining the characteristics and practices of resilience used by school principals. Resilient Leadership serves as a basis for new and renewed thinking regarding school resilience dimensions in training, mentoring, and professional development, and is essential reading for academics, researchers, students, school leaders and policymakers in educational leadership.Table of ContentsChapter 1. Needed: Resilient leaders Chapter 2. What is resilience? Developing the conceptual framework Chapter 3. School leadership and resilience Chapter 4. The anatomy of school principals’ resilience muscles: Characteristics and practices Chapter 5. Resilience architecture: Building blocks and stumbling stones Chapter 6. Resilience management in times of crisis: The COVID-19 pandemic Chapter 7. School principals and the multidimensional resilience model Epilogue- Finding resilience within ourselves

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Book SynopsisThis timely Research Handbook provides a broad analysis and discussion on how academics are managed. It addresses key issues, including the changing nature of academic work and academic labour markets, issues of power, leadership, ageing, human resource management practices, and mobility.As academia is increasingly questioned as an elite profession, a narrative of casualisation, precarity, inequality, long hours, surveillance, austerity, erosion of pay, exacerbated competition, and harmful power relations has come to dominate. Expert contributors provide multiple perspectives on how academics are managed and how the management of academics influences their roles and careers. Chapters consider how academics’ characteristics, such as gender, age, and position in their academic career, influence or are influenced by the way in which academics are managed. Drawing together a range of theoretical approaches as well as a broad geographical coverage, this Research Handbook offers an important contribution to the debates surrounding the shifting frontiers of managing academics and the questions raised for individuals, higher education institutions, and higher education systems.This Research Handbook will be a useful resource for academics and advanced students with an interest in human resource management, management and universities, and management education. Higher education professionals and policy makers will also find it to be a helpful guide.Trade Review‘The Research Handbook on Academic Careers and Managing Academics presents wide-ranging and critical perspectives while making an invaluable contribution to our understanding of the changing world of the academic profession. Individually and collectively, academics are encountering considerable changes and challenges to what they do, their performance, and their working environment with calls for greater accountability within and beyond the institution. Managing these changes brings their own complexities and challenges. This is a must read for academics as well as for HE leaders and policy makers, and anyone interested in better understanding higher education today.’ -- Ellen Hazelkorn, Technological University Dublin and BH Associates, Ireland‘A useful collection of essays relating to the academic profession and its role in the contemporary university.’ -- Phillip G. Altbach, Boston College, USTable of ContentsContents: Foreword xviii Christine Musselin 1 Introduction to the Research Handbook on Managing Academics 1 Cláudia S. Sarrico, Maria J. Rosa and Teresa Carvalho PART I CHANGING CONTEXT FOR MANAGING ACADEMICS 2 Academic labour markets in changing higher education systems: a political economy approach 18 Pedro N. Teixeira 3 The changing context of academic work: fragmentation, institutional horizontal diversity and vertical stratification 36 Glen A. Jones and Julian Weinrib 4 Academic power and institutional control of academia in Argentine public universities within the context of a managerial governance model 47 Mónica Marquina, Cristian Pérez Centeno and Nicolás Reznik 5 Publishing as epistemic governance of academics: the cognitive and social frontier of university–industry linkages and commercial indicators 64 Christian Schneijderberg and Nicolai Götze PART II THE ROLE OF ACADEMICS AND OTHER HIGHER EDUCATION PROFESSIONALS 6 The rise and work of new professionals in higher education 89 Jürgen Enders and Rajani Naidoo 7 Borderlessness between academic and non-academic professionals: an analysis of occupational (re)classifications in the UK 99 Roxana D. Baltaru 8 Researchers in and beyond higher education 111 Timo Aarrevaara and Raija Pyykkö 9 Academic leaders and leadership in the changing higher education landscape 121 Maarja Beerkens and Marieke van der Hoek 10 Developing the ‘new’ academic 137 Andrea Adam and Natalie Brown 11 Cultivating designed academics: leading development of future work, roles and experts 153 Hamish Coates and Adrianna Kezar PART III GENDERED ACADEMIC CAREERS 12 Managing and leading gender equality change in academia 165 Helen Peterson and Birgitta Jordansson 13 Climbing the ladder: equal chances for women and men? 175 Nicoline Frølich and Rune Borgan Reiling 14 A typology of STEM academics and researchers’ responses to managerialist performativity in higher education 189 Pat O’Connor PART IV THE PERFORMANCE OF ACADEMIC STAFF 15 Optimizing the productivity and performance of academic staff: principles based on the us experience 203 Martin Finkelstein and Qi Li 16 Performance management under surveillance capitalism in higher education 218 Liudvika Leišytė 17 Academic careerism 232 Peodair Leihy and José Miguel Salazar PART V HUMAN RESOURCE MANAGEMENT OF ACADEMICS 18 The impact of human resource management policies on higher education in Europe 251 Attila Pausits, Jussi Kivistö, Elias Pekkola, Florian Reisky and Henry Mugabi 19 Academic careers in Latvia: reforms in a European context 268 Nina Arnhold, Elias Pekkola, Vitus Püttmann and Andrée Sursock 20 HR challenges in a twenty-first-century global context: the case of Antwerp university 283 Karen Vandevelde, Bart Bozek, Marjolijn De Clercq and Nel Grillaert 21 The irresistible rise of managerial control? The case of workload allocation models in British universities 298 Tatiana Fumasoli and Giulio Marini PART VI MOBILITY AND INTERNATIONALIZATION OF ACADEMICS 22 Academic staff mobility across higher education institutions and issues of inbreeding 311 Andrey Lovakov, Maria Yudkevich and Viktoria Kryachko 23 International staff mobility 324 Jeroen Huisman 24 International faculty members in China, Japan, and Korea: their characteristics and the challenges facing them 337 Futao Huang and Yangson Kim 25 Internationality of academic work 355 Ulrich Teichler PART VII AGE AND GENERATIONAL GAPS IN ACADEMIC CAREERS 26 Managing seniority in academia: three perspectives 374 Elias Pekkola, Taru Siekkinen, Hanna Salminen and Emmi-Niina Kujala 27 Polarization of academic career building: a generational perspective on the early-career phase 389 Oili-Helena Ylijoki and Lea Henriksson 28 The Early Stage Academic and the contemporary university: communities of practice versus new managerialism 404 Rosemary Deem 29 The university as Gemeinschaft and Gesellschaft: early career academics on competition, collaboration, and performance requirements 419 Lars Geschwind, Jenny Wiklund Pasia and Linda Barman Index

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Book SynopsisStudent-run ventures, actual businesses that students enroll in as a course and run themselves, are changing the ways in which students learn by offering valuable hands-on experience. Many universities around the US have some form of student-run venture operating on campus, but how learning is reinforced and integrated into the classroom varies widely, as does the meaningfulness of the overall student experience. Most universities operate these ventures as one-offs, disconnected from formal academic instruction and as a side project that never gets full faculty or student attention.This book examines six exemplar student-run ventures in depth. These ventures span disciplines from all across campus (arts, humanities, technology) and have known track-records of success, not only from a revenue perspective, but also in terms of pedagogy and learning. Readers learn the inner workings of all six student-run venture courses first-hand from the faculty teaching the course and from students who have taken the course.For instructors looking to start a student-run venture on their campus this book is a must-have roadmap that is sure to help them sidestep obstacles and to accelerate success. The insights contained here show you how you can enhance student engagement and learning by incorporating elements of 21st century entrepreneurship education into the classroom.Trade Review'Student-run ventures, such as found at Millikin University, may be the optimal way to teach developing entrepreneurship. As you will see in this book, students go beyond work in the classroom and gain first-hand knowledge of how to act entrepreneurially. This book offers clear insight into a myriad of student-run ventures and has the potential to influence the broader field of entrepreneurship education.' -- - James D. Hart, Southern Methodist University, US'Entrepreneurship in Action: The Power of Student-Run Ventures is a much-needed addition to the field of entrepreneurship education by giving concrete examples and steps of how to empower our students best to take the proverbial plunge into entrepreneurship.' -- - Christoph Winkler, Iona College, USTable of ContentsContents: Foreword ix PART I CONTEMPORARY PERSPECTIVES ON STUDENT-RUN VENTURES 1 Entrepreneurship in action: the power of the student-run venture 2 Mark Tonelli 2 Student-run ventures and interdisciplinary entrepreneurship education 7 Eric Liguori and Lee Zane 3 Creating a culture for student-run ventures 12 Julienne Shields 4 Role clarity in SRVs: students, faculty, and administrators 25 Julienne Shields, Eric Liguori, and Mark Tonelli 5 Student-run venture outcomes 35 Julienne Shields and Mark Tonelli 6 The Millikin University SRV model: frequently asked questions 42 Julienne Shields and Mark Tonelli 7 Reacting to crisis: how student-run ventures pivoted following the 2020 COVID-19 pandemic 53 Mark Tonelli PART II STUDENT-RUN VENTURE CASE SUMMARIES 8 Pipe Dreams Studio Theatre 63 Sara Theis 9 Art Circus 77 Dave Burdick 10 Blue Satellite Press 88 Stephen Frech 11 MU Performance Consulting 104 RJ Podeschi 12 Blue Connection Art Gallery 116 Kate Flemming 13 Arts Café 133 Mark Tonelli Index

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Book SynopsisSince the onset of the UK's Research Excellence Framework in 2014, the environment for academic research has changed dramatically. Competitive Accountability in Academic Life goes behind the scenes of the 'impact' policy agenda for higher education research and interrogates the effects of the new framework on academic research. Richard Watermeyer dissects how a new requirement to evidence the economic and societal impact of research has created a culture of intense competitiveness in UK universities. Through the eyes of both those responsible for the REF and those working under its gaze, the author locates the gross deceit spawned from a culture of competitive accountability in UK universities. This challenging book reconceptualises the public role of researchers, posing a new effort to progress the neoliberal malaise by signposting peripheral zones of participation - and non-participation - as viable intellectual alternatives to the university. Both groundbreaking and provocative, Watermeyer's book is critical reading for academics working not just in the UK, but also internationally. The author's crucial insight into modern higher education will also prove indispensable to higher education policy makers looking to innovate and refine education policy, and to university administrators overseeing performance management systems.Trade Review‘Watermeyer’s book encourages academics all over the world to reflect on both the potentials and down-sides of these accountability systems. The underlying analysis is provocative, as it fundamentally questions taken for granted ways in which research is assessed, not only in the UK but also in many other Western countries. Scholars in public policy, education policy and public management and accounting can benefit from taking notice of this book.’ -- Jan van Helden, Journal of Higher Education Policy and Management‘Where this book fares really well in comparison with others is its focus on the complicity and hypocrisy among academics themselves, thereby making the competitive practices even more entrenched. The latter is of particular importance because while change is necessary, it is only possible if the problem is appreciated in full.’ -- Ignas Kalpokas, LSE Review of Books'Competitive Accountability in Academic Life is a challenging text that will appeal to academics and research scientists across different discipline areas. Drawing on UK REF-impact empirical data over a three-year period, a comprehensive sociological analysis accounts for how academics' public citizenship has been regulated, controlled and hollowed out. By showing how political, economic and cultural dimensions of intellectual life is influenced and informed by competitive accountability, Richard Watermeyer paints a compelling picture of what academics ''have (albeit unwittingly) allowed themselves to be used for''. This thought-provoking text provides a strong rationale for reconceptualizing the public worth of academics and reasserting their social value.' --Richard Winter, The Australian National University, Australia'Competitive Accountability in Academic Life is an ambitious book charting the dispiriting, corrosive effects of contemporary academic managerialism. An impressive intellectual tour de force, Watermeyer awakens new possibilities for engaged and impactful academic practices. This book is essential reading for everyone interested in understanding and repairing today's toxic university governance.' --Paul Benneworth, Western Norway University of Applied Sciences, NorwayThis witty, subversive and well-informed book provides an essential guide to the effects of performance measurement in universities. Predictable consequences include growing job insecurity, more stressful working conditions and declining quality of academic life. Even more serious is the loss of incentive for independent original thought and the stifling of debate on controversial social and political issues.' --Mark Casson, University of Reading, UKTable of ContentsContents: 1. The noose of competitive accountability 2. Policy permutations and the elusiveness of a fair system of accountability 3. A shortfall of resistance: peripheral yet powerful zones of (non)participation 4. Producing competitive accountability 5. Evaluating competitive accountability 6. Recognising competitive accountability 7. Declaiming competitive accountability: pay and pensions 8. Paradoxes of competitive accountability References Index

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Book SynopsisContributing to the shaping of education and migration as a distinct field of research, this forward-looking Research Handbook explores cross-cutting questions on the range of challenges facing education systems, migrant children and students today. Covering an impressive range of local, national and educational contexts, this Research Handbook explores diverse case studies, educational initiatives, approaches and policies that have been developed to support migrant and mobile students, educational professionals and schools. Chapters offer a broad understanding of the multifaceted nature of global migration today, exploring varied theoretical and methodological perspectives, and examining the educational challenges and opportunities presented by migration. The Research Handbook ultimately stresses the importance of interdisciplinary research into the complex phenomenon of global migration and its impact on education systems and the educational trajectories of migrant children. Students and scholars in the fields of education, migration, childhood studies and globalization studies will find this Research Handbook an invaluable reference. Its wide range of case studies on different educational provisions designed to support migrant children in schools will further benefit educational practitioners and policymakers.Trade Review‘This superb Research Handbook could not be more welcome. The emergent field of migration and education is handsomely illustrated in the exemplary, original research represented here. Despite investigating so many diverse national contexts, the chapter authors concur that migration of children and youth is today enriching, disrupting and reshaping educational systems globally in ways that demand our attention. By addressing the challenge of inclusivity from various angles, they engage critically with policy discourses around the right to education, identifying implementation problems especially where national/local hostility occurs, whilst highlighting transformative agendas associated with the presence and voices of migrant youth, whether in schools or higher education. All education practitioners and researchers need to ingest the messages contained in this Handbook, to look at their own assumptions about migration and to address, politically and pedagogically, the exclusionary Othering and potential alienation of the millions of displaced or migrant young people in the world today.’ -- Emerita Professor Madeleine Arnot, Co-founder of the Centre for the Study of Global Human Movement, University of Cambridge, UKTable of ContentsContents: 1 Introduction: education and migration as a field of research 1 Halleli Pinson, Dympna Devine and Nihad Bunar PART I APPROACHES TO THE EDUCATIONAL INCLUSION OF REFUGEE AND MIGRANT CHILDREN 2 The border within: decolonizing refugee students’ education 22 Fabio Dovigo 3 Inclusive systems as relational space in and around schools for supporting migrants in education: transitions from diametric to concentric spatial systems 37 Paul Downes 4 Migration and acculturation: supporting migrant students’ school adjustment in multicultural schools 54 Elena Makarova and Petra Sidler 5 The organization of school integration for refugee children and youth in Germany: identifying gaps in the current state of knowledge 68 Mona Massumi, Christina Brandl and Annette Korntheuer 6 Inclusion of newly arrived migrant students in Swedish schools: organizational models and support measures 83 Nihad Bunar 7 Young refugees’ inclusion and belonging upon entering upper secondary education in Norway 98 Lutine de Wal Pastoor 8 Perceptions of immigrant parental engagement in primary schools in Ireland 114 Dympna Devine, Merike Darmody and Emer Smyth 9 School choice of West African migrants in Ghana 130 Daniel Owusu Kyereko and Daniel Faas PART II SUPPORTING PRACTICES IN SCHOOLS AND THE COMMUNITY: LANGUAGE(S) AND LEARNING SUPPORT 10 Evidence-based instructional responses to opportunity gaps experienced by immigrant-background students 142 Jim Cummins 11 Measuring the academic progress of newly arrived migrant and refugee youth: an Australian school-based longitudinal study 157 Sue Creagh 12 Language brokering and immigrant children’s everyday learning in home and community contexts 173 Marjorie Faulstich Orellana and Inmaculada García-Sánchez 13 Migration, special educational needs and inclusive education 189 William Kinsella, Amalia Fenwick, Paula Prendeville and Michelle Kelly 14 Complementary schools as heritage language communities of practice: reaching beyond language maintenance 203 Yongcan Liu and Lottie Hoare 15 Educational services of informal local refugee support organizations in Türkiye: their role and practices 221 Ozlem Erden-Basaran 16 Mentoring and other educational support for children of immigrants: research, policy relevance, and good practice 236 Jens Schneider PART III VULNERABILITY, VOICE AND AGENCY 17 Representing vulnerable, Syrian migrant children’s insights: testimonies of inclusion and exclusion in schooling 249 Eleanore Hargreaves and Jumana Al-Waeli 18 Rethinking inclusion: empowering the children of sex workers in Kalighat, Kolkata, India 262 Khaleda Gani Dutt 19 The education of left-behind children in rural China 272 Rachel Murphy and Yan Zhang 20 Push up, be grateful, and tell us your challenges: youth caught between dependency and self-reliance in Kakuma Refugee Camp 285 Michelle J. Bellino and Rahul Oka 21 Convivial education: unaccompanied youth challenge power structures in South African schools 299 Noa Levy 22 Refugee-background students in southern New Zealand: educational navigation and necessary self-sufficiency 310 Vivienne Anderson, Alejandra Ortiz Ayala and Sayedali Mostolizadeh PART IV MIGRATION, INTERNATIONAL MOBILITY AND EDUCATIONAL OPPORTUNITY 23 International student mobility: themes and issues 324 Rachel Brooks and Johanna Waters 24 Student mobility in Korean higher education 338 Rennie Moon 25 Student migration between Mexico and the United States: possibilities and disputes associated with becoming mobile 353 Alma Maldonado-Maldonado, Juan Carlos Aguilar Castillo and Christian Cortes-Velasco 26 Access and integration of refugees into higher education: a Turkish inclusive approach 370 Ayselin Yildiz 27 Mind the gap: asylum seeker and refugee access to post-compulsory education 384 Caroline Oliver 28 What makes a higher education learning environment inclusive? An example from the Netherlands 397 Nasser Mohamedhoesein, Maurice Crul and Marieke Slootman 29 Globally mobile professionals and school choice 421 Khen Tucker, Miri Yemini and Claire Maxwell PART V BETWEEN THE STATE AND THE SCHOOL: THE TENSION BETWEEN IMMIGRATION AND EDUCATION POLICIES 30 Migration and education in the media: a discourse analysis of the press in France and England 434 Oakleigh Welply 31 A rights-based policy approach to realising education rights in the context of international migration 449 Ruth Brittle 32 The promises of Ethiopia’s new policy for inclusion of refugees into the national education system and challenges for local implementation 465 Alebachew Kemisso Haybano 33 Educational policies and schooling for migrant children in China 480 Min Yu and Christopher B. Crowley 34 Migration and education in Spain since the 1990s and the turn of the century: policy and practice trapped in time 496 Silvia Carrasco 35 Education in Australia for forced migrants: examining the differences in entitlements between permanent and temporary protection 509 Sally Baker, Loshini Naidoo and Jennifer M. Azordegan 36 Best practices for integration: analyzing the migration and education policies in Latin American host countries 525 Jessica Crist and Katharine Summers Index 543

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Book SynopsisThis authoritative two-volume collection brings together the most important published papers on the economics of schooling and school quality, issues which are at the heart of current intellectual and policy debates. Volume I presents articles on labor markets, distribution, including the structure of wages and wage inequality and the effects of schooling on economic growth. Volume II includes papers on efficiency, competition and finance and policy.The mixture of classic papers and cutting edge research provides an invaluable reference source for both students, researchers and professionals.Trade Review'. . . the editor has done a commendable job of selecting some of the best available research on these core aspects of economics of education. . . The two volumes are rich in content, and hence, should be warmly welcomed. The set provides a good mix of theoretical, methodological and empirical aspects and policy issues. Not only students and researchers of economics of education, but also those interested in economics of growth, wages, labour markets etc., will also benefit from the collection.' -- Jandhyala B.G. Tilak, Journal of Educational Planning and Administration'Does education cause economic growth? Is education a kind of human capital formation? The human investment revolution in economic thought started in earnest over 40 years ago and then seemed to peter out in the 1970s and 80s. More recently, it has taken off again, perhaps with renewed vigour. This collection by a leading authority in the field will bring home to readers how much exciting work is now once again going on in the economics of education.' -- The late Mark Blaug, formerly of the University of London and University of Buckingham, UKTable of ContentsContents: Volume I: Labor Markets, Distribution and Growth Acknowledgements Understanding the Economics of Schools: An Introduction Eric A. Hanushek PART I LABOR MARKETS 1. Jacob Mincer (1970), ‘The Distribution of Labor Incomes: A Survey. With Special Reference to the Human Capital Approach’ 2. F. Welch (1970), ‘Education in Production’ 3. George Psacharopoulos (1994), ‘Returns to Investment in Education: A Global Update’ 4. Robert J. Willis and Sherwin Rosen (1979), ‘Education and Self-Selection’ 5. John H. Bishop (1989), ‘Is the Test Score Decline Responsible for the Productivity Growth Decline?’ 6. Richard J. Murnane, John B. Willett and Frank Levy (1995), ‘The Growing Importance of Cognitive Skills in Wage Determination’ PART II DISTRIBUTION 7. Kevin M. Murphy and Finis Welch (1992), ‘The Structure of Wages’ 8. James P. Smith and Finis R. Welch (1989), ‘Black Economic Progress After Myrdal’ 9. Chinhui Juhn, Kevin M. Murphy and Brooks Pierce (1993), ‘Wage Inequality and the Rise in Returns to Skill’ 10. Stephen V. Cameron and James J. Heckman (2001), ‘The Dynamics of Educational Attainment for Black, Hispanic, and White Males’ 11. Thomas J. Kane (1994), ‘College Entry by Blacks since 1970: The Role of College Costs, Family Background, and the Returns to Education’ PART III GROWTH 12. Richard R. Nelson and Edmund S. Phelps (1966), ‘Investment in Humans, Technological Diffusion, and Economic Growth’ 13. Robert J. Barro (1991), ‘Economic Growth in a Cross Section of Countries’ 14. Mark Bils and Peter J. Klenow (2000), ‘Does Schooling Cause Growth?’ 15. Eric A. Hanushek and Dennis D. Kimko (2000), ‘Schooling, Labor-Force Quality, and the Growth of Nations’ Name Index Volume II: Efficiency, Competition and Policy Acknowledgements An introduction by the editor to both volumes appears in Volume I PART I EFFICIENCY 1. Eric A. Hanushek (1986), ‘The Economics of Schooling: Production and Efficiency in Public Schools’ 2. Alan B. Krueger (1999), ‘Experimental Estimates of Education Production Functions’ 3. Joshua D. Angrist and Victor Lavy (1999), ‘Using Maimonides’ Rule to Estimate the Effect of Class Size on Scholastic Achievement’ 4. Eric A. Hanushek (1999), ‘The Evidence on Class Size’ 5. Edward P. Lazear (2001), ‘Educational Production’ 6. Richard J. Murnane and Randall J. Olsen (1989), ‘The Effects of Salaries and Opportunity Costs on Duration in Teaching: Evidence from Michigan’ 7. Peter Dolton and Wilbert van der Klaauw (1995), ‘Leaving Teaching in the UK: A Duration Analysis’ 8. Eric A. Hanushek and Steven G. Rivkin (1997), ‘Understanding the Twentieth-Century Growth in U.S. School Spending’ PART II COMPETITION 9. Milton Friedman (With the Assistance of Rose D. Friedman) (1962), ‘The Role of Government in Education’ 10. Caroline M. Hoxby (2000), ‘Does Competition Among Public Schools Benefit Students and Taxpayers?’ 11. Derek Neal (1997), ‘The Effects of Catholic Secondary Schooling on Educational Achievement’ 12. Cecilia Elena Rouse (1998), ‘Private School Vouchers and Student Achievement: An Evaluation of the Milwaukee Parental Choice Program’ PART III FINANCE AND POLICY 13. Martin S. Feldstein (1975), ‘Wealth Neutrality and Local Choice in Public Education’ 14. Sheila E. Murray, William N. Evans and Robert M. Schwab (1998), ‘Education-Finance Reform and the Distribution of Education Resources’ 15. Caroline M. Hoxby (2001), ‘All School Finance Equalizations Are Not Created Equal’ 16. Dennis Epple and Richard E. Romano (1998), ‘Competition Between Private and Public Schools, Vouchers, and Peer-Group Effects’ 17. Raquel Fernández and Richard Rogerson (1998), ‘Public Education and Income Distribution: A Dynamic Quantitative Evaluation of Education-Finance Reform’ 18. Thomas J. Nechyba (2000), ‘Mobility, Targeting, and Private-School Vouchers’ Name Index

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Book SynopsisIncentives to Improve Education identifies three categories of incentives: rewards, (financial rewards for teachers), competition (educational choice, often in the form of payment for education by voucher) and threats (introduction of external standards and accountability for performance).Using new institutional economics as a basis, Robert McMeekin develops a theoretical framework in which micro-level institutions - the 'rules of the game' - within school organizations influence the effort and the performance of teachers, students and other members of school communities. This model is used to analyze alternative approaches within each category of incentives (for example, merit pay for individual teachers versus merit awards to whole schools) and the reasons why some are more effective than others. The book argues that an incentive's impact on schools depends on how it influences the institutional climate within the school. Contracting in schools and networks of schools are also explored.Drawing on a body of economic thought - rarely applied in education studies - that explains how and why different approaches to providing incentives work, this book will be invaluable to economists, practitioners and others with an interest in educational policy and governance and in improving school performance.Trade Review'Schools' success depends on what happens inside the organisation, in just the same way as for business. Robert McMeekin's book offers a powerful and highly welcome framework for understanding the forces at work. It will help move debate away from current excessive emphasis on measurement "from outside the black box" and preoccupation with inputs and toward concern for process.' -- Alison Wolf, University of London, UK'Robert McMeekin's volume is an enormous contribution to the debate on vouchers, school choice, and accountability. It provides a highly original application of new institutional economics to contemporary issues in school reform. It also presents a rich array of data on schools in Chile - a country on the forefront of such reforms. The book will be greatly welcomed by a wide range of scholars in the economics of education, education policy, and comparative education.' -- Patrick McEwan, Wellesley College, US'Robert McMeekin's book provides a unique and highly readable analysis of the combined effects of rewards, competition, and accountability on educational performance. . . A superb contribution to research and to public policy deliberations.' -- Iris C. Rotberg, The George Washington University, US'McMeekin examines a variety of types of incentive: reward based systems designed to elicit enhanced worker effort; free market competition aimed at increasing efficiency; and regulatory pressure. To examine what goes on within the "black box" of an organisation, his approach is to analyse information collected from around the world using the theoretical toolkit of the new institutional economics. In terms of both its conceptual contributions and its international harvest of empirical evidence, the book is a tour de force. It should be compulsory reading for any academic, practitioner, or policymaker with an interest in how incentives operate in the education sector.' -- Geraint Johnes, Lancaster University Management School, UKTable of ContentsContents: Preface 1. The Theoretical Framework 2. Institutions within Schools and School Performance 3. Rewards for Good Performance 4. Competition 5. Threats: External Standards and Accountability 6. Conclusions Appendix A: Contracting in Schools Appendix B: Networks of Schools Bibliography Index

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Book SynopsisOvereducation is one of the most important mechanisms for labour market adjustment when there is an excess supply of highly skilled workers. However, there is much debate about the consequences of this phenomena and the short- and long-term effects for both the overeducated worker and the economy as a whole. This book contributes to our understanding of recent developments in the research on overeducation by providing a detailed overview of the pertinent theoretical and policy issues. The authors study evidence that a substantial number of workers in Europe are overqualified and challenge the wisdom of greater investments in the education of the workforce. Although it may appear a waste of resources if many workers have a higher level of education than their job requires, others argue that overeducation may actually facilitate the development of a competitive and dynamic knowledge-based economy in Europe. They move on to look at labour mobility and skill mismatches in the labour market, and examine the impact of overeducation on earnings. They also address the somewhat controversial issue of how to measure employee overqualification, and propose an income ratio based on the difference between actual and potential earnings as an effective approach. Finally, they look at the effect of overeducation on specific groups in society such as licensed professionals, university graduates and ethnic minorities. Economists, social scientists, and academics interested in labour market theory and policy will find this an insightful and original volume which will make an important addition to the literature on overeducation.Trade Review'This is a laudable objective and researchers in this field will surely find this book of great interest. . .' -- Arnold Chevalier, Education EconomicsTable of ContentsContents: Preface Introduction 1. The Overeducated European? 2. Much Ado About Nothing? What Does the Overeducation Literature Really Tell Us? Part I: Mobility 3. The Dynamics of Skill Mismatches in the Dutch Labour Market 4. Types of Job Match, Overeducation and Labour Mobility in Spain Part II: Wages 5. The Causal Effect of Overqualification on Earnings: Evidence from a Bayesian Approach 6. The Impact of Education and Mismatch on Wages: Germany, 1984–2000 7. Overeducation and Individual Heterogeneity Part III: Measurement 8. Measuring Overeducation with Earnings Frontiers and Panel Data Part IV: Special Groups 9. Credentialism by Members of Licensed Professions 10. The Determinants and Consequences of Graduate Overeducation 11. Educational Mismatch and Ethnic Minorities in England and Wales Index

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Book SynopsisGlobalization has effected tremendous change to the character and functions of education worldwide. This unique book focuses on its impact upon Hong Kong and Singapore, and how these two East Asian Tigers have responded to the strong global tide of marketization in shaping and developing their education policies. The authors discuss the way in which increasingly prominent tides of marketization, privatization, corporatization and decentralization have influenced the governance and management of education in these two Asian economies. They aim to identify and examine the crucial socio-historical, socio-economic and socio-political factors for education reforms initiated in the two societies in recent years. Ka-Ho Mok and Jason Tan examine the education policy developments of these two cities, to draw wider conclusions as to how nation-states and/or local governments react and respond to the growing impact of globalization. Globalization and Marketization in Education will draw an interested readership from education policy researchers, policymakers and administrators. Scholars of public policy, and Asian, development and education studies will also find the book of special interest and value.Trade Review‘Globalization and Marketization in Education is a timely volume. . . this volume is. . . an interesting work because it raises some crucial questions and provides an analysis that can serve as a foundation for further debates. This book will be of interest to scholars of globalization, marketization, and education, and also to those interested in education in Hong Kong and Singapore.' -- Ting-Hong Wong, Education Economics'Education is a key component in international competitiveness, at the same time it is potentially vulnerable to the forces of globalization and internationalization. Professors Mok and Tan, in their intriguing analysis of school education and higher education in Hong Kong and Singapore, demonstrate the impact of market-based reform and global economic pressures. Their study also substantiates that domestic political institutions retain significant policy choice even in the face of globalization. This book should be read by everyone interested both in education policy and globalization.' -- Jon Pierre, University of Goteborg, SwedenTable of ContentsContents: Foreword Introduction 1. Analytical Framework: Globalization and Educational Restructuring: Debates and Issues 2. Marketization and Higher Education in Hong Kong 3. Marketization and School Education in Hong Kong 4. Marketization and Higher Education in Singapore 5. Marketization and School Education in Singapore 6. A Comparative Study of Hong Kong and Singapore 7. Discussion and Conclusion References Index

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Book Synopsis>Attracting and retaining highly qualified faculty is essential to maintaining productivity at institutions of higher education. Colleges and universities are at a critical juncture in their history as they attempt to achieve their teaching and research goals. This volume examines some of the most pressing employment and compensation issues confronting academic administrators. Contributors discuss topics such as: ageing of faculty, changing economic conditions and shifts in faculty employment patterns, rapid increases in health care costs and trends in retiree health insurance, and adoption of phased and early retirement programs. The volume also includes a series of case studies on how individual universities are confronting these challenges. Institutions in these case studies include: Syracuse University, the University of North Carolina, the University of California, institutions in the Association of New American Colleges, and other colleges and universities included in several surveys and research projects. This timely volume will appeal to academic administrators at colleges and universities in the US and internationally as they face the common challenges of rising employment costs, faculty aging and global competition. Researchers interested in the future of higher education, economics, and the academic labor market in general will find this a valuable addition to their library.Trade Review'[This book] provides tools and insights for university and college administrators to use when evaluating changes in retirement policy, and it presents valuable information in the form of case studies concerning changes in retention policies and retirement policies.' -- Lisa M. Dickson, Industrial and Labor Relations Review'This volume, a collection of papers presented at the 2004 TIAA-CREF Institute conference on higher education, contains many excellent chapters.' -- John Heuer, Journal of Pension Economics and Finance'This book enlightens the reader about two important policy issues, health care provision and retirement plans, by addressing both broad macro issues and specific concerns of higher education administrators. Such content is both valuable and practical for the concerned higher education researcher and administrator.' -- Marc Kaulisch, The Review of Higher EducationTable of ContentsContents: Foreword by Herbert M. Allison, Jr 1. Changing Faculty Demographics and the Need for New Policies 2. Filling the Gap: Finding and Keeping Faculty for the University of the Future 3. The Changing Nature of Faculty Employment 4. The Growing Postdoctorate Population at US Research Universities 5. Planning for the Generational Turnover of the Faculty: Faculty Perceptions and Institutional Practices 6. The Future of Retiree Health Benefits in Higher Education in the United States 7. Impact of Retiree Health Plans on Faculty Retirement Decisions 8. Faculty Recruitment, Retention and Retirement: A Case Study of Human Resources Policymaking at Syracuse University 9. The Value of Phased Retirement 10. Faculty Retirement Inventives by Colleges and Universities 11. To Phase or Not to Phase: The Dynamics of Choosing Phased Retirement in Academe 12. Phasing Out of Full-time Work at the University of California 13. The Costs and Benefits of Early Retirement Plans 14. Recruitment, Retention and Retirement: Institutional Research and the Need for Data 15. Developing New Employment and Compensation Policies in Higher Education Index

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Book SynopsisThis book advances our understanding of university spin-off creation and development in environments outside the high-tech clusters of the US. While there has been substantial university spin-off activity internationally in recent years, a number of major aspects are little understood. The authors argue that the nature of universities is changing as reduced public funding reflects a public debate on their role in society. An important aspect of this international phenomenon is an increased emphasis on the commercialization of university research and on academic entrepreneurship. These new ventures therefore involve the spinning-off of technology and knowledge generated by universities. The authors adopt a multi-level approach in their examination of university spin-offs. European case studies are specifically selected to reflect the diversity of the institutional environment. In particular, units of analysis involving universities, technology transfer offices, spin-off firms, finance providers and individual entrepreneurs and teams are extensively analysed in quantitative and qualitative studies. To conclude, policy implications for the future successful development of spin-offs are identified.This fascinating book will appeal to a wide-ranging audience including academics, policy makers, researchers and practitioners with an interest in academic entrepreneurship and university spin-offs, and, more generally, in business and management and entrepreneurship.Trade Review'The structure of the book and the organisation of material within chapters are well thought out with the authors skilfully weaving empirical material from diverse sources into an easily readable holistic account of the university spin-off phenomenon. . . Many of the lessons learned and conclusions drawn from this work are applicable to academic entrepreneurs in whichever faculty or subject area they work.' -- David Woollard, International Journal of Entrepreneurial Behaviour and Research'This timely book fills a gap in the knowledge market. . . The authors should be applauded for taking the time to write and share their knowledge with us. This book will be welcomed by practising researchers. . . It will also be welcomed by busy lecturers, policymakers, students and chief executive officers.' -- Robert Smith, Entrepreneurship and InnovationTable of ContentsContents: Preface 1. Introduction 2. Public Policies to Foster Academic Spin-Offs 3. Types of Spin-Offs 4. Processes at the Institutional Level: Incubation Models 5. Processes at the Firm Level: Phases and Models of Development 6. Entrepreneurial Teams in Spin-Offs 7. Financial Constraints and Access to Finance 8: Conclusions and Policy Implications References Index

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Book SynopsisThis volume, part of the TIAA-CREF Institute Series on Higher Education, is based on a national conference, The New Balancing Act in the Business of Higher Education, which was convened by the TIAA-CREF Institute in November 2005. Managing institutions of higher education has always been a balancing act as campus leaders address business issues while staying true to their institutions' academic missions. What makes it increasingly challenging are emerging internal and external factors - including changes in federal and state funding levels, rapidly evolving demographics on campuses and in the workforce, and higher expectations and changing demands from a wide and diverse group of stakeholders. In this volume, higher education leaders explore the challenges facing colleges and universities operating in today's environment with constrained budgets and discuss a variety of strategies and solutions being employed to help ensure the ongoing vitality of America's colleges and universities.Trade Review'. . . the stature of the authors, who include prominent university presidents and chancellors as well as leading researchers on the business of higher education, makes this a worthwhile read. Not to be missed are the chapters on how three Virginia universities are redefining what it means to be a public university, and an interesting and provocative look at the looming financial crisis in higher education and how it can best be addressed. Highly recommended.' -- F. Galloway, Choice'The New Balancing Act in the Business of Higher Education is a must read for higher education leaders. It captures the major challenges of balancing enhancement of revenues to sustain mission and core values with containing costs to keep tuition for students affordable. At the same time, given the changing nature of the faculty, colleges and universities must respond by developing more flexibility within faculty careers. And presidents must lead their institutions through transformative changes that require trust and credibility among the stakeholders. Now is the time for strong, collaborative and decisive leadership.' -- Claire Van Ummersen, Vice President and Director, American Council on Education, US'This volume is an important read for those responsible for working through an environment in which change is the one true constant.' -- Richard D. Legon, President, State Higher Education Executive Officers, US'The New Balancing Act in the Business of Higher Education clearly indicates the 'world's finest system of higher education' (as we have so long claimed) is undergoing an identity crisis. Stan Ikenberry begins by pointing with alarm to an eroding "social compact", the once well-understood reciprocal responsibilities between higher education and society. Then other leaders, in a series of thoughtful essays, outline the dimensions of our situation. They warn of the risks of pursuing new revenues without a firm grasp on core values, and explore the challenges of rebuilding trust, the centrality (and growing marginalization) of faculty academic leadership, the pernicious effects of inertia, the urgency of innovation and change, and the evidence of successful leadership and adaptation. Global forces have made success in higher education indispensable to almost all of the American people. Without compromising on quality, the nation needs substantially more widespread educational attainment. We are in a crisis; "business as usual" is entirely unacceptable. The New Balancing Act in the Business of Higher Education is a step beyond denial, toward essential change.' -- Paul E. Lingenfelter, State Higher Education Executive Officers, USTable of ContentsContents: Foreword Herbert M. Allison, Jr. INTRODUCTION 1. Walking the Financial Tightrope: Balancing Costs and Revenues with Commitment to Mission Robert L. Clark and Madeleine B. d’Ambrosio 2. American Higher Education: The New Balancing Act Stanley O. Ikenberry PART I: ENHANCING REVENUES AT COLLEGES AND UNIVERSITIES 3. Enhancing Institutional Revenues: Constraints, Possibilities and the Question of Values James C. Hearn 4. Higher Education: Meeting Today’s Challenges and Regaining the Public’s Trust William E. Kirwan 5. Negotiating a New Relationship with the State: The Virginia Experience David W. Breneman and H. Lane Kneedler 6. Money for Something – But What? David A. Longanecker 7. Regaining the Trust in Higher Education Benjamin F. Quillian PART II: CHANGING FACULTY EMPLOYMENT PRACTICES 8. The Changing Nature of the Faculty and Faculty Employment Practices Ronald G. Ehrenberg 9. The Faculty of Tomorrow’s Research Universities John Edward Sexton 10. Of Canaries, Storms and Dickens: Finding Balance for Faculty in Public Higher Education Kermit L. Hall and Robert W. Wagner 11. Socrates, Thoreau and the Status Quo Cathy A. Trower PART III: IMPLEMENTING CHANGE AT COLLEGES AND UNIVERSITIES 12. Institutional Change: The Why and the How Kenneth A. Shaw 13. Effecting Institutional Change through Innovative Capital Financing Michael F. Adams 14. Implementing Renewal and Change Robert H. Bruininks 15. Observations and Reflections on Organizational Change Allan R. Cohen Index

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Book SynopsisWestern politicians consider that leadership is essential for the delivery of educational reform. This important and timely book examines how leaders, leading and leadership became the dominant theme in education. It presents an analysis of the relationship between the state, public policy and the types of knowledge that New Labour used to make policy and break professional cultures. It is essential reading for all those interested in public policy, education policy, and debates about governance and will be of interest to policymakers, researchers and educational professionals.Trade Review"This book is a welcomed consideration of the field of education leadership and management ... It is concisely written with each point being carefully argued and supported by reference to existing research and scholarship." British Journal of Educational Studies"Thirty years of Neoliberal policies and the imposition of a business culture has dramatically shifted the professional role of educational leaders. Helen Gunter provides a map for exploring this important new terrain in educational leadership." Gary L. Anderson, Steinhardt School of Culture, Education, and Human Development, New York University.Table of ContentsThe leadership industry; Policy landscapes; Institutionalised governance; The game in play; Knowledge and knowing; Professional practice; Contradictions and consequences; New games?

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Book SynopsisWestern politicians consider that leadership is essential for the delivery of educational reform. This important and timely book examines how leaders, leading and leadership became the dominant theme in education. It presents an analysis of the relationship between the state, public policy and the types of knowledge that New Labour used to make policy and break professional cultures. It is essential reading for all those interested in public policy, education policy, and debates about governance and will be of interest to policymakers, researchers and educational professionals.Trade Review"This book is a welcomed consideration of the field of education leadership and management ... It is concisely written with each point being carefully argued and supported by reference to existing research and scholarship." British Journal of Educational Studies"Thirty years of Neoliberal policies and the imposition of a business culture has dramatically shifted the professional role of educational leaders. Helen Gunter provides a map for exploring this important new terrain in educational leadership." Gary L. Anderson, Steinhardt School of Culture, Education, and Human Development, New York University.Table of ContentsThe leadership industry; Policy landscapes; Institutionalised governance; The game in play; Knowledge and knowing; Professional practice; Contradictions and consequences; New games?

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Book SynopsisThis book advances our understanding of university spin-off creation and development in environments outside the high-tech clusters of the US. While there has been substantial university spin-off activity internationally in recent years, a number of major aspects are little understood. The authors argue that the nature of universities is changing as reduced public funding reflects a public debate on their role in society. An important aspect of this international phenomenon is an increased emphasis on the commercialization of university research and on academic entrepreneurship. These new ventures therefore involve the spinning-off of technology and knowledge generated by universities. The authors adopt a multi-level approach in their examination of university spin-offs. European case studies are specifically selected to reflect the diversity of the institutional environment. In particular, units of analysis involving universities, technology transfer offices, spin-off firms, finance providers and individual entrepreneurs and teams are extensively analysed in quantitative and qualitative studies. To conclude, policy implications for the future successful development of spin-offs are identified.This fascinating book will appeal to a wide-ranging audience including academics, policy makers, researchers and practitioners with an interest in academic entrepreneurship and university spin-offs, and, more generally, in business and management and entrepreneurship.Trade Review'The structure of the book and the organisation of material within chapters are well thought out with the authors skilfully weaving empirical material from diverse sources into an easily readable holistic account of the university spin-off phenomenon. . . Many of the lessons learned and conclusions drawn from this work are applicable to academic entrepreneurs in whichever faculty or subject area they work.' -- David Woollard, International Journal of Entrepreneurial Behaviour and Research'This timely book fills a gap in the knowledge market. . . The authors should be applauded for taking the time to write and share their knowledge with us. This book will be welcomed by practising researchers. . . It will also be welcomed by busy lecturers, policymakers, students and chief executive officers.' -- Robert Smith, Entrepreneurship and InnovationTable of ContentsContents: Preface 1. Introduction 2. Public Policies to Foster Academic Spin-Offs 3. Types of Spin-Offs 4. Processes at the Institutional Level: Incubation Models 5. Processes at the Firm Level: Phases and Models of Development 6. Entrepreneurial Teams in Spin-Offs 7. Financial Constraints and Access to Finance 8: Conclusions and Policy Implications References Index

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Book SynopsisAs the US economy emerges from the severest recession in a generation, large questions regarding its long-term ramifications for higher education remain unanswered. In fact, the harshest effects of the economic downturn are likely ahead as campus leadership focuses on enrollment, affordability and fundraising. This volume of essays examines the challenges and opportunities for advancing higher education's core missions of education, research and service in a resource-constrained environment. Many parties will wish to return to the old normal, but fulfilling the mission of higher education will require implementing change in the face of opposition, gaining support from key stakeholders, and maintaining morale in the process. The new normal entails innovating to meet the needs for higher education among a growing population of potential students from disadvantaged socioeconomic backgrounds, many of whom are ill-prepared for a college education and unaware of how to access it, and a population of mid-career students seeking to retool or reinvent themselves for the labor market. The economic success of both individuals and the US economy are directly dependent upon increasing the share of the population receiving a higher education. Chapter authors include college and university presidents and chancellors, and other senior administrators and thought leaders from the higher education community. They provide new and actionable information to enhance decision-making and inform strategic planning as well as a contemporary examination of the business of higher education and areas of potential new research.This book is an excellent resource for academic administrators, as well as for researchers and students in business, management, economics, education and public sector economics.Trade Review‘In an era of sound bites, Smart Leadership for Higher Education in Difficult Times provides an outstanding analysis of the context in which today’s colleges and universities operate. The essays are thought provoking, insightful and valuable for preparing our institutions for an uncertain future. Through case studies and personal experience, contributors challenge readers to reflect on our own institutions and re-imagine higher education.’ -- Graham B. Spanier, The Pennsylvania State University, US‘Smart Leadership for Higher Education in Difficult Times makes the case that bridging the time from recession to recovery with typical belt-tightening tactics, without a strategy for fundamental change in the higher education business model, is a formula for failure. Globalization, changing demographics, evolving technology and jobs of the future are only beginning to impact the business of higher education. These trends, combined with the lingering effects of constrained revenue, are the building blocks of a new business environment. Reading this book will jump-start your thinking about how innovation, reorganization, prioritization and strategic investing are necessary for institutional success.’ -- John Walda, National Association of College and University Business Officers, US‘In response to falling state support, limited returns from endowments and increasing costs, colleges and universities have turned to examinations of the mission of higher education and new ways in which its missions can be achieved. Two of the many provocative insights described in this series of papers concern the permanent nature of change in the economic, demographic and competitive environment, and the need for more creativity and innovation.’ -- Risa Palm, Georgia State University, US‘Smart Leadership for Higher Education in Difficult Times offers positive ideas and encouragement from some of the leading thinkers and doers in higher education about how to lead proactively in response to the sobering challenges now facing colleges and universities - economic stagnation; the completion imperative; rapid demographic changes; global competition; the stunning pace of technological change; and the tensions among affordability and the stubborn growth in college unit costs.’ -- William Zumeta, University of Washington and Association for the Study of Higher Education, USTable of ContentsContents: Foreword Roger W. Ferguson, Jr. Introduction Paul J. Yakoboski 1. Is the Business Model of Higher Education Broken? David W. Breneman 2. Macro-challenges of the National Imperative Facing Higher Education William E. Kirwan 3. Expanded Access to Public Higher Education: Challenges for the Twenty-first Century Charles B. Reed 4. Beyond the ‘New Normal’ in American Higher Education: Toward Perpetual Innovation Michael M. Crow 5. Higher Education’s Mandate: Planning for a New Generation Eduardo J. Padrón 6. Southern Oregon University: A Case Study for Change in the ‘New Normal’ Mary Cullinan 7. Don’t Mourn, Reorganize! Robert C. Holub 8. Opportunities and Obstacles: The Imperative of Global Citizenship J. Michael Adams 9. Leading in a Changing Environment Kent John Chabotar 10. The ‘New Normal’: Prospects for Postsecondary Education in the Twenty-first Century Bobby Fong 11. Enhancing Faculty Vitality and Institutional Commitment: Smart Leadership in Difficult Times Devorah Lieberman 12. Where is the Money? Leading in a Changing Environment Jane Wellman 13. Ten Potential Lessons from Investor-owned Higher Education Gregory M. St. L. O’Brien, Craig Swenson and Geoffrey Bannister 14. Cold Comforts: Questioning the Habits of Higher Education Stephen Joel Trachtenberg Index

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Book Synopsis'In this timely book, Professor Gordon Rausser explores the changing landscape of university-industry relations, informed by his unusual background as a pioneer in Public Private Research Partnerships (PPRPs) while serving as Dean of the College of Natural Resources at UC Berkeley. Scholars, administrators, and industry executives who are interested in industry/university partnerships will find a treasure of information and insights in this beautifully written book.'- Steve P. Briggs, University of California, San Diego'As public/private partnerships have become increasingly important to the funding of academic research, it is essential not only to learn from past institutional experience of such partnerships, but to create templates that optimize their structure for both partners. In his important book, Structuring Public-Private Research Partnerships for Success, Gordon Rausser has set himself to both tasks. All those who think about such partnerships will learn from this book.'- Carol Christ, University of California, BerkeleyUniversity research has played an essential role in economic growth by generating public good outputs that have not readily lent themselves to private market development. As funding for universities and governmental research units has declined, these institutions have turned to the private sector to augment their research and development budgets. This book presents a framework for structuring public-private research partnerships that protect both these institutions' academic freedom and the private firm's corporate interests. The authors present a four-stage framework that recognizes the critical role of 'control rights' and reveals how these rights can be effectively identified, valued, and allocated between research partners. The book provides a number of template designs for a variety of research partnerships, including tactics and strategies for implementing successful public-private research partnerships. It further provides case studies with examples of both successful and unsuccessful research partnerships. The book demonstrates that universities are empowered when they pursue private partners actively and when contracts preserve academic freedom, address confidentiality, specify intellectual property rights, define access to proprietary data, clarify the conflict resolution process, and address potential publication delays.This book is an essential and illuminating resource for academic researchers in economics and public policy departments, technology transfer offices, as well as others involved in university and public administration.Trade Review'The landscape for financing research has changed, and continues to change. Universities and other public enterprises are increasingly reliant on support from the private sector through grants, contracts, agreements, and other forms of public-private partnerships, many of which involve some shared interest in the outcome. Navigating this evolving landscape is challenging for participants in the private and public sector alike. Economists and others have written on various aspects, but piecemeal. Structuring Public-Private Research Partnerships for Success is the first comprehensive analysis of the incentive issues that arise in the formation and management of public-private research partnerships (PPRPs). It presents a framework for analyzing the structure of contracts for PPRPs and devising appropriately designed research agreements, supported by in-depth analytical treatment of many of the real-world challenges that arise in this context. This book is an invaluable reference for economists and others who are grappling with how to design research funding institutions that will succeed and enable public research enterprises to continue to flourish and achieve their public purposes in an era of ever-tighter government purse-strings.' --Julian M. Alston, University of California, Davis'Professor Rausser's book is unique in its focus on university efforts to negotiate research funding from the private sector, a crucial concern in this era of vanishing federal funding for basic research. It is especially noteworthy for its rigorous but accessible analyses of the tradeoff between basic and applied research in universities, and the process of bargaining between universities and businesses over research focus and funding. The lessons learned from the case studies analyzed are important to, and should be required reading for, all university administrators concerned about funding research.' --Richard Jensen, University of Notre Dame'Over the last 50 years, we have seen the emergence of an educational-industrial complex where university innovation and knowledge provide the foundation for cutting-edge industrial development. This new book is a must-read to understand the most exciting and controversial chapter in the evolution of the educational-industrial complex, namely, university/industry partnerships. The book provides an insightful conceptual framework for the design of such partnerships and analyzes the implications of actual contracts. The sound use of economic principles in institutional design will help to identify the pitfalls of bad design. The highlights of the book are the fascinating case studies of such arrangements, in particular, the Berkeley/Novartis arrangement. Since university/industry partnerships are likely to proliferate, this book provides essential reading for properly designing these partnerships. The book will be of much interest to both applied and theoretical economists and to practitioners and scholars of research and development and institutional design.' --David Zilberman, University of California, BerkeleyTable of ContentsContents: 1. Public Research Enterprises: The Changing Landscape 2. The Scientific Research Process 3. Public Good Versus Private Good Research: The Empirical Evidence 4. Crowding-in Versus Crowding-out of Public Good Research 5. Knowledge Creation and the Research and Development Process 6. PPRPs: The Benefits and Risks of the Bargain 7. Governance Structures and Collective Decision Making 8. Incomplete Contracts and Control Premiums 9. Impure Goods and the Structure of Contracts 10. The Structural Setting: The Stages of Research and Development 11. Lessons and Recommendations Index

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Book SynopsisThis book shows teachers possible strategies for handling children's behaviour in the classroom. The book considers a number of problems which may lead to inappropriate behaviour and as well as the behavioural and cognitive approach also looks at the use of management techniques in the class room.Table of Contents1. The nature of class control and management problems. 2. Causes of problems I: the children. 3. Causes of problems II: the school and teachers. 4. Strategies I: the behavioural approach. 5. Strategies II: the cognitive approach. 6. Strategies III: management techniques. 7. Teacher behaviours and classroom control. 8. Teacher self-perceptions and self-management.

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Book SynopsisCovering the various stages of intervention it provides a practical insight into this multifaceted situation. Distinguishes between school refusal and other forms of school attendance problems Assists practitioners with the development of an intervention plan for school refusal Provides resources which are useful in assessment and management of school refusal Trade Review"Some of these [books in the PACTS series 2] are quite outstanding guides for practitioners, full of practical steps to take and worldly wisdom as well as good theretical grounding ... The approach taken to school refusal is also very sound ... Overall I would recommend that this series is present for anybody working with adolescents, as they provide a very useful guide for trainees to get stuck in with treatment." Stephen Scott, Institute of Psychiatry, London, Child and Adolescent Mental Health, Volume 9, No. 2, 2004, pp 92-96Table of ContentsIntroduction 1 Part I: Assessment 5 Part II: General Considerations for Intervention 15 Part III: Intervention with the Young Person 18 Part IV: Intervention with the Parents 32 Part V: Intervention at the School Level 47 Part VI: Concluding Remarks 51Appendices 54

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Book SynopsisThere have been dramatic changes in education policy throughout the world in the final quarter of the 20th Century. This important volume presents an invaluable collection of previously published and specially commissioned articles which capture these major changes in educational policy.Driven by demands for efficiency and performance, traditional liberal views of education as promoting and providing the ideals of an educated elite and empowered autonomous individuals have been supplanted. Increasingly there have been moves from localized and national policies towards international policies, and a closer integration of schools into the world. Education policy and associated management styles have overtly incorporated current market-led economic theories and in major western nations where education has been seen as a traditional welfare right, policy has moved to a commodification of education and to various forms of privatisation. Topics include Education Policy: Definition, Analysis, Criticism and Research; Economics: Markets and Development; Education Policy and the State; Race, Development and Culture; and Social Justice, Literacy and New Technologies.Education Policy will be an indispensable reference source for students, researchers and practitioners.Trade Review'. . . a major piece of work and deserves a wide audience.' -- Justin Dillon, Environmental Education Research'As the book presents a rich collection of research in the area, at one place for the convenience of researchers, the scholars would undoubtedly feel it worth having.' -- Jandhyala B.G. Tilak, Journal of Educational Planning and AdministrationTable of ContentsContents: Acknowledgements • Preface Part I: Education Policy: Definition, Analysis, Criticism and Research 1. Stephen J. Ball (1994), ‘What is Policy? Texts, Trajectories and Toolboxes’ 2. John A. Codd (1988), ‘The Construction and Deconstruction of Educational Policy Documents’ 3. John Fitz, David Halpin and Sally Power (1994), ‘Implementation Research and Education Policy: Practice and Prospects’ 4. Hilary Janks (1997), ‘Critical Discourse Analysis as a Research Tool’ 5. Jenny Ozga (1990), ‘Policy Research and Policy Theory: A Comment on Fitz and Halpin’ 6. Michael Peters and James Marshall (1996), ‘Educational Policy Analysis and the Politics of Interpretation’ 7. Sandra Taylor (1997), ‘Critical Policy Analysis: Exploring Contexts, Texts and Consequences’ Part II: Economics: Markets and Development 8. Mark Blaug (1989), ‘Review of Economics of Education: Research and Studies Edited by George Psacharopoulos. Oxford: Pergamon Press. 1987. 482 pp.’ 9. Phillip Brown and Hugh Lauder (1996), ‘Education, Globalization and Economic Development’ 10. Martin Carnoy (1995), ‘Structural Adjustment and the Changing Face of Education’ 11. John E. Chubb and Terry M. Moe (1988), ‘Politics, Markets, and the Organization of Schools’ 12. Patrick Fitzsimons and Michael Peters (1994), ‘Human Capital Theory and the Industry Training Strategy in New Zealand’ 13. Howard Glennerster (1991), ‘Quasi-Markets For Education?’ 14. Simon Marginson (1997), ‘Subjects and Subjugation: The Economics of Education as Power-Knowlege’ 15. Geoff Whitty (1997), ‘Creating Quasi-Markets in Education: A Review of Recent Research on Parental Choice and School Autonomy in Three Countries’ Part III: Educational Policy and the State 16. Michael W. Apple (1993), ‘The Politics of Official Knowledge: Does a National Curriculum Make Sense?’ 17. Roger Dale (1997), ‘The State and the Governance of Education: An Analysis of the Restructuring of the State-Education Relationship’ 18. Tony Edwards and Geoff Whitty (1992), ‘Parental Choice and Educational Reform in Britain and the United States’ 19. David Hogan (1997), ‘The Social Economy of Parent Choice and the Contract State’ 20. Mark Olssen (1996), ‘In Defence of the Welfare State and Publicly Provided Education: A New Zealand Perspective’ 21. Thomas S. Popkewitz (1996), ‘Rethinking Decentralization and State/Civil Society Distinctions: The State as a Problematic of Governing’ 22. Susan L. Robertson (1996), ‘Teachers’ Work, Restructuring and Postfordism: Constructing the New ‘Professionalism’’ 23. Carlos Alberto Torres (1995), ‘State and Education Revisited: Why Educational Researchers Should Think Politically About Education’ Part IV: Race, Development and Culture 24. Jane Kenway, Chris Bigum and Lindsay Fitzclarence (1993), ‘Marketing Education in the Postmodern Age’ 25. Eve Coxon (1999), ‘The Politics of ‘Modernisation’ 26. Phillip W. Jones (1997), ‘Review Article: On World Bank Education Financing - World Bank (1995) Policies and Strategies for Education: A World Bank Review (Washington DC, World Bank)’ 27. Henry A. Giroux (1997), ‘Where Have All the Public Intellectuals Gone? Racial Politics, Pedagogy, and Disposable Youth’ 28. Peter L. McLaren (1997), ‘Unthinking Whiteness, Rethinking Democracy: Or Farewell to the Blonde Beast; Towards a Revolutionary Multiculturalism’ 29. Amy Stuart Wells and Irene Serna (1996), ‘The Politics of Culture: Understanding Local Political Resistance to Detracking in Racially Mixed Schools’ 30. John U. Ogbu (1994), ‘Racial Stratification and Education in the United States: Why Inequality Persists’ 31. Graham Hingangaroa Smith and Linda Tuhiwai Smith (1996), ‘New Mythologies in Maori Education’ Part V: Social Justice, Literacy and New Technologies 32. R.W. Connell (1994), ‘Poverty and Education’ 33. A.H. Halsey (1993), ‘Trends in Access and Equity in Higher Education: Britain in International Perspective’ 34. Bob Lingard and Barbara Garrick (1997), ‘Producing and Practising Social Justice Policy in Education: A Policy Trajectory Study from Queensland, Australia’ 35. Colin Lankshear (1998), ‘Meanings of Literacy in Contemporary Educational Reform Proposals’ 36. Allan Luke, Bob Lingard, Bill Green and Barbara Comber (1999), ‘The Abuses of Literacy: Educational Policy and the Construction of Crisis’ 37. Nicholas C. Burbules and Thomas A. Callister, Jr. (1999), ‘A Post-Technocratic Policy Perspective on New Information and Communication Technologies for Education’ 38. Gary McCulloch (1997), ‘Privatising the Past? History and Education Policy in the 1990s’ Name Index

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Book SynopsisTony Blair's 1996 pre-election speech put 'education, education, education' firmly at the centre of the policy stage. Education has since become a key political issue and a major focus of media attention. It is also seen as a crucial factor in ensuring economic productivity and competitiveness. But whose interests are at the centre of this shift in education policy? And how could things be if we thought about education differently? In this enthralling book, Stephen J. Ball guides us through the flood of government initiatives and policies that have been introduced over the past 20 years, including beacon Schools, the academies programme, parental choice, foundation schools, faith schools and teaching standards. He looks at the politics of these policy interventions and how they have changed the face of education, 'joining up' policy within a broader framework of initiatives, turning children into 'learners' and parents into 'consumers'.Ball's sociological approach to analysing and making sense of current policies and ideas around education uncovers issues of class, choice, globalisation, equality and citizenship, as well as the conflicting needs of children and families on the one hand and the economy and the state on the other. This exciting series offers a guide through some of today's most hotly contested policy issues by distinguished leaders in the field. Each book untangles current policy debates, looking behind the rhetoric and spin to discover what is at the core of contemporary political agendas. The authors present their own perspectives and make recommendations for what could - or should - be our priorities for future policy reform.Trade Review"Stephen Ball provides the intellectual resources for understanding how education policy is produced, what it seeks to do and what its effects are. Theoretically and empirically adroit, it is essential reading for all those needing to understand education policy and politics." Bob Lingard, Andrew Bell Professor of Education, The University of Edinburgh "The Education Debate is a tour de force not only for its authority and penetration but also...its accessibility." Roger Brown in Higher Education Review "His introduction to key concepts should be required reading both for those engaged in policy making processes and those seeking to influence change in education." Rob Berkeley, Runnymede BulletinTable of ContentsIntroduction to key concepts: education policy, economic necessity and public service reform; Class, comprehensives and continuities: a short history of English education policy; Current policy models and The UK government's approach to public service reform; Current key issues: forms of policy and forms of equity; A sociology of education policy: past, present and future.

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Book SynopsisThis book provides an essential resource for all professionals involved with the educational management of deaf children.Table of ContentsSection 1. Information and Interpretation, Audiological Assessment, M. Baldwin, P. Watkin. Causes and Implications of Deafness, D. Adams, L, Stewart. Multi-handicapped Deaf Children, F. Coninx, J.m. Moore. Section 2. Listening learning Devices, Aids to Hearing, M. Smith, Earmoulds, R. Brett, J. Okpojo. Cochlear Implants, S. Archbold. Tactile Aids, W. Mccracken. Section 3. Knowledge and Practice, Management of Amplification, S. Lewis, D. Lyon. Fitting and verification, D. Lewis. The Listening Learning Environment, F. Berg. Learning to Listen, G. Carr.

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Book SynopsisThis book is designed to meet the needs of teachers working in a range of contexts. It applies the principles of personal construct psychology (PCP) and invites teachers to reflect on the implications of these for classroom practice. The book begins by providing a comprehensive review of the philosophies and theories underpinning education as a basis for demonstrating the particular relevance of PCP for educational research and practice. This establishes a conceptual framework for the extensive practical guidance which follows on how to implement, with sensitivity and rigour, a range of techniques, from the traditional structured repertory grid to more innovative flexible strategies, within education. 1 - Alternative Perspectives on Education 2 - Personal Construct Psychology Approaches in Education 3 - Alternative Constructions of Educational Research 4 - Practical Considerations in the Use of Repertory Grid Techniques 5 - Beyond the Grid 6 - Developing an Appropriate Climate 7 - The Learner as Personal Scientist 8 - Teachers Perspective 9 - Anticipation and TransformationTable of ContentsAlternative Perspectives on Education. Personal Construct Psychology approaches in Education. Alternative Constructions of Educational Research. Practical Considerations in The use of Repertory Grid Techniques. Beyond The grid. Developing an Appropriate Climate. The Learner as Personal Scientist. Teachers Perspective. Anticipation and Transformation.

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Book SynopsisThis text promotes the view that the clinical education process offers both clinical educators and students opportunities for personal and professional development. It guides the reader through the clinical education process, from pre-placement preparation to assessment of learning that supports and encourages personal and professional development. Included are resources for supporting the clinical education process, such as checklists, case studies and proformas, and vignettes illustrate the richness of students' and clinical educators' learning experiences.Table of ContentsPreface. Chapter 1 Clinical education as professional development for both clinical educators and students. Chapter 2 Preparing for clinical education. Chapter 3 Learning together. Chapter 4 Development of personal skills. Chapter 5 Development of cognitive skills. Chapter 6 Development of learning processes. Chapter 7 The art of learning from assessment. Chapter 8 A continuum of professional development in clinical education. References. Index.

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Book Synopsis#FeesMustFall, the student revolt that began in October 2015, was an uprising against lack of access to, and financial exclusion from, higher education in South Africa. More broadly, it radically questioned the socio-political dispensation resulting from the 1994 social pact between big business, the ruling elite and the liberation movement.The 2015 revolt links to national and international youth struggles of the recent past and is informed by Black Consciousness politics and social movements of the international Left. Yet, its objectives are more complex than those of earlier struggles. The student movement has challenged the hierarchical, top-down leadership system of university management and it’s ‘double speak’ of professing to act in workers’ and students’ interests yet enforce a regressive system for control and governance. University managements, while one one level amenable to change, have also co-opted students into their ranks to create co-responsibility for the highly bureaucratised university fi nancial aid that stand in the way of their social revolution.This book maps the contours of student discontent a year after the start of the #FeesMustFall revolt. Student voices dissect coloniality, improper compromises by the founders of democratic South Africa, feminism, worker rights and meaningful education. In-depth assessments by prominent scholars refl ect on the complexities of student activism, its impact on national and university governance, and offer provocative analyses of the power of the revolt.Trade Review"This book, one of the first on the topic, gives a good sense of the excitement of the 2015 movements, their portentous language and heady ideas, and will be welcomed by those sympathetic to the students. More sober academic or technical discussions provide background to the history of student protest in Africa and the dilemmas of university funding." -William Beinart, professor of Race Relations, African Studies Centre, St Antony's College, University of OxfordTable of ContentsAcknowledgements; Introduction; Power redefined - 'what happened to governance?'; Two weeks in October - changing governance in South Africa Susan Booysen; Primary voices - 'the roots of the revolution'; The roots of the revolution Gillian Godsell, Rekgotsofetse Chikane; The game's the same: #MustFall; moves to Euro-America Sizwe Mpofu-Walsh; #OutsourcingMustFall through the eyes of workers Omhle Ntshingila, with workers; Documenting the revolution Gillian Godsell, Refiloe Lepere, Swankie Mofoko, Ayabonga Nase; The revolt - 'rising against the liberators', South Africa in Africa; Standing on the shoulders of giants? Successive generations of youth sacrifice in South Africa David Everatt; Learning from student protest in Sub-Saharan Africa Lynn Hewlett, Gugu Mukadah, Horacio Zandamela, Koffi Kouakou; Unfinished revolutions: The North African uprisings and notes on South Africa William Gumede; Power and class redefined - 'sit down and listen to us'; To win free education, fossilised neoliberalism must fall Patrick Bond; Bringing class back in: Against outsourcing during #FeesMustFall at Wits Vishwas Satgar; Between a rock and a hard place: University management and the #FeesMustFall campaign Patrick Fitzgerald, Oliver Seale Financing universities: Promoting equity or reinforcing inequality Pundy Pillay; Justice, identity, force and rights - 'we came for the refund'; Excavating the vernacular - 'ugly feminists', generational blues and matriarchal leadership Darlene Miller; The South African student/worker protests in light of just war theory Thad Metz; Conclusion; Conclusion: Aluta continua! Editorial collective / Susan Booysen.

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Book SynopsisOne of the most challenging responsibilities of being a college department chair or dean is to effectively manage the diverse and independent intellectuals that form the typical college faculty. Many administrators not only complain about the amount of time they devote to grappling with problems between faculty and staff members—but many also feel inadequately trained for resolving the problems they with which they are confronted. Managing People helps administrators handle the challenges they face when dealing with everyday personnel management problems. A collection of 13 essays, this book is written by experienced chairs, deans, and vice presidents who offer sensible advice based on personal experience and scholarly research. Each essay tackles a different aspect of people management, explaining the dimensions and subtleties of the issue as well as offering targeted suggestions and resources. Topics include An analysis of how self-understanding is essential to any leader Strategies for working with faculty and staff in a sincere and authentic manner Approaches to positive leadership Tips on achieving consensus among faculty Advice on conducting departmental or college meetings that create cohesion The different types of detractors or difficult individuals, and how best to deal with them An explanation of how to eliminate negative defenses Evaluations as useful for enhancing faculty performance and satisfaction Ways in which to build and maintain faculty morale This book offers readers a practical guide on how to better manage faculty and staff in order to realize shared visions and positively impact their institutions.Table of ContentsAbout the Editor. Preface. About the Contributors. 1. Understanding Yourself (Deryl R. Leaming). 2. Understanding and Communicating With Others (Daniel W. Wheeler). 3. Establishing a Positive Leadership Approach (Lynn M. Little). 4. Creating Consensus Among Faculty (Deryl R. Leaming). 5. Using Meetings to Create Cohesion (Joan DeGuire North). 6. Winning Over Your Detractors (Thomas R. McDaniel). 7. Stripping Away Negative Defenses (Elliott A. Pood). 8. Handling Conflict With Difficult Faculty (Ben Bissell). 9. Dealing With Troubled Faculty (Howard B. Altman). 10. Improving the Odds of Hiring the Right Person (Baron Perlman and Lee I. McCann). 11. Using Evaluation to Enhance Faculty Performance and Satisfaction (Nancy Van Note Chism). 12.Building and Maintaining Morale (Deryl R. Leaming). 13. Putting All the Pieces Together to Be a Better People Manager and Leader (Deryl R. Leaming). Bibliography. Index.

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Book SynopsisEvaluation in departments is widespread but often fails to spark positive change. Based on his extensive work with academic departments across the country, Wergin explains that successful department evaluation exists only when faculty and departments have a strong influence on the purposes, processes, and methods of evaluation. The central purpose of Departments That Work is how academic programs can make evaluation more useful and critical reflection more likely. Topics include: * How quality has become confused with such concepts as effectiveness, productivity, and marketability and how it might more constructively be conceived as focusing on the engagement of the department with its constituencies * An examination of both intrinsic and extrinsic motivators of faculty work, the concept of organizational motivation, and the factors influencing identification with the institution and motivation to contribute to it * The three critical factors of effective department evaluation * How academic leaders can create a culture of engagement * How to define and negotiate academic values with diverse stakeholders * How to ask the right questions and collect the right idea * How to determine standards and make meaning of evaluation data * An overall summary of specific recommendations for academic leaders and departmental faculty, including an appendix of the constructs presented in each chapterTable of ContentsAbout the Author. Foreword. Preface. 1. The Concept of Academic Quality. 2. Motivation For Quality Work. 3. Evaluating Quality In Academic Programs. 4. Creating the Engaged Department. 5. Negotiating Departmental Values. 6. Finding Evidence of Quality Evidence. 7. Making Meaning of Quality Evidence. 8. Enhancing Departmental Quality. Appendix. Departments That Work: What They Do. Bibliography. Index.

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Book SynopsisAn annual publication of the Professional and Organizational Development (POD) Network in Higher Education, volume 22 of To Improve the Academy is a collection of articles that focus on the role of faculty, instructional, and organizational development in ensuring excellence in education. Recognizing the urgency caused by a recent rash of budget and staff cuts and falling course enrollment, the authors provide new perspectives on how to address the growing need for providing quality, effective higher education. The book is divided into six sections: Section I, Past, Present, and Future of SoTL: provides an overview of the scholarship of teaching and learning Section II, Assessment and Faculty Development: presents tested methods for assessing both student learning and the impact of faculty development Section III, Curriculum Design and Evaluation: describes different tools for redesigning curriculum and improving student learning Section IV, Faculty Development Tools: presents models for enhancing current methods of faculty development Section V, Student Learning and Faculty Development: focuses on helping faculty work with students to enhance and improve their learning Section VI, Faculty Development with Part-Time Instructors: includes ideas for integrating adjunct faculty and graduate students into the life of an institution This book makes sense of how the changing climate in higher education is affecting how, when, and in what circumstances American students are learning. It offers an essential resource for improvement in higher education to faculty and instructional development staff, department chairs, deans, student services staff, chief academic officers, and educational consultants.Table of ContentsIntroduction. Section I: Past, Present, and Future of SoTL. 1. The scholarship of teaching and learning: Past, present, and future Section II: Assessment and Faculty Development. 2. Triangulating faculty needs for the assessment of student learning. 3. Documenting the educational innovations of faculty. 4. Evaluating the return on investment of faculty development. 5. Making faculty development needs assessment more meaningful. Section III: Curriculum Design and Evaluation. 6. Educating and engaging faculty to educate and engage students. 7. Streamlining midterm student evaluations. 8. An interactive focus group protocol for qualitative assessments. Section IV: Faculty Development Tools. 9. A transformative model for professional development activities. 10. A SHORE approach to faculty development. 11. Foucault and the practice of educational development. 12. Establishing an innovative, formal, untenured faculty organization. 13. Fostering diversity in a faculty development organization. 14. Academic development as a team sport. Section V: Student Learning and Faculty Development. 15. Student learning and faculty development. 16. Problem-based service learning. 17. Effective peer evaluation in learning teams. 18. An international perspective on assessing group projects. 19. Portland State's faculty development program for service learning. Section VI. Faculty Development With Part-Time Instructors. 20. Making adjunct faculty part of the academic community. 21.The ongoing development of graduate student instructors. Bibliography.

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Book SynopsisThis guide to helping faculty prepare for professional review, whether an annual event or at a key moment in their career, will help make this often stressful and confusing experience less challenging and provide faculty a sense of mastery over the process. It shows faculty how to plan ahead by learning the rules, getting organized, developing a line of research, collecting baseline data, and fostering interpersonal relationships. It then gives practical advice and examples on documenting one’s work in all areas of teaching and scholarship. The second edition of this best-selling book features some new materials designed to help faculty prepare for a major professional review, including post-tenure reviews. New areas covered are how to Document teaching with technology, Manage changing guidelines and policies Use annual review materials as the foundation for a professional portfolio In addition to updating references and resources, the author has expanded sections on scholarship, teaching and advising, how to best document faculty role and impact as part of a team, and on assessing collegiality. Appropriate for faculty at large universities and small colleges, public or private institutions, and unionized campuses, this book enumerates important questions to be asked and the issues that should be considered as faculty approach the review process. Concrete resources, examples, references, and a faculty checklist make this a practical tool for any instructor facing a professional evaluation.Table of ContentsAbout the Author. Preface. Acknowledgments. Introduction. Part I: Process. 1. Planning Ahead. 2. Documenting Your Work. Part II: Resources. 1. Assessing Collegiality: A Faculty Survey. 2. Documenting Effectiveness and Impact as a Member of a Team. 3. Mini-Quest: Questionnaire for Evaluating an Instructional Unit. 4. Documenting an Instructional Innovation or Use of Technology: Guidelines for Faculty. 5. Student Ratings of Faculty: Special Instructions Settings. 6. Evaluating an Advisor: Slelected Items From the ACT Survey of Academic Advising. 7. Documenting and Assessing the Work of Faculty. 8. The Teaching Portfolio: Narrative Guidelines of Faculty. 9. Evaluating Teaching: Selected Additional References. 10. Preparing for Promotion, Tenure, and Annual Review: A Faculty Checklist. Index.

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Book SynopsisManaging School Districts for High Performance brings together more than twenty case studies and other readings that offer a powerful and transformative approach to advancing and sustaining the work of school improvement. At the center of this work is the concept of organizational coherence: aligning organizational design, human capital management, resource allocation, and accountability and performance improvement systems to support an overarching strategy. This central idea provides a valuable conceptual framework for current and future school leaders. The case studies presented in Managing School Districts for High Performance grow out of the Public Education Leadership Project (PELP), a unique partnership between the Harvard Business School, the Harvard Graduate School of Education, and a network of urban school districts. This rich array of cases explores the managerial challenges districts face as they seek to ensure rich learning opportunities and high achievement for all students across a system of schools.

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Book SynopsisWhat does it look like when a school uses data wisely? Data Wise in Action, a new companion and sequel to our bestselling Data Wise, tells the stories of eight very different schools following the Data Wise process of using assessment results to improve teaching and learning. Data Wise in Action highlights the leadership challenges schools face in each phase of the eight-step Data Wise cycle and illustrates how staff members use creativity and collaboration to overcome those challenges. Data Wise in Action builds on the work of leading faculty and graduate students at the Harvard Graduate School of Education, who joined with exemplary practitioners in 2005 to produce Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning. Since its publication, Data Wise has been read by thousands of school leaders, many of whom have shared the book with colleagues and staff. The success of the original book has generated a new demand among school leaders: to hear real stories from schools that are implementing the Data Wise process. Data Wise in Action answers that need. It offers both inspiration and practical guidance for school leaders.

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Book SynopsisAn annual publication of the Professional and Organizational Development (POD) Network in Higher Education, this 25th anniversary edition of To Improve the Academy focuses on contributing to and expanding the scholarship of educational development. Each chapter of this volume provides context and strategies for faculty and organizational development that advances student learning. To Improve the Academy, Volume 25, offers a resource for innovating and meeting new challenges in higher education to faculty and instructional development staff, department chairs, deans, student services staff, chief academic officers, and educational consultants. Divided into five sections, the book covers topics such as POD's ethical guidelines for educational developers Educational development and sociological imagination, or the ability to connect individual experience to social structure Paradigms for readers to consider, including critical theory and chaos theory Educational development and the scholarship of teaching and learning Specific practices and issues related to improving curriculum and instruction Faculty development, vitality, and reward at different stages of the faculty career The aim of the book—and POD as an organization—is to instill in educational developers a sense of responsibility for improving the quality of teaching and learning. This anniversary edition not only celebrates this value but also guides readers to a workable understanding of how to contribute to improvements in higher education.Table of ContentsAbout the Authors. Preface. Introduction. Ethical Guidelines for Educational Developers. Section I: Educational Development and the Sociological Imagination. 1. It All Started in the Sixties: Movements for Change Across the Decades—A Personal Journey (R. Eugene Rice). 2. Living Engagement (bell hooks, Douglas Reimondo Robertson). 3. Surviving to Tenure (James M. Lang). Section II: Paradigms. 4. A Critical Theory Perspective on faculty development (Stephen D. Brookfield). 5. The ABCs of fractal Thinking in Higher Education (Edward Nuhfer). Section III: Educational development and the Schlorship of Teaching and Learning. 6. Toward a Schlorship of Teaching and Learning in Educational Development (Peter felten, Alan Kalish, Allison Pingree, Katheryn M. Plank). 7. Faculty Development Through Student Learning Initiatives: Lessons Learned (Nancy Simpson, Jean Layne, Adalet Baris Gunersel, Blake Godkin, Jeff Froyd). 8. Action research for Instructional Improvement: Using Data to Enhance Student Learning at Your Institution (Constance E. Cook, Mary Wright, Christopher O’Neal). 9. Moving From the Scholarship of teaching and Learning to Educational Research: An Example From Engineering (Ruth A. Streveler, maura Borrego, Karl A. Smith). Section IV: Instructional and Curricular Development. 10. Structuring Complex Cooperative Learning Activities in 50-Minute Classes (Barbara J. Millis). 11. "Heritage Rocks": Priciples and Best Practices of Effective Intercultural Teaching and Learning (Peter Frederick, Mary James). 12. How Do You handle This Situation? Responses by Faculty in Great Britain and the United States to Workshops on the Ethics of Teaching (Miriam Rosalyn Diamond). 13. In the Eye of the Storm: Students’ Perception of Helpful Faculty Actions Following a Collective Tragedy (Therese A. Huston, Michele DiPietro). 14. Sustaining the Undergraduate Seminar: On the Importance of Modeling and Giving Guidelines (Shelley Z. Reuter). 15. Teaching Business by Doing Business: An Interdisciplinary Faculty-Friendly Approach (Larry K. Michaelsen, Mary McCord). Section V: Faculty Careers. 16. The Schlorship of Civic Engagement: Defining, Documenting, and Evaluating Faculty Work (Robert G. Bringle, Julie A. Hatcher. Patti H. Clayton). 17. How Post-Tenure Review Can Support the teaching Development of Senior Faculty (Mary Deane Sorcinelli, Mei-Yau Shih, Mathew L. Ouellett, Majory Stewart). 18. Faculty development in Student Laerning Communities: Exploring the Vitality of Mid-Career Faculty Participants (Shari Ellertson, John H. Schuh). 19. Making Meaning of a Life in Teaching: A Memoir-Writing Project for seasoned faculty (Kathleen F. O’Donovan, Steve R. Simmons). 20. Transforming a Teaching Culture Through Peer Mentoring: Connecticut College's Johnson Teaching Seminar for Incoming faculty (Michael Reder, Eugene V. Gallagher). 21. Preparing Future Faculty for Careers in Academic Librianship: A Paradigm Shift for Collaboration in Higher education (Sean Patrick Knowlton, Laura L. B. Border). Bibliography.

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Book SynopsisThe avalanche of day-to-day responsibilities facing those in community colleges threatens to bury ethical intent. This book addresses the importance of ethical leadership and explores real-world applications so that community college leaders can develop the institutional savvy to be extraordinary ethical leaders. Written for community college faculty, staff, presidents, and trustees who are committed to being ethical leaders, this book is divided into two sections: The first provides brief theoretical foundations for ethical leadership and relates those foundations to daily practice; the second explores in-depth daily practice for ethical leaders. Contents include: Virtue theory and leadership theory Plato’s Republic and the ethical leader Considerations of power, influence, and cultural norms The role of the president Why presidents and trustees should care about ethics Professional ethical identity development Ethical leadership: A faculty obligation The interface of ethics and courage in the life of a chief academic officer Threats to ethical leadership Leading from the head and the heart Transformational leadership and ethical dilemmas Presidential support for civic engagement and leadership education A guide to ethical decision-making by presidents and boards The consequences of compromised ethical identity development Table of ContentsAbout the Authors iii Foreword vii Preface x Foundations of Ethical Leadership Virtue Theory and Leadership Theory: Cross-Cultural Models for Administrators and Faculty, Richard B. Benner, Sr. 2 Plato's Republic and the Ethical Leader, Gordy Wax 16 Considerations of Power, Influence, and Cultural Norms for the Ethical Community College Leader, David M. Hellmich 23 Ethical Leadership: The Role of the President, Desna L. Wallin 33 Why Presidents and Trustees Should Care About Ethics, Gary W. Davis 46 Professional Ethical Identity Development and Community College Leadership, Sharon K. Anderson, Clifford P. Harbour, Timothy Gray Davies 61 Daily Practice of Ethical Leadership Ethical Leadership: A Faculty Obligation, Beth Richardson-Mitchell 78 The Interface of Ethics and Courage in the Life of a Chief Academic Officer, Linda Lucas 88 Threats to Ethical Leadership: The Hubris of Absolutism, the Politics of Affinity-Based Decision-Making, and the Development of Unethical Followers, David E. Hardy 103 Leading From the Head and the Heart, Susan K. Chappell 122 Transformational Leadership andEthical Dilemmas in Community Colleges, Sherry Stout-Stewart 131 Presidential Support for Civic Engagement and Leadership Education, Louis S. Albert 145 A Guide to Ethical Decision-Making by Presidents and Boards, Gary W. Davis 154 The Consequences of Compromised Ethical Identity Development in Community College Leadership, Clifford P. Harbour, Sharon K. Anderson, Timothy Gray Davies 166 Index 183

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Book SynopsisThe number of part-time faculty members is increasing steadily, to the point that most colleges and universities could not function efficiently without them. The evening and weekend availability of adjunct faculty enables us to expand class schedules to serve the educational needs of nontraditional students, and their expertise offers students important real-world perspectives.Yet there is often a lack of preparation or support for their vital role. Best Practices for Supporting Adjunct Faculty is written for a full range of academic leaders, including instructional administrators, department chairs, and directors of teaching and learning centers. It showcases proven initiatives at a variety of institutional types—two- and four year, public and private—that help achieve the needs of adjunct instructors, while increasing their effectiveness within institutions’ existing delivery systems. This book provides research data on the initiatives highlighted, and valuable ideas for institutions expanding their professional development opportunities for part-time instructors—thus enhancing student learning and improving accountability outcomes. Contents include: Deepening our understanding of adjunct faculty Ensuring an effective start for adjunct faculty Supporting adjunct faculty through face-to-face and online programming Mentoring adjunct instructors in a variety of approaches Building community and a sense of mission Analysis of orientation, pre-service training, recognition, and comprehensive professional development programs for adjunct faculty Portraits of proven programs and strategies for implementing initiatives at your institution An adjunct professor’s perspective on the benefits of supporting your part-timers’ teaching Table of ContentsAbout the Authors iii Preface x Deepening Our Understanding of Adjunct Faculty, Richard E. Lyons 1 Ensuring an Effective Start for Adjunct Faculty: Orientation With Multiple Options, Kevin Yee 13 The Part-Time Faculty Institute: Strategically Designed and Continually Assessed, Marianne H. Hutti, Gale S. Rhodes, Joni Allison, Evelyn Lauterbach 31 A Proven Program for Supporting Adjunct Faculty Online, Daryl Peterson 49 Mentoring Adjunct Instructors: Fostering Bonds That Strengthen Teaching and Learning, Cynthia Zutter 68 A Mentoring Network for Adjunct Faculty: From Proposal to Pilot to Five-Year Plan, Gayle Nolan, Cynthia Siegrist, Nancy Richard 81 A Consortium Approach to Supporting Part-Time Faculty, Helen Burnstad, Ben Hayes, Cindy Hoss, Ann-Marie West 107 An Applied Course in Teaching That Serves the Home and Neighboring Institutions, Thomas Lux 118 The Associate Program: A Foundation for Professional Growth in Adjunct Faculty, Russell Richardson 132 Adjunct Faculty Associates Professional Development Program, Keith Barker, Dan Mercier 143 Supporting Adjunct Faculty Through Orientation and Mentoring Initiatives and an Online Professional Development Course, Jeanne C. Silliman 158 A Proven, Comprehensive Program for Preparing and Supporting Adjunct Faculty Members, Frank Harber, Richard E. Lyons 186 Initiating a Support System for Adjunct Faculty: The First Year, Laura Renninger, Shannon Holliday, Marie Carter 199 The Two-Year Effort to Build a Program That Provides Part-Time Faculty Pedagogical Support, Community, and a Sense of Mission, H. Edward Lambert, Milton D. Cox 217 Professional Development Geared to Part-Timers' Needs: An Adjunct Professor's Perspective, Jason Schwartz 241 Index 252

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Book SynopsisIn Value-Added Measures in Education, economist and education researcher Douglas N. Harris takes on one of the most hotly debated topics in education. Drawing on his extensive work with schools and districts, he sets out to help educators and policy makers understand this innovative approach to assessment. Written in straightforward language and illustrated with actual student achievement data, this essential volume shows how value-added measurement can help schools make better use of their data and discusses the strengths and limitations of this approach.

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