Educational strategies and policy Books

Book SynopsisA visionary blueprint for educational reform that envisions school systems as opportunity engines, preparing young citizens for future workplace success, civic engagement, and fulfilling lives.Educating for Purposeful Life documents positive change within the Anaheim Union High School District, whose overarching mission is to prepare high school graduates who possess a clear sense of purpose and the capacity to achieve their goals. Superintendent Michael Matsuda and education consultant David Brazer lay out the district's innovative approaches to organizing, leading, teaching, and learning. They demonstrate how education policy, organization theory, and external partnerships work together within this grades 7–12 district to scaffold student success, resulting in greater high school graduation rates and four-year college matriculation and persistence rates. A rousing account of effective school reform, this work illuminates the district's Career Preparedness Systems Framework, which integrates affective and cognitive development opportunities, trade and professional development programs, and community engagement efforts. Matsuda and Brazer show how this framework, combined with a strengths-based approach that recognizes and affirms students' individual life experiences, helps meet the educational needs of all students, including those from traditionally underserved populations. Presenting secondary education as a means to support democracy, address employability gaps, and elevate student voice and purpose, this thought-provoking work provides ample ideas for how other districts might engage in educating for purposeful life.Trade Review“Educating for Purposeful Life offers readers an overview of select evidence-based practices and principles that enable school stakeholders to engage in authentic systemic change that has the potential to transform communities. With a particular emphasis on student voice, the pathways of students and their development is not only acknowledged, but also valued and central to shifting the learning environment, climate, experience, and outcomes for students within various school contexts. This book is timely for scholars and practitioners committed to preparing youth for the next stage of their academic trajectories, fostering community and engagement, and supporting students’ personal fulfillment while also accelerating generational mobility.” —Frances Contreras, dean and professor, School of Education, University of California, Irvine“When it comes to changing schools, too few books for educators skillfully combine the conceptual with the practical. In Educating for Purposeful Life, Brazer and Matsuda do exactly that. An in-depth near decade-long study of the urban Anaheim (CA) district, describes and analyzes the systemic changes that altered the district’s path. School board members, superintendents, and principals who read this book will gain useful theoretical and practical knowledge to guide change in their schools.” —Larry Cuban, professor emeritus of education, Stanford University“Not only does this book tell the story of the necessary changes that schools must undergo for our students' experiences to improve, but Brazer and Matsuda also provide the details necessary for readers to fulfill their obligation for making change in their owns systems. What's important for me, as a reader, is that the core concepts—systems thinking, human relations, organizational learning, and instructional leadership—are all grounded in solid research and best practices for educational leaders.” —T. J. Vari, assistant superintendent, Appoquinimink School District, and coauthor of Retention for a Change: Motivate, Inspire, and Energize Your School Culture

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Book SynopsisA handbook that helps educational leaders hone the social and emotional skills essential to promoting positive school culture and navigating their complex jobs. In this profoundly useful work, Janet Patti and Robin Stern make the case for social-emotional learning (SEL) as part of a critical skill set for K–12 school leaders, and they offer coaching on how to integrate emotional intelligence into leadership practices. Patti and Stern draw on recent research from psychology and education, as well as their combined 40 years of experience in the fields of SEL and leadership training, to highlight the many benefits of SEL-focused professional development for superintendents, principals, and aspiring school leaders. They also give readers the tools to develop their own SEL skills.Emotional Intelligence for School Leaders outlines key SEL skills, from mindfulness and self-management to relationship building and conflict resolution, and details how each can be applied in a leadership context. Case studies of a variety of successful educational leaders who employ positive psychology in their work illustrate the strategies they used to cultivate and apply their own SEL skills. This encouraging book underscores how teams that lead with self-awareness and empathy can promote well-being, foster resilience, and prevent burnout among educators and ultimately increase equity in the education system.Trade Review“Having been in the leadership research and development field for over fifty years, I am seldom awed. This book is a ‘wow’ experience. I felt like Charlie finding the Golden Ticket to enter Willy Wonka’s Chocolate Factory! I wish the faculty and administration at my university would read this book!”—Richard Boyatzis, Distinguished University Professor, Case Western Reserve University and coauthor of the international bestseller Primal Leadership and Helping People Change “For over twenty years, Janet Patti and Robin Stern have studied the emotional intelligence of school leaders. They have also developed state-of-the-art programs for helping leaders increase their EI, and they have mounted rigorous evaluation studies to determine those programs’ effectiveness. I’m delighted that they have now compiled all of this valuable information into this book. It is truly a gift to all of us.”—Cary Cherniss, emeritus professor of applied psychology, Rutgers University and cofounder of the Consortium for Research on Emotional Intelligence“Emotional Intelligence for School Leaders is a comprehensive guide to an indispensable and often overlooked element in leadership development. Understanding the historical, current, and purposeful context of EI and how it influences and impacts every aspect of a school leader’s role and ultimate success is key to highly effective leadership.”—Dawn Brooks DeCosta, deputy superintendent, Harlem Community School District 5

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Book SynopsisMETCO, America’s longest-running voluntary school desegregation program, buses black children from Boston’s city neighborhoods to predominantly white suburban schools. In contrast to the infamous violence and rage that greeted forced school busing within the city in the 1970s, the work of METCO has quietly and calmly promoted school integration. But how has this program affected the lives of its graduates? Would they choose to participate if they had it to do over again? Would they place their own children on the bus to suburbia? In The Other Boston Busing Story, sixty-five METCO graduates who are now adults answer those questions and more, vividly recalling their own stories and assessing the benefits and hardships of crossing racial and class lines on their way to school. As courts and policymakers today are forcing the abandonment of desegregation, this book offers an accessible and moving account of a rare program that, despite serious challenges, provides a practical remedy for the persistent inequalities in American education. This new edition puts the original findings in a contemporary context. Trade Review“General readers who are seriously interested in race relations or education reform will want to read this book.” * Publishers Weekly *Table of ContentsAcknowledgmentsIntroduction1. The Other Boston Busing Story2. Why They Went3. What Remains in Memory4. The Gains5. The Resolutions6. What About Now7. City Life and Suburban SchoolsBibliographyIndex

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Book SynopsisThis top-selling text, now in its seventh edition, is the go-to text to prepare students to teach people with disabilities. Adapted Physical Education and Sport provides comprehensive and clear guidance for professionals working with people with unique physical education needs, differences, and abilities.New to This Edition No other adapted physical education text has sold more copies than this book—but the contributors are not resting on their laurels. The text is loaded with new and updated material: Enhanced coverage of universal design for learning, with strategies and applications presented throughout the text A new chapter devoted entirely to adventure sports and activities A chapter on adapted sport that has been further developed to reflect the progress in the field Enhanced coverage of sport-specific injuries and prevention Also new to this edition are related online learning aids delivered through HKPropel, including assignable learning and enrichment activities to help students apply the book’s foundational knowledge. The HKPropel resources also include an instructor guide with teaching tips and strategies, ideas for an introductory course in adapted physical education and sport, and a sample syllabus. Other tools include a test bank, video clips demonstrating 26 of the fitness tests from The Brockport Physical Fitness Test Manual, and forms, tables, and calculators related to the Brockport Physical Fitness Test. In addition, the team of 30 highly renowned contributors includes 12 new voices who add their perspectives to the content.More FeaturesAdapted Physical Education and Sport offers readers much more: Chapter-opening scenarios that introduce one or more of the chapter’s concepts Application examples that explore real-life situations and show how to apply the text concepts to solve relevant issues Print, video, and online resources in the text and through HKPropel Appendixes that include definitions based on the Individuals with Disabilities Education Act (IDEA), contact information for organizations associated with adapted physical education and sport, information related to the Brockport Physical Fitness Test, a scale to evaluate adapted physical education programs, and more The book’s contents are aligned with the IDEA legislation and will help current and future educators identify the unique needs of children with disabilities, adapt physical education to meet those needs, and develop effective individualized education programs (IEPs) for those students. Adapted Physical Education and Sport is the ideal book for those who want the foundational knowledge that leads to the practical development and implementation of top-quality physical education and sport programs for people with disabilities. Note: A code for accessing HKPropel is included with this ebook.Table of ContentsPart I. Foundational Topics in Adapted Physical Education and SportChapter 1. Introduction to Adapted Physical Education and SportJoseph P. Winnick and David L. PorrettaChapter 2. Program Organization and ManagementJoseph P. Winnick and David L. PorrettaChapter 3. Adapted SportRonald W. DavisChapter 4. Measurement, Assessment, and Program EvaluationBrock McMullen and Manny FelixChapter 5. Individualized Education ProgramsBrock McMullen and Manny FelixChapter 6. Behavior ManagementE. Michael LoovisChapter 7. Instructional StrategiesDouglas H. CollierPart II. Individuals With Unique NeedsChapter 8. Intellectual DisabilitiesLauren K. Cavanaugh and Linda HilgenbrinckChapter 9. Behavioral DisabilitiesE. Michael LoovisChapter 10. Autism Spectrum and Social Communication DisordersCathy Houston-WilsonChapter 11. Specific Learning DisabilitiesBarry W. Lavay and Melissa D. BittnerChapter 12. Visual ImpairmentsLauren J. Lieberman and Lindsay BallChapter 13. Deaf, Hard of Hearing, or DeafblindLauren J. LiebermanChapter 14. Cerebral Palsy, Traumatic Brain Injury, and StrokeDavid L. Porretta and Justin A. HaegeleChapter 15. Amputations, Dwarfism, and Les AutresJustin A. Haegele and David L. PorrettaChapter 16. Spinal Cord Disabilities and Other Spinal ConditionsWesley J. Wilson and Luke E. KellyChapter 17. Other Health Impairment ConditionsFrancis M. KozubChapter 18. Activity and Sports Injuries, Longer-Term Disabilities, and ObesityG. Monique MokhaPart III. Developmental ConsiderationsChapter 19. Motor DevelopmentJohn C. Ozmun, Byungmo Ku, and David L. GallahueChapter 20. Perceptual–Motor DevelopmentBarry W. Lavay and Melissa D. BittnerChapter 21. Infants and ToddlersCathy Houston-WilsonChapter 22. Early Childhood Adapted Physical EducationSo-Yeun Kim and Lauriece L. ZittelPart IV. Activities for Individuals With Unique NeedsChapter 23. Health-Related Physical Fitness and Physical ActivityStamatis AgiovlasitisChapter 24. AquaticsDavid G. LorenziChapter 25. Team SportsAmaury Samalot-RiveraChapter 26. Individual and Dual Sports and ActivitiesE. Michael LoovisChapter 27. Adventure Sports and ActivitiesSue SutherlandChapter 28. Winter Sports and ActivitiesWesley J. Wilson and Luke E. KellyChapter 29. Enhancing Wheelchair Sport PerformanceVictoria L. Goosey-Tolfrey and Barry S. Mason Appendix A. Definitions Associated With the Individuals With Disabilities Education Act (IDEA) Appendix B. Adapted Physical Education and Sport Contact Information Appendix C. Brockport Physical Fitness Test Appendix D. School District Rating Scale for Adapted Physical Education

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Book SynopsisWhile there are plenty of texts out there on adapted physical activity, there are none like this one. That’s because Adapted Physical Activity Across the Life Span takes an interdisciplinary, life span approach that other texts either skim over or skip entirely. With this approach, the text provides content on DEI (diversity, equity, and inclusion), social justice, and SEL (social-emotional learning).Adapted Physical Activity Across the Life Span features the following: An interdisciplinary and life span approach to show students the broad scope of careers across education, clinical, and community settings Interviews with professionals that provide students with real-life stories from educators, allied health care professionals, coaches, and others who work with people with disabilities Information about adapted physical activity for early childhood, with a focus on professions that help a young child with a disability begin their journey of adapted physical education Content on adapted physical education for children and young people to educate students in the full implementation of IDEA and general physical education for children with disabilities, including interdisciplinary assessments, IEPs, and program modifications Content on adapted physical activity for adults to enable students to understand the roles of various professions that facilitate adapted physical activity for adults—from those who recently finished high school to senior citizens—using the Healthy People guidelines, research, best practices, and the most contemporary model of aging Chapter objectives, chapter summaries, tables, and charts that emphasize key concepts Instructor ancillaries to make it easier for instructors to prepare for and teach the course The interdisciplinary approach provides instructors greater flexibility for courses that include students not only from adapted physical education and general physical education but also from allied health professions: occupational therapy, physical therapy, speech and language pathology, nursing, medicine, sport psychology, exercise physiology, therapeutic recreation, and more. “Today, the interdisciplinary nature of service in adapted physical activity begins in the earliest ages and continues with professionals who instruct and nurture the physical activity of the oldest of our communities,” says coauthor Carol Leitschuh. “This is the life span approach.” Coauthor Marquell Johnson adds, “The interdisciplinary approach and life span approach provide a much wider view of helping people with disabilities achieve optimal health. Most texts focus on a narrower perspective, such as in school, in a medical or community setting, or with a certain age group. However, this book looks at all the professions that are involved in a person’s life throughout the life span and offers a coordinated approach.”Adapted Physical Activity Across the Life Span will help prepare future professionals to serve individuals who require adaptations to be able to enjoy full and healthy active lives over their lifetimes. From infants to the elderly, all across the life span, people can be physically active—and this text will help them be just that. Table of ContentsPart I. Overview and ScopeChapter 1. Physical Activity and Disability History of Professional Disability Service Understanding Disability Life Course Perspective SummaryChapter 2. Professional Roles in Adapted Physical Activity Professional Disciplines Professionals in the Schools Professionals in the Community Professionals in Health Care SummaryChapter 3. Disability and the Law Individuals with Disabilities Education Improvement Act of 2004 Americans with Disabilities Act Amendments Act of 2008 Every Student Succeeds Act of 2015 Individualized Education Program Individualized Family Service Plan SummaryChapter 4. Designing Life Span Programs Physical Activity Program Goals Infants and Toddlers Preschoolers Kindergarteners Elementary School Ages Middle to High School Ages Adults SummaryPart II. Adapted Physical Activity in SchoolsChapter 5. Instructional Strategies Ecological Theory Developmental Systems Theory Life Course Health Development Universal Design for Learning Motivation and Disability Instructional Style Instructional Techniques SummaryChapter 6. Assessment and Evaluation Assessment Process Evaluation Process Legal Assessment Requirements Approaches to Assessment Screening Test Selection Norm-Referenced Assessments Nonstandardized Assessments Evaluation Communication SummaryChapter 7. Intellectual Disability Causes and Prevalence Classification and Diagnosis Instructional Considerations Program Placement and Focus Instructional Strategies Physical Activities Serving Students With Severe or Profound ID Educational Health Care Providers SummaryChapter 8. Autism Spectrum Disorder Causes and Prevalence Classification and Diagnosis Instructional Considerations Program Placement and Focus Instructional Strategies Physical Activities Assessment and Evaluation SummaryChapter 9. Specific Learning Disabilities and Attention-Deficit/Hyperactivity Disorder Causes and Prevalence Classification and Diagnosis Instructional Considerations Program Placement and Focus Instructional Strategies Physical Activities for Children With ADHD Assessment and Evaluation for Children With SLD Educational Health Care Providers SummaryChapter 10. Behavior Disorders Causes and Prevalence Classification and Diagnosis Instructional Considerations Program Placement Instructional Strategies Physical Activities Assessment and Evaluation Educational Health Care Providers SummaryChapter 11. Sensory Impairments Causes and Prevalence Classification and Diagnosis Instructional Considerations Program Placement and Focus Instructional Strategies Physical Activities Assessment and Evaluation Educational Health Care Providers SummaryChapter 12. Orthopedic Impairment and Traumatic Brain Injury Causes and Prevalence Classification and Diagnosis Instructional Considerations Program Placement and Focus Instructional Strategies Physical Activities Assessment and Evaluation Educational Health Care Providers SummaryChapter 13. Other Health Impairment Obesity Diabetes Mellitus Asthma Epilepsy Human Immunodeficiency Virus Sickle Cell Anemia Hemophilia Temporary Conditions of Disability SummaryPart III. Adult Adapted Physical ActivityChapter 14. Health-Related Fitness Components of Health-Related Fitness Exercise Intensity Exercise Recommendations Health and Disability Exercise Initiation Considerations for Selected Conditions SummaryChapter 15. Leisure Activity Community and Professional Resources Leisure Activity Checklist Aging and Disability Leisure Activity Recommendations SummaryChapter 16. Adapted Sport Experience and Training Adapted Sport in Adulthood Professional Support Classifications for Adapted Sport Individual Sports Dual Sports Team Sports Summary

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Book SynopsisThe concept of intersectionality considers the interconnected nature or overlap of multiple categorizations such as race, gender, sexual orientation, religion, socioeconomic class, and physical ability. For Black students already experiencing inequalities, being “Black and . . .” (female, queer, or another marginalized identity) can lead to encounters that further devalue their identities or leave them feeling unseen.Intersectionality in Health Education seeks to prompt meaningful reflection on the current status of health education and to ultimately result in more equitable practices for all students. It will help health educators identify their implicit biases, examine how intersectionality is affecting Black students, and build classrooms where all students are seen and valued. Through a collection of 10 case studies, Intersectionality in Health Education offers insights into the issues that students who identify as “Black and . . .” commonly face. The text, geared to health education teacher education (HETE) students as well as in-service teachers, does the following: Illuminates culturally aware teaching strategies that affirm the worth of “Black and . . .” students Amplifies crucial issues that negatively affect students with intersectional identities Addresses intentional or unconscious biases that harm Black youths, thus broadening the book’s value beyond the sharing of teaching strategies With a goal of generating a deeper understanding of how intersectionality creates complexities for Black students, the case studies in the book expose the disparities, racism, and other issues affecting students’ well-being, self-worth, and positive experiences in the health classroom. Each case includes discussion prompts that lead the way to effective strategies and immediate implementation opportunities. Topics explored include the following: Self-awareness and social awareness in a predominantly white school environment Classroom climate and culturally responsive teaching The dilemma of Black health care access, socioecological factors, and social determinants of health Health education spaces created with Black and Brown girls in mind Perceptions, identity, and opportunities for Black males Additionally, the text provides tips and guidance for writing your own case study. Through this experience, you will gain the opportunity to look at a scenario with the goal of observing and analyzing behaviors, reviewing theory and practices, and analyzing, problem solving, and promoting discussion on a given topic.Intersectionality in Health Education will help preservice and in-service teachers adopt teaching practices that create a supportive, empathetic, and nurturing environment. In doing so, they can help validate “Black and . . .” students’ self-worth and swing the pendulum toward a more equitable experience in health education for all students.Table of ContentsCase Study 1: “Why Can’t You Just Ask for Help?” The dilemma of Black health care access, socioecological factors, and social determinants of healthCara D. GrantCase Study 2: “Don’t You All Do That?” The stories we tell ourselves about othersPatricia MorganCase Study 3: How I Show Up: Black and Excellent Self-awareness and social awareness in a predominantly white environmentTroy E. BoddyCase Study 4: “Follow the Rules or Get Out of My Class” Examining classroom climate and culturally responsive teachingBrendan Joseph TassyCase Study 5: Black Joy Moving away from a deficit narrative about Black girlsDeanna Toler KuhneyCase Study 6: Learning From Landi Intentionally creating health and physical education spaces with Black and Brown girls in mindPorsche VanderhorstCase Study 7: The Danger of a Single Narrative Perceptions, identity, and opportunities for Black malesDaryl C. HowardCase Study 8: “What’s Your Pronoun?” Navigating sexuality, gender expression, and LGBTQ+ community in health educationTiffany Monique QuashCase Study 9: “Pull Yourself Up by Your Bootstraps” Understanding the cycle of povertyAnika ThrowerCase Study 10: “It’s Time to Eat!” Considering food justice and food equityVictor RamseyConclusion

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Book SynopsisWhy is education in Australia failing?Where did we go wrong, and how do we fix it?The Gonski Review appeared to represent a breakthrough. Commissioned by Prime Minster Julia Gillard and chaired by leading businessman David Gonski, the 2010 review made clear that school education policy wasn't working, and placed a spotlight on the troubling and growing gap between the educational outcomes of disadvantaged children and their more privileged peers.Gonski proposed a model that provided targeted funding to disadvantaged students based on need, a solution that promised to close the gaps and improve overall achievement.Over a decade later, the problems have only worsened. Educational outcomes for Australian schoolchildren continue to decline, and there is a growing correlation between social disadvantage and educational under-achievement. So why didn't it work, and how can we change this?Written by teachers Tom Greenwell and Chris Bonnor, Waiting for Gonski examines how Australia has failed its schools and offers inspired solutions to help change education for the better.

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Book SynopsisShould we stop teaching critical thinking? Meant as a prompt to further discussion, Critical Condition questions the assumption that every student should be turned into a "critical thinker." The book starts with the pre-Socratics and the impact that Socrates' death had on his student Plato and traces the increasingly violent use of critical "attack" on a perceived opponent. From the Roman militarization of debate to the medieval Church's use of defence as a means of forcing confession and submission, the early phases of critical thinking were bound up in a type of attack that Finn suggests does not best serve intellectual inquiry. Recent developments have seen critical thinking become an ideology rather than a critical practice, with levels of debate devolving to the point where most debate becomes ad hominem. Far from arguing that we abandon critical inquiry, the author suggests that we emphasize a more open, loving system of engagement that is not only less inherently violent but also more robust when dealing with vastly more complex networks of information. This book challenges long-held beliefs about the benefits of critical thinking, which is shown to be far too linear to deal with the twenty-first century world. Critical Condition is a call to action unlike any other.Table of ContentsTable of Contents for Critical Condition: Replacing Critical Thinking with Creativity by Patrick Finn Acknowledgements Preface: An Invitation Chapter 1 A Foolish Question: Isn't It Time We Replaced Critical Thinking? Chapter 2 The Baby and the Bathwater: The Birth of Critical Thinking Chapter 3 A Hitch or Two: Polemic, Violence, and the Case for Critical Thinking Chapter 4 We Can't Go On Together (with Suspicious Minds) Chapter 5 An Immodest Proposal: Let's Replace Critical Thinking with Creative, Loving, Open-Source Thought Chapter 6 âSure, It Works in Practice, but Will It Work in Theory?â Chapter 7 Conclusion: An Open Invitation-Some Final Ideas and Questions Notes Bibliography Index

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Book SynopsisNever before has technology played such a central role in education. In 2020, seemingly over night, technology took centre stage in the delivery of not just some education, but all education and the metaphors to describe this time leaned heavily on catastrophic terms of revolution, tsunami, and disruption. But why do apocalyptic metaphors abound in the field of ed tech and what purpose do they serve? As author Martin Weller explores, there is significant potential for the use of metaphor in ed tech. He demonstrates that metaphors can enable educators to move beyond pragmatic concerns into more imaginative and playful uses of technology while he cautions against many of the existing metaphors that play into the adoption of technology that damages and limits the learner experience. Metaphors of Ed Tech is essential reading for anyone involved in education, but particularly those still determining the impact and potential of the unprecedented pivot to online learning in 2020.

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Book SynopsisIn this edited collection, respected professor and scholar Allyson Jule brings together leading academics to discuss the evolution of student diversity in contemporary Canadian classrooms. This book explores a wide range of student complexities, including matters such as mental health, Indigenous education, queer education, youth radicalization and extremism, disability, religious practice, ESL, and refugee student support. This book equips teachers with the foundation needed to build a classroom that unpacks the social fabric of individual student and classroom populations from a place of deep understanding and compassion.Using a student-centered methodology, readers learn how to navigate difficult situations in the classroom with empathy and consider the distinct lived experiences that inform students’ actions in school. Encouraging critical reflection and a deeper understanding of diversity, this insightful and applicable resource is ideal for students in teacher education programs and for practicing educators across Canada.FEATURES: situates international topics in education, including race, gender, and culture, in a Canadian context includes learning objectives, glossaries, and critical thinking questions within each chapter utilizes both theoretical and research-based approaches to offer a balanced examination of the modern challenges teachers face Trade Review“This book offers important insights into the field of social justice education, reminding us how crucial good educators are to creating classrooms in which all students feel affirmed, and a society that is founded on principles of inclusion and justice.”- Denise Handlarski, School of Education, Trent UniversityTable of Contents Introduction Chapter 1: The Compassionate Educator: Uncovering and Addressing Layers of Complex and Urgent Sociocultural Realities Chapter 2: Teaching in Difficult Times: The Promise of Care Ethics Chapter 3: Educators’ Journeys of Studying Contemporary Indigenous History and Culture: Along the Road of Compassion to Reconciliation Chapter 4: Straight Teacher Allies: Lessons from Compassionate Educators Chapter 5: Closing the Gaps: A Compassionate View of Mental Health Beyond the Medical Model Chapter 6: The Compassionate Language Educator: Understanding Social Issues in Canadian Schools Chapter 7: “I Just Want My Teachers to Care about Me”: Compassion Through Care with Refugee Students in High School Classrooms Chapter 8: Treating English-Language Students with Respect: Critical Praxis Chapter 9: Help, I’m Being Yelled at By a Parent! Overcoming Interpersonal Challenges with Compassionate Assertiveness Chapter 10: Compassionate Communication: A Key Aspect of Partnering with Parents of Students with Disabilities Chapter 11: Viewing with Compassion: Religious Responsiveness in Canadian Schools Chapter 12: The Radicalization of Youth in the West: How Can Canadian Teachers Effectively Approach this Issue in Their Classrooms? Chapter 13: Compassion in High-Poverty Schools: Socially Just Educational Leadership in Action Chapter 14: Racism in Schools and Classrooms: Towards an Anti-Racist Pedagogy of Power and Systemic Privilege Author Biographies Index

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Book SynopsisBringing together researchers from geographically, culturally, and linguistically diverse regions, Indigenous Knowledge Systems and Research Methodologies offers practical guidance and lessons learned from research projects in and with Indigenous communities around the world. With an aim to examine issues of power, representation, participation, and accountability in studies involving Indigenous populations, the contributors reflect on their own experiences conducting collaborative research in distinct yet related fields. The book is anchored by specific themes: exploring decolonizing methodological paradigms, honoring Indigenous knowledge systems, and growing interdisciplinary collaboration toward Indigenous self-determination.This volume makes a significant contribution to Indigenous community as well as institutional scholarly and practical discussions by emphasizing guidance and questions from Indigenous scholars who are designing studies and conducting research that is moving the field of Indigenous research methodologies forward. Discussing challenges and ideas regarding research ethics, data co-ownership, data sovereignty, and dissemination strategies, this text is a vital resource for all students interested in the application of what can be gained from Indigenous research methods.Features: Presents proposals and visions for research with Indigenous communities that include both methodological and practical considerations. Draws on the experiences of the co-editors in developing and teaching research methods courses for Indigenous graduate studentsincludes features such as section introductions, questions for critical thought, and key terms.

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Book SynopsisTechnology can be a powerful tool for transforming learning. It can help affirm and advance relationships between educators and students. This book explores the use of technology in education. The book covers a range of topics, including the history of educational technology, instructional design, multimedia and online learning, and the use of technology in assessment. Written in an accessible and engaging style, the book provides readers with a solid foundation in the theory and practice of educational technology. It also offers practical strategies for integrating technology into the classroom and enhancing the learning experience for students. Whether you are a teacher, instructional designer, or student of education, this book is an essential resource for understanding the role of technology in modern education.Table of Contents Chapter 1 An Overview of Education Chapter 2 Advances in Educational Technology Chapter 3 Digitalization in Education System Chapter 4 Enhancing Online Education with Intelligent Discussion Tools Chapter 5 The New Era of Electronic Textbooks Chapter 6 Digital Pedagogy for Sustainable Learning Chapter 7 Technological Advancement in Curriculum Design

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Book SynopsisThis foundational book provides a comprehensive introduction to the principles and theories that underpin effective teaching and instructional design. Themes explored include pedagogical models, learning theories, instructional strategies, and the science of effective teaching. Undergraduate students pursuing education degrees gain a robust understanding of the theoretical foundations of teaching, which serve as the bedrock of their future practice. Practitioners in education enhance their teaching methods by gaining insights into evidence-based instructional approaches. Policymakers appreciate the significance of instructional theory in shaping educational practices, and the general public gains awareness of the intricacies of effective instruction in diverse learning environments.

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Book SynopsisShortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This book brings together some of the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curricula and can it be undone? How is the project of curricula decolonisation similar to or different from the quest for post-colonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? Strong conceptual analyses are combined with case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. This comparative perspective enables reasonable judgments to be made about the prospects for institutional take-up within the curriculum of century-old universities. Decolonisation in Universities is essential reading for undergraduate teaching, postgraduate research and advanced scholarship in the field of curriculum studies.Trade ReviewThis outstanding collection by some of South Africa’s foremost thinkers will add clarity to the challenges facing our universities … In sharp and interesting ways the contributors remind us of the complexity of the historical moment as we try to fathom the role of universities as social institutions in a severely unequal, deeply divided society. — Ahmed Bawa, Professor and Chief Executive Officer of Universities South Africa This is a long-awaited, incisive and insightful book on decolonising knowledge in university curricula, drawing on key thinkers in the area. It will have immense impact on theory and practice beyond the borders of South Africa. — Shirley Anne Tate, Professor of Race and Education and Director of the Centre for Race, Education and Decoloniality, Carnegie School of EducationTable of Contents Introduction and Overview: The Politics of Curriculum – Jonathan D Jansen Part 1: The arguments for decolonisation Chapter 1 Decolonising universities – Mahmood Mamdani Chapter 2 The curriculum case for decolonization – Lesley Le Grange Part 2: The politics and problems of decolonisationisation Chapter 3 Knowledge, authority and the settled curriculum – Jonathan D Jansen Chapter 4 The institutional curriculum, pedagogy and the decolonisation of the South African university – Lis Lange Chapter 5 What counts and who belongs? Current debates in decolonising the curriculum – Ursula Hoadley and Jaamia Galant Part 3: Doing decolonizationChapter 6 Scaling decolonial consciousness? The reinvention of ‘Africa’ in a neoliberal university – Jess Auerbach, Mlungisi Dlamini and Janice Ndegwa Chapter 7 Testing transgressive thinking: The “Learning Through Enlargement” Initiative at UNISA – Crain Soudien Chapter 8 Between higher and basic education in South Africa: What does decolonisation mean for teacher education? – Yusuf Sayed and Shireen Motala Part 4: Reimaging colonial inheritances Chapter 9 Public Art and/as Curricula: Seeking a new role for monuments associated with oppression – Brenda Schmahmann Chapter 10 The Plastic University: knowledge, disciplines and the decolonial turn – André Keet Chapter 11 Decolonising knowledge: can ubuntu ethics save us from coloniality? – Piet Naude Part 5: Decolonisation and the future Chapter 12 Future knowledges and their implications for the decolonisation project – Achille Mbembe Afterword: Minds via Curricula? – Grant Parker References List of abbreviations Index

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Book SynopsisRecent examples of corporate, national and international ethical and financial scandals and crises have created a need to bolster the ethical acumen of managers through business education imperatives. This topical book forms an important part of the debate on the development of ethical business leaders and provides empirically grounded, theoretical insights for rethinking business curricula requisite for understanding and meaningfully confronting an ethical vacuum that sometimes exists in business. "Management Education for Integrity" explains how curricula should be streamlined and rejuvenated to ensure a high level of integrity in management education, providing numerous examples of new tools, teaching methods, integrity sensitization and development exercises and ethical management education assessment approaches. Chapters include: fostering integrity in business curricula; a critique of ethics education in management; measuring best practices in management education for integrity capacity; encouraging moral engagement in business ethics courses; management education for behavioral integrity; and scenario-based approach as a teaching tool to promote integrity awareness.

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Book SynopsisAs insightful as ever, Colin Jones provides a fresh perspective on entrepreneurship education as it relates to the specific needs of postgraduate students. The book includes many aspects that educators will find useful including insights into teaching philosophy, tactics for enhancing pedagogy and appreciation of context in educational practice. For those educators new to entrepreneurship education this is an essential read, while more established teachers can use the book to help reflect on their own experiences.'- Luke Pittaway, Ohio University, USWritten by the author of the successful Teaching Entrepreneurship to Undergraduates (978 1 84980 406 6), this book promotes a learner-centered approach to thinking about how to teach entrepreneurship to postgraduates.A vital resource for lecturers and those interested in entrepreneurship, this book defines the difference between teaching entrepreneurship to postgraduates and teaching it to undergraduates. Attention is given to both subtle and major differences, such as motivation and the process and situation of learning related to postgraduate students. This book aims to stimulate reflection within the reader s mind, drawing them towards a deep appreciation of their postgraduate students' needs, their motivations and the ways in which such issues are dealt with by educators globally.Contents: Foreword by Christine Volkmann Introduction Part I: Scoping the Issues 1. Your Teaching Philosophy 2. Nascent Entrepreneurship and Adults 3. The Situational Dilemma Part II: The Nature of Our Students 4. The Tethered Adventurer 5. Exploiting Student Experience 6. The Extended Learning Environment 7. The Resource Profile Part III: Being Entrepreneurial 8. Seeing the World Differently 9. Believing and Knowing 10. Ideas and Business Plans 11. Connecting for Action Part IV: Creating Community Leaders 12. You Are Not Alone Appendices References IndexTrade Review‘As insightful as ever, Colin Jones provides a fresh perspective on entrepreneurship education as it relates to the specific needs of postgraduate students. The book includes many aspects that educators will find useful including insights into teaching philosophy, tactics for enhancing pedagogy and appreciation of context in educational practice. For those educators new to entrepreneurship education this is an essential read, while more established teachers can use the book to help reflect on their own experiences.’ -- Luke Pittaway, Ohio University, USTable of ContentsContents: Foreword by Christine Volkmann Introduction Part I: Scoping the Issues 1. Your Teaching Philosophy 2. Nascent Entrepreneurship and Adults 3. The Situational Dilemma Part II: The Nature of Our Students 4. The Tethered Adventurer 5. Exploiting Student Experience 6. The Extended Learning Environment 7. The Resource Profile Part III: Being Entrepreneurial 8. Seeing the World Differently 9. Believing and Knowing 10. Ideas and Business Plans 11. Connecting for Action Part IV: Creating Community Leaders 12. You Are Not Alone Appendices References Index

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Book Synopsis'This book sets out an ambitious but achievable alternative to the managerialism that dominates current approaches to leadership and management in higher education. The multiple perspectives model provides a holistic and empirically grounded framework for exploring contrasting values, identities, emotions, goals and expectations, and for provoking generative conversations that will inspire and engage the next generation of academic leaders.'- Richard Bolden, University of the West of England, UKManaging Academics offers contrasting perspectives of managing others in order to provoke alternative interpretations of academic work, identity, working relationships and scholarship outcomes in higher education institutions (HEIs). The author leverages a novel analytical-empirical approach to challenge the notion that managing others is a unitary, values-free process. This approach raises awareness of managing as a social process in which personal values and identity questions are treated as issues of importance to the manager and managed. Studies of academic values such as identity, professionalism and quality of worklife are integrated with authority, commitment and client-community service concepts developed within the disciplines of psychology and management in a multiple perspectives model. To enable different types of academic work to be valued and enacted simultaneously in HEIs, chapters on hybridity and perspective taking are presented. This innovative book is essential reading for academic managers in universities and colleges. It will also be of great value to academics and research students in business, management and higher education studies, and indeed anyone with an interest in the process of managing professionals.Trade Review'An excellent, thought provoking book on changing values and behaviour in universities. Richard Winter provides a sensemaking perspective to challenge the view that management is simply a value-free, functional process based on shared interests and goals. With students as ''customers'', courses as ''products'' and publications as ''hits'', he shows how managerialism limits academic identities as professionals. He argues that allowing for differences in the ways academics and academic work might be valued and managed allows us to move away from unitary conceptions of management that all organisations are governed effectively and legitimately by just one managerial perspective. The material on perspective taking also reinforces an important idea that leaders at all levels in universities may get more support for different employment and change strategies when they open-up spaces for dialogue and ''questions'' rather than relying on providing the right ''answers''.' --Adrian Wilkinson, Centre for Work, Organisation and Wellbeing, Griffith University, Australia'Managing Academics provides a timely and thoughtful examination of the significance of values and questions of identity in higher education for the development of the sector. It clearly illuminates how a unitary, managerialist approach to higher education can result in unintended, counterproductive consequences for the quality of teaching and the pursuit of research. It then offers a multi-perspective analysis of how the damaging effects of managerialism may be mitigated by advancing a more nuanced approach to the framing and enactment of scholarly activities. It is essential reading for anyone concerned about the degradation of higher education.' --Hugh Willmott, City University London, UK'Richard Winter has produced one of the most thoughtful and informative books on academic management to be published in recent years, one which deserves to be read and appreciated by academics, academic managers and managers alike. It can only help them in finding common ground, understanding and purpose, something we will all need in moving the academy forward in demanding times.' --Malcolm Tight, Lancaster University, UKTable of ContentsContents: Introduction PART I: MANAGING ACADEMICS 1. Managing Academics 2. Academic Work and Identity 3. A Question of Perspective PART II: KEY PERSPECTIVES 4. Managerialism 5. Professionalism 6. Quality of Worklife 7. Prosocial Identity PART III: PERSPECTIVE TAKING 8. Hybrid Challenges 9. Perspective Taking Bibliography Index

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Book SynopsisThis insightful book brings together both academics and researchers from a variety of international organizations and aid agencies to explore the complexities of public private partnerships (PPPs) as a resurgent, hybrid mode of educational governance that operates across scales, from the community to the global. The contributors expertly study the different types of partnership arrangements and thoroughly critique the value of PPPs. Some chapters explore how PPPs, as a policy idea, have been constructed in transnational agendas for educational development and circulated globally, while other chapters explore the role and implications of PPPs in developing countries, providing arguments for and against an expanding reliance on PPPs in national educational systems. The theoretical framing of the book draws upon leading theories of international relations to develop a unique perspective on the global governance of education. It will prove insightful for both scholars and policy makers in public policy and education. Contributors: F. Barrera-Osorio, Z. Bhanji, A. Draxler, S. Fennell, M. Ginsburg, J. Guaqueta, J. Harma, A.V. Jaimovich, A.A. Marphatia, F. Menashy, K. Mundy, S.-A. Oh, H.A. Patrinos, S.L. Robertson, M. Ron-Balsera, P. Rose, P. Srivastava, J. van Fleet, A. VergerTrade Review'Far from simply being a form of cost sharing between the ''state'' and the ''market,'' PPP has been celebrated by some, and condemned by others, as the champion of change in the new millennium. This book has been written by the best minds in education policy, political economy, and development studies. They convincingly argue that public private partnership represents a new mode of governance that ranges from covert support of the private sector (vouchers, subsidies) to overt collaboration with corporate actors in the rapidly growing education industry. The analyses are simply brilliant and indispensable for understanding how and why this particular best/worst practice went global.' --Gita Steiner-Khamsi, Columbia University, New York, USTable of ContentsContents: 1. An Introduction to Public Private Partnerships and Education Governance Susan L. Robertson, Karen Mundy, Antoni Verger and Francine Menashy PART I: THE RISE OF PPPs IN EDUCATION: HISTORY AND CONCEPTUAL DEBATES 2. Governing Education through Public Private Partnerships Susan L. Robertson and Antoni Verger 3. International PPPs in Education: New Potential or Privatizing Public Goods? Alexandra Draxler 4. Public Private Partnerships, Neoliberal Globalization and Democratization Mark Ginsburg PART II: UNDERSTANDING TRANSNATIONAL PPP ACTORS 5. The Role of the International Finance Corporation in the Promotion of Public Private Partnerships for Educational Development Karen Mundy and Francine Menashy 6. The GATS Game-changer: International Trade Regulation and the Constitution of a Global Education Marketplace Antoni Verger and Susan L. Robertson 7. Private Foundations, Philanthropy and Partnership in Education and Development: Mapping the Terrain Prachi Srivastava and Su-Ann Oh 8. A Disconnect between Motivations and Education Needs: Why American Corporate Philanthropy Alone Will Not Educate the Most Marginalized Justin van Fleet 9. Microsoft Corporation: A Case Study of Corporate-led PPPs in Education Zahra Bhanji PART III: THE IMPACT OF PPPs IN EDUCATION: EVIDENCE FROM THE FIELD 10. The Role and Impact of Public Private Partnerships in Education Felipe Barrera-Osorio, Juliana Guaqueta and Harry Anthony Patrinos 11. Do Public Private Partnerships Fulfil the Right to Education? An Examination of the Role of Non-state Actors in Advancing Equity, Equality and Justice Maria Ron-Balsera and Akanksha A. Marphatia 12. Is Low-fee Private Primary Schooling Affordable for the Poor? Evidence from Rural India Joanna Härmä and Pauline Rose 13. Why Girls’ Education Rather than Gender Equality? The Strange Political Economy of PPPs in Pakistan Shailaja Fennell 14. The Role of Central Management Structures in Public Private Partnerships: The Case of Fe y Alegría Schools in Peru Analía V. Jaimovich Index

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Book SynopsisPauline Dixon has intellectual rigour and an openness to new ideas, together with compassion and practicality. A great and unusual combination which I admire enormously.'- Dame Sally Morgan, Adviser to the Board, Absolute Return for Kids and former chief advisor to Tony Blair, UK'This fine book has a powerful message for policymakers and donors: the quality of schools matters even in poor countries; hence, the poor are abandoning failed state schools and enrolling their kids in low cost private schools. Instead of trying to close them down, the state and donors would do well to invest in children (through vouchers and cash transfers) and give parents a choice rather than create more atrocious, monopolistic state schools where teachers are absent and unaccountable.'- Gurcharan Das, commentator and author, India Unbound and former CEO of Proctor and Gamble, Asia'This is a must-read book for anyone interested in the plight of poor children, particularly for those readers concerned with learning about culturally sensitive and proven ways to reach out and help less fortunate children in developing countries. I was fascinated and outraged by the compelling stories and actual data that Dixon shares in this gem of an exposé. Most readers will similarly be shaken and incensed by the failure of billions of dollars spent on state schooling in Africa and India. Dixon makes a compelling case for the value and contributions of low cost private schools in slums and low income areas in developing countries. After reading this book, I am now a believer!'- Steven I. Pfeiffer, Professor, Florida State University, USThis fascinating volume challenges the widely held belief that the state should supply, finance and regulate schooling in developing countries. Using India as an example, Dr. Pauline Dixon examines the ways in which private, for-profit schools might serve as a successful alternative to state-run systems of education in impoverished communities around the world.The book begins with a thorough history of India's government-run schools - based on the traditional British model - which are currently characterized by high levels of waste, inefficiency and subpar student performance. The author goes on to present comprehensive survey and census data, along with analyses of different school management types and their effect on student achievement, teacher attendance and quality of facilities. The book also tackles the problem of inefficient allocation and use of international aid, and offers recommendations on the development of new mechanisms for utilizing aid resources in support of low-cost private schools.This meticulously researched volume will appeal to students and professors of development studies, political economy and international studies. Policymakers and other officials with an interest in educational innovation will also find much of interest in this book.Contents: Preface - A Vignette from Hyderabad Introduction - Never Assume 1. Jumping onto the Galloping Horses - Even in India 2. Hostages to a Fortune? - Schooling and International Aid 3. The Parting of the Veil - Low-Cost Private Schools - The Evidence 4. The Anteroom of Eternity? Gaining Attention from Aid Agencies 5. Only the Closed Mind is Certain Bibliography IndexTrade Review‘This book is a welcome addition to the limited corpus of literature on policy-oriented education research. . . There is no doubt that the author has passion for her subject, which she pursues through an excellent literature survey, the use of printed and published documents, as well as evidence collected through interviews and observations during her visits to India. . . The joy of reading this book is that Dixon is not afraid to put her arguments bluntly. Much more than this, the book is eloquent, engaging and convincing, and her recommendations are solid and professional.’ -- Michael Omolewa, International Journal of Lifelong Learning‘This is a technical study written with passion by an author with a vocation. Unless suppressed by the educational establishment, it will transform its subject.’ -- J.C.D. Clark, Times Literary Supplement (Named as one of the ‘Books of the Year’ by the Times Literary Supplement)‘Dixon's book is a refreshing and inspiring contribution to the debate over how to help the least of these among us. . . That education is the governments job is an article of faith among many. Dixon breathes new life into the case for market-provided education, particularly in very poor countries.’ -- Art Carden, Regulation‘Pauline Dixon has intellectual rigour and an openness to new ideas, together with compassion and practicality. A great and unusual combination which I admire enormously.’ -- Dame Sally Morgan, Adviser to the Board, Absolute Return for Kids and former chief advisor to Tony Blair, UK‘This fine book has a powerful message for policymakers and donors: the quality of schools matters even in poor countries; hence, the poor are abandoning failed state schools and enrolling their kids in low cost private schools. Instead of trying to close them down, the state and donors would do well to invest in children (through vouchers and cash transfers) and give parents a choice rather than create more atrocious, monopolistic state schools where teachers are absent and unaccountable.’ -- Gurcharan Das, commentator and author, India Unbound and former CEO of Proctor and Gamble, Asia‘This is a must-read book for anyone interested in the plight of poor children, particularly for those readers concerned with learning about culturally sensitive and proven ways to reach out and help less fortunate children in developing countries. I was fascinated and outraged by the compelling stories and actual data that Dixon shares in this gem of an exposé. Most readers will similarly be shaken and incensed by the failure of billions of dollars spent on state schooling in Africa and India. Dixon makes a compelling case for the value and contributions of low cost private schools in slums and low income areas in developing countries. After reading this book, I am now a believer!’ -- Steven I. Pfeiffer, Professor, Florida State University, USTable of ContentsContents: Preface – A Vignette from Hyderabad Introduction – Never Assume 1. Jumping onto the Galloping Horses – Even in India 2. Hostages to a Fortune? – Schooling and International Aid 3. The Parting of the Veil – Low-Cost Private Schools – The Evidence 4. The Anteroom of Eternity? Gaining Attention from Aid Agencies 5. Only the Closed Mind is Certain Bibliography Index

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Book SynopsisPauline Dixon has intellectual rigour and an openness to new ideas, together with compassion and practicality. A great and unusual combination which I admire enormously.'- Dame Sally Morgan, Adviser to the Board, Absolute Return for Kids and former chief advisor to Tony Blair, UK'This fine book has a powerful message for policymakers and donors: the quality of schools matters even in poor countries; hence, the poor are abandoning failed state schools and enrolling their kids in low cost private schools. Instead of trying to close them down, the state and donors would do well to invest in children (through vouchers and cash transfers) and give parents a choice rather than create more atrocious, monopolistic state schools where teachers are absent and unaccountable.'- Gurcharan Das, commentator and author, India Unbound and former CEO of Proctor and Gamble, Asia'This is a must-read book for anyone interested in the plight of poor children, particularly for those readers concerned with learning about culturally sensitive and proven ways to reach out and help less fortunate children in developing countries. I was fascinated and outraged by the compelling stories and actual data that Dixon shares in this gem of an exposé. Most readers will similarly be shaken and incensed by the failure of billions of dollars spent on state schooling in Africa and India. Dixon makes a compelling case for the value and contributions of low cost private schools in slums and low income areas in developing countries. After reading this book, I am now a believer!'- Steven I. Pfeiffer, Professor, Florida State University, USThis fascinating volume challenges the widely held belief that the state should supply, finance and regulate schooling in developing countries. Using India as an example, Dr. Pauline Dixon examines the ways in which private, for-profit schools might serve as a successful alternative to state-run systems of education in impoverished communities around the world.The book begins with a thorough history of India's government-run schools - based on the traditional British model - which are currently characterized by high levels of waste, inefficiency and subpar student performance. The author goes on to present comprehensive survey and census data, along with analyses of different school management types and their effect on student achievement, teacher attendance and quality of facilities. The book also tackles the problem of inefficient allocation and use of international aid, and offers recommendations on the development of new mechanisms for utilizing aid resources in support of low-cost private schools.This meticulously researched volume will appeal to students and professors of development studies, political economy and international studies. Policymakers and other officials with an interest in educational innovation will also find much of interest in this book.Contents: Preface - A Vignette from Hyderabad Introduction - Never Assume 1. Jumping onto the Galloping Horses - Even in India 2. Hostages to a Fortune? - Schooling and International Aid 3. The Parting of the Veil - Low-Cost Private Schools - The Evidence 4. The Anteroom of Eternity? Gaining Attention from Aid Agencies 5. Only the Closed Mind is Certain Bibliography IndexTrade Review‘This book is a welcome addition to the limited corpus of literature on policy-oriented education research. . . There is no doubt that the author has passion for her subject, which she pursues through an excellent literature survey, the use of printed and published documents, as well as evidence collected through interviews and observations during her visits to India. . . The joy of reading this book is that Dixon is not afraid to put her arguments bluntly. Much more than this, the book is eloquent, engaging and convincing, and her recommendations are solid and professional.’ -- Michael Omolewa, International Journal of Lifelong Learning‘This is a technical study written with passion by an author with a vocation. Unless suppressed by the educational establishment, it will transform its subject.’ -- J.C.D. Clark, Times Literary Supplement (Named as one of the ‘Books of the Year’ by the Times Literary Supplement)‘Dixon's book is a refreshing and inspiring contribution to the debate over how to help the least of these among us. . . That education is the governments job is an article of faith among many. Dixon breathes new life into the case for market-provided education, particularly in very poor countries.’ -- Art Carden, Regulation‘Pauline Dixon has intellectual rigour and an openness to new ideas, together with compassion and practicality. A great and unusual combination which I admire enormously.’ -- Dame Sally Morgan, Adviser to the Board, Absolute Return for Kids and former chief advisor to Tony Blair, UK‘This fine book has a powerful message for policymakers and donors: the quality of schools matters even in poor countries; hence, the poor are abandoning failed state schools and enrolling their kids in low cost private schools. Instead of trying to close them down, the state and donors would do well to invest in children (through vouchers and cash transfers) and give parents a choice rather than create more atrocious, monopolistic state schools where teachers are absent and unaccountable.’ -- Gurcharan Das, commentator and author, India Unbound and former CEO of Proctor and Gamble, Asia‘This is a must-read book for anyone interested in the plight of poor children, particularly for those readers concerned with learning about culturally sensitive and proven ways to reach out and help less fortunate children in developing countries. I was fascinated and outraged by the compelling stories and actual data that Dixon shares in this gem of an exposé. Most readers will similarly be shaken and incensed by the failure of billions of dollars spent on state schooling in Africa and India. Dixon makes a compelling case for the value and contributions of low cost private schools in slums and low income areas in developing countries. After reading this book, I am now a believer!’ -- Steven I. Pfeiffer, Professor, Florida State University, USTable of ContentsContents: Preface – A Vignette from Hyderabad Introduction – Never Assume 1. Jumping onto the Galloping Horses – Even in India 2. Hostages to a Fortune? – Schooling and International Aid 3. The Parting of the Veil – Low-Cost Private Schools – The Evidence 4. The Anteroom of Eternity? Gaining Attention from Aid Agencies 5. Only the Closed Mind is Certain Bibliography Index

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Book SynopsisAt last! Here is a research rich and conceptually coherent account of two interlinked policy domains that have scarcely featured in either the Europeanisation or higher education literature. Such a book is needed. During the last decade, a European Higher Education Area has emerged and EU higher education and research are now strategic issues for EU growth and innovation policies. The book offers a convincing demonstration of why policy evolves in different ways, even in related policy areas. The eight case studies, written by established scholars and rising academic stars, point up the clash of institutionally embedded tensions in EU policy-making. These tensions are sector-specific. But, thanks to the comparative nature of the study, we can also appreciate a historical dimension to tensions of governance. This explains why in some cases European integration is accepted, in others treated with suspicion. This is a breakthrough book and as such is warmly recommended for both European studies and higher education studies teachers, researchers and students.'- Anne Corbett author of Universities and the Europe of Knowledge: Ideas, Institutions and Policy Entrepreneurship in European Union Higher Education Policy and former Visiting Fellow, European Institute, London School of Economics and Political Science, UKBuilding the Knowledge Economy in Europe investigates the dynamics of emerging knowledge policy domains on the European political agenda, and the dynamics of this in relation to knowledge policies. This volume brings together leading experts who address the two central pillars of the 'Europe of Knowledge', research and higher education, to reveal the vertical, horizontal and sequential tensions in European knowledge governanceThis book is the first comparative volume on European research and higher education policies. The chapters cover topics such as the idea of the European Research Area, sustainability of the Bologna Process, institution building for a Europe of Knowledge, domestic impact of EU level initiatives, and the role of the crisis in the European Higher Education Area. It accounts for the creation of key institutions administering EU funding and addresses the core issues of European integration in the knowledge domains.This thought provoking book will engage academic readers interested in European integration analyzed from general political science, administrative science, organization theory perspectives as well as in higher education and science studies. National policy-makers, European policy-makers and practitioners will also find much policy-relevant content, particularly because the European Research Area is formally scheduled to be completed by 2014.Contributors include: M.-H. Chou, M. Elken, Å. Gornitzka, H.F. Hansen, C. Hoareau, J. Metz, J. Real-Dato, M. VukasovicTrade Review‘At last! Here is a research rich and conceptually coherent account of two interlinked policy domains that have scarcely featured in either the Europeanisation or higher education literature. Such a book is needed. During the last decade, a European Higher Education Area has emerged and EU higher education and research are now strategic issues for EU growth and innovation policies. The book offers a convincing demonstration of why policy evolves in different ways, even in related policy areas. The eight case studies, written by established scholars and rising academic stars, point up the clash of institutionally embedded tensions in EU policy-making. These tensions are sector-specific. But, thanks to the comparative nature of the study, we can also appreciate a historical dimension to tensions of governance. This explains why in some cases European integration is accepted, in others treated with suspicion. This is a breakthrough book and as such is warmly recommended for both European studies and higher education studies teachers, researchers and students.’ -- Anne Corbett author of Universities and the Europe of Knowledge: Ideas, Institutions and Policy Entrepreneurship in European Union Higher Education Policy and former Visiting Fellow, European Institute, London School of Economics and Political Science, UK‘This rich text is highly recommended as it adds significantly to our understanding of European knowledge policy and the institutions by which that policy is governed.’ -- Journal of Contemporary European ResearchTable of ContentsContents: Foreword 1. Building a European Knowledge Area: An Introduction to the Dynamics of Policy Domains on the Rise Meng-Hsuan Chou and Åse Gornitzka 2. The Evolution of the European Research Area as an Idea in European Integration Meng-Hsuan Chou 3. Translating the ‘European Charter for Researchers and the Code of Conduct for the Recruitment of Researchers’ in National Arenas: Norway vs. Spain Meng-Hsuan Chou and José Real-Dato 4. Dynamics of Institution Building in the Europe of Knowledge: The Birth of the European Research Council Åse Gornitzka and Julia Metz 5. European Institution Building under Inhospitable Conditions – the Unlikely Establishment of the European Institute of Innovation and Technology Åse Gornitzka and Julia Metz 6. Dynamics of Voluntary Coordination: Actors and Networks in the Bologna Process Mari Elken and Martina Vukasovic 7. How Strong are the EU’s Soft Modes of Governance? The Use of the Open Method of Coordination in National Policymaking in the Knowledge Policy Domain Åse Gornitzka 8. ‘Quality Agencies’: The Development of Regulating and Mediating Organizations in Scandinavian Higher Education Hanne Foss Hansen 9. Economic Shocks, Federalism and Redistribution: Exploring the Future of Europe through a Comparison of the Evolution of Student Financial Aid in the United States and the European Union Cecile Hoareau Index

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Book SynopsisFor many years commentators have described what is wrong with business schools - characterizing them as the breeding grounds of a culture of greed and self-enrichment in global business at the expense of the rest of society and of nature. Management Education for the World is a response to this critique and a handbook for those seeking to educate and create knowledge for a new breed of business leaders. It presents a vision for the transformation of management education in service of the common good and explains how such a vision can be implemented in practice. The 50+20 vision, as it is also known, was developed through a collaborative initiative between the Globally Responsible Leadership Initiative, the World Business School Council for Sustainable Business and the U.N.-backed Principles of Responsible Management Education and draws on the expertise of sustainability scholars, business and business school leaders and thought leaders from many other walks of life.This book explores the 21st century agenda of management education, identifying three fundamental goals: educating and developing globally responsible leaders, enabling business organizations to serve the common good, and engaging in the transformation of business and the economy. It is a clarion call of service to society for a sector lost between the interests of faculty, business and the schools themselves at the expense of people and planet. It sees business education stepping up to the plate with the ability of holding and creating a space to provide responsible leadership for a sustainable world embodied in the central and unifying element of the 50+20 vision, the collaboratory. Management Education for the World is written for everyone concerned or passionate about the future of management education: consultants, facilitators, entrepreneurs and leaders in organizations of any kind, as well as policymakers and others with an interest in new and transformative thinking in the field. In particular, teachers, researchers, students and administrators will find it an invaluable resource on their journey.Trade Review'50+20 not only raises the sights for those charged with the development of our future leaders, but also provides a clear roadmap for delivering on that ambition. As such, it is an important contribution to a journey of transformation that affects not only the future of business, but the very planet itself.' --Paul Polman, Unilever, US'The 50+20 initiative is an ambitious effort that highlights the urgent need for radical change in what we teach and how management education is delivered today. In a world that faces so many different and fast-evolving challenges, the initiative is indeed timely and needed.' --Peter Bakker, World Business Council for Sustainable Development, Switzerland'We now finally have a blueprint that can be used as a foundation for a new contract between business schools and society. Changing the way we educate our business leaders for tomorrow will change the world for the better.' --Rakesh Khurana, Harvard Business School, USTable of ContentsContents: Preamble Welcome to the Year 2112 Our Journey – A Process of Co-creation The Context of Our Work Part I: The Challenge 1. Imagine a World Worth Living In 2. Imagine Business Contributing to Society 3. Imagine Leaders Who Act for the World 4. Imagine Management Educators as Custodians of Society Part II: The Vision 5. A Vision of Management Education for the World 6. Educating and Developing Globally Responsible Leaders 7. Enabling Business Organizations to Serve the Common Good 8. Engaging in the Transformation of Business and the Economy Part III: The Implementation 9. Implementing the Vision 10. Towards a New Breed of Faculty 11. Towards a New Type of Business School Conclusion Epilogue Appendices Bibliography Index

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Book SynopsisThe Handbook of Education in China provides both a comprehensive overview and an original interpretation of key aspects of education in the People's Republic of China. With a sharp focus on specific policy areas and using both original Chinese sources and other commentaries, it expertly places the topic within its historical and political context. The Handbook has four distinct and thematic parts: The Historical Background; The Contemporary Chinese System; Problems and Policies; The Special Administrative Regions: Macau and Hong Kong. The chapters address fundamental issues facing Chinese society, including the rapid educational expansion in support of economic development in the post-Mao period, the evolution of education as public policy, concern for access to education as social justice and the parallel educational systems of the Special Administrative Regions. The editors and contributors are Chinese and foreign academics expert in this important field. The Handbook of Education in China is an essential reference for those interested in Chinese education, as well as a comprehensive resource that provides valuable supplementary material for those studying Chinese politics, economy, culture and society more generally.Trade Review`The Handbook of Education in China is the essential sourcebook for those interested in education in the People's Republic of China. All the chapters are written by active and experienced researchers in their respective fields; and the reader will learn how and why China's education has developed in the way it has, about its political, economic, and social context, and how it is likely to develop in future. It is a significant milestone in the study of education in a country which continues to grow in global importance and interest.' -- Ding Xiaohao, Peking University, P.R. China `This book offers something qualitatively different in that it provides, for the first time, a detailed, comprehensive, and critical commentary on Chinese education in all of its many aspects. Each chapter gives the reader a clear account of developments in the specific area of education under consideration, together with a review of research-based knowledge of the problems faced, and possible solutions.' -- Qian Tang, United Nations Educational, Scientific and Cultural Organization `This Handbook provides a panoramic view on the latest developments and challenging issues facing China's education sector. By bringing together historic perspectives, theoretic reflections and empirical evidence, it sheds new light on the complexity of its educational system, relationship between education and society, as well as new trends, dynamics and possible impacts of its education reform in China and beyond.' --Bin Wu, Nottingham University Business School, UKTable of ContentsContents: Preface Introduction: Education in China W. John Morgan, Qing Gu and Fengliang Li Part I: The Historical Background 1. The Origins of Modern Chinese Education Muchu Zhang with Ruth Hayhoe 2. Maoist Ideology and Education W. John Morgan Part II: The Contemporary Chinese System 3. The Structure, Governance and Finance of Education: Xianan Hu and Fengliang Li 4. Early Childhood Education Xin Zhou 5. Primary Education John Chi-Kin Lee and Huan Song 6. Secondary Education Yu Zhang 7. Teacher Education Ping Zhao, Jun Zhou, and Qiong Li 8. Universities and Higher Education Yuzhuo Cai and Fengqiao Yan 9. Technical and Vocational Education Zhiqun Zhao and Xueping Wu 10. Distance Education and Lifelong Learning Fengliang Li, Nianchun Wang, and Xianan Hu Part III: Problems and Policies 11. Citizenship Education Wing-Wah Law 12. Educational Inequality Yanbi Hong and Yandong Zhao 13. Special and Inclusive Education Sarah Dauncey 14. Education and Minorities Miaoyan Yang 15. Private Tutoring Peggy A. Kong, Xiaoran Yu, and Xia Zhao 16. Education and the Labour Market Yongpo Tian and Wenwen Ji 17. The Education of Migrant Workers and their Children Litao Lu, Li Yuan, and Feng Gao 18. Science, Technology, and Mathematics Education Su Wang 19. Environmental Education Qing Tian, Yu Huang, Gerald A. McBeath, and Jenifer Huang McBeath 20. Chinese Students Overseas: Choice of destination Dan Liu and W. John Morgan 21. Chinese Students Overseas: Studying and returning Qing Gu and Michele Schweisfurth Part IV: The Special Administrative Regions 22. Education in the Macao Special Administrative Region Stephanie W. Lee and Tsz Kit Cheng 23. Education in the Hong Kong Special Administrative Region Kai-ming Cheng Index

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Book SynopsisA sizable gap exists between the growing demand for entrepreneurship education and our understanding of how best to approach the teaching and learning of entrepreneurship. Based on papers, presentations and workshops that have appeared at the annual United States Association for Small Business and Entrepreneurship (USASBE) Conference over the past thirty years, this book offers cutting edge perspectives from expert educators and thought leaders on best practices in teaching entrepreneurship, building curricula and developing educational programs.The book is organized into three sections. The first, a set of research papers exploring a range of important issues in entrepreneurship education, provides a comprehensive outline of the field. This is followed by an overview of award-winning model academic programs in entrepreneurship at five different universities and a collection of real-world examples of teaching innovations, unique approaches to experiential learning and high-impact community engagement initiatives.This detailed and thorough synthesis of leading perspectives on entrepreneurship education will appeal to faculty and administrators in business schools, universities, technical schools and other institutions that include entrepreneurship courses in their curriculum.Contributors: S. Alpi, P. Bessler, A. Borgese, C.G. Brush, B. Burke, E. Cadotte, L. Canning, D.Y. Choi, R. D'Souza, A.F. DeNoble, W. Deutsch, N. Duval-Couetil, M.L. Fernau, M.G. Goldsby, P.G. Greene, E.Grossman, B. Hancock, K. Hmieleski, K. Joos, G. Kamau, J.B. Kaplan, J. Kraft, N. Krueger, D.F. Kuratko, M. Leaman, C. Matthews, D. McDonagh, T. Means, K. Mehta, J. Messing, R.K. Mitchell, N. Miyasaki, K.F. Molkentin, M.H. Morris, H.N. Neck, T. Nelson, J.A Robinson, M. Schindehutte, J.J. Schmidt, W. Schulze, R. Smilor, G. Solomon, J. Strimaitis, J. Thomas, C.-C. Tseng, I. Welpe, M. Wheadon, R.J. WhiteTrade Review‘... makes a useful addition to the private and institutional libraries of academics, researchers, policy makers and support agencies that are involved in promoting as well as delivering entrepreneurship education and learning. I highly recommend this volume for its richness, complexity and empirical rigour.’ -- Harry Matlay, Education + Training‘This book should appeal to a wide range of interested parties, in the USA, the UK, Continental Europe, Australasia and elsewhere, including: researchers, educators, policy makers and the management team of universities and faculties who intend or currently offer entrepreneurship education. I also believe that undergraduate, postgraduate and doctoral students could also benefit considerably from both the conceptual and contextual aspects of this volume, in order to inform and/or enhance their own thinking, perspectives and experiences of entrepreneurship education.’ -- Journal of Small Business & Enterprise DevelopmentTable of ContentsContents: Preface: Establishing Moorings and Foundations in Entrepreneurial Education Michael H. Morris PART I: LEADING EDGE RESEARCH PERSPECTIVES 1. Practice-Based Entrepreneurship Education Using Actionable Theory Heidi M. Neck, Patricia G. Greene and Candida G. Brush 2. Links Between Learning Speed and Opportunity Recognition Rebecca J. White and Rodney R. D’Souza 3. From Tablet and Stylus to Tablet and Stylus: An Almost 6,000 Year Revolution in Technology for Teaching and Learning Elissa Grossman and Tawnya Means 4. Neuroentrepreneurship: What Can Entrepreneurship Learn from Neuroscience? Norris Krueger and Isabell Welpe 5. The Curricular Confusion between Entrepreneurship Education and Small Business Management: A Qualitative Analysis George Solomon and Charles Matthews 6. The Road to Excellence in International Entrepreneurship Education: Further Analysis of the Original 2005 Article Ronald K. Mitchell 7. Entrepreneurial (versus Managerial) Competencies as Drivers of Entrepreneurship Education Michael H. Morris and Jeffrey B. Kaplan 8. Teaching Social Entrepreneurship Kristin Joos and Michele Leaman 9. Can Universities Really Help Students Start Ventures? Nola Miyasaki 10. Design-Centered Entrepreneurship: A Process for Designing Opportunities Michael G. Goldsby, Donald F. Kuratko and Thomas Nelson 11. The New Paradigm: Creatives and Arts Entrepreneurs Joyce Thomas, Deana McDonagh and Lisa Canning 12. Teaching Entrepreneurship Students How to Design a Business Model Michael H. Morris and Minet Schindehutte 13. Enhancing the Employability of Doctoral Students through Entrepreneurship Education Nathalie Duval-Couetil and Mandy Wheadon 14. The Use of Simulations in Entrepreneurship Education: Opportunities, Challenges and Outcomes Ernest Cadotte PART II: MODEL ACADEMIC PROGRAMS 15. Indiana University: Thought Leadership and Campus-wide Infusion of Entrepreneurship Donald F. Kuratko 16. Entrepreneurship at Babson College: Curricular, Co-Curricular and Executive Education Programs Candida G. Brush, Patricia G. Greene and Janet Strimaitis 17. Graduate Level Entrepreneurship at the University of Florida Jamie Kraft and Chien-Chi Tseng 18. Honoring the Entrepreneurial Journey: A Strengths-Based Approach to the Undergraduate Entrepreneurship Program at TCU Brad Hancock, Keith Hmieleski and Ray Smilor 19. Student-Centered Entrepreneurship at San Diego State University Alex F. DeNoble and Gichuhi Kamau PART III: INNOVATIONS IN THE CLASSROOM, EXPERIENTIAL LEARNING AND OUTREACH 20. Millikin Arts and Entrepreneurship Program: Creating the ‘Real World’ Right Now Sharon Alpi 21. Teaching Entrepreneurial Execution with the YourCo Simulation Waverly Deutsch 22. Penn State Humanitarian Engineering and Social Entrepreneurship Program Khanjan Mehta 23. Rice Alliance for Technology and Entrepreneurship Brad Burke and Mary Lynn Fernau 24. Developing Business Courses that Make an Impact: Rutgers Business School’s Urban Entrepreneurship and Economic Development Jeffrey A. Robinson 25. Bringing Design Capability into Entrepreneurship: LMU and Otis David Y. Choi 26. Virtual Enterprise Anthony Borgese 27. The Foundry William Schulze 28. Study Abroad: Entrepreneurship Empowerment in South Africa Michael H. 29. Entrepreneurship Education Consortium: A Regional Approach Jacqueline J. Schmidt, Kay F. Molkentin, Julie Messing and Phil Bessler Index

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Book SynopsisA sizable gap exists between the growing demand for entrepreneurship education and our understanding of how best to approach the teaching and learning of entrepreneurship. Based on papers, presentations and workshops that have appeared at the annual United States Association for Small Business and Entrepreneurship (USASBE) Conference over the past thirty years, this book offers cutting edge perspectives from expert educators and thought leaders on best practices in teaching entrepreneurship, building curricula and developing educational programs.The book is organized into three sections. The first, a set of research papers exploring a range of important issues in entrepreneurship education, provides a comprehensive outline of the field. This is followed by an overview of award-winning model academic programs in entrepreneurship at five different universities and a collection of real-world examples of teaching innovations, unique approaches to experiential learning and high-impact community engagement initiatives.This detailed and thorough synthesis of leading perspectives on entrepreneurship education will appeal to faculty and administrators in business schools, universities, technical schools and other institutions that include entrepreneurship courses in their curriculum.Contributors: S. Alpi, P. Bessler, A. Borgese, C.G. Brush, B. Burke, E. Cadotte, L. Canning, D.Y. Choi, R. D'Souza, A.F. DeNoble, W. Deutsch, N. Duval-Couetil, M.L. Fernau, M.G. Goldsby, P.G. Greene, E.Grossman, B. Hancock, K. Hmieleski, K. Joos, G. Kamau, J.B. Kaplan, J. Kraft, N. Krueger, D.F. Kuratko, M. Leaman, C. Matthews, D. McDonagh, T. Means, K. Mehta, J. Messing, R.K. Mitchell, N. Miyasaki, K.F. Molkentin, M.H. Morris, H.N. Neck, T. Nelson, J.A Robinson, M. Schindehutte, J.J. Schmidt, W. Schulze, R. Smilor, G. Solomon, J. Strimaitis, J. Thomas, C.-C. Tseng, I. Welpe, M. Wheadon, R.J. WhiteTrade Review‘... makes a useful addition to the private and institutional libraries of academics, researchers, policy makers and support agencies that are involved in promoting as well as delivering entrepreneurship education and learning. I highly recommend this volume for its richness, complexity and empirical rigour.’ -- Harry Matlay, Education + Training‘This book should appeal to a wide range of interested parties, in the USA, the UK, Continental Europe, Australasia and elsewhere, including: researchers, educators, policy makers and the management team of universities and faculties who intend or currently offer entrepreneurship education. I also believe that undergraduate, postgraduate and doctoral students could also benefit considerably from both the conceptual and contextual aspects of this volume, in order to inform and/or enhance their own thinking, perspectives and experiences of entrepreneurship education.’ -- Journal of Small Business & Enterprise DevelopmentTable of ContentsContents: Preface: Establishing Moorings and Foundations in Entrepreneurial Education Michael H. Morris PART I: LEADING EDGE RESEARCH PERSPECTIVES 1. Practice-Based Entrepreneurship Education Using Actionable Theory Heidi M. Neck, Patricia G. Greene and Candida G. Brush 2. Links Between Learning Speed and Opportunity Recognition Rebecca J. White and Rodney R. D’Souza 3. From Tablet and Stylus to Tablet and Stylus: An Almost 6,000 Year Revolution in Technology for Teaching and Learning Elissa Grossman and Tawnya Means 4. Neuroentrepreneurship: What Can Entrepreneurship Learn from Neuroscience? Norris Krueger and Isabell Welpe 5. The Curricular Confusion between Entrepreneurship Education and Small Business Management: A Qualitative Analysis George Solomon and Charles Matthews 6. The Road to Excellence in International Entrepreneurship Education: Further Analysis of the Original 2005 Article Ronald K. Mitchell 7. Entrepreneurial (versus Managerial) Competencies as Drivers of Entrepreneurship Education Michael H. Morris and Jeffrey B. Kaplan 8. Teaching Social Entrepreneurship Kristin Joos and Michele Leaman 9. Can Universities Really Help Students Start Ventures? Nola Miyasaki 10. Design-Centered Entrepreneurship: A Process for Designing Opportunities Michael G. Goldsby, Donald F. Kuratko and Thomas Nelson 11. The New Paradigm: Creatives and Arts Entrepreneurs Joyce Thomas, Deana McDonagh and Lisa Canning 12. Teaching Entrepreneurship Students How to Design a Business Model Michael H. Morris and Minet Schindehutte 13. Enhancing the Employability of Doctoral Students through Entrepreneurship Education Nathalie Duval-Couetil and Mandy Wheadon 14. The Use of Simulations in Entrepreneurship Education: Opportunities, Challenges and Outcomes Ernest Cadotte PART II: MODEL ACADEMIC PROGRAMS 15. Indiana University: Thought Leadership and Campus-wide Infusion of Entrepreneurship Donald F. Kuratko 16. Entrepreneurship at Babson College: Curricular, Co-Curricular and Executive Education Programs Candida G. Brush, Patricia G. Greene and Janet Strimaitis 17. Graduate Level Entrepreneurship at the University of Florida Jamie Kraft and Chien-Chi Tseng 18. Honoring the Entrepreneurial Journey: A Strengths-Based Approach to the Undergraduate Entrepreneurship Program at TCU Brad Hancock, Keith Hmieleski and Ray Smilor 19. Student-Centered Entrepreneurship at San Diego State University Alex F. DeNoble and Gichuhi Kamau PART III: INNOVATIONS IN THE CLASSROOM, EXPERIENTIAL LEARNING AND OUTREACH 20. Millikin Arts and Entrepreneurship Program: Creating the ‘Real World’ Right Now Sharon Alpi 21. Teaching Entrepreneurial Execution with the YourCo Simulation Waverly Deutsch 22. Penn State Humanitarian Engineering and Social Entrepreneurship Program Khanjan Mehta 23. Rice Alliance for Technology and Entrepreneurship Brad Burke and Mary Lynn Fernau 24. Developing Business Courses that Make an Impact: Rutgers Business School’s Urban Entrepreneurship and Economic Development Jeffrey A. Robinson 25. Bringing Design Capability into Entrepreneurship: LMU and Otis David Y. Choi 26. Virtual Enterprise Anthony Borgese 27. The Foundry William Schulze 28. Study Abroad: Entrepreneurship Empowerment in South Africa Michael H. 29. Entrepreneurship Education Consortium: A Regional Approach Jacqueline J. Schmidt, Kay F. Molkentin, Julie Messing and Phil Bessler Index

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Book SynopsisThis insightful Handbook offers a lens through which to view entrepreneurship strategy for higher education institutions, as it becomes increasingly necessary for universities to consider changing their strategies, culture and practices to become more entrepreneurial.Is the idea of an entrepreneurial university a myth or a reality? Is the university model capable of adapting to new evolving trends and a more complex professional world? And, what is the impact of entrepreneurship in education? Through extensive research and case studies from some of the leading entrepreneurial thinkers around the world, Alain Fayolle and Dana Redford answer these questions and raise further issues for debate. Particular focus is given to developing university strategy, public policy and start-up support as a means to foster graduate entrepreneurship. Each contribution explores different perspectives related to the entrepreneurial university concept and its role in stimulating economic growth through cooperative relationships with business and government.As a comprehensive study of the entrepreneurial university, this Handbook will prove invaluable to business and entrepreneurship students and academics, as well as university administrators, researchers and others interested in the evolution of the university.Table of ContentsContents: Introduction Alain Fayolle and Dana Redford PART I: DIFFERENT PERSPECTIVES OF THE ENTREPRENEURIAL UNIVERSITY 1. Stakeholder Management and the Entrepreneurial University Dana Redford and Alain Fayolle 2. The University of the Future: An Entrepreneurial Stakeholder Learning Organization? Allan A Gibb and Gay Haskins 3. Managing the Improvement of Entrepreneurship Education Programs: A Comparison of Universities in the Life Sciences in Europe, USA and Canada Vincent Blok, Rob Lubberink, Thomas Lans and Onno Omta 4. Entrepreneurship in Finland, Sweden and Norway: Transferability of Entrepreneurship Education Programmes Bjørn Willy Åmo 5. Institutional Change of the German Higher Education System: From Professional Dominance to Managed Education Markus Reihlen and Ferdinand Wenzlaff 6. University Entrepreneurship Education in Tanzania: Introducing Entrepreneurship Education in a Context of Transition Ernest Samwel Mwasalwiba, Peter Groenewegen and Ingrid Wakkee 7. Evolving Entrepreneurial Universities: Experiences and Challenges in the Middle Eastern Context Maribel Guerrero, David Urbano and Aidin Salamzadeh 8. A Regional Perspective on the Entrepreneurial University: Practices and Policies Niall G. MacKenzie and Qiantao Zhang PART II: PEDAGOGIC PRACTICES IN ENTREPRENEURIAL EDUCATION 9. ‘The Apple Doesn’t Fall Far from the Tree’: Entrepreneurial University as Nurturer of Entrepreneurial Values Magdalena Markowska 10. Integrated Support for University Entrepreneurship from Entrepreneurial Intent Towards Behavior: The Case of the German ‘Exist’ Policy Programme Christine Volkmann and Marc Grünhagen 11. Boosting Entrepreneurship Education within the Knowledge Network of the Dutch Agri-Food Sciences: The New ‘Wageningen’ Approach Willem Hulsink, Hans Dons, Thomas Lans and Vincent Blok 12. Not Just the What and How, but Also the Who: The Impact of Entrepreneurship Educators Susanne Steiner 13. Global Start-Up Internships as a Source of Experiential Learning Truls Erikson, Mari Saua Svalastog and Daniel Leunbach PART III: THE RELATIONSHIP BETWEEN ENTREPRENEURIAL UNIVERSITIES AND ENTERPRISES: TECHNOLOGY TRANSFER, VENTURE CAPITALS AND SPIN-OFFS 14. The Potential of and Framework for Promoting a Business Angel University and Intellectual Property Exploitation: A Case Study from Wales Simon McCarthy, Gary Packham and David Pickernell 15. Commercializing Science by Means of University Spin-Offs: An Ethical Review Elco van Burg 16. The Meandering Path: The University’s Contribution Toward the Entrepreneurial Journey Louise-Jayne Edwards and Elizabeth J. Muir 17. Entrepreneurial Learning and the IBM Universities Business Challenge: An Experiential Learning Perspective Wim van Vuuren, Colm Fearon, Gemma van Vuuren-Cassar and Judith Crayford 18. Where do Academic Entrepreneurs Locate their Firms? How to Access the Development of Entrepreneurship Education at University Level Christos Kolympiris, Nicholas Kalaitzandonakes and Ken Schneeberger 19. How to Access the Development of Entrepreneurship Education at University Level: The Case of Denmark Kåre Moberg, Lene Vestergaard, Casper Jørgensen, Elisabeth Markussen and Sose Hakverdyan

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Book SynopsisI am a believer in the concept of the entrepreneurial university, and think our institutions of higher learning must learn to think and act in more entrepreneurial ways. The kind of entrepreneurial culture which this book champions can transform student lives, invigorate university campuses, and make a fundamental difference in our communities.'- Burns Hargis, President, Oklahoma State University, US'At IU's Kelley School of Business, we believe in the power of entrepreneurial thinking, with a relentless pursuit of excellence in the research and teaching of entrepreneurship and innovation across our entire campus. This book on 'academic entrepreneurship' offers one of the most comprehensive approaches to understanding the framework and strategies for building effective entrepreneurship programs within universities today. I truly believe all universities, regardless of their current stage of development of their entrepreneurship programs, will materially benefit from the ideas in this book.'- Daniel C. Smith, former Dean, Kelley School of Business, Indiana University and current CEO, Indiana University Foundation, USAfter more than 30 years of impressive growth, what have we learned about building world-class entrepreneurship programs within universities?After tracing the evolution of entrepreneurship within institutions of higher learning, the authors explore the key elements that constitute a comprehensive entrepreneurship program. Best practices at leading universities and differing kinds of academic environments are highlighted. They examine multiple aspects of program management and infrastructure, including curriculum and degree program development, where entrepreneurship is administratively housed, how it is organized, and approaches to staffing and resource acquisition.The perspectives shared in the book enable university presidents, entrepreneurship students, provosts, deans, entrepreneurship program directors, faculty members, and others to better capitalize upon the empowering and transformative potential of entrepreneurship.Contents: Preface Part I: The Entrepreneurial Imperative within Universities 1. The Evolution of Entrepreneurship in Universities 2. Organizational Structures for Entrepreneurship Programs 3. Assessing Program Outcomes: Towards a Competency-based Approach Part II: Developing the Entrepreneurial Curriculum 4. Establishing the Core Curriculum 5. Designing Degree Programs 6. Experiential Learning in Entrepreneurship Part III: Co-Curricular Entrepreneurship Support Programs 7. Hatcheries, Accelerators and Incubators 8. Student-run Ventures 9. Business Plans, Business Models and Elevator Pitch Competitions 10. Mentoring Programs, Entrepreneurship Clubs and Learning Communities 11. Study-abroad Programs in Entrepreneurship Part IV: Outreach Programs in Entrepreneurship 12. Technology Commercialization and Entrepreneurship Programs 13. Best Practices in Community Engagement 14. University Seed Funding Programs Part V: Supporting Campus-wide Programs in Entrepreneurship 15. University-wide Entrepreneurship 16. Addressing Resource Needs Conclusion: The Ongoing Revolution IndexTrade Review'Entrepreneurship Programs and the Modern University is an excellent resource for those who intend to set up an entrepreneurship program or center, and arguably even more so for those who wish to coordinate or expand such activities into an effective "entrepreneurship ecosystem" across the university and its external stakeholders. . . the value of the wealth of experience they generously share in this volume is quite considerable for the right user. I would encourage all stakeholders in university-based activities in the entrepreneurship domain to take some time to read and reflect upon this work.' -- Per Davidsson, Academy of Management Learning and Education Journal‘I am a believer in the concept of the entrepreneurial university, and think our institutions of higher learning must learn to think and act in more entrepreneurial ways. The kind of entrepreneurial culture which this book champions can transform student lives, invigorate university campuses, and make a fundamental difference in our communities.’ -- Burns Hargis, President, Oklahoma State University, US‘At IU’s Kelley School of Business, we believe in the power of entrepreneurial thinking, with a relentless pursuit of excellence in the research and teaching of entrepreneurship and innovation across our entire campus. This book on “academic entrepreneurship” offers one of the most comprehensive approaches to understanding the framework and strategies for building effective entrepreneurship programs within universities today. I truly believe all universities, regardless of their current stage of development of their entrepreneurship programs, will materially benefit from the ideas in this book.’ -- Daniel C. Smith, former Dean, Kelley School of Business, Indiana University and current CEO, Indiana University Foundation, USTable of ContentsContents: Preface Part I: The Entrepreneurial Imperative within Universities 1. The Evolution of Entrepreneurship in Universities 2. Organizational Structures for Entrepreneurship Programs 3. Assessing Program Outcomes: Towards a Competency-based Approach Part II: Developing the Entrepreneurial Curriculum 4. Establishing the Core Curriculum 5. Designing Degree Programs 6. Experiential Learning in Entrepreneurship Part III: Co-Curricular Entrepreneurship Support Programs 7. Hatcheries, Accelerators and Incubators 8. Student-run Ventures 9. Business Plans, Business Models and Elevator Pitch Competitions 10. Mentoring Programs, Entrepreneurship Clubs and Learning Communities 11. Study-abroad Programs in Entrepreneurship Part IV: Outreach Programs in Entrepreneurship 12. Technology Commercialization and Entrepreneurship Programs 13. Best Practices in Community Engagement 14. University Seed Funding Programs Part V: Supporting Campus-wide Programs in Entrepreneurship 15. University-wide Entrepreneurship 16. Addressing Resource Needs Conclusion: The Ongoing Revolution Index

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Book SynopsisThis Handbook considers the myths and untruths that currently exist in international development and education. Using historic and contemporary evidence, this compendium redefines the international development narrative through a new understanding of 'what works', drawn from pragmatic ideas and approaches.Collaborative efforts from esteemed academics and practitioners outline the current plans to improve systems and offer better outcomes for the poor. The resultant sections offer a new direction for policy renewal and research development in education. These twenty-eight chapters are therefore a reflection of how modern developing economies operate within a diverse economic, cultural and ethical landscape. They represent an important argument in light of the quest to achieve 'quality education for all'; discuss poverty reduction strategies; and offer innovative vistas for future development in research, policy and practice.Offering real policy initiatives, this Handbook provides researchers, practitioners and policymakers with essential up-to-date information, including empirical evidence for replication or implementation. It is also a valuable resource for students and those involved in international development and education.Contributors: J. Alwindi, T. Andrabi, M. Aslam, G. Ayittey, J. Centenera, C.J. Counihan, J. Das, P. Dixon, A.J. Egalite, G. Elacqua, O.I. Eshiet, E.A. Hanushek, J. Härmä, D. Hawker, S.P. Heyneman, S. Humble, A.I. Khwaja, J. Kimmitt, M. Latham, D. Longfield, M. Martinez, J.G. Maree, P. Marshall, S. Mitra, E. Mpofu, K. Ntinda, T. Oakland, V. Pota, B. Rangaraj, S. Rawal, H. Santos, E.G. Seeco, B. Snowdon, J. Stanfield, J. Stern, J. Tooley, L. Woessman, P. WolfTable of ContentsContents: Preface PART I DEVELOPMENT AND EDUCATION 1. Introduction to Part 1 Pauline Dixon 2. The Economic Impact of Educational Quality Eric A. Hanushek and Ludger Woessman 3. Development and Education Stephen Heyneman and Jonathan Stern 4. The Role of Human Capital in Economic Development Brian Snowdon PART II EDUCATION IN DEVELOPING COUNTRIES 5. Introduction to Part II Steve Humble 6. Delivering Education: A Pragmatic Framework for Improving Education in Low Income Countries Tahi Andrabi, Jishnu Das and Asim Ijaz Khwaja 7. Affordable Learning: Transforming Education at the Bottom of the Pyramid James Stanfield 8. The Private Schools Revolution in Patna, Bihar, India James Tooley and Baladevan Rangaraju 9. Private Schooling for Development: A Review Joanna Härmä 10. Low Cost Private Schools in the Slums of Colombia Joni Alwindi 11. Improving the Status and Quality of Teachers in Developing Countries Vikas Pota 12. Education in Post Conflict Zones: A Case Study of South Sudan David Longfield PART III PEDAGOGY AND POLICY FOR DEVELOPMENT 13. Introduction to Part III Chris Counihan 14. Teachers – An Indispensable Asset: Examining Teacher Effectiveness in South Asia Monazza Aslam and Shenila Rawal 15. Teaching Reading Skills through Synthetic Phonics: An Example from Nigeria Olubusola I. Eshiet 16. Endogenous Education in India and the Implications of Universal Peer Teaching in the 19th Century Chris Counihan 17. Baseline Assessment in an International Context David Hawker 18. Locality, Observability and Community Action (LOCUM) in Test Development and use in Emerging Education Settings Elias Mpofu, Thomas Oakland, Kati Ntinda, Jacobus G. Maree and Elizabeth G. Seeco 19. In Search of Human Capital – Identifying Gifted Children in Poor Areas of Dar Es Salaam, Tanzania Steve Humble 20. From Hole in the Wall to School in the Cloud Sugata Mitra PART IV ACCESS, AID AND FINANCING EDUCATION 21. Introduction to Part IV Pauline Dixon 22. Why Africa Remains Poor George Ayittey 23. Voucher Policies and the Response of for Profit and Religious Schools: Evidence from Chile Gregory Elacqua, Matias Marinez and Humberto Santos 24. Examining the Role of the Entrepreneur in Development and Education Jonathan Kimmett 25. Private School Choice in Developing Countries: Experimental Results from Delhi, India Patrick Wolf, Anna J. Egalite and Pauline Dixon 26. International Aid and Schooling for the Poor Pauline Dixon, Steve Humble and Paul Marshall 27. Formulating The Recipe for the Ideal Low-Cost Private School – Hints on the Ingredients James Centenera 28. Community Participation and School Based Management Michael Latham Index

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Book SynopsisThe value of this book is the rich and highly informative account of variations regarding gender differences at labour market entry across different industrialized countries, and the use of longitudinal data. Hans-Peter Blossfeld and his first-class team bring to the fore how gender differences arise at the transition from school-to-work, and to what extent women are able to convert their educational attainment in labor market positions. Bringing together evidence from across countries, readers will come to understand the crucial role of institutional structures in shaping gender inequalities in life course transitions.'- Ingrid Schoon, UCL Institute of Education, UK'This volume provides essential reading for anyone interested in the relation between men and women in the labour market. By concentrating on the crucial transition from school to work in a large number of countries, the authors investigate to what extent the increased female advantage in education is converted into advantage in occupational attainment. By comparing countries, which differ in terms of educational and labour market organisation, the authors show how the opportunities of women and men vary - sometimes in unexpected ways.'- Robert Erikson, Stockholm University, Sweden'The degree to which women have seen occupational and economic returns to their rising educational attainment relative to men largely remains an open question. This volume is the first comprehensive and highly-coordinated research effort to address this question with state of the art data and methods for a broad range of industrialized countries. . . Social scientists, policy makers, politicians, and students will all learn a great deal about the current state of gender inequalities at labor market entry across many countries and gain insights into what changes the future may bring.'- from the foreword by Claudia Buchmann, The Ohio State University, USFor much of the twentieth century, women lagged considerably behind men in their educational attainment. However, in recent decades, young women have become an important source of human capital for labor markets in modern societies, as well as potential competitors to the male workforce. This book asks whether or not women have been able to convert their educational success into gains on the labor market.The expert contributors address the topic on a comparative level with discussions centred on gendered school-to-work transitions and gendered labor market outcomes. Thereafter they analyze the country-specific implications of the gender redress from a wide range of countries including the USA, Russia and Australia.This enlightening book will appeal to graduates and postgraduates studying social policy, education, the labor market, inequality and gender. It will also be of interest to experts in the fields of sociology, education, political science and economics and those interested in educational research.Contributors: P. Barbieri, D.B. Bills, H.-P. Blossfeld, Y. Brinbaum, C. Brzinsky-Fay, S. Buchholz, S. Buchler, G. Cutuli, J. Dämmrich, A.M. Dockery, K. Halldén, J. Härkönen, D. Horn, S. Hupka-Brunner, C. Imdorf, T. Keller, E. Kilpi-Jakonen, Y. Kosyakova, D. Kurakin, M. Lugo, P. McMullin, P. Miret-Gamundi, S. Mollegaard Pedersen, E. Saar, S. Scherer, S. Schührer, J. Skopek, K. Täht, D. Trancart, M.Triventi, M. Unt, D. Vono de Vilhena, S. Wahler, F. WeissTrade Review‘Gender, Education and Employment: An International Comparison of School-to-Work Transitions teaches us a tremendous amount about the state of gender inequalities at labor market entry across countries. Overall, the comprehensive research presented is relevant in both theoretical and applied contexts, and this text will appeal to students and experts in the fields of education, sociology, gender studies, social policy, political science, and economics.?‘ -- Jaya Soni, International Social Science Review?‘The value of this book is the rich and highly informative account of variations regarding gender differences at labour market entry across different industrialized countries, and the use of longitudinal data. Hans-Peter Blossfeld and his first-class team bring to the fore how gender differences arise at the transition from school-to-work, and to what extent women are able to convert their educational attainment in labor market positions. Bringing together evidence from across countries, readers will come to understand the crucial role of institutional structures in shaping gender inequalities in life course transitions.’ -- Ingrid Schoon, UCL Institute of Education, UK‘This volume provides essential reading for anyone interested in the relation between men and women in the labour market. By concentrating on the crucial transition from school to work in a large number of countries, the authors investigate to what extent the increased female advantage in education is converted into advantage in occupational attainment. By comparing countries, which differ in terms of educational and labour market organisation, the authors show how the opportunities of women and men vary – sometimes in unexpected ways.’ -- Robert Erikson, Stockholm University, Sweden‘The degree to which women have seen occupational and economic returns to their rising educational attainment relative to men largely remains an open question. This volume is the first comprehensive and highly-coordinated research effort to address this question with state of the art data and methods for a broad range of industrialized countries.. . . Social scientists, policy makers, politicians, and students will all learn a great deal about the current state of gender inequalities at labor market entry across many countries and gain insights into what changes the future may bring.’ -- from the foreword by Claudia Buchmann, The Ohio State University, USTable of ContentsContents: Preface PART I INTRODUCTION 1. Gender Differences at Labor Market Entry: The Effect of Changing Educational Pathways and Institutional Structures Hans-Peter Blossfeld, Sandra Buchholz, Johanna Dämmrich, Elina Kilpi-Jakonen, Yuliya Kosyakova, Jan Skopek, Moris Triventi, and Daniela Vono de Vilhena PART II COMPARATIVE CONTRIBUTIONS 2. Gendered School-to-Work Transitions? A Sequence Approach to How Women and Men Enter the Labor Market in Europe Christian Brzinsky-Fay 3. Gendered Labor Market Outcomes at Labor Market Entry and their Relationship with Country-Specific Characteristics: A Comparative Perspective Johanna Dämmrich PART III COUNTRY-SPECIFIC CONTRIBUTIONS 4. The Influence of Gender on Pathways Into the Labor Market: Evidence From Australia Sandra Buchler and A. Michael Dockery 5. Gender Differences in Labor Market Entry and Their Long-Term Consequences in the United States Susanne Schührer, David B. Bills, and Felix Weiss 6. The Consequences of Shifting Education and Economic Structures for Gender Differences at Labor Market Entry: The British Case Study Patricia McMullin and Elina Kilpi-Jakonen 7 The Role of Gender and Education in Early Labor Market Careers: Long-term Trends in Italy Paolo Barbieri, Giorgio Cutuli, Michele Lugo, and Stefani Scherer 8. Spain: Educational Pathways and their Consequences for Gender Differences at Labor Market Entry Daniela Vono de Vilhena and Pau Miret-Gamundi 9. Vertical and Horizontal Gender Segregation at Labor Market Entry in Sweden: Birth Cohorts 1925–85 Karin Halldén and Juho Härkönen 10. Youth Labor Market Entry in Denmark: A Gender-based Analysis of the First Significant Job Susanne Wahler, Sandra Buchholz, and Stine Møllegaard Pedersen 11. Educational Pathways and Gender Differences in Labor Market Entry in France Yaël Brinbaum and Danièle Trancart 12. Young Women Outcompeting Young Men? A Cohort Comparison of Gender Differences at Labor Market Entry in West Germany Sandra Buchholz, Jan Skopek, and Hans-Peter Blossfeld 13. Gender Differences at Labor Market Entry in Switzerland Christian Imdorf and Sandra Hupka-Brunner 14. Hungary: The Impact of Gender Culture Dániel Horn and Tamás Keller 15. Do Institutions Matter? Occupational Gender Segregation at Labor Market Entry in Soviet and Post-Soviet Russia Yuliya Kosyakova and Dmitry Kurakin 16. Segregated Worlds of Male and Female Labor Market Entrants in Estonia During the last Decades? Ellu Saar, Kadri Täht, and Marge Unt PART IV CONCLUSION 17. Gender, Education and Employment: Lessons Learned from the Comparative Perspective Hans-Peter Blossfeld, Jan Skopek, Yuliya Kosyakova, Moris Triventi and Sandra Buchholz Index

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Book SynopsisThe second volume of the Annals of Entrepreneurship Education and Pedagogy provides entirely new insights into a number of the leading issues surrounding the teaching of entrepreneurship and the building of entrepreneurship programs. Prepared under the auspices of the United States Association for Small Business and Entrepreneurship (USASBE), this book features fifteen scholarly perspectives on a range of entrepreneurship education issues.This 2016 edition spans topics ranging from methods for teaching creatively and the value of the lean startup methodology to empirical insights into whether or not entrepreneurship education changes minds. Five premier universities and the key aspects of their superlative entrepreneurship programs are reviewed. In addition, contributors highlight a number of individual innovations that have changed the way entrepreneurship is taught and the manner in which entrepreneurial behavior is facilitated. This book offers an introduction to innovative practices in facilitating entrepreneurial learning both inside and outside the classroom as it investigates critical issues in designing, implementing and assessing experiential learning techniques within entrepreneurship.This timely book uncovers new horizons in the development of entrepreneurship education for students, university campuses, communities and economies. Annals of Entrepreneurship Education and Pedagogy - 2016 is a must-have book for any entrepreneurship professor, scholar or program director across the US.Contributors include: C. Albornoz, K.R. Allen, J. Amoros, J. Aniello, K. Artz, A. Bruton, A. Caetano, M. Cichosz-Grzyb, R.W. Clouse, S.L. Cochran, S.F. Costa, B. Cowden, M. Croteau, C. Dibrell, D. Dill, T.N. Duening, N. Duval-Couetil, J.S. Engel, E. Fine, V. Fox, T. Goodin, E. Grossman, R.J. Gentry, E. Hamilton, J. Hart, J. Heacock, D.M. Hechevaria, G. Hertz, A. Ingram, K. Kern, E. Liguori, A. Markvoort, E. Markin, A. McKelvie, M.M. Metzger, S. Miller, K. Moore, L. Morland, M.H. Morris, H.M. Neck, X. Neumeyer, G. Poor, C. Pryor, D.W. Rosenthal, B. Rossi, M. Schindehutte, S.C. Santos, S. Scherreik, F. Schlosser, S.A. Schulman, R. Smilor, J. Stamp, K. Taylor, J. Thompson, J.M. Torrens, E.E. Troudt, J. Vanevenhoven, R. White, D. Winkel, C. WinklerTable of ContentsContents: Preface: Teaching Reason and the Unreasonable Michael H. Morris and Eric Liguori PART I LEADING EDGE RESEARCH PERSPECTIVES 1. What I have Learned about Teaching Entrepreneurship: Perspectives of Five Master Educators Jerome S. Engel, Minet Schindehutte, Heidi M. Neck, Ray Smilor, and Bill Rossi 2. What Entrepreneurship Educators Do Not Understand About: Creativity and How to Teach It Jeffrey Stamp 3. Does Entrepreneurship Education Change Minds? A Multinational Analysis of Mandatory and Voluntary Entrepreneurial Training Carlos Albornoz and Jose E. Amoros 4. Bridging Entrepreneurial Cognition Research and Entrepreneurship Education: What and How Susana C. Santos, Silvia Fernandes Costa, Xaver Neumeyer and António Caetano 5. Weighing In: Reflections on a Steady Diet of Lean Startup Elissa Grossman 6. Competency Based Education in Entrepreneurship: A Call to Action for the Discipline Rebecca White, Giles Hertz and Kevin Moore 7. The Art of Case Teaching David W. Rosenthal 8. The Experiential Learning Portfolio and Entrepreneurship Education Minet Schindehutte and Michael H. Morris 9. Deliberate Opportunity Design: A Practical Integrative Product and Business Design Framework to Enable New Frontiers in Fostering Innovation and Entrepreneurship Alex Bruton 10. New Venture Creation as a Learning Agenda: Experiences, Reflections and Implications from Running a Venture Creation Programme Leigh Morland and John Thompson 11. The Principles and Practices of Delivering Experiential Entrepreneurship Education to Mega-classes Christopher Pryor 12. Entrepreneurs in Action: An Authentic Learning Experience R. Wilburn Clouse, Terry Goodin and Joseph Aniello 13. Using the SEE Model in Entrepreneurship Consulting Courses and Programs Michael H. Morris 14. Integrating the A-GES Framework into a Family Business Course Erik Markin, Clay Dibrell and Richard J. Gentry 15. Entrepreneurial Ecosystems and Entrepreneurship Education: the Role of Universities in Fostering Ecosystem Development Diana M. Hechevarria, Amy Ingram and Justin Heacock PART II: MODEL UNIVERSITY ENTREPRENEURSHIP PROGRAMS 16. Entrepreneurship at the University of Southern California Kathleen R. Allen 17. Entrepreneurship at Lancaster University Eleanor Hamilton , Helen Fogg, Sarah L. Jack and Fionnuala Schultz 18. Baylor University: Entrepreneurship for Everyone through Innovative Programming Kendall Artz 19. Entrepreneurship Education at the University of Maryland Elana Fine 20. Entrepreneurship at Syracuse University Alexander McKelvie and John M. Torrens PART III: BEST PRACTICE INNOVATIONS INSIDE AND OUTSIDE THE CLASSROOM 21. Teaching Entrepreneurial Foresight Sam Miller 22. Teaching Lean: Value Creation (for Students and Faculty) In The Classroom Doan Winkel and Jeff Vanevenhoven 23. Games for the Entrepreneurship Classroom Jim Hart 24. A Unique Student Angel Investing Fund Sara L. Cochran 25. Teaching Entrepreneurial Sales Skills: A Co-curricular Approach Eric Liguori, Birton Cowden, and Giles Hertz 26. Entrepreneurial Consulting Courses: Increasing Benefits to Students in the New Economy Nathalie Duval-Couetil and Kris Taylor 27. University Collaboration: The New Jersey State Business Model Competition Susan Scherreik 28. CUNY’s STEM Virtual Enterprise Program Christoph Winkler, Stuart A. Schulman and Edgar E. Troudt 29. UCCS Entrepreneurial Identity Project Thomas N. Duening and Matthew M. Metzger 30. The Campus-linked Accelerator Program in Canada Francine Schlosser, Margaret Cichosz-Grzyb, Martin Croteau, Donovan Dill, Valerie Fox and Annette Markvoort 31. Social Media – a Powerful Tool for Entrepreneurship Students Gene Poor and Kirk Kern Index

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Book SynopsisThe second volume of the Annals of Entrepreneurship Education and Pedagogy provides entirely new insights into a number of the leading issues surrounding the teaching of entrepreneurship and the building of entrepreneurship programs. Prepared under the auspices of the United States Association for Small Business and Entrepreneurship (USASBE), this book features fifteen scholarly perspectives on a range of entrepreneurship education issues.This 2016 edition spans topics ranging from methods for teaching creatively and the value of the lean startup methodology to empirical insights into whether or not entrepreneurship education changes minds. Five premier universities and the key aspects of their superlative entrepreneurship programs are reviewed. In addition, contributors highlight a number of individual innovations that have changed the way entrepreneurship is taught and the manner in which entrepreneurial behavior is facilitated. This book offers an introduction to innovative practices in facilitating entrepreneurial learning both inside and outside the classroom as it investigates critical issues in designing, implementing and assessing experiential learning techniques within entrepreneurship.This timely book uncovers new horizons in the development of entrepreneurship education for students, university campuses, communities and economies. Annals of Entrepreneurship Education and Pedagogy - 2016 is a must-have book for any entrepreneurship professor, scholar or program director across the US.Contributors include: C. Albornoz, K.R. Allen, J. Amoros, J. Aniello, K. Artz, A. Bruton, A. Caetano, M. Cichosz-Grzyb, R.W. Clouse, S.L. Cochran, S.F. Costa, B. Cowden, M. Croteau, C. Dibrell, D. Dill, T.N. Duening, N. Duval-Couetil, J.S. Engel, E. Fine, V. Fox, T. Goodin, E. Grossman, R.J. Gentry, E. Hamilton, J. Hart, J. Heacock, D.M. Hechevaria, G. Hertz, A. Ingram, K. Kern, E. Liguori, A. Markvoort, E. Markin, A. McKelvie, M.M. Metzger, S. Miller, K. Moore, L. Morland, M.H. Morris, H.M. Neck, X. Neumeyer, G. Poor, C. Pryor, D.W. Rosenthal, B. Rossi, M. Schindehutte, S.C. Santos, S. Scherreik, F. Schlosser, S.A. Schulman, R. Smilor, J. Stamp, K. Taylor, J. Thompson, J.M. Torrens, E.E. Troudt, J. Vanevenhoven, R. White, D. Winkel, C. WinklerTable of ContentsContents: Preface: Teaching Reason and the Unreasonable Michael H. Morris and Eric Liguori PART I LEADING EDGE RESEARCH PERSPECTIVES 1. What I have Learned about Teaching Entrepreneurship: Perspectives of Five Master Educators Jerome S. Engel, Minet Schindehutte, Heidi M. Neck, Ray Smilor, and Bill Rossi 2. What Entrepreneurship Educators Do Not Understand About: Creativity and How to Teach It Jeffrey Stamp 3. Does Entrepreneurship Education Change Minds? A Multinational Analysis of Mandatory and Voluntary Entrepreneurial Training Carlos Albornoz and Jose E. Amoros 4. Bridging Entrepreneurial Cognition Research and Entrepreneurship Education: What and How Susana C. Santos, Silvia Fernandes Costa, Xaver Neumeyer and António Caetano 5. Weighing In: Reflections on a Steady Diet of Lean Startup Elissa Grossman 6. Competency Based Education in Entrepreneurship: A Call to Action for the Discipline Rebecca White, Giles Hertz and Kevin Moore 7. The Art of Case Teaching David W. Rosenthal 8. The Experiential Learning Portfolio and Entrepreneurship Education Minet Schindehutte and Michael H. Morris 9. Deliberate Opportunity Design: A Practical Integrative Product and Business Design Framework to Enable New Frontiers in Fostering Innovation and Entrepreneurship Alex Bruton 10. New Venture Creation as a Learning Agenda: Experiences, Reflections and Implications from Running a Venture Creation Programme Leigh Morland and John Thompson 11. The Principles and Practices of Delivering Experiential Entrepreneurship Education to Mega-classes Christopher Pryor 12. Entrepreneurs in Action: An Authentic Learning Experience R. Wilburn Clouse, Terry Goodin and Joseph Aniello 13. Using the SEE Model in Entrepreneurship Consulting Courses and Programs Michael H. Morris 14. Integrating the A-GES Framework into a Family Business Course Erik Markin, Clay Dibrell and Richard J. Gentry 15. Entrepreneurial Ecosystems and Entrepreneurship Education: the Role of Universities in Fostering Ecosystem Development Diana M. Hechevarria, Amy Ingram and Justin Heacock PART II: MODEL UNIVERSITY ENTREPRENEURSHIP PROGRAMS 16. Entrepreneurship at the University of Southern California Kathleen R. Allen 17. Entrepreneurship at Lancaster University Eleanor Hamilton , Helen Fogg, Sarah L. Jack and Fionnuala Schultz 18. Baylor University: Entrepreneurship for Everyone through Innovative Programming Kendall Artz 19. Entrepreneurship Education at the University of Maryland Elana Fine 20. Entrepreneurship at Syracuse University Alexander McKelvie and John M. Torrens PART III: BEST PRACTICE INNOVATIONS INSIDE AND OUTSIDE THE CLASSROOM 21. Teaching Entrepreneurial Foresight Sam Miller 22. Teaching Lean: Value Creation (for Students and Faculty) In The Classroom Doan Winkel and Jeff Vanevenhoven 23. Games for the Entrepreneurship Classroom Jim Hart 24. A Unique Student Angel Investing Fund Sara L. Cochran 25. Teaching Entrepreneurial Sales Skills: A Co-curricular Approach Eric Liguori, Birton Cowden, and Giles Hertz 26. Entrepreneurial Consulting Courses: Increasing Benefits to Students in the New Economy Nathalie Duval-Couetil and Kris Taylor 27. University Collaboration: The New Jersey State Business Model Competition Susan Scherreik 28. CUNY’s STEM Virtual Enterprise Program Christoph Winkler, Stuart A. Schulman and Edgar E. Troudt 29. UCCS Entrepreneurial Identity Project Thomas N. Duening and Matthew M. Metzger 30. The Campus-linked Accelerator Program in Canada Francine Schlosser, Margaret Cichosz-Grzyb, Martin Croteau, Donovan Dill, Valerie Fox and Annette Markvoort 31. Social Media – a Powerful Tool for Entrepreneurship Students Gene Poor and Kirk Kern Index

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Book SynopsisA plea for public education nationwide to teach media literacy, and specifically from the left of the political spectrum. Within, the author discusses his journalism curriculum, which includes lessons in media literacy, critical thinking, bias, the political spectrum, economics, current events, and more. Additionally, he makes the case that "politics" belong in the classroom as a mechanism to push back on the looming realities of late-stage capitalism and right-wing disinformation; a highly necessary argument given how teaching these sorts of matters in public schools can be met with angst by parents, administrations, school boards, etc. It's time for people to take back power, information, and education.

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Book SynopsisEducation, Occupation and Social Origin is a must-read book for anyone even faintly interested in social inequality. Comparing across many cohorts in 14 nations, the disheartening conclusion that here emerges is the lack of any genuine equalization of life chances. Advantage breeds advantage and, alas, educational expansion has not proven to be the great social leveler. This volume delivers the most up-to-date evidence, and it does it with scientific rigor and bravura. From the first to the last page this is world-class scholarship that will define our research agenda for many years to come.' - Gosta Esping-Andersen, Pompeu Fabra University, Spain Questioning the assumption that education is the 'great social equalizer', this book takes a comparative approach to the Social Origin-Education-Destination triangle by examining advantage in 14 different countries, including case studies from Europe, Israel, the USA, Russia and Japan.Contributions from leading experts examine the relation between family background, education and occupational achievement over time and across educational levels, focussing on the relationship between individuals' social origins and their income and occupational outcomes. Providing new theoretical insights, this book eloquently analyses a variety of barriers to social mobility. Using concepts of compensatory and boosting advantage to explain the intergenerational transmission of social inequality, it refutes the notion of contemporary societies as education-based and meritocratic, showing that in most of the countries studied there is no sign of decreasing intergenerational association, despite the expansion of education.With its multitude of pertinent case studies, Education, Occupation and Social Origin will be of interest to academics and students of social policy as well as those interested in social inequalities and their evolution over time. It will also be a useful reference for governmental policy makers in the wake of the current economic crisis.Contributors: S. Arita, G. Ballarino, E. Bar Haim, C. Barone, F. Bernardi, A. Bessudnov, E. Bihagen, C. Blank, M. Bouchet-Valat, M. Grätz, J. Härkönen, T. Keller, F. Laganà, A. Mastekaasa, N. Panichella, C. Peugny, R. Pollack, P. Róbert, Y. Sato, Y. Shavit, J. Tolsma, F. Torche, L.-A. Vallet, L. Vandecasteele, M.H.J. WolbersTrade Review'In Education, Occupation and Social Origin: A Comparative Analysis of the Transmission of Socio-Economic Inequalities, sociologists Fabrizio Bernardi and Gabriele Ballarino probe the education-based meritocracy (EBM) theory where education becomes the social equalizer. This idea has long permeated different circles but this comparative study takes a look at the social origin - education - outcome triangle and sets out to better understand the ''intergenerational transmission of advantage'' in fourteen developed counties. . . . Bernardi and Ballarino have done a fine job expanding the conversation with regards to Horace Mann s age-old saying that education is the great equalizer. This book has a thought provoking and relevant thesis . . . I do recommend this book to anyone who has an interest in learning more about education policy, social educational inequalities, and the history of social mobility. While this book is clearly meant for an academic audience, its message could and should strike a chord with a general readership.' --Matthew Campbell, International Social Science Review 'Is education the great social equalizer - do individuals with similar levels of education have equal life-chances, especially in labour markets and workplaces? It is widely supposed that in modern societies this is the case. But the research papers brought together in this outstanding collection, and the editors' penetrating commentaries, call the conventional wisdom into serious doubt. Essential reading for all social scientists and for anyone interested in the leading social policy and political issues of the present day.' --John Goldthorpe, Nuffield College, Oxford'All in all, Bernardi and Ballarino's book is highly recommended. It achieves what they set out to do, lls a gap in the literature on intergenerational socio-economic association among individuals with the same level of schooling and expands our understanding of the intergenerational transmission of advan-tage. The arguments presented in this book act as a source of reference for an academic audience and public policymakers focused on education initiatives. The clarity of its analysis will benefit students and the general readership alike.' --Progress in Development StudiesTable of ContentsContents: 1. Introduction: Education as the Great Equalizer: A Theoretical Framework Fabrizio Bernardi and Gabriele Ballarino 2. Inequality of Educational Returns in France. Changes in the Effect of Education and Social Background on Occupational Careers Louis-André Vallet, Camille Peugny and Milan Bouchet-Valat 3. Legacies of the Past: Social Origin, Educational Attainment and Labour-market Outcomes in Germany Michael Grätz and Reinhard Pollack 4. Inequality in Educational Returns in Hungary Tamás Keller and Péter Robért 5. Changes in the Stratification Process in Israel, 1995-2008 Carmel Blank, Eyal Bar-Haim and Yossi Shavit 6. Social Background and Education in Occupational Attainment in Italy Gabriele Ballarino, Carlo Barone and Nazareno Panichella 7. Inequality in Educational Returns in Japan Yoshimichi Sato and Shin Arita 8. Social Origin and Inequality in Educational Returns in the Dutch Labour Market Jochen Tolsma and Maarten H.J. Wolbers 9. Direct Social Origin Effects and Educational Returns in Norway Arne Mastekaasa 10. The Effects of Parental Social Background on Labour Market Outcomes in Russia Alexey Bessudnov 11. Is Education the Great Equalizer for the Chances of Social Mobility in Spain? Fabrizio Bernardi 12. The Direct and Indirect Effects of Social Background on Occupational Positions in Sweden: New Evidence on Old Questions Erik Bihagen and Juho Härkönen 13. Inequalities in Returns to Education in Switzerland Francesco Laganà 14. Social Origin, Education and Socio-economic Inequalities: Trends in the United Kingdom Leen Vandecasteele 15. Education and the Intergenerational Transmission of Advantage in the US Florencia Torche 16. The Intergenerational Transmission of Inequality and Education in 14 Countries: A Comparison Gabriele Ballarino and Fabrizio Bernardi Index

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Book SynopsisFrom an international comparative perspective, this third book in the prestigious eduLIFE Lifelong Learning series provides a thorough investigation into how social inequalities arise during individuals' secondary schooling careers. Paying particular attention to the role of social origin and prior performance, it focuses on tracking and differentiation in secondary schooling, examining the short- and long-term effects on inequality of opportunities. It looks at ways in which differentiation in secondary education might produce and reproduce social inequalities in educational opportunities and educational attainment. Models of Secondary Education and Social Inequality brings together a number of cross-national and country studies conducted by well-known experts in the field. In contrast to existing empirical research, this book reconstructs individuals educational careers step-by-step, providing a longitudinal perspective essential for an appropriate understanding of the dynamics of inequalities in secondary education. The international viewpoint allows for an illuminating comparison in light of the different models, rules and procedures that regulate admission selection and learning in different countries. This book will be of great interest to policymakers, researchers and professional experts in the field, including sociologists, pedagogues, international political scientists and economists, and also serves as a major text for postgraduate and postdoctoral courses. Contributors include: A. Basler, C. Blank, H.-P. Blossfeld, Y. Brinbaum, S. Buchholz, M. Buchmann, W. Carbonaro, J. Chesters, D. Contini, J. Dämmrich, H. Ditton, J. Dronkers, J. Erola, R. Erikson, H. Esser, G. Farges, H. Fend, E. Grodsky, C. Guégnard, M. Haynes, A.C. Holtmann, D. Horn, C. Iannelli, C. Imdorf, A. Karhula, M. Kazjulja, T. Keller, E. Kilpi-Jakonen, M. Klein, M. Koomen, R. Korthals, Y. Kosyakova, I. Kriesi, N. Kulic, D. Kurakin, W. Lauterbach, P. McMullin, S. Møllegaard, J. Murdoch, P. Róbert, F. Rudolphi, E. Saar, A. Schier, S. Schührer, Y. Shavit, J. Skopek, E. Smyth, K. Täht, E. Tenret, M. Triventi, S. Wahler, F. Wohlkinger, M. Yaish, D. Yanbarisova, G. Yastrebov, M. ZielonkaTrade Review'The strength of this exceptional volume is that readers will be able to find out about one of the major social facts resulting in educational inequalities - and to do this in a way that is not only free of ideological implications but also based completely on sound empirical evidence.' --From the Foreword by Rolf Becker, University of Bern, SwitzerlandTable of ContentsContents: Foreword Rolf Becker PART I: INTRODUCTION AND THEORETICAL FRAMEWORK 1. Secondary school systems and inequality of educational opportunity in contemporary societies Moris Triventi, Nevena Kulic, Jan Skopek, and Hans-Peter Blossfeld 2. The model of ability tracking – Theoretical expectations and empirical findings on how educational systems impact on educational success and inequality Hartmut Esser PART II: COMPARATIVE CONTRIBUTIONS 3. From primary school to young adulthood – A cross-national analysis of cognitive competencies and related social inequalities Johanna Dämmrich and Moris Triventi 4. Excellence through equality of opportunity – Increasing the social inclusiveness of education systems benefits disadvantaged students without harming advantaged students Anne Christine Holtmann PART III: THE EARLY TRACKING MODEL 5. Secondary school differentiation and inequality of educational opportunity in Germany Sandra Buchholz, Jan Skopek, Markus Zielonka, Hartmut Ditton, Florian Wohlkinger, and Antonia Schier 6. Educational mobility and equal opportunity in different German tracking systems – Findings from the LifE study Wolfgang Lauterbach and Helmut Fend 7. Differentiation in secondary education and inequality in educational opportunities: The case of Switzerland Marlis Buchmann, Irene Kriesi, Maarten Koomen, Christian Imdorf, and Ariane Basler 8. Early tracking and competition – A recipe for major inequalities in Hungary Dániel Horn, Tamás Keller, and Péter Róbert 9. Tracking in the Netherlands – Ability selection or social reproduction? Jaap Dronkers and Roxanne Korthals PART IV: THE NORDIC INCLUSIVE MODEL 10. Social selection in formal and informal tracking in Sweden Frida Rudolphi and Robert Erikson 11. Inequalities in the haven of equality? Upper secondary education and entry into tertiary education in Finland Elina Kilpi-Jakonen, Jani Erola, and Aleksi Karhula 12. Educational inequalities in tracked Danish upper secondary education Susanne Wahler, Sandra Buchholz, and Stine Møllegaard PART V: THE INDIVIDUAL CHOICE MODEL 13. Onwards or upwards? – The role of subject choice and schools in there reproduction of educational inequality in England Patricia McMullin and Nevena Kulic 14. School subject choices and social class differences in entry to higher education – Comparing Scotland and Ireland Markus Klein, Christina Iannelli, and Emer Smyth 15. Reproduction of inequality in educational attainment through curricular differentiation in secondary school – A case study of the USA Susanne Schührer, William Carbonaro, and Eric Grodsky 16. Reproducing social inequality within comprehensive school systems – The case of Australia Jenny Chesters and Michele Haynes PART VI: THE MIXED TRACKING MODEL 17. The long-term outcomes of early educational differentiation in France Géraldine Farges, Elise Tenret, Yaël Brinbaum, Christine Guégnard, and Jake Murdoch 18. Between formal openness and stratification in secondary education: Implications for social inequalities in Italy Dalit Contini and Moris Triventi 19. The reproduction of social inequality within the Russian educational system Yuliya Kosyakova, Gordey Yastrebov, Diana Yanbarisova, and Dmitry Kurakin 20. Educational inequalities in secondary education in Estonia –Transitions and tracking Kadri Täht, Ellu Saar, and Margarita Kazjulja 21. Tracking and attainment in Israeli secondary education Carmel Blank, Yossi Shavit, and Meir Yaish PART VII: CONCLUSIONS AND DISCUSSION 22. Varieties of secondary education models and social inequality – Conclusions from a large-scale international comparison Moris Triventi, Jan Skopek, Nevena Kulic, Sandra Buchholz, and Hans-Peter Blossfeld Index

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Book SynopsisThe role, scale and expectations of higher education institutions have changed dramatically in recent times as knowledge-intensity has become a key determinant of economic competitiveness. Higher education institutions face increasing pressure to demonstrate their fitness to meet the needs of society and individuals. Questions about the quality, performance and productivity of higher education are central to these concerns, of relevance to society, governments and students. This Handbook brings together a group of international scholars to address these issues and propose how to move beyond them.This Handbook is the first comprehensive reference, laying out current research in the field, and bringing it up-to-date with cutting-edge theoretical and empirical contributions from leading international experts. Blending new research with richly contextualised national and regional examples, the authors give authoritative insights from around the globe on how best to understand, assess and improve quality, performance and accountability in higher education.This Handbook will become an invaluable tool for practitioners in higher education and education policy-making as well as researchers and students of social science and public policy.Contributors include: K.S. Adeyemo, K. Aleksandriyskaya, A. Amaral, S. Archer, I. Austin, E. Bell, P. Benneworth, C. Blanco, V. Borden, R. Bringle, R. Brown, H. Coates, G. Croucher, D. Dill, M. Dobbins, D. Edwards, A. Fryar, S. Fukahori, A. Gibson, F. Guo, M. Hanlon, L. Harvey, E. Hazelkorn, M. Hicks, N. Hillman, A.Y.-c.Hou, F. Huang, J. Huisman, Y. Ibrahim, R. Ismail, N. Jankowski, E. Jerez, G. Jones, B. Jongbloed, J. Jungblut, P. Kelly, R. King, K. Kinser, M. Klemencic, G. Kuh, J. Lane, L. Lange, M.C. Lennon, S.E. Lid, N.C. Liu, Y. Luo, M. Mahat, J. Marino, M. Martin, W.F Massy, A.C. McCormick, K. Moore, S. Moyo, P. Noonan, D. Orr, R. Shavelson, J. Shi, O.-J. Skodvin, B. Stensaker, F. Strydom, P. Teixeira, R. Tijssen, O. Troitschanskaia, A. Usher, F. van Vught, N.V. Varghese, H. Vossensteyn, M. Vukasovic, R. Wagenaar, C.D. Wan, E. Weber, H.P. Weingarten, W. Wen, D. Westerheijden, R. Williams, T. Yang, N. Zeeman, L. ZhangTrade Review‘This book will prove a valuable resource and reference well into the future.’ -- Cindy Cogswell, Higher Education Research & Development‘The advantages of this book are clear: it has informative content and comprehensive perspective.’ -- Fengliang Li, Higher EducationTable of ContentsContents: PART I INTRODUCTION 1. Quality, Performance, and Accountability: Emergent Challenges in the Global Era Ellen Hazelkorn, Hamish Coates and Alexander C. McCormick PART II OVERARCHING ISSUES AND FRAMING PERSPECTIVES 2. Lessons Learned from Two Decades of Quality in Higher Education Lee Harvey 3. Challenges for Quality Assurance in Higher Education: The Regulatory Turn Roger King 4. Can Public Policy Promote Academic Quality? An Assessment of Policy Instruments for Instruction and Research David D. Dill 5. Goals, Guesses and Gains: Learning Outcomes Policies in Regulatory Activities Mary Catharine Lennon 6. Perspectives and Advances on Productivity Measurement in Higher Education William F. Massy and Sandra Archer 7. Cross-Border Educational Accountability: Navigating Accountability Expectations when Educational Provision Crosses Borders Jason E. Lane, Kevin Kinser and Li Zhang 8. Private and For-Profit Higher Education in Europe: Current Patterns and Regulatory Challenges Pedro Nuno Teixeira and Alberto Amaral 9. When Intuition Misfires: A Meta-Analysis of Research on Performance-Based Funding in Higher Education Elizabeth Bell, Alisa Hicklin Fryar and Nicholas Hillman 10. Accountability In Higher Education: Different Forms, Functions and Forums Jeroen Huisman PART III INDICATORS AND RANKINGS 11. Using Indicators in Higher Education Policy: Between Accountability, Monitoring and Management Michaela Martin 12. Indicators and Global Trends in Higher Education Development N.V. Varghese 13. Understanding and Improving Higher Education Productivity Kenneth Moore, Hamish Coates and Gwilym Croucher 14. Comparing and Benchmarking Higher Education Systems Ross Williams 15. Emerging Perspectives on Measuring and Classifying Institutional Performance Victor Borden, Hamish Coates and Robert Bringle 16. Rankings and Their Impact on Chinese Higher Education Tianli Yang and Nian Cai Liu 17. Between Rhetoric and Reality: University Reporting on Academic Research Commercialization, Entrepreneurship and Innovation Robert J.W. Tijssen 18. The Impact and Influence of Rankings on the Quality, Performance and Accountability Agenda Ellen Hazelkorn and Andrew Gibson PART IV ASSESSING LEARNING AND THE STUDENT EXPERIENCE 19. Performance indicators of learning in Higher Education Institutions: An Overview of the Field Richard J. Shavelson, Olga Zlatkin-Troitschanskaia and Julián P. Mariño 20. Global Assessments of Disciplinary Learning Outcomes: What We Learned from AHELO Mary Catharine Lennon, Satoko Fukahori and Daniel Edwards 21. Quality Efforts at the Discipline Level: Bologna’s Tuning Process Robert Wagenaar 22. Revisiting Student Performance as a Cornerstone of Higher Education: How is Student Performance Reflected in Performance-Based Funding? Dominic Orr and Alex Usher 23. Assuring High-Quality Learning for All Students: Lessons from the Field George D. Kuh and Natasha A. Jankowski 24. What kind of quality assurance leads to improved performance and accountability? The views of European students Jens Jungblut, Bjørn Stensaker and Martina Vukasovic 25. The Student Voice in Quality Assessment and Improvement Manja Klemenčič PART V NATIONAL AND COMPARATIVE CONTEXTS 26. Fit for Purpose: Intellectual, Political and Operational Struggles in South African Quality Assurance Lis Lange and Francois Strydom 27. Towards Building Useful Institutional Reporting Systems for Research and Innovation in African Higher Education: A Lateral View Sibusiso Moyo 28. Governing Quality in a Transforming Higher Education System: The Case of China Jinghuan Shi, Yan Luo, Wen Wen and Fei Guo 29. Quality Assurance of Higher Education in East Asia: Changes, Characteristics and Challenges Futao Huang 30. Quality Assurance and Its Use in Taiwan Higher Education: Implications for Fully Accredited and Non-Fully Accredited Institutions Angela Yung-chi Hou 31. Funding Reform in Malaysian Public Universities: Examining the Current Situation Russayani Ismail, Chang Da Wan and Yusnidah Ibrahim 32. Higher Education Policy in the Philippines: Quality and Quality Assurance for Socioeconomic Development? Kolawole Samuel Adeyemo and Everard Weber 33. National Performance Assessment and Accountability in Higher Education: Lessons from Australia Marian Mahat and Martin Hanlon 34. Lessons from Analysing Failure in Higher Education Policy in Australia Gwilym Croucher 35. Changing Patterns of Accountability in the UK: from QA to TEF Roger Brown 36. Exploring the Institutionalization of Quality Assurance in Post-Communist Higher Education Michael Dobbins and Katja Aleksandriyskaya 37. Governance Tools to Increase Quality and Diversity in Higher Education: Emerging Trends in Norway Ole-Jacob Skodvin and Stein Erik Lid 38. Measurement of Postsecondary Performance in Canada: Moving Beyond Inputs and Funding to Outputs and Outcomes Harvey P. Weingarten and Martin Hicks 39. Transforming Quality Assurance in Chilean Higher Education: Development, Reviews and Reform. Emeline Jerez and Christian Blanco PART VI FUTURE DIRECTIONS 40. Changing System-Level Conceptualisations of Performance in Higher Education Peter Noonan 41. Emerging Trends in Higher Education Governance: Reflecting on Performance, Accountability and Transparency Ian Austin and Glen A. Jones 42. Civic and Regional Engagement and Accountability Paul Benneworth and Nadine Zeeman 43. Transparency Tools for Higher Education Ben Jongbloed, Hans Vossensteyn, Frans van Vught and Don F. Westerheijden Index

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Book SynopsisRecognizing that social change over recent decades has strengthened the need for early childhood education and care, this book seeks to answer what role this plays in creating and compensating for social inequalities in educational attainment. Compiling 13 cross-national and multidisciplinary empirical studies on three interrelated topics, this book explores how families from different social backgrounds decide between types of childcare, how important parental care and resources at home are for children's educational success and the consequences of early education and care for children's diverging educational destinies. Analysing a currently neglected area in sociological research, expert contributors employ the most recent country-specific longitudinal datasets in order to provide an up-to-date portrayal of the patterns and mechanisms of early educational inequality. With its extended analytical window ranging from short- to long-term educational outcomes this book will undoubtedly appeal to students and scholars in the fields of childcare, education, and social inequality. It also contains important suggestions and evidence for practitioners and policymakers trying to combat inequality in educational opportunities.Contributors include: M. Attig, H.-P. Blossfeld, S. Blömeke, A. Breinholt, Y. Brilli, M. Broekhuizen, S. Buchholz, J. Dämmrich, E. Dearing, D. Del Boca, A.-Z. Duvander, J. Erola, G. Esping-Andersen, E.C. Frede, A. Karhula, E. Kilpi-Jakonen, Y. Kosyakova, N. Kulic, P. Leseman, F. McGinnity, P. McMullin, T. Moser, H. Mulder, A. Murray, D. Piazzalunga, C. Pronzato, H.-G. Roßbach, H. Russell, J. Skopek, P. Slot, W. Steven Barnett, M. Triventi, S. van Schaik, J. Verhagen, I. Viklund, S. Wahler, S. Weinert, G. Yastrebov, H.D. ZachrissonTrade Review'This book provides a multidisciplinary and international perspective on early childhood inequalities. It offers a rich collection of empirical analysis addressing the questions of why early inequalities develop, and what can be done to address them. This is a must-read for anyone interested in the development of educational inequalities during the earliest years of children's lives.' --Alice Sullivan, University College London, UKTable of ContentsContents: Foreword Part I: Introduction 1. Childcare, early education, and social inequality: Perspectives for a cross-national and multidisciplinary study Nevena Kulic, Jan Skopek, Moris Triventi, and Hans-Peter Blossfeld Part II: Patterns of care arrangements 2. Who cares for the children? Family social position and childcare arrangements in Italy, 2002-12 Ylenia Brilli, Nevena Kulic, and Moris Triventi 3. Early education and care in Post-Soviet Russia: Social policy and inequality patterns Yuliya Kosyakova and Gordey Yastrebov 4. Time on leave, timing of preschool – The role of socioeconomic background for preschool start in Sweden Ida Viklund and Ann-Zofie Duvander Part III: The role of family care quality 5. The emergence of social disparities – Evidence on early mother–child interaction and infant development from the German National Educational Panel Study (NEPS) Sabine Weinert, Manja Attig, and Hans Günther Roßbach 6. Social inequality in cognitive outcomes in Ireland: What is the role of the home-learning environment and childcare? Frances McGinnity, Patricia McMullin, Aisling Murray, and Helen Russell Part IV: Consequences of care and preschool for early and later educational outcomes 7. Preschool and reading competencies – A cross-national analysis Johanna Dämmrich and Gøsta Esping-Andersen 8. Long-term effects of a system of high-quality universal preschool education in the United States W. Steven Barnett and Ellen C. Frede 9. Effectiveness of Dutch targeted preschool education policy for disadvantaged children: Evidence from the Pre-COOL study Paul Leseman, Hanna Mulder, Josje Verhagen, Martine Broekhuizen, Saskia van Schaik, and Pauline Slot 10. What levels the playing field for socioeconomically disadvantaged children in the Norwegian ECEC model? Henrik D. Zachrisson, Eric Dearing, Sigrid Blömeke, and Thomas Moser 11. Early childcare, child cognitive outcomes, and inequalities in the United Kingdom Daniela Del Boca, Daniela Piazzalunga, and Chiara Pronzato 12. Entry to formal childcare and abilities of preschoolers: A comparison of East and West Germany Jan Skopek 13. Childcare arrangements at preschool age and later child outcomes in Denmark: The role of maternal education and type of care Susanne Wahler, Sandra Buchholz, and Asta Breinholt 14. Home sweet home? Long-term educational outcomes of childcare arrangements in Finland Aleksi Karhula, Jani Erola, and Elina Kilpi-Jakonen Part V: Discussion and conclusions 15. Childcare, early education and compensation of educational (dis)advantage – Evidence from a multidisciplinary and international project Jan Skopek, Nevena Kulic, Moris Triventi, and Hans-Peter Blossfeld Index

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Book Synopsis'Clearly, HEIs are discovering their innovative and entrepreneurial potential to reply to the society's distinct need for them to have a more entrepreneurial role, namely in innovation. This book succeeds in discussing the theme from an interdisciplinary perspective. For that reason, this book will be of help to practitioners in university management roles and policy-makers as well as anyone researching this theme and teaching entrepreneurship in HEIs.'- Nuno Fernandes Crespo, Universidade de Lisboa, Portugal'This book offers educators, entrepreneurs, policy makers, and researchers significant and practical implications. After reading the book, we can conclude that the different experiences described by authors on the academic tools and educational methods can be generalized in many other universities around the world, in both developed and developing countries.'- Waleed Omri, EDC Paris Business School, France 'Edited by four leading researchers, Entrepreneurial Universities provides innovative insights into how universities are contributing to the emergence of an entrepreneurial ecosystem that is both redefining universities themselves and shaping society. It is an important book for all those interested in how universities are reinventing themselves in a time of profound societal transformation.'- Tim Marjoribanks, Swinburne University of Technology, Australia'Universities are called to be more and more entrepreneurial - that is innovative, proactive and risk-taking - to promote regional development and economic growth. As a Professor working in two of the most entrepreneurial Italian universities, I benefited from reading this book. I consequently recommend it to all my colleagues to guide their strategic choices and their daily activities.'- Salvatore Sciascia, IULM University and Cattaneo University, ItalyWith an increasing focus on the knowledge and service economies, it is important to understand the role that entrepreneurial universities play through collaboration in policy and, in turn, the impact they have on policy. The authors evaluate how universities engage with communities while also balancing stakeholder considerations, and explore how universities should be managed in the future to integrate into global society effectively.The book reflects the internationalisation of entrepreneurial universities with examples from Australia, Brazil, France, Italy, Malaysia, India, Poland, Portugal, Spain and the UK. Each chapter identifies the differing cultural influences and how changes in policy approaches mean universities are constantly evolving. The authors also look into how culture influences entrepreneurship education, and in turn how culture affects the initiatives of policy-makers. With a focus on enhancing entrepreneurial opportunities, universities are shown to respond by creating effective initiatives that benefit the wider community through successful collaboration with institutions. The book identifies the close working relationship between new government policies and developing entrepreneurial universities.Researchers, policy analysts and students of entrepreneurship education, education management and policy will find this book a useful supplementary read for understanding the future role of universities.Trade Review'The entrepreneurial university is an increasing phenomenon in a world where universities have to be increasingly adaptable and market responsive whilst maintaining their societal mission and balancing the needs of diverse stakeholders. A text that addresses the past, current and anticipated situation and helps us plan for a dynamic future is most welcome.' --Chris Chapleo, Bournemouth University, UK'An Entrepreneurial University is NOT an oxymoron! After reading this book, with its examples and stories of forward-thinking universities around the world, you will be a believer that there are universities taking dramatic steps into the future and exceeding expectations. This book is a must-read for university administrators and faculty who believe the future is now!' --Dianne H.B. Welsh, University of North Carolina, Greensboro, US'Entrepreneurial universities are not only a hot topic in research but also in practice. This book gives a comprehensive view from an international perspective - timely and interesting!' --Alexander Brem, Friedrich-Alexander-Universitat Erlangen-Nurnberg, GermanyTable of ContentsContents: 1. Introduction: The role of entrepreneurial universities in society João J. Ferreira, Alain Fayolle, Vanessa Ratten and Mário Raposo 2. The role of University-Business Collaboration in Entrepreneurship Education Programs Ana D. Daniel, Andreia Vitória and Mariana Pita 3. Entrepreneurial university practices in Brazil under the lens of qualitative and quantitative research Carla Marques, Vitor Braga, João J. Ferreira and Moises Rodrigues 4. A Systemic Approach for Universities in the Knowledge-Based Society: A qualitative study Ademar Schmitz, Getrudes A. Dandolini, João A. de Souza, Maribel Guerrero and David Urbano 5. Entrepreneurialism in a London University: A Case Illustration Nnamdi O. Madichie, Ayantunji Gbadamosi and Sonny Nwankwo 6. The level of competence of young researchers and the knowledge-based economy. The challenges of doctoral education in Poland. Urszula Wiśniewska and Jacek Lewicki 7. HEInnovate – Facilitating Change in Higher Education Andrea-Rosalinde Hofer and Gabi Kaffka 8. Entrepreneurial universities as determinants of technology entrepreneurship Guillermo A. Zapata-Huamaní, Sara Fernández-Lopez, Lucía Rey-Ares and David Rodeiro-Pazos 9. Dynamics of student entrepreneurial teams: understanding individual coping strategies to build efficient teams Sandrine Le Pontois and Stéphane Foliard 10. The role of entrepreneurship education and its characteristics in influencing the entrepreneurial intention: A study based on India and UK Kavita Panwar Seth, Fintan Clear, Tariq Khan and Sharmaine Sakthi Ananthan 11. Building technology entrepreneurship capabilities: An engineering education perspective Kari Kleine, Ferran Giones, Mauricio Camargo and Silke Tegtmeier 12. Entrepreneurial actions towards the success of exponential technologies Sandro Battisti, Eduardo Giugliani, Rafael Prikladnicki and Paolo Traverso 13. Conclusion: Future suggestions for entrepreneurial universities João J. Ferreira, Alain Fayolle, Vanessa Ratten and Mário Raposo Index

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Book SynopsisThis book brings together leading research and scholarship on one of the newest and most compelling forces of economic growth, dynamism and innovation - entrepreneurial ecosystems. Particular emphasis is given to the role of innovation, startups, SMEs and technology transfer in shaping the entrepreneurial ecosystem, as well as its impact on firm performance and regional economic performance. From the perspectives of theory, empirical analysis and public policy, this book shows why entrepreneurial ecosystems have become the new economic superstars in the global economy. It provides explicit analysis of policies promoting entrepreneurship and entrepreneurial ecosystems, and examines the link between entrepreneurial ecosystems and universities. This timely collection of research will be of interest not only to academics and scholars in economics and management, but also to thought leaders in public policy and business.Table of ContentsContents: Introduction David B. Audretsch and Albert N. Link PART I UNIVERSITY ENTREPRENEURSHIP 1. Albert N. Link and John T. Scott (2003), ‘U.S. Science Parks: The Diffusion of an Innovation and its Effects on the Academic Missions of Universities’, International Journal of Industrial Organization, 21 (9), November, 1323–56 2. Albert N. Link and John T. Scott (2005), ‘Opening the Ivory Tower’s Door: An Analysis of the Determinants of the Formation of U.S. University Spin-off Companies’, Research Policy, 34 (7), September, 1106–12 3. Albert N. Link and John T. Scott (2006), ‘U.S. University Research Parks’, Journal of Productivity Analysis, 25 (1), April, 43–55 4. T. Taylor Aldridge and David Audretsch (2011), ‘The Bayh-Dole Act and Scientist Entrepreneurship’, Research Policy, 40 (8), October, 1058–67 5. T. Taylor Aldridge, David Audretsch, Sameeksha Desai and Venkata Nadella (2014), ‘Scientist Entrepreneurship Across Scientific Fields’, Journal of Technology Transfer, 39 (6), December, 819–35 PART II UNIVERSITY TECHNOLOGY TRANSFER 6. David B. Audretsch, Erik E. Lehmann and Susanne Warning (2005), ‘University Spillovers and New Firm Location’, Research Policy, 34 (7), September, 1113–22 7. Albert N. Link, Donald S. Siegel and Barry Bozeman (2007), ‘An Empirical Analysis of the Propensity of Academics to Engage in Informal University Technology Transfer’, Industrial and Corporate Change, 16 (4), August, 641–55 8. Ahmed Alshumaimri, Taylor Aldridge and David B. Audretsch (2010), ‘The University Technology Transfer Revolution in Saudi Arabia’, Journal of Technology Transfer, 35 (6), December, 585–96 PART III COMPLEMENTARY NATURE OF UNIVERSITY-BASED RESEARCH 9. Albert N. Link and John Rees (1990), ‘Firm Size, University Based Research, and the Returns to R&D’, Small Business Economics, 2 (1), March, 25–31 10. Zoltan J. Acs, David B. Audretsch and Maryann P. Feldman (1992), ‘Real Effects of Academic Research: Comment’, American Economic Review, 82 (1), March, 363–7 11. David B. Audretsch and Paula E. Stephan (1996), ‘Company-Scientist Locational Links: The Case of Biotechnology’, American Economic Review, 86 (3), June, 641–52 12. Dennis Patrick Leyden and Albert N. Link (2013), ‘Knowledge Spillovers, Collective Entrepreneurship, and Economic Growth: The Role of Universities’, Small Business Economics, 41 (4), December, 797–817 PART IV UNIVERSITIES AS RESEARCH PARTNERS 13. Bronwyn H. Hall, Albert N. Link and John T. Scott (2003), ‘Universities as Research Partners’, Review of Economics and Statistics, 85 (2), May, 485–91 14. David B. Audretsch, Dennis P. Leyden and Albert N. Link (2012), ‘Universities as Research Partners’, Economics of Innovation and New Technology, 21 (5–6), September, 529–45 15. Marco Guerzoni, T. Taylor Aldridge, David B. Audretsch and Sameeksha Desai (2014), ‘A New Industry Creation and Originality: Insight from the Funding Sources of University Patents’, Research Policy, 43 (10), December, 1697–707 Index

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Book SynopsisOffering an empirically rigorous perspective on actionable approaches to entrepreneurship education, including learning, teaching and assessment methods, this book aims to bridge the gap between the theory and practice of entrepreneurship education as it relates to local, regional, national and international contexts. An impressive team of leading international authorities and acclaimed experts provide a comprehensive and in-depth exploration of the role and impact of entrepreneurship education in industrially developed and developing countries as well as transition economies. Incorporating a wealth of new, emergent and innovative techniques, this book will allow teachers to effectively encourage future entrepreneurs to realize their ideas and intentions, and to convert them into successful and sustainable small businesses. An excellent addition to current entrepreneurship education literature, this book will be of interest to entrepreneurship teachers, postgraduate and doctoral students, as well as graduate entrepreneurs, for its useful empirical basis, in addition to extensive theoretical and practical knowledge.Contributors include: D. Bolzani, C. Camarero, L. Cisneros S. Coleman, Y. Costin, G. de Jong, J. Delfino, I. Diego, A. Fayolle, A. Fernández-Laviada, R. Fisher, F. Gul, P.D. Hannon, L. Hietanen, L. Huxtable-Thomas, B. Hynes, Y. Israel-Cohen, C. Jones, P. Jones, O. Kaplan, D. Kariv, C. Keen, P. Kyrö, E. Luppi H. Matlay, J.H. Mejia, C. Netana, M. O'Dwyer, A. Penaluna, K. Penaluna, A. Pérez, D. Pickernell, T. Pihkala, M. Redondo, M.P. Rice, A. Robb, H. Ruismäki, E. Ruskovaara, P. San Martín, V. Sanchez-Famoso, J. Seikkula-Leino, W.C. Stitt, M. Zaheer AsgharTable of ContentsContents: 1. Introduction: entrepreneurial trends meet entrepreneurial education Dafna Kariv, Harry Matlay and Alain Fayolle PART I THE KEY ROLE OF ENTREPRENEURIAL PEDAGOGIES 2. ‘I’m a designer, get me out of here’: can entrepreneurial education advance through learning from design education? Andrew Penaluna and Kathryn Penaluna 3. A portfolio of integrative and reinforcing pedagogies Mark P. Rice and William C. Stitt 4. Beyond content and pedagogy: the role of self and place in entrepreneurial leadership development Louisa Huxtable-Thomas and Paul D. Hannon 5. Explicit and tacit knowledge transfer in entrepreneurial education: the Method Approach Michele O’Dwyer, Yvonne Costin and Briga Hynes PART II WHY DO ENTREPRENEURSHIP TEACHERS MATTER? 6. A study of the entrepreneurship education curriculum adaptation process among in-service vocational education teachers Muhammad Zaheer Asghar, Paula Kyrö and Fariha Gul 7. Developing entrepreneurship education in Europe: teachers’ commitment to entrepreneurship education in the UK, Finland and Spain Jaana Seikkula-Leino, Elena Ruskovaara, Timo Pihkala, Iván Diego Rodríguez and Jane Delfino 8. Enhancing students’ latent nascent entrepreneurship in basic education Lenita Hietanen and Heikki Ruismäki 9. Teachers as role models in entrepreneurship education: perspectives from the point of view of entrepreneurs Paula San-Martín, Ana Fernández-Laviada and Andrea Pérez PART III THE EFFECTIVENESS OF ENTREPRENEURSHIP EDUCATION 10. Providing effective entrepreneurship education: a UK perspective Paul Jones, David Pickernell, Rebecca Connolly and Celia Netana 11. The assessment of transversal competences in entrepreneurship education Elena Luppi and Daniela Bolzani 12. Entrepreneurship education as perspective transformation Colin Jones and Harry Matlay 13. Over one hundred years in management education: the evolution processes of academic entrepreneurship Christian Keen, Valeriano Sanchez-Famoso, Luis Cisneros and Jorge-Humberto Mejia-Morelos PART IV INNOVATIVE PROGRAMMES IN ENTREPRENEURSHIP EDUCATION 14. The Rising Tide Angel Training Program: education for the ecosystem (not just for the entrepreneur!) Susan Coleman and Alicia Robb 15. University business incubators: mechanisms to transform ideas into businesses María Redondo and Carmen Camarero 16. Prospects and challenges of disruptive innovation in the management and social science academic curriculum: a case study approach Yael Israel-Cohen and Oren Kaplan 17. Educating sustainable entrepreneurship: the case of the University of Groningen Gjalt de Jong Index

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Book SynopsisThe next decade will be transformative for the higher education sector. Government funding is decreasing. Through their marketing activities universities have created the 'student consumer.' The student consumer is prepared to shop around, compare prices and value, and once purchased expects a return on their investment. Disruptive innovations are challenging traditional forms of learning and in many cases are viewed as better alternatives to traditional learning in the classroom. Competition from private educational providers is increasing. Their cost base is lower, and their customer focus is superior. In short, universities around the world are facing a perfect storm. While experts don't expect the higher education sector to collapse under these challenges, they do believe that for some institutions the future looks bleak. If universities are to avoid closures or mergers, they will need to adopt a market-oriented approach. This timely book urges readers to view students as customers and focuses on how universities need to reinvent themselves in order to stay relevant. Striking a difference between market-oriented and marketing, the authors provide various examples of institutions around the world that are making efforts to reposition themselves. Additionally, this book delves into the issue of undervalued faculty, arguing that education practices are in desperate need of being reimagined due to the abundance of MOOCs and adaptive and experiential learning practices within universities these days. Both university and academic leaders alike, including presidents, provosts, deans, and faculty will find value in the instructional aspects of this book as they relate to their involvement with institutional advancement agendas as well as providing insight into the changing nature of higher education and the evolving definition of what an academic career now entails.Trade ReviewThe Market Oriented University provides a truly insightful look into the agents of change across the university systems. By offering a refreshing interpretation from a market-oriented view, John Davis and Mark Farrell make a compelling case for the reader to reassess the fundamental purpose of universities. This book is a must-read for all stakeholders of the educational system - administrators, faculty, students, parents, tax-payers, and policy-makers alike.' --Jin K. Han, Singapore Management University, Singapore'Most universities around the world are substantial enterprises involved in stiff competition for students, staff and resources. The leaders of universities are not in charge of quiet, cloistered ivory towers separated from the larger world. To the contrary, they are major participants in the economics and culture of their regions, and, often, in a number of international undertakings. Professors Davis and Farrell argue that university leaders should recognize these realities and then provide roadmaps for confronting marketplace realities successfully. This is not another book that says ''universities should be run like businesses.'' The authors are experienced enough to understand that the long term purposes of universities are different from those of a typical for profit corporation. But they recognize that universities can, and should, adopt behaviours that will maximize their abilities to compete successfully to attract students, to recruit and retain competent faculty and support staff, and to obtain financial support from both public and private sources. Being oriented to the ''market'' is simple common sense. The outline of issues and possible responses to those issues should be required reading anyone with leadership responsibilities within a modern university.' --Howard Hunter, Singapore Management University'This volume provides the reader with a clear and careful analysis of how universities may become market-oriented, as opposed to being marketing-oriented. More than writing either a simple history of university behaviors or a 'to do' list - whilst addressing both issues - Davis and Farrell offer a fascinating and persuasive reflection on how universities and their markets have been evolving into the 21st century world of increasingly vigorous competition, rapidly changing technology, and dwindling government financial support. The book draws on the authors' deep understanding and knowledge of the tertiary sector and marketing strategy, making its reading vital for all university managers and academics.' --Christopher Adam, UNSW AustraliaTable of ContentsContents: 1. Towards a Market Oriented University 2. Competition and Rankings 3. Delivering Student Satisfaction 4. Disrupting Higher Education 5. From Marketing to Market Orientation 6. Developing and Maintaining a Market-Oriented University 7. Understanding the Market 8. Developing Strategic Directions 9. Differentiating, Positioning and Branding the University Index

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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 third volume of the Annals of Entrepreneurship Education and Pedagogy. Prepared under the auspices of the United States Association for Small Business and Entrepreneurship (USASBE), this compendium covers a broad range of scholarly, practical, and thoughtful perspectives on a compelling range of entrepreneurship education issues.The third volume spans topics ranging from innovative practices in facilitating entrepreneurship teaching and learning inside and outside the classroom, learning innovation, model programs, to the latest research from top programs and thoughts leaders in Entrepreneurship. Moreover, the third volume builds on those previous as it continues to investigate critical issues in designing, implementing and assessing experiential learning techniques in the field of entrepreneurship.This updated 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 - 2018 is a must-have book for any entrepreneurship professor, scholar or program director dedicated to advancing entrepreneurship education in the U.S. and around the world.Contributors include: S. Ahluwalia, N. Alabduljader, S. Alpi, B. Aulet, C. Bandera, S.H. Barr, L. Berçot, T. Best, C. Bodnar, C. Brush, K. Byrd, J.C. Carr, B.J. Cowden, P. Dickson, M. Dominik, K. Ellborg, A. Eminet, Y.J. English, G. Gonzalez, B. Graham, L. Gundry, A. Hargadon, J. Hart, G. Hertz, T.R. Holcomb, B. Honig, A. Huang-Saad, J.A. Katz, E. Koester, S. Kogelen, P. Kreiser, A. Kukreti, Y. Lee, J. Libarkin, E. Liguori, R.V. Mahto, C.H. Matthews, W. McDowell, T.L. Michaelis, P. Mitra, K. Passerini, L. Pittaway, J.M. Pollack, K. Pon, R.S. Ramani, J. Reid, L. Ross, Y. Rubin, N. Sebra, S. Sen, L. Sheats, P. Shekhar, B.R. Smith, G.T. Solomon, S. Solomon, S. Terjesen, S.W. Thiel, B. Thomsen, O. Voula, M.K. Ward, A.H. Wrede, L.J. Zane, Y. Zhang, A. ZimbroffTrade Review'The third edition of Annals of Entrepreneurship Education and Pedagogy edited by Drs. Charles Matthews and Eric Liguori provide an exciting platform on innovative ways for the teaching of entrepreneurship and the building of entrepreneurship programs. Both have managed to curate cutting-edge knowledge from established and upcoming research stars. The timely book weaves perfectly the past, the present and what the future may look like in entrepreneurship education.' --Ayman El Tarabishy, International Council for Small Business, USTable of ContentsContents: Preface: Three Key Challenges to Advancing Entrepreneurship Education and Pedagogy PART I: LEADING EDGE RESEARCH PERSPECTIVES 1. What I’ve Learned about Teaching Entrepreneurship: Perspectives of Five Master Educators Bill Aulet, Andrew Hargadon, Luke Pittaway, Candida Brush and Sharon Alpi 2. Pivotal Moments in the History of the United States Association for Small Business and Entrepreneurship: An Interpretive History of a Remarkable Journey Pat Dickson 3. Entrepreneurship education: A Qualitative Review of US Curricula for Steady and High Growth Potential Ventures Nawaf Alabduljader, Ravi S. Ramani and George T. Solomon 4. Business and Educational Entrepreneurship: Purpose and Future Ying Zhang 5. Visualizing Entrepreneurship – Using Pictures as Ways to See and Talk About Entrepreneurship in Education Settings Katatarina Ellborg 6. Cross-Cultural Entrepreneurship Education: Localization Amidst Globalization Cesar Bandera, Aurélien Eminet, Katia Passerini and Kevin Pon 7. The Business Plan: Reports of Its Death Have Been Greatly Exaggerated Jerome A. Katz 8. Younggeun Lee, Patrick Kreiser, Alex H. Wrede, and Sanvisna Kogelen, Examining the Role of University Education in Influencing the Development of Students’ Entrepreneurship Capabilities Younggeun Lee, Patrick Kreiser, Alex H. Wrede and Sanvisna Kogelen 9. Internet of Things (IoT) and Entrepreneurship Education: Opportunities and Challenges Raj V. Mahto, William McDowell, Sandipen Sen and Saurabh Ahluwalia 10. Entrepreneurship Education in Action: A Matrix of Competencies for a Bachelor’s Degree Program Yury Rubin, Michael Lednev and Daniel Mozhzhukhin 11. Entrepreneurship as a Political Tool: The Implications of Compensatory Entrepreneurship Benson Honig 12. Examining Differences in Students’ Entrepreneurship Self-Efficacy in Curricular and Co-Curricular Entrepreneurship Education Programs Prateek Shekar, Aileen Huang-Saad and Julie Libarkin PART II: MODEL UNIVERSITY ENTREPRENEURSHIP PROGRAMS 13. Entrepreneurship at American University Siri Terjesen and Hezun Li 14. Entrepreneurship at North Carolina State University Jeffrey M. Pollack, Steve H. Barr, Timothy L. Michaelis, M.K. Ward, Jon C. Carr, Lewis Sheats and Gabriel Gonzalez 15. Entrepreneurship at Grove City College Yvonne J. English 16. Entreprenuership at Miami University (Ohio) Brett R. Smith and Tim R. Holcomb 17. Entrepreneurship at Aalto University Olli Voula PART III: BEST PRACTICE INNOVATIONS INSIDE AND OUTSIDE THE CLASSROOM 18. Have a Classmate Tell Your Story James D. Hart 19. Venture Execution: The Missing Curriculum Puzzle Piece Birton J. Cowden 20. Prototyping – a classroom exercise Lee J. Zane and Andrew Zimbroff 21. The Creator Pedagogy: Learning About Entrepreneurship Through Authorship Jeff Reid and Eric Koester 22. Social Entrepreneurship Education: Global Experiential Learning and Innovation in Enactus Bastian Thomsen, Olav Muurlink and Talitha Best 23. Makerspace as an enabler for cross-campus, interdisciplinary collaboration and entrepreneurship education Michael Dominik and Brandon Graham 24. Designing an S-STEM 5-Year Program in Engineering and Entrepreneurship: A Student Centric Approach Charles H. Matthews, Anant Kukreti and Stephen W. Thiel 25. Teaching Entrepreneurship as Method: Outcomes from 7 Semesters of New Venture Expos Eric W. Liguori, Giles T. Hertz and Nelson Sebra 26. Designing with Purpose: Advocating Innovation, Impact, Sustainability, and Scale in Social Entrepreneurship Education Jill Kickul, Lisa Gundry, Paulami Mitra and Lívia Berçot 27. Night of the Living Dead as a Metaphor for Entrepreneurship Shelby Solomon 28. Capacity Building for Innovation and Entrepreneurship on Campus through a Faculty Certificate Program Cheryl Bodnar, Kimble Byrd and Linda Ross Index

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Book SynopsisPreparing for High Impact Change: Experiential Learning and Practice provides an overview of change processes for teaching, facilitating, and coping with change. Tested high-impact exercises in the book will prepare change leaders at all organizational levels to deal with the myriad of challenges inherent in the process of organizational change. Effective organizational change involves a combination of understanding, learning and unlearning, and practiced behaviour as part of the underlying conceptualization, formulation, and implementation processes. The book presents a series of exercises that promote self-learning and developing readiness for change, from preparing people for change, understanding and managing resistance, and coping with change-related obstacles to seeking buy-in for the change. Emphasis throughout the book is placed on developing change-related competencies. This book is a resource for understanding aspects of change, from theory to practice, for consultants, educators, students and practitioners such as corporate training and development personnel.Trade Review'The field of organization development and change has been needing a book like this one for a long time, that is, having at your fingertips a practical array of hands-on exercises and interventions that clearly facilitate the hard work of changing organizations. Grounded in the fundamentals of organization change and development concepts and their applications, this book is indispensable for those responsible for organization change and development.' --W. Warner Burke, Columbia University, USTable of ContentsContents: Introduction 1. Preparing for High Impact Change: The Critical Role of Experiential Learning and Practice Anthony F. Buono, Susan M. Adams, and Gavin M. Schwarz Part I Experiential Learning as a Pedagogical Tool: Getting Started 2. The Competencies of Successful Scholar-Practitioners Ramkrishnan (Ram) V. Tenkasi, George W. Hay, and Eric J. Sanders 3. Using Icebreaker Exercises: Futility and Possibility–Assessing Reactions to Organizational Change Anthony F. Buono 4. Teaching Theory Experientially Robert J. Marshak Part II Self-Learning and Beyond through Change Exercises 5. Increasing Manager’s Self-awareness through Story-telling and Mask Making Philip H. Mirvis 6. Exploring Reactions to Change: A Card Game Simulation Susan M. Adams 7. From Both Sides to All Sides: Creating Common Ground Where There’s Been None Before Matt Minahan 8. Eliciting Group Affect and Emotive Tone: The Mads, Glads and Sads Exercise Michael R. Manning and Melissa Norcross Part III Communicating Change 9. Symbols: Creating Meaning from the Change Message Richard Dunford 10. The Ball Game: Teaching Organizational Change and Communication Cynthia A. Martinez Part IV The Human Side of Change: Strategy, Culture, and Change Recipients 11. Applying Lewin’s Force Field Theory to Facilitate SWOT Analysis: An Effective and Efficient Approach Mary M. Nash, Michael R. Manning, and E. John Heiser 12. Diminishing Resources: Building Strategy for Change Ann E. Feyerherm 13. Exploring the Dynamics of Organizational Culture and Change: Developing Skills and Strategies to Navigate Change in a Complex World David W. Jamieson, Jackie M. Milbrandt, and Nicole M. Zwieg Daly 14. Building Exhange Relations And Brokerage Positions within Groups Keith Hunter 15. UGH! Generational Conflict amidst a Change Effort Therese F. Yaeger Part V The Experiential Exercise End Game: End Point Engagement 16. Debriefing Change Exercises: End-point Engagement Gary Wagenheim 17. Facilitating Focused Debriefing: Connecting Experience with Theory and Reflection—The Three-Part Journal Anthony F. Buono 18. Afterword: The Change Game—Moving from Toolkits to “That Was Great!” Susan M. Adams, Gavin M. Schwarz, and Anthony F. Buono Index

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Book SynopsisThe European higher education sector is moving online, but to what extent? Are the digital disruptions seen in other sectors of relevance for both academics and management in higher education? How far are we from fully seizing the opportunities that an online transition could offer? This insightful book offers a broad perspective on existing academic practices, and discusses how and where the move online has been successful, and the lessons that can be learned.Higher Education in the Digital Age offers readers a comprehensive overview of the ways in which a move into online academia can be made. Analysing successful case studies, the original contributions to this timely book address the core activities of an academic institution - education, research, and research communication - instead of focusing only on online learning or digital strategies relevant for individual academics. Chapters cover online and networked learning, as well as the myriad ways in which the digital age can improve research and knowledge exchange with experts and society more widely. Academics, managers and policy makers in higher education institutions will greatly benefit from the up-to-date case studies and advice outlined in this book. Academic administrators and academic project leaders will also find this a useful tool for improving the accessibility of their work.Contributors include: D. Bernardo, A. Birdi, P. Bryant, C. Canestrini, C. Gilson, J.- M. Glachant, J. Haywood, L. Marr, I. Peña-López, G. Porcaro, S. Sissonen, B. Stewart, S. Williams, A. ZornTable of ContentsContents: Introduction Annika Zorn, Jeff Haywood and Jean-Michel Glachant 1. The transformation of distance learning at Open University. The need for a new pedagogy for online learning? Liz Marr 2. Making education better. Implementing pedagogical change through technology in a modern institution Peter Bryant 3. Translearning. Unfolding educational institutions to scaffold lifelong networked learning Ismael Peña-López 4. How to design a 21st century online course that makes learning happen for all Annika Zorn, Salla Sissonen and Chiara Canestrini 5. Leading innovation: Digital education in a traditional university Jeff Haywood 6. CORE. Bringing the economics curriculum online Alvin Birdi 7. Identity at the core. Open and digital scholarly leadership Bonnie Stewart 8. Sharing knowledge at a research university. Experiences from London School of Economics Sierra Williams and Chris Gilson 9. Effective online communication for policy advisors. Experience from Bruegel think tank Giuseppe Porcaro 10. Moving a higher education school online. Florence School of Regulation’s all-around online-ization Annika Zorn, Daniela Bernardo and Chiara Canestrini Conclusions Annika Zorn, Jeff Haywood and Jean-Michel Glachant Epilogue Salla Sissonen Index

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Book SynopsisBusinesses, philanthropies and non-profit entities are increasingly successful in capturing public funds to support private provision of schooling in developed and developing countries. Coupled with market-based reforms that include weak regulation, control over workforces, standardization of processes and economies of scale, private provision of schooling is often seen to be convenient for both public authorities and businesses. This book examines how the public subsidization of these forms of private education affects quality, equality and the realization of human rights.With original research from leading experts, The State, Business and Education sheds light on the privatization of education in fragile circumstances. It illustrates the ways in which private actors have expanded their involvement in education as a business, and shows the influence of policy borrowing on the spread of for-profit education. Case studies from Argentina, Bangladesh, Brazil, China, India and Syrian refugee camps illustrate the ways in which private actors have expanded their involvement in education as a business.This book will be of interest not only to academics and students of international and comparative education, but also to education development professionals in both the private and public sectors, with its empirical assessment of case studies, and careful consideration of the lessons to be learned from each.Contributors include: M. Avelar, J. Barkan, M. de Koning, A. Draxler, C. Fontdevila, S. Kamat, F. Menashy, M.C. Moschetti, E. Richardson, B. Schulte, C.A. Spreen, G. Steiner-Khamsi, A. Verger, Z. Zakharia, A. ZancajoTable of ContentsContents: 1. Introduction Gita Steiner-Khamsi and Alexandra Draxler 2. Experimenting with educational development: International actors and the promotion of private schooling in vulnerable contexts Antoni Verger, Adrián Zancajo and Clara Fontdevila 3. Advocacy as core business: new philanthropy strategies in Brazilian education policy-making Marina Avelar 4. Private participation in the education of Syrian refugees: Understanding the roles of businesses and foundations Zeena Zakharia and Francine Menashy 5. Allies and competitors: Private schools and the state in China Barbara Schulte 6. Unfair competition: Exploring state-funded low-fee private schools’ logics of action in Buenos Aires Mauro C. Moschetti 7. From billionaires to the bottom billion: who’s making education policy for the poor in emerging economies? Carole Anne Spreen and Sangeeta Kamat 8. From low-cost to low-fee: BRAC’s transition to a for-profit private school model in Bangladesh Emily Richardson 9. Death by a Thousand Cuts: Privatizing Public Education in the USA Joanne Barkan 10. Public-private partnerships in education assessed through the lens of human rights Mireille de Koning Index

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Book SynopsisNew Directions in the Economics of Higher Education provides an overview of the vibrant and growing field of the economics of higher education. The text assesses the full breadth of the topic, including the returns to higher education, college attendance and completion, higher education financing, educational production, and the market for higher education. This comprehensive literature review puts the collected papers into the perspective of developments in the wider literature on the economics of higher education over the past decade.Table of ContentsContents: Volume I Acknowledgements Introduction Ludger Woessmann and Eric Bettinger PART I RETURNS TO HIGHER EDUCATION A. General Returns 1. Claudia Goldin and Lawrence F. Katz (2008), ‘The Race between Education and Technology’, in The Race between Education and Technology, Chapter 8, Appendix D.1, [notes and references], London, UK and Massachusetts, USA: Harvard University Press, 287–323 2. David H. Autor, Frank Levy and Richard J. Murnane (2003), ‘The Skill Content of Recent Technological Change: An Empirical Exploration’, Quarterly Journal of Economics, 118 (4), November, 1279–333 [55] 3. David Card (2001), ‘Estimating the Return to Schooling: Progress on Some Persistent Econometric Problems’, Econometrica, 69 (5), September, 1127–60 [34] 4. Pedro Carneiro, James J. Heckman and Edward J. Vytlacil (2011), ‘Estimating Marginal Returns to Education’, American Economic Review, 101 (6), October, 2754–81 [28] 5. Philip Oreopoulos and Uros Petronijevic (2013), ‘Making College Worth It: A Review of the Returns to Higher Education’, The Future of Children, 23 (1), Spring, 41–65 [25] B. Non-pecuniary Returns, Signalling, and Consumption 6. Janet Currie and Enrico Moretti (2003), ‘Mother’s Education and the Intergenerational Transmission of Human Capital: Evidence from College Openings’, Quarterly Journal of Economics, 118 (4), November, 1495–532 [38] 7. Carolina Arteaga (2018), ‘The Effect of Human Capital on Earnings: Evidence from a Reform at Colombia's Top University’, Journal of Public Economics, 157, 212–25 [14] 8. Brian Jacob, Brian McCall and Kevin Stange (2018), ‘College as Country Club: Do Colleges Cater to Students’ Preferences for Consumption?’, Journal of Labor Economics, 36 (2), December, 309–48 [40] C. Heterogeneity in Returns 9. Thomas J. Kane and Cecelia Elena Rouse (1995), ‘Labor-Market Returns to Two and Four Year College’, American Economic Review, 85 (3), June, 600–14 [15] 10. Mark Hoekstra (2009), ‘The Effect of Attending the Flagship State University on Earnings: A Discontinuity-Based Approach’, Review of Economics and Statistics, 91 (4), 717–24 [8] 11. Seth D. Zimmerman (2014), ‘The Returns to College Admission for Academically Marginal Students’, Journal of Labor Economics, 32 (4), 711–54 [44] 12. David J. Deming, Noam Yuchtman, Amira Abulafi, Claudia Goldin and Lawrence F. Katz (2016), ‘The Value of Postsecondary Credentials in the Labor Market: An Experimental Study’, American Economic Review, 106 (3), March, 778–806 [29] D. Fields of Study 13. Joseph G. Altonji, Erica Blom and Costas Meghir (2012), ‘Heterogeneity in Human Capital Investments: High School Curriculum, College Major, and Careers’, Annual Review of Economics, 4, 185–223 [39] 14. Lars J. Kirkeboen, Edwin Leuven and Magne Mogstad (2016), ‘Field of Study, Earnings, and Self-selection’, Quarterly Journal of Economics, 131 (3), 1057–112 [56] 15. Matthew Wiswall and Basit Zafar (2015), ‘Determinants of College Major Choice: Identification using an Information Experiment’, Review of Economic Studies, 82 (2), April, 791–824 [34] E. Social Returns 16. Enrico Moretti (2004), ‘Workers' Education, Spillovers, and Productivity: Evidence from Plant-Level Production Functions’, American Economic Review, 94 (3), June, 656–90 [35] 17. Adam B. Jaffe (1989), ‘Real Effects of Academic Research’, American Economic Review, 79 (5), December, 957–70 [14] 18. Otto Toivanen and Lotta Väänänen (2016), ‘Education and Invention’, Review of Economics and Statistics, 98 (2), 382–96 [15] PART II COLLEGE ATTENDANCE AND COMPLETION [402 pp] A. College Attendance 19. John Bound, Michael F. Lovenheim and Sarah Turner (2010), ‘Why Have College Completion Rates Declined? An Analysis of Changing Student Preparation and Collegiate Resources’, American Economic Journal: Applied Economics, 2 (3), July, 129–57 [29] 20. Kevin M. Stange (2012), ‘An Empirical Investigation of the Option Value of College Enrollment’, American Economic Journal: Applied Economics, 4 (1), January, 49–84 [36] 21. Paco Martorell and Isaac McFarlin Jr. (2011), ‘Help or Hindrance? The Effects of College Remediation on Academic and Labor Market Outcomes’, Review of Economics and Statistics, 93 (2), May, 436–54 [19] B. Affirmative Action 22. Peter Arcidiacono (2005), ‘Affirmative Action in Higher Education: How Do Admission and Financial Aid Rules Affect Future Earnings?’, Econometrica, 73 (5), September, 1477–524 [48] 23. Peter Arcidiacono, Esteban M. Aucejo and V. Joseph Hotz (2016), ‘University Differences in the Graduation of Minorities in STEM Fields: Evidence from California’, American Economic Review, 106 (3), March, 525–62 [38] 24. Surendrakumar Bagde, Dennis Epple and Lowell Taylor (2016), ‘Does Affirmative Action Work? Caste, Gender, College Quality, and Academic Success in India’, American Economic Review, 106 (6), June, 1495–521 [27] C. Behavioral Interventions 25. Susan M. Dynarski and Judith E. Scott-Clayton (2006), ‘The Cost of Complexity in Federal Student Aid: Lessons from Optimal Tax Theory and Behavioral Economics’, National Tax Journal, 59 (2), June, 319–56 [38] 26. Eric P. Bettinger, Bridget Terry Long, Philip Oreopoulos and Lisa Sanbonmatsu (2012), ‘The Role of Application Assistance and Information in College Decisions: Results from the H&R Block Fafsa Experiment’, Quarterly Journal of Economics, 127 (3), 1205–242 [38] 27. Caroline M. Hoxby and Sarah Turner (2015), ‘What High-Achieving Low-Income Students Know About College’, American Economic Review, 105 (5), May, 514–17 [4] 28. Benjamin L. Castleman and Lindsay C. Page (2016), ‘Freshman Year Financial Aid Nudges: An Experiment to Increase FAFSA Renewal and College Persistence’, Journal of Human Resources, 51 (2), Spring, 389–415 [27] 29. Sarena Goodman (2016), ‘Learning from the Test: Raising Selective College Enrollment by Providing Information’, Review of Economics and Statistics, 98 (4), October, 671–84 [14] D. Incentives 30. Joshua D. Angrist, Daniel Lang and Philip Oreopoulos (2009), ‘Incentives and Services for College Achievement: Evidence from a Randomized Trial’, American Economic Journal: Applied Economics, 1 (1), January, 136–63 [28] 31. Judith Scott-Clayton (2011), ‘On Money and Motivation: A Quasi-Experimental Analysis of Financial Incentives for College Achievement’, Journal of Human Resources, 46 (3), 614–46 [33] 32. Edwin Leuven, Hessel Oosterbeek and Bas van der Klaauw (2010), ‘The Effect of Financial Rewards on Students' Achievement: Evidence from a Randomized Experiment’, Journal of the European Economic Association, 8 (6), 1243–65 [23] Volume II Acknowledgements Introduction An Introduction by the editors appear in Volume I PART I HIGHER EDUCATION FINANCING [482 pp] A. Costs and Tuition 1. Thomas J. Kane, Peter R. Orszag, Emil Apostolov and Robert P. Inman (2005), ‘Higher Education Appropriations and Public Universities: Role of Medicaid and the Business Cycle’, Brookings-Wharton Papers on Urban Affairs, 99–146 [48] 2. Stephanie Riegg Cellini and Claudio Goldin (2014), ‘Does Federal Student Aid Raise Tuition? New Evidence on For-Profit Colleges’, American Economic Journal: Economic Policy, 6 (4), November, 174–206 [33] 3. Pietro Garibaldi, Francesco Giavazzi, Andrea Ichino and Enrico Rettore (2012), ‘College Cost and Time to Complete a Degree: Evidence from Tuition Discontinuities’, Review of Economics and Statistics, 94 (3), August, 699–711 [13] 4. Jeffrey T. Denning (2017), ‘College on the Cheap: Consequences of Community College Tuition Reductions’, American Economic Journal: Economic Policy, 9 (2), May, 155–88 [34] B. Student Aid 5. Susan M. Dynarski (2003), ‘Does Aid Matter? Measuring the Effect of Student Aid on College Attendance and Completion’, American Economic Review, 93 (1), March, 279–88 [10] 6. Wilbert Van Der Klaauw (2002), ‘Estimating the Effect of Financial Aid Offers on College Enrollment: A Regression-Discontinuity Approach’, International Economic Review, 43 (4), November, 1249–87 [39] 7. Sarah R. Cohodes and Joshua S. Goodman (2014), ‘Merit Aid, College Quality, and College Completion: Massachusetts’ Adams Scholarship as an In-Kind Subsidy’, American Economic Journal: Applied Economics, 6 (4), October, 251–85 [35] 8. Gabrielle Fack and Julien Grenet (2015), ‘Improving College Access and Success for Low-Income Students: Evidence from a Large Need-Based Grant Program’, American Economic Journal: Applied Economics, 7 (2), April, 1–34 [34] 9. Benjamin M. Marx and Lesley J. Turner (2018), ‘Borrowing Trouble? Human Capital Investment with Opt-in Costs and Implications for the Effectiveness of Grant Aid’, American Economic Journal: Applied Economics, 10 (2), April, 163–201 [39] C. Student Loans and Credit Constraints 10. Pedro Carneiro and James Heckman (2002), ‘The Evidence on Credit Constraints in Post-Secondary Schooling’, Economic Journal, 112 (482), October, 705–34 [30] 11. Lance J. Lochner and Alexander Monge-Naranjo (2011), ‘The Nature of Credit Constraints and Human Capital’, American Economic Review, 101 (6), October, 2487–529 [43] 12. Ralph Stinebrickner and Todd Stinebrickner (2008), ‘The Effect of Credit Constraints on the College Drop-out Decision: A Direct Approach Using a New Panel Study’, American Economic Review, 98 (5), December, 2163–84 [22] 13. Harald Beyer, Justine Hastings, Christopher Neilson and Seth Zimmerman (2015), ‘Connecting Student Loans to Labor Market Outcomes: Policy Lessons from Chile’, American Economic Review, 105 (5), May, 508–13 [6] 14. Alex Solis (2017), ‘Credit Access and College Enrollment’, Journal of Political Economy, 125 (2), April, 562–622 [61] 15. Michael F. Lovenheim and C. Lockwood Reynolds (2013), ‘The Effect of Housing Wealth on College Choice: Evidence from the Housing Boom’, Journal of Human Resources, 48 (1), 1–35 [35] PART II EDUCATIONAL PRODUCTION [314 pp] A. Faculty 16. Scott E. Carrell and James E. West (2010), ‘Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors’, Journal of Political Economy, 118 (3), June, 409–32 [24] 17. Robert W. Fairlie, Florian Hoffmann and Philip Oreopoulos (2014), ‘A Community College Instructor like Me: Race and Ethnicity Interactions in the Classroom’, American Economic Review, 104 (8), August, 2567–91 [25] 18. David N. Figlio, Morton O. Schapiro and Kevin B. Soter (2015), ‘Are Tenure Track Professors Better Teachers?’, Review of Economics and Statistics, 97 (4), October, 715–24 [10] B. Online Education 19. Eric P. Bettinger, Lindsay Fox, Susanna Loeb and Eric S. Taylor (2017), ‘Virtual Classrooms: How Online College Courses Affect Student Success’, American Economic Review, 107 (9), September, 2855–75 [21] 20. Robert W. Fairlie and Rebecca A. London (2012), ‘The Effects of Home Computers on Educational Outcomes: Evidence from a Field Experiment with Community College Students’, Economic Journal, 122 (561), June, 727–53 [27] C. Peer Effects 21. Bruce Sacerdote (2001), ‘Peer Effects with Random Assignment: Results for Dartmouth Roommates’, Quarterly Journal of Economics, 116 (2), May, 681–704 [24] 22. Scott E. Carell, Bruce I. Sacerdote and James E. West (2013), ‘From Natural Variation to Optimal Policy? The Importance of Endogenous Peer Group Formation’, Econometrica, 81 (3), May, 855–82 [28] 23. Adam S. Booij, Edwin Leuven and Hessel Oosterbeek (2017), ‘Ability Peer Effects in University: Evidence from a Randomized Experiment’, Review of Economic Studies, 84 (2), 547–78 [32] D. Knowledge Production 24. Fabian Waldinger (2016), ‘Bombs, Brains, and Science: The Role of Human and Physical Capital for the Creation of Scientific Knowledge’, Review of Economics and Statistics, 98 (5), December, 811–31 [21] 25. Pierre Azoulay, Joshua S. Graff Zivin and Jialan Wang (2010), ‘Superstar Extinction’, Quarterly Journal of Economics, 125 (2), May, 549–89 [41] 26. George J. Borjas and Kirk B. Doran (2012), ‘The Collapse of the Soviet Union and the Productivity of American Mathematicians’, Quarterly Journal of Economics, 127 (3), 1143–203 [61] PART III THE MARKET FOR HIGHER EDUCATION [162 pp] A. Higher Education as an Industry 27. Gordon C. Winston (1999), ‘Subsidies, Hierarchy and Peers: The Awkward Economics of Higher Education’, Journal of Economic Perspectives, 13 (1), Winter, 13–36 [24] 28. Ronald G. Ehrenberg (2012), ‘American Higher Education in Transition’, Journal of Economic Perspectives, 26 (1), Winter, 193–216 [24] 29. Caroline M. Hoxby (2015), ‘Endowment Management Based on a Positive Model of the University’ in Jeffrey R. Brown, Caroline M. Hoxby (eds), How the Financial Crisis and Great Recession Affected Higher Education, Chapter 1, Chicago, USA: University of Chicago Press, 15–41 [27] B. Competition and General Equilibrium 30. Dennis Epple, Richard Romano and Holger Sieg (2006), ‘Admission, Tuition, and Financial Aid Policies in the Market for Higher Education’, Econometrica, 74 (4), 885–928 [44] 31. Chistopher N. Avery, Mark E. Glickman, Caroline M. Hoxby and Andrew Metrick (2013), ‘A Revealed Preference Ranking of U.S. Colleges and Universities’, Quarterly Journal of Economics, 128 (1), 425–67 [43] Index

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Book SynopsisWhat role can the university play in the broader community or society in which it is embedded? Must it remain segregated in the halls of science and knowledge, which tower above the community? This book examines the growing number of questions and concerns around university-community relations by exploring widely accepted theories and practices and placing them under new light. From a shared point of agreement that the university is an institution which should move beyond the production of higher knowledge for power elites, the contributors provide critical reflections and reports on efforts to bring about change in the canonic discourse or power-biased attitudes in universities throughout the Northern Hemisphere and Australia. The central message is that the strengthening of direct relations between universities and communities is vital to the construction of social capital and to the opening of universities to society. These are processes to be advanced on both local and international levels, as they involve democratizing rather than corporatizing, extending the reach of our educational process, sharing knowledge, resources, and expertise and reinforcing community decision-making and problem-solving capacity. How these processes of change develop and unfold within a number of universities in a wide range of countries is the story told in this book. This book will appeal to a wide readership, from students and community activists looking to make education meaningful and cooperative, to educational policy makers, members of the professoriate, and academic administrators, seeking to sustain withering institutions and provide vision for new program developments. Contributors include: M.A. Almiron, N. Bibu, J. Blanco Lopez, R. Buber, D. Campbell, M.J. Casa-Nova, G. Csepeli, A. de Pree, A. Feinsod, G. Franger, N. Georgeou, B. Haas, Z. Haberman, G. Hegyesi, S. Herran, E. Ivanova, A. Kövér, M. Lisetchi, R.A. Lohmann, S. Mackerle-Bixa, M. Meyer, J.P. Murray, D. Pendleton, D. Perry, P. Rameder, M. Rawsthorne, B. Sporn, K. Talyigás, C. WinkleTrade Review'Ágnes Kövér and Gaby Franger's University and Society provides a timely values-based approach to understanding the evolving relationships between universities and society. A must-read for all of interested in community based research, community university engagement and knowledge democracy.' --Budd L. Hall, University of Victoria, CanadaTable of ContentsContents: Introductory Thoughts Ágnes Kövér and Gaby Franger Part I. Challenging Academia 1. Universities “Inside” the World: Multiscale Engagement Levels Maria José Casa-Nova 2. Leaving the Ivory Tower: Universities’ Third Mission and the Quest for Legitimacy Michael Meyer and Barbara Sporn 3. University Student Volunteering for Development. A Critical Approach Nichole Georgeou and Benjamin Haas 4. Sentipensante: Feeling-Thinking-Pedagogy. Community-Based Research and Teaching Gaby Franger Part II University as Agent of Dialogue 5. Dialogue and Deliberation in a Quiet Place Roger A. Lohmann 6. Acting Together - Means of Creative Transformation of Social Conflict György Csepeli 7. Universities - Ngos Interaction in Romania. A Bridge Too Far Away? Nicolae Bibu and Mihai Lisetchi 8. Are We Welcome? Building Trust Through Community Based Research Margot Rawsthorne and Alison De Pree Part III Service Learning and Service Provision 9. Clinical Legal Education: From Loyalty to Power to Loyalty to Society Ágnes Kövér 10. Volunteering@Wu: Implementing Community Service Learning in Austria Renate Buber, Ekaterina Ivanova, Stefanie Mackerle-Bixa, Michael Meyer and Paul Rameder 11. The Community Semester: Enhancing Town and Gown Relations in a Medium-Size City John Murray 12. University of the Third Age Gábor Hegyesi and Katalin Talyigás Part IV Working Within and for Community 13. Shifting Roles for Campus-Building in University-Community Relationships Curt Winkle and David Perry 14. University Residence Flora Tristán: A Social Project of Experiences That Breaks Down Walls Juan Blanco López, M. Ana Almirón, Alfonso Blázquez, Angela Fernández, Maria Del Carmen Maguilla and Silvia De La Herrán 15. The University as Community Developer David Campbell and Dennis Pendleton 16. University and Community: Jewish Tradition and Social Justice Zoltán Háberman 17. Crossroads Repertory Theatre: A Model of a University-Based Theater Arthur Feinsod Index

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Book SynopsisGathering unique and thoughtful contributions from leading international scholars, this timely Research Handbook offers diverse perspectives on university rankings twenty years after the first global rankings emerged. It presents an in-depth analysis that reflects the current state of research on rankings, their influence and impact.The Research Handbook explores how rankings and their impacts can be theorized and conceptualized, as well as the methodological tensions that rankings generate. It further examines how rankings have affected institutional behaviours and interacted with the quality agenda in higher education, examining what rankings mean for equity, teaching and learning, and students. Chapters also analyse how rankings interact with and accentuate the geopolitics of higher education, looking ahead to emergent policy issues and responses to rankings.Higher education researchers, policy and decision makers as well as rankings followers will find the critical insights into globalisation and geopolitics, quality assurance, international comparability and assessment, and student outcomes and learning in this Research Handbook interesting. It will also be a useful read for higher education and university leaders and managers wanting a better understanding of rankings and their usefulness and challenges.Trade Review‘The authors give a comprehensive review and analysis of the impact of global university rankings since their establishment in 2003.’ -- Hester Klopper, Daily Maverick South Africa‘This book is a must-have for higher education policymakers, administrators, and researchers who are directly involved in all aspects of university performance.’ -- Ruth A Pagell, Emory University‘The Research Handbook on University Rankings contains informative studies introducing theoretical frameworks, methodological tensions, influences and impacts that university global rankings have brought into higher education systems and individual institutions in the context of globalization and internationalization. Looking back over 20 years, the monograph consisting 37 chapters in six themes extensively analyses related ranking issues in the past as well as explores the new modes and imaginaries for future development.’ -- Angela Yung Chi Hou, International Journal of Chinese Education‘The Research Handbook on University Rankings offers a highly useful and wide-ranging look at the influential role of global rankings, including a frank assessment of the good, the bad and the ugly. National case studies in particular give the reader an understanding of the global drive for metrics and standardized evaluations of university performance, and the actual impact on funding, policies and the behaviors of individual institutions. What is the future of the proliferation of ranking enterprises? The chapters seem to indicate that they will live on as powerful consumer guides for prospective students in the post-COVID era of global talent mobility, but perhaps are waning as an instigator of government policies.’ -- John Aubrey Douglass, University of California, Berkeley, US‘An enlightening Handbook on everything you always wanted to know about rankings but could not find an answer to: highly reflexive contributions on rankings themselves; challenging analysis of their impact on globalizing higher education and science and on national and institutional policies in different country settings; diving into the business of rankers and publishers; case studies of universities seeking for improved ranks. . . All facets of rankings are scrutinized.’ -- Christine Musselin, CNRS and Sciences Po, France‘The Research Handbook on University Rankings offers a highly useful and wide ranging look at the influential role of global rankings, including a frank assessment of the good, the bad and the ugly. National case studies in particular give the reader an understanding of the global drive for metrics and standardized evaluations of university performance, and the actual impact on funding, policies and the behaviors of individual institutions. What is the future of the proliferation of ranking enterprises? The chapters seem to indicate that they will live on as powerful consumer guides for prospective students in the post-COVID era of global talent mobility, but perhaps are waning as an instigator of government policies.’ -- John Aubrey Douglass, UC Berkeley, US‘With 20 major university rankings, and counting, we badly need better to understand this trend which nearly everyone simultaneously loves and hates. This Research Handbook is a major contribution to that understanding, putting rankings for the first time in their proper context, theoretically and in terms of policy.’ -- Peter Scott, UCL Institute of Education, UK‘If you read only one book about the “whys”, the “hows” and the “impacts” of higher education rankings, this volume is it. Taking both a historical and an international perspective on this global phenomenon, this collection of articles offers expert views on the changes rankings have brought to the world of higher education locally, globally and in terms of each university mission, as well as an analysis of the methodological and political issues rankings raise. A comprehensive reflection on rankings – now a permanent fixture in the higher education policy landscape – well worth reading.’ -- Eva Egron-Polak, Former Secretary General, Senior Fellow, International Association of UniversitiesTable of ContentsContents: Foreword: reflections on rankings xxiii Philip G. Altbach 1 Introduction: putting rankings in context ‒ looking back, looking forward 1 Ellen Hazelkorn and Georgiana Mihut PART I CONCEPTUAL AND THEORETICAL RANKINGS 2 The reality underneath the rankings: trends in global science 19 Simon Marginson 3 How do we know what we know? Empirical methodologies for studying college rankings 38 Jeongeun Kim and Michael Bastedo 4 Rankings and global knowledge governance 54 Tero Erkkilä and Ossi Piironen 5 Theorizing university rankings by comparison: systematic and historical analogies with arts and sports 67 Jelena Brankovic, Leopold Ringel and Tobias Werron 6 Researching and understanding the influence of rankings on higher education institutions: logics, methodologies and conceptualisations 80 William Locke 7 Benchmarking and zeitgeist: university ranking in post-turbo-globalized neoliberalism (Post-TGNL) 93 Hans Peter Hertig PART II METHODOLOGICAL TENSIONS 8 Multidimensional taxonomy of university rankings 106 Enrique Orduña-Malea and Carmen Perez-Esparrells 9 What do global rankings try to measure? Global university ranking methodologies since 2003 127 Richard Holmes 10 Rankings and internationalization: an unfortunate alliance 137 Gerardo L. Blanco, Laura E. Rumbley and Hans de Wit 11 Gender equality: a neglected or rhetorical dimension of rankings in higher education? 150 Pat O’Connor 12 University rankings and the third mission of higher education 163 Robert Kelchen 13 How future-proof are world university rankings? The case of the Most Innovative Universities ranking 171 Robert Tijssen PART III INSTITUTIONAL BEHAVIOUR AND THE QUALITY AGENDA 14 Quality assurance and rankings: some European lessons 185 Andrée Sursock 15 Higher education system rankings and benchmarking 197 Cláudia S. Sarrico and Ana Godonoga 16 Institutional responses to university rankings: a tale of adaptation and cognitive framing 210 Andrea Bonaccorsi, Paola Belingheri, Brigida Blasi and Sandra Romagnosi 17 Reimaging university identities through rankings in Japan: the transformation of national policies and university behaviours in the broader East Asian context 231 Akiyoshi Yonezawa 18 Striving for excellence in the age of rankings: insights from two leading research universities in Latin America 247 Andrés Bernasconi and Marcelo Knobel 19 Conflating perception and purpose: the University of Louisville and the prominence challenge 262 Tara K. Ising and James D. Breslin 20 Are university rankings still important? Perspectives from Greater China 278 William Yat Wai Lo and Shuiyun Liu PART IV EQUITY, TEACHING AND STUDENT CHOICE 21 The implications of rankings for equity in higher education 295 Laura W. Perna, Jeremy Wright-Kim and Julia Brickfield 22 University rankings and students’ information needs: what is the relation? 307 Jens Jungblut, Bjørn Stensaker and Martina Vukasovic 23 Does teaching count? The relationship between US News & World Report faculty resource measures and students’ experiences with faculty 320 John Zilvinskis, Louis M. Rocconi and Alexander C. McCormick 24 Teaching and learning in university rankings: a critical review and reassessment 329 Kyle T. Fassett and Alexander C. McCormick 25 Learning gain in excellence frameworks and rankings 340 Camille Kandiko Howson PART V (GEO)POLITICS OF HIGHER EDUCATION 26 Ideas for theorizing the geopolitics of higher education in the global rankings era 354 Brendan Cantwell 27 A critical review of the history, achievements and impacts of China’s quest for world-class university status 366 Ka Ho Mok and Yuyang Kang 28 The geopolitics of university rankings: not all regions and university networks stand equal 382 Angel Calderon 29 The treacherous adventure of ranking African universities 399 Damtew Teferra 30 Reputational risk rating and the commercialisation of higher education 412 Hamish Coates, Lu Liu and Xi Hong 31 University rankings and governance by metrics and algorithms 424 George Chen and Leslie Chan 32 The business of university rankings: the case of Times Higher Education 442 Miguel Antonio Lim PART VI POLICY ISSUES AND RESPONSES 33 Do rankings promote academic excellence? World-class universities in perspective 453 Jamil Salmi 34 Why research matters: Latin America facing world-class universities and rankings 471 Alma Maldonado-Maldonado and Christian Ivan Cortes Velasco 35 Football lessons for universities or how to go beyond ranking 484 Sebastian Stride, Yoran Beldengrün, Ruggero Cortini, Annamaria Donnarumma, Nicolau Duran, Xavi Gimenez, Matthias Heuser, Francesco Massucci, Sabine Plaud, Guillem Rull and Sonia Veiga 36 Are global rankings compatible with higher education policy? 507 Thomas Zacharewicz, Koen Jonkers and Ellen Hazelkorn 37 Global rankings and the dynamics of global convergence and local divergence in higher education 522 Dirk Van Damme Index

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