Educational strategies and policy Books
Edward Elgar Publishing Ltd Competitive Accountability in Academic Life: The
Book SynopsisSince the onset of the UK's Research Excellence Framework in 2014, the environment for academic research has changed dramatically. Competitive Accountability in Academic Life goes behind the scenes of the 'impact' policy agenda for higher education research and interrogates the effects of the new framework on academic research. Richard Watermeyer dissects how a new requirement to evidence the economic and societal impact of research has created a culture of intense competitiveness in UK universities. Through the eyes of both those responsible for the REF and those working under its gaze, the author locates the gross deceit spawned from a culture of competitive accountability in UK universities. This challenging book reconceptualises the public role of researchers, posing a new effort to progress the neoliberal malaise by signposting peripheral zones of participation - and non-participation - as viable intellectual alternatives to the university. Both groundbreaking and provocative, Watermeyer's book is critical reading for academics working not just in the UK, but also internationally. The author's crucial insight into modern higher education will also prove indispensable to higher education policy makers looking to innovate and refine education policy, and to university administrators overseeing performance management systems.Trade Review‘Watermeyer’s book encourages academics all over the world to reflect on both the potentials and down-sides of these accountability systems. The underlying analysis is provocative, as it fundamentally questions taken for granted ways in which research is assessed, not only in the UK but also in many other Western countries. Scholars in public policy, education policy and public management and accounting can benefit from taking notice of this book.’ -- Jan van Helden, Journal of Higher Education Policy and Management‘Where this book fares really well in comparison with others is its focus on the complicity and hypocrisy among academics themselves, thereby making the competitive practices even more entrenched. The latter is of particular importance because while change is necessary, it is only possible if the problem is appreciated in full.’ -- Ignas Kalpokas, LSE Review of Books'Competitive Accountability in Academic Life is a challenging text that will appeal to academics and research scientists across different discipline areas. Drawing on UK REF-impact empirical data over a three-year period, a comprehensive sociological analysis accounts for how academics' public citizenship has been regulated, controlled and hollowed out. By showing how political, economic and cultural dimensions of intellectual life is influenced and informed by competitive accountability, Richard Watermeyer paints a compelling picture of what academics ''have (albeit unwittingly) allowed themselves to be used for''. This thought-provoking text provides a strong rationale for reconceptualizing the public worth of academics and reasserting their social value.' --Richard Winter, The Australian National University, Australia'Competitive Accountability in Academic Life is an ambitious book charting the dispiriting, corrosive effects of contemporary academic managerialism. An impressive intellectual tour de force, Watermeyer awakens new possibilities for engaged and impactful academic practices. This book is essential reading for everyone interested in understanding and repairing today's toxic university governance.' --Paul Benneworth, Western Norway University of Applied Sciences, NorwayThis witty, subversive and well-informed book provides an essential guide to the effects of performance measurement in universities. Predictable consequences include growing job insecurity, more stressful working conditions and declining quality of academic life. Even more serious is the loss of incentive for independent original thought and the stifling of debate on controversial social and political issues.' --Mark Casson, University of Reading, UKTable of ContentsContents: 1. The noose of competitive accountability 2. Policy permutations and the elusiveness of a fair system of accountability 3. A shortfall of resistance: peripheral yet powerful zones of (non)participation 4. Producing competitive accountability 5. Evaluating competitive accountability 6. Recognising competitive accountability 7. Declaiming competitive accountability: pay and pensions 8. Paradoxes of competitive accountability References Index
£83.00
Edward Elgar Publishing Ltd Annals of Entrepreneurship Education and Pedagogy
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
£42.70
Edward Elgar Publishing Ltd Digital Learning: The Challenges of Borderless
Book SynopsisInformation communication technologies (ICTs) are a disruptive force affecting every aspect of human life. The integration of ICTs with the internet has global reach, including into the field of higher education, and this has caused traditional methods to be too slow and too unresponsive for the needs of many aspiring students. With faster lifestyles, borderless online learning is becoming more prevalent at every level of instruction. The quality of education now hinges less on the mode of instruction or the institutional reputation and more on the commitment of individual administrators and instructors to understand and apply digital learning. Digital Learning reveals the technologies behind successful implementation of online learning and teaching, and introduces the most important concepts and relationships in plain language. Readers are also provided with a glossary of key terms and a selection of resources. Milakovich and Wise have created the essential reference for faculty and administrators interested in developing online courses, students interested in pursuing online degree programs and faculty interested in converting in-class to online courses.Table of ContentsContents: Preface Introduction 1 PART I DIGITAL LEARNING, EDUCATION, AND GLOBALIZATION 1 Internet technology as a global connector 12 2 Overcoming the digital divide: achieving access, quality, and equality 33 3 Barriers to innovation 55 4 The global open educational resource (OER) revolution 80 PART II THE CHANGING STRUCTURE OF US EDUCATION 5 Education in the United States: current policy issues 100 6 Common Core, local control, and high-stakes testing 121 7 Charter schools: privatization or responsible public policy? 137 8 Online learning in K-12 schools 152 PART III ADOPTION AND TRANSITION 9 Technological challenges of online learning 167 10 Copyright, legal issues, and intellectual property 187 11 Improving the quality of online programs 207 12 Interactive learning solutions to improve online education 224 PART IV FUTURE BREAKTHROUGHS IN ONLINE LEARNING 13 Selecting an online institution 242 14 Borderless education: exporting knowledge and importing students 258 15 The future of online learning 275 References 294 Glossary 315 Index 341
£120.00
Collective Ink How to Dismantle the English State Education
Book SynopsisTerry Edwards and Carl Parsons tell the story of the takeover of England’s schools by the super-efficient, modernising, academising machine, which, in collaboration with a dynamic, forward-looking government is recasting the educational landscape. England’s school system is turbo-charged into a new era and will be the envy of the world, led by Chief Executives of Multi Academy Trusts on bankers’ salaries, imposing a slim curriculum, the soundest of discipline regimes and ensuring that highest standards will be achieved even if at the expense of teacher morale, poor service to special needs, off-rolling of students and despite an absolute lack of evidence that this privatised system works.
£12.99
Collective Ink Resetting Our Future: Impact ED: How Community
Book SynopsisThis book provides leaders with insights into how entrepreneurial thinking and action can put local communities on the path to recovery from the economic devastation induced by the COVID-19 pandemic. Entrepreneurship offers a roadmap to the future. NACCE members colleges' newly evolved programs benefit local communities, fuel economic growth, and create more equitable opportunities for those who have been historically marginalized. This pathway leads to recovery, hope and a more caring, creative, and equitable society.
£10.16
Edward Elgar Publishing Ltd Philanthropy in Education: Diverse Perspectives
Book SynopsisChallenging commonly held perceptions of philanthropic organisations, this book brings together a range of interdisciplinary contributors from across the globe to explore the most pressing issues facing those working in and with philanthropy and education. It focuses on the increasing influence of new philanthropic actors on the global education sector, offering a thorough insight into the topic. This engaging book explores actor relationships in philanthropic and educational spaces, and examines different types of philanthropy, including corporate, family and state giving, as well as examining the latest trends in the field. Chapters build on research from the Global North/Global South, offering a wide range of perspectives on philanthropy and education in Africa, South America, North America and the Middle East. New actors, new partnerships and new roles emerging in philanthropic engagement with the education sector are highlighted, offering insight into innovative approaches to finance and the impact of public-private partnerships. Suggesting key areas of discussion for future research, this discerning book is a vital read for development studies, philanthropy and globalisation scholars. It also contains critical analysis of the role of philanthropic organisations working in the education space for policy-makers looking to understand the field in more depth. Trade Review'Philanthropy in Education offers new, unique and fascinating insights into philanthropic giving in the education world. It shines a light on parts of the world that are often ignored, offers us new perspectives on diverse developments and highlights global trends.' --Susan L. Robertson, University of Cambridge, UKTable of ContentsContents: 1. Introduction to Philanthropy in Education: Diverse Perspectives and Global Trends Arushi Terway 2. Philanthropic and impact investors: private sector engagement, hybridity and the problem of definition Prachi Srivastava and Robyn Read 3. The IEFG: role of a philanthropic affinity network within global education Megan Haggerty, Bronwen Magrath and Gordana Kelava 4. Tackling the global education crisis: the UBS Optimus Foundation’s use of social finance Maya Ziswiler and Arushi Terway 5. Education and philanthropy in the Middle East and North Africa Natasha Y. Ridge, Susan Kippels and Elizabeth R. Bruce 6. The global growth of higher education philanthropy and fundraising Noah D. Drezner 7. Collaboration in development between U.S. foundations and African universities Fabrice Jaumont and Teboho Moja 8. A will in search of a way: philanthropy in education in Peru Matthew D. Bird and Vicente M. León 9. Corporate social responsibility and education reform in Brazil: a critical analysis Heitor Santos 10. Interrogating corporate philanthropy in education: the case of Nigeria Inyang Udo-Umoren 11. New philanthropy and global policy networks in education: the case of Argentina Iván Matovich and Alejandra Cardini 12. Concluding thoughts: new philanthropy, age-old problems Natasha Y. Ridge Index
£95.00
Edward Elgar Publishing Ltd Annals of Entrepreneurship Education and Pedagogy
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 fourth edition of the Annals of Entrepreneurship Education and Pedagogy. Prepared under the auspices of the United States Association for Small Business and Entrepreneurship (USASBE), this edited volume covers a broad range of scholarly, practical, and thoughtful perspectives on a compelling range of entrepreneurship education issues.The fourth edition 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 thought leaders in entrepreneurship. Moreover, the fourth edition builds on previous editions as it continues to investigate critical issues in designing, implementing and assessing experiential learning techniques in the field of entrepreneurship. This contemporary volume provides insights and challenges in the development of entrepreneurship education for students, educators, mentors, community leaders, and more. Annals of Entrepreneurship Education and Pedagogy - 2021 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.Trade Review’A must-have for teachers of entrepreneurship. How insightful to see topics ranging from entrepreneurship in rural regions to entrepreneurship in MBA programs and special topics on ideation, service learning, and the arts as well as women entrepreneurs as “superwomen”. Finally, many will be delighted at the number of “best practices” articles connecting entrepreneurship education to film, social enterprise and various experiential platforms while concluding with the impact of COVID-19 on the field.’ -- Timothy S. Mescon, AACSB, the NetherlandsTable of ContentsContents: Preface: Entrepreneurship education: What is it we need to know? Charles H. Matthews, Eric W. Liguori, and Susana C. Santos PART I: LEADING EDGE RESEARCH PERSPECTIVES 1. What I have learned about teaching entrepreneurship: perspectives of five master educators Dan Cohen, Paul Jones, Jerry Katz, Jeff Pollack, and Rebecca White 2. Doctoral programs in entrepreneurship James Fiet 3. Spaces for entrepreneurship education: a new campus arms race? Luke Pittaway 4. Ideation techniques and applications to entrepreneurship Lee Zane and Andrew Zimbroff 5. Effectively introducing effectuation into the MBA curriculum Birton Cowden, Mark Hiatt, James Swaim, and Gregory Quinet 6. “Aha, so that’s how you see it!”: experiences of using a visual exercise when exploring students’ contemporary meaning of entrepreneurship Katarina Ellborg 7. A model to increase the impact of student consulting projects in rural communities Dennis Barber III, Michael Harris, and Sharon Paynter 8. Experience, knowledge and performance in entrepreneurship education: proposing a dynamic learning model Sílvia F. Costa and Arjan Frederiks 9. Entrepreneurial ecosystem builders: philanthropy, entrepreneurs, universities, and communities working together 10. Entrepreneurship Ecosystem Builders: Philanthropy, Entrepreneurs, Universities, and Communities Working Collaboratively Deborah Hoover 11. Impact of entrepreneurship education: a review of the past, overview of the present, and a glimpse of future trends Michela Loi and Alain Fayolle 12. Cross-campus entrepreneurship through a general education strategy Anthony Mendes, Jeffrey Hornsby, and Andrew Heise 13. Entrepreneurship education in Australia Alex Maritz, Colin Jones, Dennis Foley, Saskia De Klerk, Bronwyn Eager, Quan Nguyen 14. Donning their capes: women entrepreneurship students emerge as superwomen Sara Cochran 15. A service-learning approach to entrepreneurship education, student job creation, and new venture incubation Jeremy Woods and Peter M.W. Burley 16. Difference makers for college-readiness William Resisel and Robert Fanuzzi 17. The art of teaching arts entrepreneurship Caroline Vanevenhoven and Jeff Vanevenhoven PART II: MODEL UNIVERSITY ENTREPRENEURSHIP PROGRAMS 18. Florida State University Jim Moran College of Entrepreneurship Susan Fiorito and Wendy Plant 19. The Georgetown University Entrepreneurship Initiative Jeff Reid 20. Iona College Hynes Institute for Entrepreneurship and Innovation Christoph Winkler, Lendynette Pacheco-Jorge, and Jarlyne Batista Monzon 21. Millikin University Center for Entrepreneurship Julienne Shields 22. University of Missouri Kansas City Regnier Institute Jeff Hornsby, Anthony Mendes, and Andrew Heise PART III: BEST PRACTICE INNOVATIONS INSIDE AND OUTSIDE THE CLASSROOM 23. Are you the one? a game for encouraging classroom diversity Shelby Solomon and Otis Solomon Jr. 24. Assume less, observe more: the toothbrush design challenge Doan Winkel, Justin Wilcox, and Federico Mammano 25. The small enterprise education & development (SEED) program Daniel Holland and Michael Glauser 26. What does entrepreneurship mean to you? using “implicit entrepreneurship theory” in the classroom William Gartner, Katarina Ellborg, and Tina Kiefer 27. Scale-up, scale-back: an experiential exercise in scaling James Hart 28. Entrepreneurship finance over coffee Pedro Tonhozi de Oliveira and Whitney Peake 29. Using interactive video vignettes to teach customer discovery Michael Dominik and Daniel Cliver 30. The technology commercialization academy: fueling student startups Bruce Teague and Yanxin Liu 31. Film as an experiential medium: entrepreneurship education through Door to Door Jeff Vanevenhoven, Josh Bendickson, Eric Liguori, and Andrew Bunoza 32. Developing a strategic (entrepreneurship) mindset in engineering graduates Robert Fleming 33. Entrepreneurship education and the arts: designing a commercial music production major and entrepreneurship minor Thomas Haines and Charles H. Matthews 34. Weaver’s Social Enterprise Directory: a tool for teaching social enterprise and entrepreneurship Rasheda Weaver, Maimouna Mbacke, and Katie Gallagher 35. Implementing data analytics into the entrepreneurship curriculum: a course overview Xaver Neumeyer 36. Rapidly responding to the COVID-19 pandemic impact on small businesses: the GetVirtual local business assistance course at UC Santa Cruz Nada Miljković and Robert D’Intino Index
£132.00
Edward Elgar Publishing Ltd How to Develop Entrepreneurial Graduates, Ideas
Book SynopsisCharged with developing learning, teaching and assessment practices that go beyond delivering discipline-specific subject knowledge, the demands on entrepreneurial educators have increased in recent decades. This guide will help educators develop more entrepreneurial graduates by demonstrating how they can equip learners with key competencies such as team working, creativity, problem solving, and opportunity recognition. This engaging How to Guide shares the journeys of educators working within different contexts to help the reader design an imaginative entrepreneurship program. Providing critical perspectives and observations that are both forward- looking and practice-led, each chapter offers a wide range of insights into the unique practices of some of the world’s leading educators in entrepreneurship, education and creativity. With a focus on the development of students and their ventures, educators at any level or discipline within higher education are invited to reflect upon and advance their own practices. Illustrating a vast range of contemporary practices in the field of entrepreneurial education, this compelling book will be an essential tool for any educator whose teaching incorporates entrepreneurship, enterprise, and creativity.Trade Review‘Is the tide finally turning for entrepreneurship education? Toward embracing the best of what we know about human learning? If so, Kat, Col and Andy are our Archimedes lever! I, for one, am deeply grateful. Creativity and design should go hand in glove with entrepreneurship but the dots didn’t really get connected… until they showed up and showed out. I read anything they do... and can you tell just how envious I am of this volume?’ -- Norris Krueger, QREC, Kyushu University, Japan‘If you bring together some of the leading thinkers in entrepreneurship education this is the book you get. An outstanding set of chapters examining graduate entrepreneurs, underlying ideation processes, and the venturing journey. This is more than just a book; it is a statement about the future of entrepreneurship education.’ -- Luke Pittaway, Ohio University, USTable of ContentsContents: Preface ix PART I THE GRADUATES 1 Influential teaching philosophies 2 Colin Jones 2 Entrepreneurship education: the journey to a beginner’s mind 5 Rebecca White 3 Prudent “entrepreneurial” graduates that take intelligent action 15 Gustav Hägg 4 Developing slow graduates 25 Colin Jones 5 Enough is enough: put your students first 35 Doan Winkel PART II THE PRE IDEAS 6 Creativity at the heart 44 Andy Penaluna 7 Creativity on a skateboard 47 Alistair Fee 8 Creative fitness 57 Dave Jarman 9 Creativity as expansive learning 66 Daniele Morselli 10 Creating a climate for creativity in the entrepreneurial classroom 74 Stefania Romano and Charlotte Carey 11 Learning with a pencil, not a pen 83 Andy Penaluna 12 Entrepreneurial opportunities by design: unlocking creative potential 92 Margaret Tynan PART III THE VENTURES 13 Where the brave venture 102 Kath Penaluna 14 Guiding your entrepreneurial journey 107 Alex Maritz 15 Learning from learners and leading from the back 114 Kath Penaluna 16 Developing the harmonious venture 123 David Kirby 17 Defending open culture in facilitation, research and entrepreneurship 131 Fátima São Simão 18 What can we learn from the arts for creative entrepreneurship? 138 Silja Suntola References 147 Index 155
£83.00
Edward Elgar Publishing Ltd Handbook of Education Policy
Book SynopsisThis insightful Handbook is an essential guide to educational policy around the world. As shifting geopolitics, intensified climate change, and widening economic inequalities persist, the need for informed educational policy is critical.Bringing together a unique collection of international case studies by scholars and practitioners from over twenty countries, the Handbook highlights how the contextual nature of educational policy and its implementation acknowledges both global trends and local nuance. Chapters explore key contemporary topics including the effects of the COVID-19 pandemic on international educational policy; opportunities for academic modernization in Ukrainian society; gender equality in Korean and Japanese universities; and inclusive education policies throughout the world, including India, South Africa, and Uruguay. It further discusses the ways in which governmental, non-governmental, and global education specialists are shaping new agendas focused on equity and responding to global crises. Offering new perspectives on educational policy in a post-pandemic world, this comprehensive Handbook will be crucial reading for students and scholars of education policy, politics and public policy, sociology, and university management. It will also be beneficial for educational research associations and international development agencies, including UNESCO, the Asian Development Bank, and the World Bank.Trade Review‘The new Handbook of Education Policy edited by Postiglione, Johnstone and Teter is a welcome addition to the academic literature on the transformation of education policy in the aftermath of the Covid-19 pandemic. The 23 chapters of this well-researched book give a comprehensive analysis of how education policy must adapt to a radically changed world. Through a skilful combination of thematic pieces and case studies from a large range of countries, the chapter authors challenge us to embrace new education policy concepts, such as public value governance and knowledge democratization, that can foster innovation and accountability in times of uncertainty. Gerard Postiglione, Christopher Johnstone, and Wesley Teter should be congratulated for this excellent scholarly contribution that has the potential of influencing policy makers all over the world to design and implement more sustainable and innovative education policies.’ -- Jamil Salmi, Diego Portales University, Chile‘This Handbook combines an up-to-date overview with theoretically-informed analysis of global education policies. It is erudite, insightful and original. It will be a vital resource for education policy researchers and an excellent starting point for students, in any location.’ -- Stephen Ball, University College London, UKTable of ContentsContents: Foreword xvii List of abbreviations xix 1 Handbook of education policy: international perspectives in a pandemic age 1 Christopher Johnstone, Gerard A. Postiglione and Wesley Teter 2 Conceptualizing global educational policy-making in a (post) COVID-19 world: the past as prologue? 14 John C. Weidman 3 Education policies during the COVID-19 pandemic: scope, efficiency and gaps 31 Suguru Mizunoya, Garen Avanesian, Sakshi Mishra and Yixin Wang 4 From the revolution of dignity to a revolution of academic excellence? Paths taken and not taken in Ukraine 51 Anatoly Oleksiyenko 5 A complexity theory lens for education policy and its implications 68 Elizabeth Anne Eppel 6 Public value governance 81 Trygve Throntveit 7 Investing in education for the common good 99 Mona Khare 8 Fostering knowledge democratization even against prevailing policies: blurring boundaries of responsibility 116 Rodrigo Arocena 9 Policy enactment and innovation: the role of local actors 129 James H. Williams and Priyal Gala 10 Where is the school going? International trends in educational innovation 147 Francesc Pedró 11 Accountability for policies: introducing twenty-first-century skills goals into education systems 165 Esther Care 12 Accountability elasticity in relation to US federal legislation at the intersection of race and disability 181 Kathleen King Thorius and Alfredo J. Artiles 13 Inter-sectoral challenges in higher education policy: incentivizing cooperation and fairness through co-production 196 Nopraenue S. Dhirathiti 14 The challenges of organizing a sustainable interdisciplinary university curriculum: a research report on the 2012 Hong Kong broadening reforms 208 Florian Verbeek 15 International cooperation in education through multifaceted partnerships 229 Yuto Kitamura and Akemi Ashida 16 Education for Sustainable Development (ESD) in the context of transformative education 243 Philip Vaughter and Shinobu Yume Yamaguchi 17 Unpacking the impact of inclusion and equity policies in South Africa and Ghana 257 Reitumetse Obakeng Mabokela 18 Is gender equality a policy matter in Korean and Japanese universities? Challenges for academics in higher education institutions 273 Yangson Kim 19 Inclusive education: rhetoric or reality in Botswana, E-Swatini, Ethiopia, South Africa and Tanzania? 286 Sigamoney Naicker 20 Towards social justice and inclusion in education systems 301 Yulia Nesterova 21 Transnational policy-making on social and emotional learning in crisis-affected contexts 314 Jisun Jeong 22 Identity and invisibility in policy enterprises: cases of community colleges and global counterparts 334 Rosalind Latiner Raby and Edward James Valeau 23 Higher education policies and academic entrepreneurialism: conceptual linkages and a contextual approach 354 Hei-hang Hayes Tang Index
£190.00
Edward Elgar Publishing Ltd A Research Agenda for Global Higher Education
Book SynopsisElgar Research Agendas outline the future of research in a given area. Leading scholars are given the space to explore their subject in provocative ways, and map out the potential directions of travel. They are relevant but also visionary.This innovative Research Agenda critically reflects on the state of the art and offers inspiration for future higher education research across a variety of geographical, disciplinary and theoretical perspectives. It explores the impact of Covid-19, and the need to re-engage with the Global South and reconsider conventional paradigms and assumptions.Leading international contributors address a set of salient issues, ranging from research on macro-level themes to meso and micro-level phenomena. Chapters examine the changing patterns in globalization, Europeanization, challenges to mobility and open systems, and trends in system governance, funding, and quality assurance. Organizational change, research performance, university networks, curriculum improvement and global citizenship are also analysed. This forward-thinking Research Agenda aims to reach beyond the Western perspective on higher education and will be an insightful read for both seasoned scholars and newcomers with an interest in higher education policy and research in a changing global context.Trade Review‘A Research Agenda for Global Higher Education is a welcome addition to the academic literature on evolving perspectives to conceptualize and conduct research on universities. This outstanding book succeeds in challenging all the contributing authors to go beyond the classical framework for analyzing universities and explore new approaches that could be more relevant for university research in the rapidly evolving global context. The book presents, in a provocative manner, a comprehensive review of the growing number and variety of research issues related to the mission of universities and the many facets of operation that affect their performance and impact. Jeroen Huisman and Marijk van der Wende should be congratulated for putting this excellent book together. By proposing new research questions and recognizing emerging paradigms that may be more appropriate to understand recent trends affecting research on universities, including the multifaceted consequences of the Covid-19 pandemic viewed as “a global experiment”, this stimulating book provides a fresh intellectual perspective that is likely to become the new reference for guiding policy analysts and academics all over the world in thinking more holistically and critically about research on universities.’ -- Jamil Salmi, Diego Portales University, Chile‘Higher education, and higher education research, are extremely important and expanding areas of activity. This book offers elements of a contemporary research agenda for higher education across the globe, with specific reference to the impacts of the Covid-19 pandemic. It offers compelling and entertaining insights for all those concerned with the field and its future development, and should stimulate further work.’ -- Malcolm Tight, Lancaster University, UK‘This important book highlights the benefits to higher education research of increasing international cooperation. Contributors from different disciplines explore whether the key challenges are similar worldwide or specific to certain regions, countries or sectors of higher education. Growth and quality enhancement in this domain have not only contributed to concepts of typical academic consolidation, but have also led to growing interest in stimulating each other to explore jointly possible futures of higher education.’ -- Ulrich Teichler, University of Kassel, GermanyTable of ContentsContents: 1 Reflections on a global agenda: on variety, fragmentation, change, and the big questions ahead 1 Jeroen Huisman and Marijk van der Wende 2 Open systems in a changing global context 19 Marijk van der Wende 3 Researching governance in higher education: trends, issues and challenges 43 Jeroen Huisman and Futao Huang 4 Sustainable resourcing of higher education 61 Simon Roy 5 Researching quality assurance: accomplishments and future agendas 81 Lee Harvey and Bjørn Stensaker 6 Re-approaching Europeanisation: how to know the unknown? 97 Amélia Veiga 7 Rethinking international mobility 115 Jeyran Aghayeva 8 Researching research universities in Africa 131 Nico Cloete, François van Schalkwyk, Jos Winnink and Robert Tijssen 9 Re-engaging with the Global South: new directions for research into universities and their relations with society 153 Siew Fang Law and William Locke 10 Enduring the crisis or embracing the change? Impact of COVID-19 transboundary crisis on universities as organizations 175 Davide Donina and Dominik Antonowicz 11 Facing the change beyond COVID-19: continuous curriculum improvement in higher education using learning analytics 197 Isabel Hilliger and Mar Pérez-Sanagustín 12 Embedding global citizenship in the undergraduate curriculum: a case study from psychology 215 Madeleine Pownall, Richard Harris and Pam Blundell-Birtill Index
£99.00
Edward Elgar Publishing Ltd Human Capital Policy: Reducing Inequality,
Book SynopsisThis timely book evaluates international human capital policies, offering a comparative perspective on global efforts to generate new ideas and novel ways of thinking about human capital. Examining educational reforms, quality of education and links between education and socio-economic environments, chapters contrast Western experiences and perspectives with those of industrializing economies in Asia, focusing particularly on Korea and the USA.Contributors analyse trends in Korean education, including state, charter and private education, higher education and student loans and debt, and provide policy prescriptions for the improvement of higher education financing in the USA. Offering theoretical insights into the relationship between socio-economic and educational benefits for children and young people, and human capital formation, further chapters consider recent empirical evidence on disadvantaged people in the USA, before broadening the scope of analysis to consider the effects of human capital on industrial structure and productivity among OECD countries.Providing a unique and incisive understanding of human capital formation in the context of education, this book lays out guidance to scholars and researchers of human capital, particularly those concentrating on policies in Korea and the USA. It will also be useful to policymakers involved in economic and education policy.Trade Review‘In this edited volume, leading scholars in Korea and the United States provide a rich resource for the application of human capital theory and policy in both developed and developing countries. The Korean experience featured in this book will benefit experts, policymakers, and eventually, the next generation around the world.’ -- - Jin-Yeong Kim, Konkuk University, Korea‘Education drives economic growth and social and economic mobility. This excellent volume collects original, insightful essays from leading American and Korean policy economists, focusing on education and its contributions to wellbeing. It offers many insights drawn from careful analyses of the Korean experience augmented with evidence from the U.S. and OECD.’ -- - John Karl Scholz, University of Wisconsin-Madison, USTable of ContentsContents: Foreword by Jeong Pyo Choi ix 1 Introduction to Human Capital Policy 1 David Neumark, Yong-seong Kim and Sang-Hyop Lee PART I EDUCATION REFORM ISSUES 2 Intergenerational mobility and the role of education in Korea 12 Hisam Kim PART II ISSUES IN HIGHER EDUCATION 3 Restructuring universities in Korea 55 Jaehoon Kim 4 An economist’s perspective on student loans in the United States 84 Susan M. Dynarski 5 Korea’s college loan program 103 Sungmin Han PART III HUMAN CAPITAL INPUTS AND OUTCOMES 6 Parental information and human capital formation 122 Flávio Cunha 7 US charter schools as a test of the theory of school choice 141 Julian R. Betts 8 Does private school make a difference? Evidence from autonomous private high school policy in Korea 164 Yoonsoo Park PART IV HUMAN CAPITAL AND THE LABOR MARKET 9 Building labor market skills among disadvantaged US workers: four-year college degrees and alternatives 193 Harry J. Holzer 10 Effects of human capital on technology intensity in the OECD manufacturing sector 211 WooRam Park 11 Intragenerational income mobility in Korea since 2000 233 Yong-seong Kim Index 255
£104.00
Edward Elgar Publishing Ltd Research Handbook on the Transformation of Higher
Book SynopsisThe Research Handbook on the Transformation of Higher Education captures the complexities and paradoxes associated with higher education transformation. Drawing upon current empirical and theoretical scholarship, it identifies the drivers, actors, developments and outcomes of transformational processes within the field.Providing a multi-level outlook on higher education transformation, this timely Research Handbook identifies key aspects and methods of transformational change that leaders can apply to their own institutions. Through detailed analysis of the technological, socio-political and market forces that are currently transforming universities and colleges, chapters portray change within higher education as responsive to global academic challenges such as structural inequality, reductions in state funding and the pandemic-accelerated pace of digitalisation.Illustrating the scope, process and pace of higher education transformation, this comprehensive Research Handbook will be a valuable resource for academics and doctoral scholars studying educational policy, public administration and organization studies. Higher education administrators and those in leadership positions within colleges and universities will additionally find it to be an enlightening read.Trade Review‘Providing a multi-level outlook on higher education transformation, The Research Handbook on the Transformation of Higher Education is timely and useful as it identifies key aspects and methods of transformational change that leaders can apply to their own institutions. Through detailed analysis of the technological, socio-political and market forces that are currently transforming universities and colleges, chapters portray change within higher education as responsive to global academic challenges such as structural inequality, reductions in state funding and the pandemic-accelerated pace of digitalisation.’ -- James A. Cox, Midwest Book Review‘The book is timely and important. Different dimensions of the complex and at times confusing topic of higher education transformation are disentangled and discussed at various levels. It’s of particular value that the often neglected relations between these dimensions and levels are also illuminated.’ -- Georg Krücken, International Center for Higher Education Research, University of Kassel, Germany‘A state-of-the-art Research Handbook on a key institution of our societies. It is a must read for understanding the multiple dynamics of deep change in higher education systems and institutions. Conceptually and empirically rich, multiple perspectives from around the globe highlight the drivers, actors, processes, and effects of transformation in higher education.’ -- Jürgen Enders, University of Bath, UK‘This insightful Research Handbook critically addresses the promises and perils of the transformation of higher education. Grappling with the global, national and local continuities and entrenched interests reflected in higher education alongside the drivers of transformation, it discusses worldwide trends in the direction of privatization, the limits of diversity frames, the challenges of global templates, and growing inequalities within and between countries.’ -- Francisco O. Ramirez, Stanford University, US‘This inspirational book explores the local and global dynamics of university transformation which doesn’t only emerge from management initiatives but from grassroots staff engagement and outside companies too. The richness and scope of the book is such that academics, students, manager-academics and policy-makers will all find great ideas that support exciting, democratic, student-focused and inclusive transformations.’ -- Rosemary Deem, Royal Holloway, University of London, UK‘An essential book to update one's knowledge and analytical understanding of the worldwide most recent higher education transformations. From digitalization to new forms of institutional governance, the authors explore the concrete effects of change at individual, institutional and systemic levels, as well as the resistances counterbalancing them.’ -- Christine Musselin, SciencesPo and CNRS, France‘Change and transformation are often taken for granted and few scholars take up the challenge to unpack these concepts. This eclectic collection with thoughtful analyses and clear delineation of key actors involved will change our understanding of transformation in higher education.’ -- Jeroen Huisman, Ghent University, BelgiumTable of ContentsContents: List of contributors viii PART I UNDERSTANDING HIGHER EDUCATION TRANSFORMATION IN DIFFERENT HIGHER EDUCATION SYSTEMS 1 Conceptualizing higher education transformation: introduction to the research handbook on the transformation of higher education 2 Jay R. Dee, Liudvika Leišytė and Barend J.R. van der Meulen PART II CHALLENGES FOSTERING TRANSFORMATION IN HIGHER EDUCATION 2 The digitalisation of higher education: the transformative role of EdTech 23 Jamie Beaton, Xi Gao and Hamish Coates 3 Behind the ivory façade: capitalism, the post-truth condition, and epistemic authority 37 Sharon Rider 4 Markets in higher education: from systemic to institutional marketization 50 Pedro Nuno Teixeira 5 From transfer to transformation: adapting global templates to national, local, and institutional contexts 68 Gerardo L. Blanco 6 Managerialism with Soviet characteristics and global higher education: legacies and paradoxes of university transformations 81 Anatoly V. Oleksiyenko PART III THE KEY ACTORS AND INSTRUMENTS THEY USE IN HIGHER EDUCATION TRANSFORMATION 7 Evaluation and academic oligarchy in Latin American higher education: less or more power? 95 Mónica Marquina 8 Academic union voice and the transformations in/of higher education 111 Timothy Reese Cain 9 The emergence of academic resistance platforms against new public management: towards “new” forms of movement organizing? 126 Liudvika Leišytė and Clémentine Gozlan 10 Non-academic staff’s part in transforming academia: as irrelevant as their label suggests? 141 Andreas Kjær Stage and Stefan de Jong 11 Agencies in higher education: the neglected variable in the governance equation 160 Harry de Boer 12 University rankers: actors in the transformation of higher education management and managers 175 Miguel Antonio Lim 13 The role of industry in higher education transformation 188 Aleš Vlk 14 Capitalising the future of higher education: investors in education technology and the case of Emerge Education 203 Janja Komljenovic and Ben Williamson PART IV SALIENT HIGHER EDUCATION TRANSFORMATIONS RESPONDING TO THE CHALLENGES IN THE TWENTY-FIRST CENTURY SECTION A THE EFFECTS OF HIGHER EDUCATION TRANSFORMATIONS ON THE SYSTEM LEVEL 15 Privatization’s transformative effects on academia: promise versus products 220 Avery M. D. Davis and Christopher C. Morphew 16 Higher education access and racial equity for students 236 Ali Watts and Alicia C. Dowd 17 Women academics, identity capitalism, and the imperative of transformation 251 Leslie D. Gonzales, Regina H. Gong, Sanfeng Miao and Kristen Surla 18 Massification and quality of higher education: transforming quality enhancement of teaching and learning 264 Stephanie Marshall 19 The impact of digitalisation on higher education teaching in Germany 277 Katrin Stolz SECTION B THE EFFECTS OF HIGHER EDUCATION TRANSFORMATIONS ON THE ORGANIZATIONAL LEVEL 20 Entrepreneurial university conception: an instauration for the advancement and utilization of knowledge 292 Henry Etzkowitz and Chunyan Zhou 21 The organizational transformation of universities: using motivation theories to explain the micro–macro link 312 Uwe Wilkesmann 22 Organizational culture and the transformation of higher education institutions 328 Jay R. Dee, Hidehiro Nakajima and Ebru Korbek-Erdogmus 23 Passive and active resistance to performance pressures among academics in UK universities 346 Liudvika Leišytė 24 Digital transformation in higher education before and following COVID-19: a Scandinavian tale 361 Rómulo Pinheiro, Cathrine Edelhard Tømte, Vito Laterza and Michael Oduro Asante 25 Matrix hybridity: the complex realities of strategic councils 377 Stefan Lundborg and Lars Geschwind 26 New managerialism, academics’ working conditions, teaching input, and research emphasis in the East Asia context 393 Robin Jung-Cheng Chen and Sophia Shi-Huei Ho PART V CONCLUSION 27 Unpacking transformation in higher education and framing a future research agenda 411 Liudvika Leišytė, Jay R. Dee and Barend J.R. van der Meulen Index 425
£200.00
Edward Elgar Publishing Ltd Digital Learning in Higher Education: COVID-19
Book SynopsisMapping the uncertain landscape of education in the wake of the COVID-19 pandemic, Digital Learning in Higher Education examines how higher education (HE) institutions have moved to widespread digital learning in an effort to maintain the educational experience. The book navigates the possibilities that lie ahead, exploring the beginnings of a new future for HE. Reflections from HE practitioners on this rapid transition to digital and remote learning offer key perspectives on the new online learning mode, as experienced by students, teaching staff, and those in the wider field of education, including learning technologists, librarians, and publishers. Spurred on by the changes in thinking necessitated by the pandemic, the book highlights the possibilities facilitated by online learning, from enhanced inclusivity to making education accessible to wider audiences. It concludes with a proposal for how we might “build back better” and continue to evolve the sector. Timely and comprehensive, this book will support the pedagogical decision-making of HE practitioners both now and in the future. Offering an insight into what the “new normal” of education may soon resemble, it will also be beneficial to HE management and other educational professionals, helping to guide their policy and financial decision-making processes regarding digital technology.Trade Review‘This inspiring and reflective book documents how we have taught, lived and learnt in the pandemic, affirming the value of academic community at challenging times. I love that it explores the here and now and shares tentative perspectives on the future, as befits the fragile dawn of a new era.’ -- Agnes Kukulska-Hulme, The Open University, UK‘Digital Learning in Higher Education brings together the experiences of staff working in higher education during the COVID-19 pandemic. The transformative impact of digital is explored and how technology enabled students to continue their education despite unprecedented disruption. This book will inspire educators to continue to strive to innovate their practice with technology.’ -- Sarah Knight, Jisc, UK‘Digital Learning in Higher Education is a timely and stimulating view of the great education disruption wrought by COVID. Its well-told stories make sense of how technology and management are struggling to adjust to new lived experiences. It also offers illuminating ideas and pedagogies for a world beyond the pandemic.’ -- Mike Sharples, The Open University, UK, author of Practical Pedagogy: 40 New Ways to Teach and LearnTable of ContentsContents: Foreword xiii Diana Laurillard 1 Introduction: education’s liminal space 1 Matt Smith and John Traxler 2 Pandemics, policies and positionality: how COVID 19 makes the case for postdigital policy making in higher education 11 Sarah Hayes 3 FELTAG in rearview: FE from the past to the future through plague times 24 Howard Scott, Alison Iredale and Bob Harrison 4 Students’ agency in the emergency remote teaching landscape 37 Caroline Kuhn 5 Blended learning: impacts on the student experience 46 Elliott A. Lancaster 6 Covid-19 and UK higher education: library perspectives 57 Lis Parcell 7 Further non-teaching perspectives on aspects of the higher education sector impacted by COVID-19 69 Maren Deepwell, Rachel Crookes and Matt Smith 8 Collaborative survival: the Bloomsbury Learning Exchange’s response to the pandemic 77 Sarah Sherman, Shoshi Ish-Horowicz, Nancy Weitz and Julian Bream 9 To record or not to record? That was the question 86 Rachel Maxwell and Rob Howe 10 Initial teacher education during COVID-19: adopting, adapting and inventing 104 Matt Smith, Rachel Morgan-Guthrie and Christy Caddick 11 The use of technology in health professionals’ learning in a time of COVID-19 119 Trudie Roberts, Suzanne Bickerdike, Nancy Davies, Gareth Frith, Jananisree Ganapathy, Richard Gatrell, Charlotte Pettersen and Joshua Rowe 12 “Having your cake and eating it”: Arden University’s responses to the COVID-19 lockdowns 131 Helen Scott and Carmen Miles 13 Digital learning after the crises: the new normal? 144 John Traxler and Matt Smith Index
£83.00
Edward Elgar Publishing Ltd Accountability in Academic Life: European
Book SynopsisThis insightful book explores the answers to two ongoing debates: how should societal impact of research be measured and to what extent are national research evaluation systems fit for purpose? In exploring these two questions, the selection of expert contributors provide thought-provoking cross-European analysis and establish a comparative perspective on “impact” in the twenty-first century. Bringing together important national case studies from social sciences and humanities (SSH), Accountability in Academic Life provides a detailed insight into the complexities faced ensuring that publicly-funded research creates true value for society. Furthermore, leading SSH experts provide policy recommendations and insights to navigate the contemporary research landscape and improve research methods. This book will be invaluable for scholars and students in science policy studies, providing both accessible stand-alone topics and greater in-depth discussions. Policymakers interested in the improvement of research evaluation leading to better scientific outcomes will also find this informative and illuminating.Trade Review‘The evaluation of the societal impact of the Social Sciences and Humanities remains a challenging undertaking. This edited book compiles and compares different national experiences underscoring the variety of impact processes, and the different ways in which “impact” is defined, understood and assessed. Providing in-depth analyses that improves understanding and clear guidelines for the development and implementation of impact evaluation approaches this is a recommended read.’ -- Jordi Molas-Gallart, Director INGENIO, (CSIC-UPV), Spain‘This fascinating book offers a timely analysis about how societal impact of social sciences/humanities research is evaluated in Europe. Historical and contemporary reflections are enhanced by critical accounts of how different countries assess and value societal impact in social science and humanities. A “must-read” for academics, policymakers and research administrators.’ -- Rosemary Deem, Royal Holloway, University of London, UK‘Accountability in Academic Life: European Perspectives on Societal Impact Evaluation gathers rich and insightful accounts of how social impact has been discussed and implemented in Europe. In combining a detailed analysis of specific national contexts with a broader historical, theoretical, and political discussion, the book offers unique insights into a key topic in contemporary research policy. It is highly recommended for anyone interested in social impact and the evaluation of research in the social sciences and humanities.’ -- Björn Hammarfelt, University of Borås, SwedenTable of ContentsContents: 1 Accountability in academic life: introduction to European perspectives on societal impact evaluation 1 Michael Ochsner and Zoe Bulaitis PART I PERSPECTIVES AND POLICYMAKING: SUMMARISING SOCIETAL IMPACT EVALUATION PRACTICES IN EUROPE 2 Manifesto for a better societal impact evaluation 10 Michael Ochsner, Zoe Hope Bulaitis, Corina Balaban, Elena Castro-Martínez, Ondřej Daniel, Aldis Gedutis, Elea Giménez-Toledo, Marlène Iseli, Stefan de Jong, Lai Ma, Jorge Mañana-Rodríguez, Reeta Muhonen, Julia Olmos-Peñuela, Ginevra Peruginelli, Eiríkur Smári Sigurðarson, Karel Šima, Jack Spaapen and Marc Vanholsbeeck 3 The need for historical inquiry into societal impact evaluation: towards a genealogy of the notion of useful research 30 Aldis Gedutis, Zoe Hope Bulaitis and Michael Ochsner 4 Beyond the frame: hard-to-assess research–impact nexuses in the Social Sciences and the Humanities 51 Alis Oancea 5 Considering international contexts in societal impact evaluation and SSH: a perspective from EASSH 60 Gabi Lombardo PART II NATIONAL PERSPECTIVES ON SOCIETAL IMPACT EVALUATION PRACTICES 6 Engaged scientists or public intellectuals: the disputed public role of SSH researchers within the French Community of Belgium 67 Marc Vanholsbeeck 7 Societal impact evaluation in SSH in the Czech Republic: in defence against the strong STEM application discourse 81 Karel Šima and Ondřej Daniel 8 Evaluation of societal impact of the Social Sciences and Humanities in Finland 96 Reetta Muhonen, Laura Himanen and Janne Pölönen 9 From moral panic to accountability: societal impact, evaluations, and bibliometrics in Iceland 114 Eiríkur Smári Sigurðarson 10 Responsible societal impact (without) evaluation: reflections from Ireland 127 Lai Ma 11 The Italian path to the evaluation of the Third Mission 139 Andrea Bonaccorsi and Ginevra Peruginelli 12 The (SSH) impact discourses in Lithuania: blissful impactlessness versus imminent impact? 155 Aldis Gedutis and Kęstas Kirtiklis 13 Formative evaluation in the Netherlands: an opportunity for the arts, humanities and social sciences 173 Stefan de Jong and Jack Spaapen 14 SSH knowledge transfer and societal impact in Spain: from recognition at the individual level to institutional initiatives 187 Elea Giménez-Toledo, Elena Castro-Martínez, Julia Olmos-Penuela and Jorge Mañana-Rodríguez 15 Societal impact, innovation, or public value? Switzerland’s approach to research impact evaluation and the SSH 204 Michael Ochsner, Corina Balaban and Marlène Iseli 16 Impact, innovation and the public humanities: evaluating the societal impact of research in the United Kingdom 224 Zoe Hope Bulaitis Index
£105.00
Edward Elgar Publishing Ltd Handbook on Higher Education Management and
Book SynopsisThis ground-breaking Handbook examines the evolution of university autonomy and governance by tracking the changing relationship between higher education institutions and the state. Through unique historical analyses, contributors provide important insights into the position of students, academics, and universities in today’s society, mapping potential future directions of travel for the sector.Illustrating how governments have historically always tried to exert some degree of control over universities, this Handbook explores ways institutions have adapted to these changing pressures. Contributors review the diverse societal roles played by higher education institutions, including serving the Church, training public bureaucrats, building the nation- state, preserving national culture, promoting social mobility, and ensuring economic competitiveness. They focus in particular on recent developments in university governance, critically analysing the influence of neoliberal politics, academic capitalism, and the knowledge society on higher education.This Handbook will be an invaluable resource for students and scholars of education economics, management, policy and administration, as well as sociologists and political scientists. It will also be essential reading for leaders and administrators at higher education institutions seeking to design and implement effective higher education policies.Trade Review‘The massive expansion of higher education has been paralleled by a managerial and governance revolution of higher education institutions and systems. This Handbook reflects this development. It illustrates how research on higher education management and governance has emerged as an important research field. The editors have brought together a large group of intellectually attractive authors to cover key topics and developments. It will be an invaluable resource for scholars and students for many years to come.’ -- Ivar Bleiklie, University of Bergen, NorwayTable of ContentsContents: Introduction to the Handbook on Higher Education Management and Governance 1 Alberto Amaral and António M. Magalhães PART I THE UNIVERSITY IN THE MIDDLE AGES 1 The medieval university 15 Michael H. Shank 2 The autonomy of the university in medieval times 33 Barbara M. Kehm 3 The doctorate: from the Middle Ages to the research-based doctorate 42 Teresa Carvalho and Sónia Cardoso PART II THE EMERGENCE OF THE MODERN UNIVERSITY 4 The model of state control 59 Cristina Sin and Orlanda Tavares 5 Humboldt and the modern research university: the ivory tower? 71 Alberto Amaral and António M. Magalhães 6 The foundation of French universities: the long posterity of the Napoleonic order 88 Emmanuelle Picard 7 Management and governance of the modern university: variations in the United States 96 David D. Dill 8 Universities of the United Kingdom: numbers growing, visions venerable and visions variable 111 Guy Neave PART III THE UNIVERSITY AND THE WELFARE STATE 9 The university and the welfare state 129 Peter Scott 10 The reconfiguration of the relationships between the state and higher education: the shift from state control to state supervision 145 António M. Magalhães and Amélia Veiga SECTION A STUDENT ACCESS SYSTEMS 11 Massification and access: a slow-motion collision 159 Malcolm Tight 12 Social inequalities in higher education participation 171 Moris Triventi 13 Affirmative actions: policies that promote justice for students of low economic background 188 Júlio Bertolin SECTION B REGULATION. PROBLEMS OF DELEGATION AND THE USE OF MARKETS 14 Market regulation 202 Paul Temple 15 Delegation theories and a neoliberal paradox 214 Alberto Amaral SECTION C QUALITY ASSURANCE 16 The evaluative state, the evaluative society – and beyond 232 Peter Woelert and Bjørn Stensaker 17 Quality assurance as a tool for different kinds of actions: interplays with learning analytics approaches 244 Maria João Rosa and Sofia Bruckmann 18 Quality as a management tool 260 Maria J. Manatos and Cláudia S. Sarrico SECTION D FUNDING SYSTEMS 19 Changes in higher education funding: performance-based funding in the US and Europe 274 Agata A. Lambrechts and Benedetto Lepori 20 Cost-sharing and income dependent loans 292 Claire Callender 21 Examining the nexus between part-time work, government financial support and academic achievement for university students 310 Steve Agnew PART IV THE EMERGENCE OF THE KNOWLEDGE SOCIETY 22 The university in the knowledge society era: transformations, contradictions, and new responsibilities 325 Peter Streckeisen 23 Revisiting market-oriented higher education and academic capitalism 338 Carla Sá and Alberto Amaral 24 Crises and the production of multiple privatizations in UK higher education 357 Susan L. Robertson and Michele Martini 25 From key professionals to employees – are academics all together now? 373 Teresa Carvalho 26 Academics’ loss of control in universities 386 Roberto Moscati 27 Some reflections on the current roles and interventions of external governing board stakeholders in Portugal and the UK in a new managerialist context 399 Rosemary Deem and António M. Magalhães 28 The ruin of the ‘ivory tower’: the emergence of the stakeholder 415 Maarja Beerkens 29 The rise of the student estate 427 Manja Klemenčič 30 The role and influence of transnational organizations on higher education governance 447 Alma Maldonado-Maldonado and Rene-Manuel Delgado 31 Federalism and the complexities of higher education governance 466 Glen A. Jones and Alison Elizabeth Jefferson 32 Conclusions 480 Alberto Amaral and António Magalhães Index
£220.00
Emerald Publishing Limited Understanding Children's Informal Learning:
Book SynopsisLearning and personal development are integral to being a person, and learning and teaching are integral to life as a social being. Understanding Children’s Informal Learning presents children’s informal learning out-of-school and explores how this knowledge can enhance teaching and learning practice in the classroom. The authors focus on the richness of children’s everyday learning, and in what ways children, teachers and schools can work to bring more of the everyday learning strengths that all children have into the interactional framework of the classroom. Offering practical applications for teachers and other education professionals, the chapters work to ensure children’s voices are heard and actively influence understandings of learning, so that out-of-school learning is legitimised as a critical constituent of in-school learning. Addressing the need to provide a strong ‘student voice’ component and strategies to support children’s learning both in-school and out-of-school, Understanding Children’s Informal Learning furthers comprehensive education research, policy, and practice.Table of ContentsChapter 1. Introduction Chapter 2. The richness of children’s lives Chapter 3. Revealing children’s informal and everyday learning Chapter 4. Conceptions and dimensions of children’s informal learning Chapter 5. Intergenerational learning Chapter 6. Changing understandings of informal learning Chapter 7. Teachers learning about children’s learning Chapter 8. Expansive conceptions of informal and everyday learning Chapter 9. Conclusion
£71.25
Emerald Publishing Limited Learning Allowed
Book SynopsisConsidering what this means for the way we think about learning and how we see ourselves as learners, Learning Allowed builds a foundation for strengthening learner connectivity' whoever and wherever we are.
£23.51
Edward Elgar Publishing Ltd Building the Post-Pandemic University: Imagining,
Book SynopsisThis timely book offers a detailed, multidisciplinary view on the radical changes in higher education caused by the COVID-19 pandemic. Chapters carefully investigate how the pandemic led to massive disruption in the sector, examining the contentious politics involved, and managerial and policy changes that stemmed from this unprecedented crisis.Dually focused on recent events and imminent futures, this insightful book addresses questions raised about the nature of post-pandemic learning, for instance interrogating digital changes and their permanency. Institutional changes are observed on three different levels: micro, meso and macro. Ultimately this book successfully recounts past events and hypothesizes potential future developments within the sector.Building the Post-Pandemic University will be crucial for students engaging in critical university studies, education policy, digital sociology and higher education studies. It will also be of interest for university policy makers seeking to understand the impact of COVID-19 on the higher education system.Trade Review‘Wow! Carrigan, Moscovitz, Martini and Robertson have gone straight to the cutting edge. Starting from the down curve of the pandemic and with a close eye on the digital, they take us all the way through the algorithmic academy and out the other side. Never has the neoliberal university looked more dated and inadequate; and these chapters show that while post-truth conspiracies, ecological blindness, platform capitalists and big five publishers loom ever larger the potentials of knowledge socialism are continuing and irrepressible. As Michael Peters says in his foreword, “there is always the contestation, dissent, and creative appropriation of technology that keeps the idea of the university alive.”’ -- Simon Marginson, University of Oxford, UK‘Building the Post-Pandemic University is one of those rare scholarly achievements consolidated at a time of considerable transformation both in global political cultures and in the way we comprehend “crises” in and through Higher Education (HE). How are universities meant to re-imagine and respond to multiple political crises, both manufactured and real, and most particularly after a global pandemic? This collection, edited by a very fine set of transdisciplinary scholars seeking to comprehend HE, crises and transformation, represents a one of a kind account of the university seeking to rebuild itself in the face of a global pandemic. Its many contributions sound out the complexity of such an unexpected task and elicit creative scholarly ways to imagine such a thing called the post-pandemic university. It is timely, absorbing and provides a genuine contribution to Sociology, the Humanities, the Arts and to all those interested in how to comprehend the very notion of a university in a post-pandemic world. This book will not disappoint.’ -- Jo-Anne Dillabough, University of Cambridge, UK‘This book is as important as it is timely. For higher education sectors to move forwards – and take their workforces along with them - the contours and legacies of the pandemic need to be much better understood. The contributors to this sensitively curated volume bring insight and evidence about what really happened to higher learning during Covid. The collection is more than the sum of its chapters; it goes beyond critique to offer a shared blueprint for what might come next. The neoliberal university embraces individualism and entrepreneurialism in the name of competition; this collection prompts us to advocate for a new settlement based on fairer and more humane values.’ -- Steven Jones, University of Manchester, UKTable of ContentsContents: Foreword: Biopolitics, truth, and collective intelligence in the era of viral modernity xv Michael A. Peters, Beijing Normal University Introduction to Building the Post-Pandemic University 1 Mark A. Carrigan, Hannah Moscovitz, Michele Martini and Susan L. Robertson PART I IMAGINING THE POST-PANDEMIC UNIVERSITY 1 Scenarios as a device for forming common futures: plurality and the post-pandemic university 20 Matt Finch and Richard Sandford 2 Really useful knowledge in a postdigital age 38 Petar Jandrić 3 The cloud campus: imagining and investing in the digital future of higher education 60 Ben Williamson 4 Ghosts in the machine: re-imagining the digital as a new form of materiality for post-pandemic education 78 Annouchka Bayley 5 The future of online learning and higher education in the post-pandemic world 92 Anastasia Olga (Olnancy) Tzirides, Matthew Montebello, Bill Cope and Mary Kalantzis PART II CONTESTING THE POST-PANDEMIC UNIVERSITY 6 Re-imagining hybrid pedagogies: lessons from the pandemic using the Diffusion of Innovation model 111 Emma Thirkell and Dale Munday 7 Expectations of Ecuadorian higher education in a time of uncertainty: a comparison between the perceptions of students and teachers during the COVID-19 pandemic (2020/21) 136 Anne Carr, Monica Martinez and Patricia Ortega 8 The plague years in Australian higher education 169 Matthew Krehl Edward Thomas and Ben Whitburn 9 Tweeting the pandemic: universities and epistemic leadership in times of crisis 186 Michele Martini 10 Technocultural politics of the academic office in the age of endemic COVID-19 and what follows 202 Jeremy Hunsinger PART III MATERIALIZING THE POST-PANDEMIC UNIVERSITY 11 Enacting Compassion during the pandemic: academic staff experiences of a No Detriment Policy on pass/fail assessment 217 Vikki Hill 12 Post-pandemic expressions of (digital) ujamaa: the case of the State University of Zanzibar (SUZA) 235 Maryam Jaffar Ismail, Said A.S. Yunus and Michael Gallagher 13 Let’s change the narrative: using podcasting to plot(twist) the future of the university 257 Simone Eringfeld 14 The rules that govern digital learning spaces: how learning platforms regulate the way we teach 276 Bernd Justin Jütte and Giulia Schneider 15 The varieties of online learning experience: a study of the infodemic 293 J.J. Sylvia IV Conclusion to Building the Post-Pandemic University 310 Mark A. Carrigan, Hannah Moscovitz, Michele Martini and Susan L. Robertson Index
£127.34
Edward Elgar Publishing Ltd Systems Thinking in International Education and
Book SynopsisThe global education crisis is a complex problem that requires change from teachers, school managers, civil society, implementers, planners, governments and donors. Addressing the issues that lie beneath this crisis requires new ways of working. Systems thinking is a suite of approaches to grappling with complex problems that is beginning to gain traction in international education. This book brings together new research in the nascent field of systems thinking in international education.Outlining the implications that systems thinking can hold for future research, practice and progress towards Sustainable Development Goal 4, a diverse range of leading scholars, policymakers and practitioners present novel research to encourage the shift from a linear view of change to a systems view. Chapters present diverse approaches to applying systems thinking in education across middle- and low-income countries, alongside research on how this has changed mindsets more widely. Questioning notions such as scaling and the universal applicability of ‘what works’, authors here suggest that locally relevant evidence and systemic rewards for using it are necessary to achieve SDG 4. This innovative book exemplifies how systems thinking offers the tools, frameworks and concepts to improve outcomes in education systems.With the education crisis further exacerbated by the COVID-19 pandemic, this timely book is essential reading for all those concerned with education and sustainable development goals. This thought-provoking book should be read by all those working to achieve SDG4; those whose day jobs inspire them and who look to their bookshelves for new ideas.Trade Review‘Systems thinking has been successfully applied to address service delivery challenges in many sectors, especially health. While it is a relatively new approach in education, systems thinking will become a commonly used tool in delivering quality education post the ravages of covid. This book, consisting of 11 chapters and authored by a wide range of reputable practitioners on the topic, will become a valuable companion to donors, policymakers and implementers down to the classroom level striving to provide quality learning for all children.’ -- Dzingai Mutumbuka, First Minister of Education of Independent Zimbabwe, former Chair of ADEA, former Sector Manager at the World Bank and currently serves on numerous education boards‘Given what we know about complexity theory and the insights it offers into how we might go about initiating and sustaining change in education, it's hard to imagine taking on the perennial challenges in international education and development without first understanding what dynamic systems approaches have to offer in this domain. Perhaps the biggest of those challenges lies in enabling quality learning for all – and this volume takes that on through a systems approach, considering examples of such thinking and practice from across the globe and asking how systems thinking might help in the design and implementation of interventions aimed at realizing Sustainable Development Goal Four. It's hard to imagine how we've done without this book for so long.’ -- Mark Mason, The Education University of Hong Kong‘The language of change is often slippery, nowhere more so than discussing “systems”. Is “system” merely a synonym for bureaucracy, or a non-linear, unpredictable and constantly evolving network? When advocates of change use the term interchangeably, confusion is the inevitable result. In this book, Faul and Savage disentangle the two, show how the broader understandings of “systems thinking” apply to the education sector, and explore a series of case studies for additional insights. A valuable contribution.’ -- Duncan Green, author of How Change Happens; Professor in Practice, London School of Economics, UK; Strategic Adviser, Oxfam GBTable of ContentsContents: Foreword xiv Gita Steiner-Khamsi Acknowledgements xv 1 Introduction to Systems Thinking in International Education and Development 1 Moira V. Faul and Laura Savage PART I FROM PRACTICE TO SYSTEMS THINKING 2 Reflections on systems practice: implementing teaching at the right level in Zambia 27 Varja Lipovsek, Laura Poswell, Ashleigh Morrell, Devyani Pershad, Nico Vromant and Abe Grindle 3 Collaborative professionalism and education system change: new evidence from Kenya, India and Rwanda 47 Charlotte Jones, John Rutayisire, Donvan Amenya, Jean-Pierre Mugiraneza and Katie Godwin 4 Global education funders’ perspectives on the potential of systems thinking to change education practices and achieve mass learning gains 69 Laura Savage, Clio Dintilhac, Raphaelle Martinez, Tjip Walker and Jason Weaver PART II FROM THEORIES TO SYSTEMS THINKING AND PRACTICES 5 Understanding travelling reforms from a systems perspective 86 Gita Steiner-Khamsi 6 Using a systems approach to education and development: insights from a multi-country research programme on access and learning 106 Keith M. Lewin 7 System coherence for learning: applications of the RISE education systems framework 140 Michelle Kaffenberger and Marla Spivack PART III APPLYING SYSTEMS APPROACHES IN PRACTICE 8 Adapting inclusive systems development (ISD) to vocational education and training (VET) and skills development 163 Mike Klassen, Sandra Rothboeck and Ailsa Buckley 9 Systems, complexity and realist evaluation: reflections from a large-scale education policy evaluation in Colombia 188 Juan David Parra and D. Brent Edwards Jr 10 Can systems thinking tools help us better understand education problems and design appropriate support? Reflections on a test case 209 Elena Walls and Laura Savage PART IV CONCLUSION 11 Conclusion: beyond silver bullet solutions 228 Moira V. Faul and Laura Savage Index
£100.00
Emerald Publishing Limited Children as Change Makers
Book SynopsisInspired by narratives on children's rights and social action, Learning Allowed offers a robust framework to create experiential learning opportunities that will equip students in higher and further education to actively get involved in community change projects that partner with children and young people.
£45.00
Emerald Publishing Limited Teaching in England Post-1988: Reflections and
Book SynopsisThere is insufficient research focusing on the perspective of teachers nearing the end of their working lives, and even less offering career length studies on the changes in England over the past few decades. 1988 saw the start of substantive policy shift with the Education Reform Act, and the following years have seen an unprecedented pace and rate of policy shifts. Joan Woodhouse explores the career-histories and reflections of teachers, and how their teaching practices and approach to their work were impacted by the ever-evolving landscape. The insights are critical to understanding this era of reform directly from those who have experienced and implemented the changes. Drawing on in-depth interviews with teachers, Teaching in England Post-1988 affords new understandings of an under-researched group, bringing to light experiences of implementing reform in schools. It raises questions about why, given the pressure they faced, teachers remained in the profession when so many of their peers had quit ahead of retirement age. Presenting a conceptual model explaining career-long teachers’ longevity, Teaching in England Post-1988 provides context to help current and future governments develop policy and strategies to reverse the trend of attrition, addressing the much-discussed teacher and headteacher shortage. This is also essential reading for educational researchers and teacher educators.Trade ReviewAccounts of change in education tend to focus on capturing how policy is developed at a system level. Teaching in England Post-1988 is important because it examines a 30-year period of unprecedented change in English schools through in-depth interviews which capture the lived experiences of some of the teachers who survived it. This enables it to offer a detailed, longitudinal perspective that remains all too rare, and new insights into how and why teachers maintain their commitment to teaching and schools in the face of increasing pressures and demands. As a result, it should be read carefully by everyone interested in the future of schools and of education more widely. -- Michael Jopling, Professor of Education, University of BrightonJoan Woodhouse has applied her considerable experience as both a teacher and a teacher educator to bring to our attention the previously under-researched phenomenon of teacher retention. While other researchers and the mass media have focussed on the issue of early leavers, Woodhouse details the creativity and tenacity of those who have responded to ever shifting policies which have increased prescription and proscription, heralded the erosion of teachers’ autonomy and creativity, imposed longer working hours and increased workload, and facilitated changes in the culture of schooling and the nature of teaching. The essential question - why have these career-long teachers remained in the profession, when so many of their peers quit? - is addressed through enlightening and original accounts which offer deeper understanding of how this generation of teachers navigated the changes and sustained their commitment to teaching. ‘Vocation’, ‘wisdom’ and ‘agency’ are shown to be their essential characteristics, which provides a much-needed antidote to the doom and gloom image of teachers as burnt-out automatons often promulgated in public discourse. Career teachers should enjoy read this well-researched and well-written text in the knowledge that they are not alone in their dedication. Anyone considering teaching as a profession will find much to comfort them, and to arm them for the challenges they will face. Policy makers, who rarely seem informed by research which doesn’t fit their preconceptions, would particularly benefit from understanding the damage they have wrought and identifying potential remedial strategies by reading about the real experiences of dedicated professionals. -- Ralph Leighton, Former Principal Lecturer and Secondary PGCE Programme Director, Canterbury Christ Church UniversityThis book could not be more timely: with teachers leaving the profession in droves, and teacher recruitment at an all time low, it is vital that we learn more about the experiences of those who have remained in the profession for some time. Dr Woodhouse is ideally placed to give this account, based on her long experience working with teachers, and as a former teacher herself. It will be useful to post grad and PGCE students and, from both theoretical and practical perspectives, represents a valuable contribution to the literature. -- Professor Jacqueline Baxter, Professor of Public Leadership and Management, The Open UniversityJoan Woodhouse has created a fascinating and innovative history of education from 1988 through the eyes of long serving teachers whose vision and wisdom has enabled them to have marathon careers in times when many teachers have left the profession. Her own wisdom and vision – which I’ve known for years since we taught together in the 1980s – make this a provocative and vital read for all who care about teaching and teacher supply. -- Lat Blaylock, Editor, RE Today magazine, National RE adviser, NATREThis book is exactly what is needed currently. The teacher recruitment and retention crisis, the meltdown in the initial teacher education ’space’ wrought by the ideologically motivated ‘market review’, and the well-documented impact of the pandemic on teachers’ well-being, welfare and willingness to remain in the profession, all contribute to its necessity. Insufficient qualitative research has been undertaken on why teachers leave. What exists are statistics and trends which show the outcomes, not the reasons. Even less qualitative research has been undertaken on why teachers stay, up to this point. Politicians tend not to ask; system leaders are more concerned about performance and outcomes, and armchair analysts assume they have an authentic answer to everything. Joan’s approach here builds on her years as a successful classroom teacher, teacher trainer and educational researcher. She builds positive and mutually respectful relationships with peers and those she’s teaching. Few others could successfully administer a research tool such as this because of its dependence on professional, collaborative relationships. Consequently, the findings are genuinely authentic, giving this book a degree of validity and reliability, in a sector dominated by external perceptions of truth. -- Dr Simon Hughes FRSA, Freelance Educational Adviser, former Her Majesty’s Inspector and former diocesan Director of EducationTable of ContentsChapter 1. Teaching in an era of reform: policy shift since 1988 in English state education Chapter 2. Impact of policy shift on teachers’ work Chapter 3. Teacher retention: understanding why they stay Chapter 4. Methodology: gathering career history narratives Chapter 5. Career histories Chapter 6. Findings and discussion (i): Perceptions of the impact of policy shift since 1988 on teachers’ work Chapter 7. Findings and discussion (ii) Factors helping to sustain teachers career-long in the teaching profession Chapter 8. Understanding the lived experience and longevity of the career-long teacher
£45.00
Edward Elgar Publishing Ltd Annals of Entrepreneurship Education and Pedagogy
Book SynopsisIf you are looking for the intersection of past practices, current thinking, and future insights into the ever-expanding world of entrepreneurship education, then you will want to read and explore the fifth edition of the Annals of Entrepreneurship Education and Pedagogy. Prepared under the auspices of the United States Association for Small Business and Entrepreneurship (USASBE), this edited volume covers a broad range of scholarly, practical, and thoughtful perspectives on a compelling range of entrepreneurship education issues.The fifth edition spans topics ranging from innovative practices in facilitating entrepreneurship teaching and learning inside and outside the classroom, learning innovation, and model programs, to the latest research from top programs and thought leaders in entrepreneurship. Moreover, the fifth edition builds on previous editions as it continues to investigate critical issues in designing, implementing, and assessing experiential learning techniques in the field of entrepreneurship.This contemporary volume provides insights and challenges in the development of entrepreneurship education for students, educators, mentors, community leaders, and more. Annals of Entrepreneurship Education and Pedagogy – 2023 is a must-have book for any entrepreneurship professor, scholar, or program director dedicated to advancing entrepreneurship education in the US and around the world. Trade Review‘If you are interested in entrepreneurship education, this book is for you. It provides a deep dive into the latest challenges and possibilities of advancing entrepreneurship education, including creativity, innovation, diversity and inclusion. Read this book, and learn from some of the best entrepreneurship educators in the world.’ -- Sophie Bacq, Indiana University, USTable of ContentsContents: Preface: entrepreneurship education: challenges and possibilities? xvii Charles H. Matthews and Susana C. Santos PART I LEADING EDGE RESEARCH PERSPECTIVES 1 What I’ve learned about teaching entrepreneurship: perspectives of five master educators 2 Marc Gruber, Aileen Huang-Saad, Eric W. Liguori, Jeff Reid, and Siri Terjesen 2 Beyond adolescence: solidifying the foundations of entrepreneurship education 30 Michael H. Morris 3 A better way forward for doctoral education in entrepreneurship 47 James O. Fiet 4 Entrepreneurship competency development: where are we and where do we need to go? 64 Mark T. Schenkel, Rodney D’Souza, and Jeff Hornsby 5 Typology of entrepreneurship training for art students: implications for arts entrepreneurship education 77 Charlie Wall-Andrews 6 An emotional intelligence perspective on Gross Psychological Aptitude and its relation to entrepreneurship behavior: insights from high school students 93 Saurav Pathak, Etayankara Muralidharan, and Krishna Jha 7 Entrepreneurship competence among students and employees: a comparative study in five European countries 117 Urve Venesaar, Gilda Antonelli, Tomasz Dorożyński, Henrique Duarte, Marianne Kallaste, Angelo Riviezzo, Milla Räisänen, and Susana C. Santos 8 Teaching and supporting technology commercialization: literature review and recommendations 142 Erik Monsen, Mark Johnson, and Tina Thornton 9 Corporate entrepreneurship behaviors: Evidence from teaching cases and reflections for entrepreneurship education 168 Olga Belousova, Sílvia Costa, and Benoît Gailly 10 Understanding coachability and its relevance to entrepreneurship education 194 Tatiana Somià 11 Social entrepreneurship education: lessons learned from social business creation in Vietnam 215 Mai Thi Thanh Thai, Le Thi Thu Ha, and Nguyen Thu Hang 12 Driving digital innovation within new ventures: integrating design thinking into the entrepreneurship classroom 236 Lisa Gundry, Jill Kickul and Veena Venkateswaran PART II MODEL UNIVERSITY ENTREPRENEURSHIP PROGRAMS 13 Purdue University 255 Nathalie Duval-Couetil 14 East Carolina University 264 Michael L. Harris and Dennis Barber III 15 Iowa State University 273 Judi Eyles and Andreas Schwab 16 Drexel University 285 Barrie Litzky, Liza Herzog, Chuck Sacco, and Donna DeCarolis 17 Bowie State University 292 Wendy M. Edmonds, Dayo Oyeleye, Eric Bonsu, and Johnetta B. Hardy PART III BEST PRACTICE INNOVATIONS INSIDE AND OUTSIDE THE CLASSROOM 18 Quickly generating startup ideas with an affinity diagramming and mindfulness exercise 300 Jeremy J. Peters 19 Entrepreneurship initiation: getting inspired 305 Gael Bertrand and Xavier Lesage 20 Can the process pitch cure what ails entrepreneurship education? 311 Doan Winkel, Justin Wilcox, and Federico Mammano 21 Understanding social media strategy: implications for entrepreneurship education 318 Paige E. Malott 22 The Virtuous Cycle of Entrepreneurship: developing a student-centric approach to teaching and learning entrepreneurship 331 John Dobson and Lisa Dobson 23 Connect the Dots: a card game for teaching cognitive frameworks and uncertainty and opportunity recognition 338 Craig E. Armstrong 24 Cognitive apprenticeship as a framework for teaching an entrepreneurial mindset: an exercise in developing entrepreneurial alertness 345 Howard Haines 25 Playing fair: equity splits for student teams 351 Mike Moyer 26 Teaching societally significant entrepreneurship 357 Cesar Bandera 27 Medical apparel development: A case of project and service-learning in entrepreneurship 368 Changhyun (Lyon) Nam and Srikant (Sri) Manchiraju 28 Harnessing makerspaces for technology entrepreneurship: A pragmatic prototyping approach 375 Katsufumi Matsui, Emi Makino, Yasuhiro Ikeuchi, and Katsuya Hasegawa 29 Mission possible: optimising the student hackathon experience 382 Roisin Lyons 30 Entrepreneurial strategy: a choice-based approach to entrepreneurship education 390 Joshua Gans, Erin L Scott, and Scott Stern 31 Integrating classroom and community entrepreneurship education: elevating students and entrepreneurs 398 Charles H. Matthews and Kate Harmon 32 Teaching entrepreneurship through community research 406 Shane Snipes 33 Something ventured, something gained? Fostering (and measuring) startup growth and entrepreneurial learning in accelerators 412 Noah J. Isserman Index
£151.00
Emerald Publishing Limited Assumptions
£71.25
Emerald Publishing Limited Introducing the Liberal Arts
£45.00
Emerald Publishing Limited Translanguaging Perspectives on Writing Development and Pedagogy
£71.25
Emerald Publishing Limited Educational Embodiments
£76.00
Emerald Publishing Limited Annual Review of Comparative and International
Book SynopsisThe chapters presented in the Annual Review of Comparative and International Education 2023 cover extensive perspectives from around the world on topics such as trends and directions, conceptual and methodological developments, research-to-practice, regional developments, and diversification of the field.
£90.00
Emerald Publishing Limited Innovation in Responsible Management Education
Book SynopsisFeaturing contributions from around the globe, Innovation in Responsible Management Education paints a rich picture of the diverse ways the challenges responsible leadership education is facing are being approached and responded to by recognized expert authors in the field.
£76.00
Emerald Publishing Limited School Discipline and Administrator DecisionMaking
£71.25
Emerald Publishing Limited Families
£85.00
Emerald Publishing Limited Vampire Leaders Suck
£65.00
Emerald Publishing Limited Special Education
Book SynopsisThis volume is an excellent resource for special education professionals who teach and serve learners with disabilities, and other related professionals involved in the educational process such as administrators, school counsellors, and psychologists.
£85.00
Emerald Publishing Limited European Cooperation in Higher Education
Book SynopsisThe ebook edition of this title is Open Access and freely available to read online. Iryna Kushnir examines the perspectives from the four founding higher education stakeholders of the The European Higher Education Area through the lens of rationale-choice neoinstitutionalist view of Europeanisation.
£23.52
Emerald Publishing Limited Global Higher Education Practices in Times of
Book SynopsisTaking forward the notion of the scholar without borders, Global Higher Education Practices in Times of Crisis provides a critical review of the teaching practices in international higher education in the post-COVID era.
£80.75
Emerald Publishing Limited Transforming Teacher Work
Book SynopsisQuickfall and Wood outline a policy direction concerning the work of teachers and leaders which is necessary to reorientate the education system in England to one which encourages individuals to become teachers, and which sustains them in a supportive professional environment once they are there.
£76.00
Emerald Publishing Limited Education and Sustainable Development in the
Book SynopsisThe ebook edition of this title is Open Access and freely available to read online.Understanding and exploring the two-way relationship between education and international sustainable development can help education institutions truly become vehicles of transformational change in the wider community and inform policy decisions aimed at achieving the United Nations'' Sustainable Development Goals (SDGs).Examining the relationship between education and international sustainable development, this book explores how education can adapt, respond, and contribute to positive change in the face of crises, which is an important consideration for policymakers, educators, and researchers. Country specific case studies are presented, including military conflicts and regime change in Iraq, military conflict and natural disasters and their repercussions in Somalia, as well as population decline and unequal resource distribution in South Korea. Chapter authors debate
£23.52
Emerald Publishing Limited Neoliberalism and Inclusive Education: Students
Book SynopsisCharter schools continue to grow in influence, as does the push for inclusive education for students with disabilities. What is the value and impact of these schools, especially on the marginalized populations they often serve? Relying on the fields of DisCrit, and Sociology of Special and Inclusive Education, this book answers these questions by focusing on the topics of neoliberalism and inclusive education. Mac focuses on the history of the school choice and privatization movement in the United States with special consideration given to how ideologies such as disaster capitalism and neoliberalism shaped and influenced the movement, as well as how successful (or not) these privatization efforts have been overall as a social justice endeavor for marginalized students. The author also recounts the history of education for students with disabilities, highlighting historical inequities of schooling for students with disabilities in the United States. Drawing from an ethnographic case study of an independent, urban charter school, the school’s vision and reality of day-to-day life for students with disabilities at this school are explored. The author investigates the school’s inclusion program in the broader neoliberal landscape of free market competition in the educational marketplace and argues that as a result of inclusive education and neoliberal reforms being virtually incompatible, the pervasive neoliberal environment presents the biggest hurdle to successful inclusive education.Trade ReviewIn this brilliantly and beautifully researched and written book, Sylvia Mac traces the history of neoliberal reforms in education as running parallel, yet antithetical to the inclusive education movement. Fueled by disaster capitalism and the corporatization, Mac draws on DisCrit and critical disability studies to carefully and thoughtfully lay bare the illusion of school choice for minorized and disabled students. I can’t wait to teach this important and timely book. -- Beth A. Ferri, Ph.D. (Professor, Syracuse University)In a time of increasing movement towards privatization of schools without critical examinations of the impact of that privatization (and the subsequent standardization of notions of “success” and “achievement”) on many subgroups of students, our field needs more thoughtful analyses that encourage deep interrogations of the impact of charter schools on our most vulnerable (and often most overlooked) groups of students. Dr. Sylvia Mac has written a beautiful ethnographic case study of a small charter school, exploring neoliberal ideologies as they intersect with notions of inclusivity and equity for disabled and neurodivergent students of color living in low-income situations. Her book provides important analyses of legacies of inequality throughout the histories of the school choice movement in education and the evolving frameworks for education of students with disabilities; leading to a deep analysis of ways in which ideals of equity and inclusion in a small charter school are irreconcilable with the realities of neoliberal ideas of success within a market of “choice.” Dr. Mac provides important recommendations for policy makers, teacher educators and researchers interested in best supporting historically marginalized students to truly more towards more egalitarian and supportive educational settings. -- Betina Hsieh, Ph.D. (Associate Professor of Teacher Education, California State University, Long Beach)Sylvia Mac debuts the intersection of disability, inclusive education and neoliberalism in a critical ethnographic portrayal of a small California charter school. Mac critically questions the concept of inclusion in this setting, showing that neoliberal values and inclusion are mutually exclusive. Inclusion conceals many social issues and neoliberal values, such as independence, profit accumulation and competition, which Mac unfolds as she shares her interviews, observations, and review of school documents. Mac deftly illustrates how free market reform has raised the ante for low income, especially non-native English-speaking children of color to succeed in an increasingly competitive and standardized schooling environment. We feel Santiago’s abandonment by special education staff in the study skills class when he says he’s “lost.” The general teachers are in a similar situation without help. In the end, children who need differentiated instruction instead become deficient, instead of the system that labels them as so. Neoliberalism and Inclusive Education provides a poignant account of charter schooling, revealing that neoliberal values are smokescreened with cost benefit analyses, strategic plans and educational outcomes, manufacturing failure for the disabled. -- Denise Blum, Ph.D. (Associate Professor, Oklahoma State University)With her unfailingly trenchant analysis, Dr. Mac critiques the deployment of capital and power in the service of neoliberalism against vulnerable and under-represented populations. She brings a critical ethnographic lens on a charter school to address how neoliberal ideology and inclusive education discourses spectacularly fail poor students of color with disabilities, addressing key gaps in what we know about how inclusive education is experienced by underrepresented students. -- Shabana Mir, Ph.D. (Associate Professor, American Islamic College, Chicago)Table of ContentsChapter 1. School Choice, Disaster Capitalism, and the Reproduction of Inequality for Historically Marginalized Students Chapter 2. The Creation of Deficient Students in Need of a “Special” Education Chapter 3. Needy Populations and Individual Failures Chapter 4. The Illusion of Choice and the Myth of Competition in the Education Marketplace Chapter 5. The Incompatibility of Neoliberalism and Inclusive Education Chapter 6. Closing Thoughts and Recommendations
£47.99
Edward Elgar Publishing Ltd Research Handbook on Academic Careers and
Book SynopsisThis timely Research Handbook provides a broad analysis and discussion on how academics are managed. It addresses key issues, including the changing nature of academic work and academic labour markets, issues of power, leadership, ageing, human resource management practices, and mobility.As academia is increasingly questioned as an elite profession, a narrative of casualisation, precarity, inequality, long hours, surveillance, austerity, erosion of pay, exacerbated competition, and harmful power relations has come to dominate. Expert contributors provide multiple perspectives on how academics are managed and how the management of academics influences their roles and careers. Chapters consider how academics’ characteristics, such as gender, age, and position in their academic career, influence or are influenced by the way in which academics are managed. Drawing together a range of theoretical approaches as well as a broad geographical coverage, this Research Handbook offers an important contribution to the debates surrounding the shifting frontiers of managing academics and the questions raised for individuals, higher education institutions, and higher education systems.This Research Handbook will be a useful resource for academics and advanced students with an interest in human resource management, management and universities, and management education. Higher education professionals and policy makers will also find it to be a helpful guide.Trade Review‘The Research Handbook on Academic Careers and Managing Academics presents wide-ranging and critical perspectives while making an invaluable contribution to our understanding of the changing world of the academic profession. Individually and collectively, academics are encountering considerable changes and challenges to what they do, their performance, and their working environment with calls for greater accountability within and beyond the institution. Managing these changes brings their own complexities and challenges. This is a must read for academics as well as for HE leaders and policy makers, and anyone interested in better understanding higher education today.’ -- Ellen Hazelkorn, Technological University Dublin and BH Associates, Ireland‘A useful collection of essays relating to the academic profession and its role in the contemporary university.’ -- Phillip G. Altbach, Boston College, USTable of ContentsContents: Foreword xviii Christine Musselin 1 Introduction to the Research Handbook on Managing Academics 1 Cláudia S. Sarrico, Maria J. Rosa and Teresa Carvalho PART I CHANGING CONTEXT FOR MANAGING ACADEMICS 2 Academic labour markets in changing higher education systems: a political economy approach 18 Pedro N. Teixeira 3 The changing context of academic work: fragmentation, institutional horizontal diversity and vertical stratification 36 Glen A. Jones and Julian Weinrib 4 Academic power and institutional control of academia in Argentine public universities within the context of a managerial governance model 47 Mónica Marquina, Cristian Pérez Centeno and Nicolás Reznik 5 Publishing as epistemic governance of academics: the cognitive and social frontier of university–industry linkages and commercial indicators 64 Christian Schneijderberg and Nicolai Götze PART II THE ROLE OF ACADEMICS AND OTHER HIGHER EDUCATION PROFESSIONALS 6 The rise and work of new professionals in higher education 89 Jürgen Enders and Rajani Naidoo 7 Borderlessness between academic and non-academic professionals: an analysis of occupational (re)classifications in the UK 99 Roxana D. Baltaru 8 Researchers in and beyond higher education 111 Timo Aarrevaara and Raija Pyykkö 9 Academic leaders and leadership in the changing higher education landscape 121 Maarja Beerkens and Marieke van der Hoek 10 Developing the ‘new’ academic 137 Andrea Adam and Natalie Brown 11 Cultivating designed academics: leading development of future work, roles and experts 153 Hamish Coates and Adrianna Kezar PART III GENDERED ACADEMIC CAREERS 12 Managing and leading gender equality change in academia 165 Helen Peterson and Birgitta Jordansson 13 Climbing the ladder: equal chances for women and men? 175 Nicoline Frølich and Rune Borgan Reiling 14 A typology of STEM academics and researchers’ responses to managerialist performativity in higher education 189 Pat O’Connor PART IV THE PERFORMANCE OF ACADEMIC STAFF 15 Optimizing the productivity and performance of academic staff: principles based on the us experience 203 Martin Finkelstein and Qi Li 16 Performance management under surveillance capitalism in higher education 218 Liudvika Leišytė 17 Academic careerism 232 Peodair Leihy and José Miguel Salazar PART V HUMAN RESOURCE MANAGEMENT OF ACADEMICS 18 The impact of human resource management policies on higher education in Europe 251 Attila Pausits, Jussi Kivistö, Elias Pekkola, Florian Reisky and Henry Mugabi 19 Academic careers in Latvia: reforms in a European context 268 Nina Arnhold, Elias Pekkola, Vitus Püttmann and Andrée Sursock 20 HR challenges in a twenty-first-century global context: the case of Antwerp university 283 Karen Vandevelde, Bart Bozek, Marjolijn De Clercq and Nel Grillaert 21 The irresistible rise of managerial control? The case of workload allocation models in British universities 298 Tatiana Fumasoli and Giulio Marini PART VI MOBILITY AND INTERNATIONALIZATION OF ACADEMICS 22 Academic staff mobility across higher education institutions and issues of inbreeding 311 Andrey Lovakov, Maria Yudkevich and Viktoria Kryachko 23 International staff mobility 324 Jeroen Huisman 24 International faculty members in China, Japan, and Korea: their characteristics and the challenges facing them 337 Futao Huang and Yangson Kim 25 Internationality of academic work 355 Ulrich Teichler PART VII AGE AND GENERATIONAL GAPS IN ACADEMIC CAREERS 26 Managing seniority in academia: three perspectives 374 Elias Pekkola, Taru Siekkinen, Hanna Salminen and Emmi-Niina Kujala 27 Polarization of academic career building: a generational perspective on the early-career phase 389 Oili-Helena Ylijoki and Lea Henriksson 28 The Early Stage Academic and the contemporary university: communities of practice versus new managerialism 404 Rosemary Deem 29 The university as Gemeinschaft and Gesellschaft: early career academics on competition, collaboration, and performance requirements 419 Lars Geschwind, Jenny Wiklund Pasia and Linda Barman Index
£208.00
Edward Elgar Publishing Ltd Competitive Accountability in Academic Life: The
Book SynopsisSince the onset of the UK's Research Excellence Framework in 2014, the environment for academic research has changed dramatically. Competitive Accountability in Academic Life goes behind the scenes of the 'impact' policy agenda for higher education research and interrogates the effects of the new framework on academic research. Richard Watermeyer dissects how a new requirement to evidence the economic and societal impact of research has created a culture of intense competitiveness in UK universities. Through the eyes of both those responsible for the REF and those working under its gaze, the author locates the gross deceit spawned from a culture of competitive accountability in UK universities. This challenging book reconceptualises the public role of researchers, posing a new effort to progress the neoliberal malaise by signposting peripheral zones of participation - and non-participation - as viable intellectual alternatives to the university. Both groundbreaking and provocative, Watermeyer's book is critical reading for academics working not just in the UK, but also internationally. The author's crucial insight into modern higher education will also prove indispensable to higher education policy makers looking to innovate and refine education policy, and to university administrators overseeing performance management systems.Trade Review‘Watermeyer’s book encourages academics all over the world to reflect on both the potentials and down-sides of these accountability systems. The underlying analysis is provocative, as it fundamentally questions taken for granted ways in which research is assessed, not only in the UK but also in many other Western countries. Scholars in public policy, education policy and public management and accounting can benefit from taking notice of this book.’ -- Jan van Helden, Journal of Higher Education Policy and Management‘Where this book fares really well in comparison with others is its focus on the complicity and hypocrisy among academics themselves, thereby making the competitive practices even more entrenched. The latter is of particular importance because while change is necessary, it is only possible if the problem is appreciated in full.’ -- Ignas Kalpokas, LSE Review of Books'Competitive Accountability in Academic Life is a challenging text that will appeal to academics and research scientists across different discipline areas. Drawing on UK REF-impact empirical data over a three-year period, a comprehensive sociological analysis accounts for how academics' public citizenship has been regulated, controlled and hollowed out. By showing how political, economic and cultural dimensions of intellectual life is influenced and informed by competitive accountability, Richard Watermeyer paints a compelling picture of what academics ''have (albeit unwittingly) allowed themselves to be used for''. This thought-provoking text provides a strong rationale for reconceptualizing the public worth of academics and reasserting their social value.' --Richard Winter, The Australian National University, Australia'Competitive Accountability in Academic Life is an ambitious book charting the dispiriting, corrosive effects of contemporary academic managerialism. An impressive intellectual tour de force, Watermeyer awakens new possibilities for engaged and impactful academic practices. This book is essential reading for everyone interested in understanding and repairing today's toxic university governance.' --Paul Benneworth, Western Norway University of Applied Sciences, NorwayThis witty, subversive and well-informed book provides an essential guide to the effects of performance measurement in universities. Predictable consequences include growing job insecurity, more stressful working conditions and declining quality of academic life. Even more serious is the loss of incentive for independent original thought and the stifling of debate on controversial social and political issues.' --Mark Casson, University of Reading, UKTable of ContentsContents: 1. The noose of competitive accountability 2. Policy permutations and the elusiveness of a fair system of accountability 3. A shortfall of resistance: peripheral yet powerful zones of (non)participation 4. Producing competitive accountability 5. Evaluating competitive accountability 6. Recognising competitive accountability 7. Declaiming competitive accountability: pay and pensions 8. Paradoxes of competitive accountability References Index
£25.95
Edward Elgar Publishing Ltd Realizing the Abidjan Principles on the Right to
Book SynopsisThis insightful book analyses the process of the first adoption of guiding human rights principles for education, the Abidjan Principles. It explains the development of the Abidjan Principles, including their articulation of the right to education, the state obligation to provide quality public education, and the role of private actors in education.Multidisciplinary in approach, both legal and education scholars address key issues on the right to education, including parental rights in education, the impact of school choice, and evidence about inequities arising from private involvement in education at the global level. Focusing on East African and francophone countries, as well as the global level, chapters explore the role and impact of private actors and privatization in education. The book concludes by calling for the rights outlined in the Abidjan Principles not to remain locked in text, but for states to take responsibility and be held to account for delivering them, as promised in international human rights treaties. Interpreting human rights law as requiring that states provide a quality public education, this book will be a valuable resource for academics and students of education policy, human rights, and education law. It will also be beneficial for policy makers, practitioners, and advocacy groups working on the right to education.Trade Review‘The Abidjan Principles on the right to education have become a major reference tool for all, contributing to a dynamic process towards the implementation of the right to free, public, quality and inclusive education for all and leading the way for further action. At a time when we all hope to build back better, reading Realizing the Abidjan Principles on the Right to Education is a must for our common world.‘ -- Koumba Boly Barry, UN Special Rapporteur on the right to educationTable of ContentsContents: 1 Developing human rights guiding principles on State obligations regarding private education 1 Sylvain Aubry, Mireille de Koning, and Frank Adamson PART I THE CONTOURS OF THE HUMAN RIGHT TO EDUCATION 2 Human rights guiding principles: A forward-looking retrospective 25 Magdalena Sepúlveda Carmona 3 Is there a right to public education? 52 Jacqueline Mowbray 4 Parental rights in education under international law: nature and scope 79 Roman Zinigrad 5 State funding of private education: the role of human rights 104 Sandra Fredman PART II WHAT EDUCATION RESEARCH REVEALS 6 Evidence on school choice and the human right to education 132 Joanna Härmä 7 How and why policy design matters: understanding the diverging effects of public–private partnerships in education 157 Antoni Verger, Mauro C. Moschetti, and Clara Fontdevila 8 The growth of private actors in education in East Africa 189 Linda Oduor-Noah 9 The evolution and forms of education privatisation within francophone countries 220 Marie-France Lange 10 Synthesizing the research to strengthen the implementation of the Abidjan Principles 244 Frank Adamson, Delphine Dorsi, and Magdalena Sepúlveda Carmona Annex: the Abidjan Principles Process and the ten Overarching Principles 263 Index
£109.00
University of Toronto Press From Trainee to Teacher
£63.75
Policy Press Children's Social and Emotional Wellbeing in
Book SynopsisThis book challenges the concept of wellbeing as applied to children, particularly in a school-based context. Taking a post-structural approach, it suggests that wellbeing should be understood, and experiences revealed, at the level of the subjective child. This runs counter to contemporary accounts that reduce children's wellbeing to objective lists of things that are needed in order to live well. This book will be useful for academics and practitioners working directly with children, and anyone interested in children's wellbeing.Trade Review"This is a significant and timely publication. The authors have created an insightful, scholarly analysis that challenges many of the 'assumed truths' of social and emotional wellbeing. Theory, research, policy and practice are examined through a critical lens and the result is an engaging, thought-provoking read." Neil Humphrey, University of Manchester"An in-depth analysis of terms that we all use, brilliantly explained. The reader is helped to understand the bigger picture of what we need to do to address children's social and emotional wellbeing in our schools." Mick Waters, Professor of Education, Wolverhampton UniversityTable of ContentsIntroduction; Part 1 Context: Conceptual dimensions of wellbeing; Policy on the promotion of wellbeing in schools; Practice of social and emotional wellbeing in schools; The measurement of wellbeing; Part 2 Key issues: Inclusion in schools; Accessing minority voices- implications for wellbeing; Children's peer relationships in schools; Opportunities for playful expressions of wellbeing ~ Karen McInnes; 'A golden thread' - children's rights and their contribution to the wellbeing discourses ~ Margaret Boushel; Professionals supporting wellbeing in schools; Part 3 New directions: The space to do something different; Policy and practice reflections; Conclusion.
£76.00
Bristol University Press Transforming education policy: Shaping a
Book SynopsisEducation is in a state of continual change and schools ever more diverse. People want more participation and meaning in their lives; organisations want more creativity and flexibility. Building on these trends, this timely book argues that a new paradigm is emerging in education, sowing the seeds of a self-organising system that values holistic democracy. It is an essential read for anyone (academics, policy-makers, practitioners, students, parents, school sponsors and partners) who is interested in how education can broaden its horizons.Trade Review"I can think of few colleagues who write with the insight, fluency and passion on the subject of democracy and schooling than Philip Woods. His latest book Transforming Education Policy: Shaping a Democratic Future is destined to become a classic. " Fenwick W. English, School of Education, University of North Carolina at Chapel HillTable of ContentsNew openings; Driving democracy; Radicalising entrepreneurialism; The rise of plural control; A different view: organic meta-governance; The concept of adaptive strategies; Embodying change; Degrees of democracy; Practice in the making; Energies for change
£26.59
Bristol University Press Transforming education policy: Shaping a
Book SynopsisEducation is in a state of continual change and schools ever more diverse. People want more participation and meaning in their lives; organisations want more creativity and flexibility. Building on these trends, this timely book argues that a new paradigm is emerging in education, sowing the seeds of a self-organising system that values holistic democracy. It is an essential read for anyone (academics, policy-makers, practitioners, students, parents, school sponsors and partners) who is interested in how education can broaden its horizons.Trade Review"I can think of few colleagues who write with the insight, fluency and passion on the subject of democracy and schooling than Philip Woods. His latest book Transforming Education Policy: Shaping a Democratic Future is destined to become a classic. " Fenwick W. English, School of Education, University of North Carolina at Chapel HillTable of ContentsNew openings; Driving democracy; Radicalising entrepreneurialism; The rise of plural control; A different view: organic meta-governance; The concept of adaptive strategies; Embodying change; Degrees of democracy; Practice in the making; Energies for change
£75.99
Policy Press Leadership and the reform of education
Book SynopsisWestern politicians consider that leadership is essential for the delivery of educational reform. This important and timely book examines how leaders, leading and leadership became the dominant theme in education. It presents an analysis of the relationship between the state, public policy and the types of knowledge that New Labour used to make policy and break professional cultures. It is essential reading for all those interested in public policy, education policy, and debates about governance and will be of interest to policymakers, researchers and educational professionals.Trade Review"This book is a welcomed consideration of the field of education leadership and management ... It is concisely written with each point being carefully argued and supported by reference to existing research and scholarship." British Journal of Educational Studies"Thirty years of Neoliberal policies and the imposition of a business culture has dramatically shifted the professional role of educational leaders. Helen Gunter provides a map for exploring this important new terrain in educational leadership." Gary L. Anderson, Steinhardt School of Culture, Education, and Human Development, New York University.Table of ContentsThe leadership industry; Policy landscapes; Institutionalised governance; The game in play; Knowledge and knowing; Professional practice; Contradictions and consequences; New games?
£25.64
Policy Press Leadership and the reform of education
Book SynopsisWestern politicians consider that leadership is essential for the delivery of educational reform. This important and timely book examines how leaders, leading and leadership became the dominant theme in education. It presents an analysis of the relationship between the state, public policy and the types of knowledge that New Labour used to make policy and break professional cultures. It is essential reading for all those interested in public policy, education policy, and debates about governance and will be of interest to policymakers, researchers and educational professionals.Trade Review"This book is a welcomed consideration of the field of education leadership and management ... It is concisely written with each point being carefully argued and supported by reference to existing research and scholarship." British Journal of Educational Studies"Thirty years of Neoliberal policies and the imposition of a business culture has dramatically shifted the professional role of educational leaders. Helen Gunter provides a map for exploring this important new terrain in educational leadership." Gary L. Anderson, Steinhardt School of Culture, Education, and Human Development, New York University.Table of ContentsThe leadership industry; Policy landscapes; Institutionalised governance; The game in play; Knowledge and knowing; Professional practice; Contradictions and consequences; New games?
£75.99
Bristol University Press Social Inclusion and Higher Education
Book SynopsisAvailable Open Access under CC-BY-NC licence. This book is about the experiences of students in institutions of higher education from 'non-traditional' backgrounds. The expansion of Higher Education world-wide shows no signs of slowing down and there is already a large literature on who has access to higher education and to qualifications that offer higher life-time incomes and status. However to date there has been minimal focus on what happens to the students once they are in the institutions and the inequalities that they face. This book aims to fill this gap in the literature. The chapters demonstrate that the students and their families are finding ways of acquiring forms of capital that encourage and sustain their participation in higher education. Contributions from the UK, the USA and Australia reveal that the issues surrounding the inclusion of 'non-traditional' students are broadly similar in different countries. It should be read by all those leading, managing, or teaching in, institutions of higher education and all students or intending students whatever their background.Trade Review"A timely, empirical and theoretical addition to the literature." SociologyTable of ContentsForeword ~ David Watson; Introduction ~ Sally Tomlinson and Tehmina N. Basit; Part one: Issues in social inclusion: Capitals, ethnicity and higher education ~ Tariq Modood; Widening participation from an historical perspective: Increasing our understanding of higher education and social justice ~ David W. Thompson; Broadening participation among women and racial/ethnic minorities in STEM ~ Terrell L. Strayhorn, James M. DeVita and Amanda M. Blakewood; Social inclusion in a globalised higher education environment: The issue of equitable access to university in Australia ~ Richard James; From minority to majority: Educating diverse students in the United States ~ Yolanda T. Moses; Equity, diversity and feminist educational research: Enhancing the emerging field of pedagogical studies in higher education for inclusion ~ Miriam E David; Social justice as a matter of policy: Higher education for the masses ~ Trevor Gale and Deborah Tranter; Part two: Perspectives on widening participation: 'I've never known someone like me go to university': Class, ethnicity and access to higher education ~ Tehmina N Basit; Widening participation in the higher education quasi-market: Diversity, learning, and literacy ~ Rob Smith; Para Crecer: Successful higher education strategies used by Latina students ~ Pamela Hernandez and Diane M. Dunlap; Empowering non-traditional students in the UK: Feedback and the hidden curriculum ~ Andy Cramp; Teaching indigenous teachers: Valuing diverse perspectives ~ Ninetta Santoro, Jo-Anne Reid, Laurie Crawford and Lee Simpson; Widening access to higher education through partnership working ~ Jaswinder K Dhillon; Higher education, human rights and inclusive citizenship ~ Audrey H. Osler;
£77.39
Policy Press Social Capital, Children and Young People:
Book SynopsisSocial capital, children and young people is about the relationships and networks - social capital - that children and young people have in and out of school.Social capital has become of increasing interest to policy makers but there has been little evidence of how it operates in practice. In this unique collection, the social capital of children and young people, and in one case parents and teachers, is explored in a wide range of formal and informal settings.The contributors to the book, who include academic researchers and educational professionals, provide in-depth accounts of social capital being developed and used by children and young people. They offer critical reflections on the significance of social capital and on the experiences of researching the social capital of sometimes vulnerable people.This book is essential reading for anyone concerned with how children and young people get along, get by and get on.Trade Review"The research presented in this book provides an engaging and passionate contribution to the debate around issues of social mobility, inclusion and equality... useful to education policy makers and practitioners, as well as those interested in these issues and social capital theory." ARVAC bulletin"This timely book makes a valuable contribution to the critical debate about social capital, while exploring its operation in schools and communities, and raising powerful considerations for policy makers." Jenny Ozga, Oxford University Department of Education"It is heartening to see such careful and honest application of the notion of social capital to educational issues. This book makes important Scottish evidence available to a wider audience." Professor Tom Schuller, Director, LongviewTable of ContentsPart I Social capital and inclusion; Evaluating an inclusive education programme: lessons in transient social capital ~ Beth Cross, Julie Allan and Dorothy McDonald; Inclusion of pupils from refugee families ~ Geri Smyth, George MacBride, Grace Paton and Nathalie Sheridan; Social capital in the lives of young carers ~ Monica Barry; Youth club connections ~ Marion Allison and Ralph Catts; Commentary: social capital and inclusion: implications for practice ~ George MacBride; Part II Social capital in and out of school; Social capital transitions of 'Get Ready For Work' trainees ~ Janine Muldoon and Ralph Catts; Social capital, diversity and inclusion: lessons from one primary school ~ Rowena Arshad and Susan Maclennan; Transitions to secondary schooling: a social capital perspective ~ Kevin Stelfox and Ralph Catts; Multiple capitals and Scottish independent schools: the (re)production of advantage ~ Bob Lingard, Joan Forbes, Gaby Weiner and John Horne; Commentary: schools and social capital: implications for practice ~ Rowena Arshad; Social capital for young people in educational and social policy, practice and research ~ Ralph Catts and Julie Allan.
£27.54
