Higher education, tertiary education Books

Book SynopsisWithin These Gates: Academic Work, Academic Leadership, University Life, and the Presidency examines the varied interactions between college and university presidents and their campus and local communities, alumni, governing bodies, external forces that impact higher education, federal and state government entities, and other stakeholders.Table of ContentsAcknowledgments Author Information Preface Chapter 1 / The Personal Leadership Journey Chapter 2 / Academic Affairs and the University Presidency Chapter 3 / The Community and the University Presidency Chapter 4 / The University President’s Role in the Administration’s Organization Chapter 5 / Faculty Life and the University Chapter 6 / Student Affairs and the University Presidency Chapter 7 / Admissions and the Administration Chapter 8 / Intercollegiate Athletics and the University Presidency Chapter 9 / Religion, Diversity, and the University Presidency Chapter 10 / University Presidency, Leadership, and Legacy References Index

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Book SynopsisThey outline the stakes for the nation and the challenging work to be done.Trade ReviewThe definitive work of a broad shift now underway. Future Survey 2006 The authors paint a troubling picture. University Business 2006 Always readable, occasionally conversational style... keeps you moving along. -- Mary Taylor Huber Change 2007 The American Faculty is destined to be a classic... The most thorough and thoughtful analysis of its topic in many years. -- Philip G. Altbach Journal of Education Planning and Administration 2006 I found this book to be a significant resource for data on the American professoriate. -- James S. Fairweather Academe 2007 Practitioners and researchers looking for a comprehensive overview of the faculty life with an emphasis on changes in the last 40 years will be well served by reading The American Faculty. -- Adrianna Kezar Journal of College Student Development 2007 This book and its extensive research appendices are a must-read for scholars who study the academic profession... It will be important for provosts, deans, department chairs, and those who have previously been involved in the 'faculty roles and rewards' movement to read this book and interpret its trends and implications for their own campuses and plans for faculty hiring, professional development, and reward systems. -- KerryAnn O'Meara and Kate Hudson Review of Higher Education 2007 An impressive piece of work, a key reading for anyone interested in the state of academic work-especially, but not only, in the United States-and where it might be headed. -- Malcolm Tight Studies in Higher Education 2007 The American Faculty is an extensive examination of the condition of the American academic profession. -- Taggart Smith Teaching Theology and Religion 2008 The American Faculty is a worthy addition to the expanding field of higher education studies. -- William Bruneau CAUT Bulletin 2008 Jack Schuster and Martin Finkelstein's The American Faculty cannot be approached with anything but interest. -- Paul Stortz and E. Lisa Panayotidis Academic Matters 2008Table of ContentsList of Tables and FiguresPreface to the Paperback EditionPrefaceAcknowledgmentsPart One: Overview of the American Facultty1. Establishing the Framework2. The American Faculty in Perspective3. The Professoriate in ProfilePart Two: The Faculty at Work4. The Changing Complexion of Faculty Work5. Academic Culture and Values and the Quality of Work LifePart Three: The Academic Career6. The Changing Academic Career7. The Revolution in Academic Appointments: A Closer Look8. Compensation and Academic Careers: Trends and Issues9. Pathways to the ProfessoriatePart Four: Assessing Contemporaray Academic Life10. American Academic Life Restructured11. What's Ahead? Agendas for Policy Analysis, Research, and Action on Academic StaffingAppendixesA. The National Faculty SurveysB. Selected National Faculty Surveys: A Concordance of ContentsC. Interpreting Faculty Surveys: Challenges and StrategiesD. Variables for Classifying Faculty SubgroupsE. Definitions of Terms Used in Tables and FiguresF. Academic Appointments: Historical MilestonesG. Faculty Compensation: Data SourcesH. Note on Accessing the Survey InstrumentsI. Faculty Diversity: Race and Ethnicity CategoriesJ. Appendix TablesBibliographyIndex

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Book SynopsisBy exploring the intellectual activities pursued by these faculty and their ongoing efforts to develop and define their academic interests, Professing to Learn directs the attention of higher education professionals and policy makers to the core aim of higher education: the creation of academic knowledge through research, teaching, and service.Trade ReviewNeumann has written a passionate text. She asks us to think about what matters to us-and what should matter. She contends that academic work is a calling, or a vocation... Any text that is so elegantly written on such an important topic deserves a careful reading even if we end up disagreeing with one or another point. -- William G. Tierney Academe A new perspective on the faculty career... Neumann provides the reader with an elegant and reverent understanding of this often misunderstood time in the career lives of faculty members while at the same time reminding us why we do what we do. Teachers College Record 2010 This book should be read by all university leaders, policy makers, and professors because it sheds light on one of the most important aspects of higher education. -- Peter Grabe Teaching Theology and Religion 2011Table of ContentsAcknowledgmentsIntroduction1. Into the Middle: Mapping the Early Post-Tenure Career in the Research University2. The Heart of the Matter: Passionate Thought and Scholarly Learning3. Mindwork: What and How Professors Strive to Learn4. Location: Where Professors Pursue Their Scholarly Learning5. Becoming Strategic: Recently Tenured University Professors as Agents of Scholarly Learning6. Organizing to Learn: What Universities Provide for Professors' Scholarly Learning7. The Middle Remapped: Toward an Ecology of Learning in the Early Post-Tenure CareerAppendix A: Study Designs and Background DataAppendix B: Interview Protocols and Consent Forms for the Four Universities ProjectAppendix C: Framework: University Professors' Scholarly LearningNotesBibliographyIndex

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Book SynopsisA comprehensive analysis of the significant questions facing this crucial profession, The American Academic Profession will be welcomed by students and scholars as well as by administrators and policy makers concerned with the future of the academy.Trade ReviewVery highly recommended. Choice The five sections in The American Academic Profession provide a wide range of insights about changes in the faculty role at research universities. -- Todd Lundberg & Clifton F. Conrad Teachers College RecordTable of ContentsPrefaceIntroduction. The Professoriate's Perilous PathPart I: Structural and Cognitive ChangeChapter 1. Optimizing Research and Teaching: The Bifurcation of Faculty Roles at Research UniversitiesChapter 2. Focus on the Classroom: Movements to Reform College Teaching and Learning, 1980– 2008Chapter 3. Whose Educational Space? Negotiating Professional Jurisdiction in the High-Tech AcademyChapter 4. American Academe and the Knowledge-Politics ProblemPart II: Socialization and DevianceChapter 5. The Socialization of Future Faculty in a Changing Context: Traditions, Challenges, and PossibilitiesChapter 6. Professionalism in Graduate Teaching and MentoringPart III: Experience of the Academic CareerChapter 7. Scholarly Learning and the Academic Profession in a Time of ChangeChapter 8. Anomie in the American Academic ProfessionPart IV: Autonomy and RegulationChapter 9. Academic Freedom, Professional Autonomy, and the StateChapter 10. Codes of Commerce: The Uses of Business Rhetoric in the American Academy, 1960– 2000Chapter 11. The Meaning of Regulation in a Changing Academic ProfessionPart V: Contemporary and Historical ViewsChapter 12. Professional Control in the Complex University: Maintaining the Faculty RoleChapter 13. All That Glittered Was Not Gold: Rethinking American Higher Education's Golden Age, 1945– 1970Contributors Index

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Book SynopsisIn this compelling memoir, Mary Kay Thompson Tetreault describes how a Catholic girl from small-town Nebraska discovered her callings as a feminist, as an academic, and as a university administrator. With remarkable candor and compassion, she reflects on how second-wave feminism has transformed academia and how much reform is still needed. Trade Review“This is one of the bravest books about the long trajectory of leadership in higher education that I have read in a long time. Tetreault takes us on both a personal and professional journey through her triumphs and tribulations as she balances essentially three worlds every day; that of administrator and leader, academic, and wife and mother." -- Yolanda Moses * co-author of How Real is Race: A Sourcebook on Race, Culture and Biology *“Living When Everything Changed is a remarkably candid account of an academic and administrative career filled with both successes and failures. While it offers a sometimes-painful picture of academic conflicts, paralysis, and betrayals, over the course of her career Tetreault and her colleagues grappled with many of the most important issues in higher education over several decades. In this sense it is surely true that Tetreault’s career (including her preparation for her career) took place in “interesting times,” and this volume offers readers a rare glimpse of the complicated mix of motivations, personalities, values and ideologies that animated both challenges to the status quo and resistance to those challenges.” -- Abigail J. Stewart * co-author of An Inclusive Academy: Achieving Diversity and Excellence *"Selected New Books on Higher Education," compiled by Ki-Jana Deadwyler and Ruth Hammond https://www.chronicle.com/article/Selected-New-Books-on-Higher/247595 * Chronicle of Higher Education *"The strengths of this memoir lie in the author's honesty about her ambition as well as her insecurities. We follow her interior and outward struggle as she advocates for herself and her career while navigating a minefield of departmental territorialism, faculty egos, institutional hierarchy, cultural norms, and power dynamics, as well as emerging pressures of gender and race diversity in the world of higher education." * EqualwRites *Table of ContentsTable of Contents Preface Chapter One: My Life as a Professor Begins Chapter Two: Going Home and Leaving Home Chapter Three: Nestled in the Bosom of Catholicism Chapter Four: Wandering in the Wilderness Chapter Five: Finding Love and Work Chapter Six: Becoming the Men We Wanted to Marry Chapter Seven: My Lewis and Clark Chapter Concludes Chapter Eight: A Deanery of My Own Chapter Nine: Second Chance to Be a Provost Chapter Ten: Opportunity and Ambition Overshadowed by Ambivalence Chapter Eleven: Shifting My Gaze Forward Chapter Twelve: Among the Most Interesting Provost’s Position in the Country Chapter Thirteen: A Wild Patience Has Taken Me This Far

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Book SynopsisThis Third Edition provides a comprehensive and fully up to date guide for all those preparing to sit the National Admissions Test for Law. It has been thoroughly revised to take account of the recent changes to the test and to reflect the latest advice and guidance relevant for candidates. Readers will find all they need to face the exam with confidence, fulfil their potential and succeed in their application.Table of ContentsPart One: Introduction - The National Admissions Test for Law (LNAT) - How Will This Book Help Me? - Application to Read Law Part Two: Verbal Reasoning Tests - Verbal Reasoning - Format and Design of Multiple-Choice Questions - Approach to Multiple Choice-Questions - Developing Crtical Rasoning Test Skills - LNAT Response Formats Part Three: LNAT Practice Test and Answers - LNAT Practice Test - LNAT practice Test Answers Part Four: Writing the LNAT Essay - LNAT Requirement and Sample Test - Structured Approach - Critical Thinking - Developing the Use of Grammar, Sentences and Punctuation

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Book SynopsisThe papers collected here first of all reflect Vern Bullough''s concern to examine how knowledge was transmitted from one generation to the next and the impact this had on new developments in medicine and science. Universities, Medicine and Science in the Medieval West brings together the author''s pioneering studies on the medical universities of the medieval Latin world, their foundation and their influence on scientific thought, and those on the professionalization of medicine, respectively the focus of the first and second sections in the volume, along with three previously unpublished essays. The third part looks at developments in medical practice outside the university, and at topics such as nursing and medical care, medieval views of women, and female longevity and diet; it also includes the author''s much-cited study on the age of menarche.Trade Review’This book is well referenced and heavily annotated for the researcher. It is a valuable resource for anyone interested in medicine and the medieval period.’ Studia Historiae EcclesiasticaeTable of ContentsContents: Introduction; Medical Study and the Development of Five Medical Universities: The study of medicine and the medieval university; The development of the medical university at Montpellier to the end of the 14th century; The medieval medical university at Paris; Medieval Bologna and the development of medical education; Medical study at mediaeval Oxford; The mediaeval medical school at Cambridge. Medicine and Science in the Universities: Science vs. humanities: a conflict in the 15th century Italian universities?; Science and the university in the 15th century; The emergence of medicine as a profession; Achievement, professionalization, and the university; Medieval medicine and the search for status; Population and the study and practice of medieval medicine. Medical Developments Outside the University and the Medieval Medical Tradition: Training of non university-educated medical practitioners in the later middle ages; The development of the medical guilds at Paris; Medieval nursing; A note on medical care in medieval English hospitals; Female longevity and diet in the middle ages (with Cameron Campbell); Medieval medical and scientific views of women; Sexology and the medievalist; Age at menarche: a misunderstanding; The term 'doctor'; A 15th-century prescription; Duke Humphrey and his medical collections; The teaching of surgery at the University of Montpellier in the 13th century; Medical practice in the middle ages, or who treated whom; Index.

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Book SynopsisTraditionally, the fields of Diversity, Equity, and Inclusion (DEI) and Intercultural Citizenship Education (ICitE) have been treated separately in Higher Education (HE) and beyond, with DEI often being associated with domestic diversity, while ICitE is often situated within international contexts. Although such binary perception is no longer adequate due to the superdiversity that characterizes today''s university communities, the origins of this categorical distinction can be explained through an examination of the disciplinary roots, theoretical foundations, primary focus, and implementation approaches. Despite this difference in perspectives between the two fields, the Element argues that DEI and ICitE can complement each other in a variety of positive and productive ways. It does so by identifying the intersections between these two distinct yet interrelated fields and by providing an example of how they can be intentionally synergized in HE practice.

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Book SynopsisThis book provides robust insights into the current policies, trends, challenges and possibilities in the internationalisation of higher education in East and Southeast Asian countries, revealing emergent and new models and practices in this area, and discussing implications for mutual learning across different education systems.Drawing on case studies from Laos, Malaysia, Indonesia, Vietnam, South Korea, GuangdongHong KongMacao Greater Bay Area (GBA) and other parts of China, Singapore, the Philippines, Thailand and Japan, this volume addresses emergent and less-heard perspectives on and experiences in the internationalisation of higher education. By detailing, comparing and contrasting the key aspects of internationalisation across countries in Asia and the West, it discusses the implications for mutual learning across different higher education systems. Through practical case studies, this book brings to light the voices and experiences of researchers, who are studying cTrade Review“This important and timely book provides nuanced insights into current practices, possibilities and challenges in internationalisation in higher education in East and Southeast Asian countries. It includes the voices of both experienced and new researchers, providing unique and hitherto unheard Asian perspectives on core and new issues in the internationalisation of higher education. Topics such as decolonisation and the curriculum, internationalisation and power, the ideological challenges of EMI and the impact of COVID-19 on international education offer many possibilities for mutual learning across different HE systems, that will ultimately benefit students everywhere.”Betty Leask, Emeritus Professor, La Trobe University, Melbourne, Australia “Given Asia’s rise, this book is timely in documenting the developments that are taking place within the internationalisation of higher education in Asia. The editors’ incorporation of perspectives from upcoming researchers as well as under-researched regions, such as Laos and Cambodia, enhances equitability in both the dissemination of and access to new knowledge, making this book an invaluable resource for many.”Tang T. Heng, Assistant Professor, National Institute of Education-Nanyang Technological University, Singapore “This is a timely and fascinating volume on the Internationalisation of Higher Education in East and Southeast Asia, not only because it brings together experts from the various countries in the region to explain rationales, strategies, and practices, but also because it takes a comprehensive view of mobility, regional cooperation, and internationalisation of the curriculum initiatives in East and Southeast Asia. The book also deals with the prevalent aspects of transnational education at both the secondary (as pathway) and tertiary level (program and provider mobility). This is an absorbing must read for scholars and practitioners, particularly those setting out to collaborate with universities in the region.”Robert Coelen, Emeritus Professor, Director of the Centre of Internationalisation of Education at the University of Groningen, Netherlands “This book offers a remarkable exploration of the internationalization of higher education from East and Southeast Asian perspectives, presenting a cutting-edge analysis of the current trends in the field. It not only examines extensively internationalized higher education systems in the region, such as Singapore and Japan, but also sheds light on the emerging nations of Vietnam and Laos. Policymakers, researchers and practitioners in the field of international education are strongly recommended to read this invaluable resource.”Hiep-Hung Pham, Director, Center for Research and Practice on Education, Phu Xuan University, Vietnam “The book explores the multifaceted realities of higher education internationalization in East and Southeast Asia amidst evolving global dynamics, reflecting the intertwining of higher education and societal contexts. The authors argue convincingly that the qualitative and quantitative development of Asian higher education, rooted in its distinctive socio-cultural characteristics, has transformed global higher education trends in student mobility, international education curriculum, intercultural learning, and others. This challenges us to rethink the values of internationalization in higher education. This book will resonate with a wide range of stakeholders - from students and parents to university staff and leaders, policymakers, and higher education scholars in East Asia and around the world.”Akiyoshi YONEZAWA, Professor and Vice-Director, International Strategy Office, Tohoku University, Japan“This important and timely book provides nuanced insights into current practices, possibilities and challenges in internationalisation in higher education in East and Southeast Asian countries. It includes the voices of both experienced and new researchers, providing unique and hitherto unheard Asian perspectives on core and new issues in the internationalisation of higher education. Topics such as decolonisation and the curriculum, internationalisation and power, the ideological challenges of EMI and the impact of COVID-19 on international education offer many possibilities for mutual learning across different HE systems, that will ultimately benefit students everywhere.”Betty Leask, Emeritus Professor, La Trobe University, Melbourne, Australia “Given Asia’s rise, this book is timely in documenting the developments that are taking place within the internationalisation of higher education in Asia. The editors’ incorporation of perspectives from upcoming researchers as well as under-researched regions, such as Laos and Cambodia, enhances equitability in both the dissemination of and access to new knowledge, making this book an invaluable resource for many.”Tang T. Heng, Assistant Professor, National Institute of Education-Nanyang Technological University, Singapore “This is a timely and fascinating volume on the Internationalisation of Higher Education in East and Southeast Asia, not only because it brings together experts from the various countries in the region to explain rationales, strategies, and practices, but also because it takes a comprehensive view of mobility, regional cooperation, and internationalisation of the curriculum initiatives in East and Southeast Asia. The book also deals with the prevalent aspects of transnational education at both the secondary (as pathway) and tertiary level (program and provider mobility). This is an absorbing must read for scholars and practitioners, particularly those setting out to collaborate with universities in the region.”Robert Coelen, Emeritus Professor, Director of the Centre of Internationalisation of Education at the University of Groningen, Netherlands “This book offers a remarkable exploration of the internationalization of higher education from East and Southeast Asian perspectives, presenting a cutting-edge analysis of the current trends in the field. It not only examines extensively internationalized higher education systems in the region, such as Singapore and Japan, but also sheds light on the emerging nations of Vietnam and Laos. Policymakers, researchers and practitioners in the field of international education are strongly recommended to read this invaluable resource.”Hiep-Hung Pham, Director, Center for Research and Practice on Education, Phu Xuan University, Vietnam “The book explores the multifaceted realities of higher education internationalization in East and Southeast Asia amidst evolving global dynamics, reflecting the intertwining of higher education and societal contexts. The authors argue convincingly that the qualitative and quantitative development of Asian higher education, rooted in its distinctive socio-cultural characteristics, has transformed global higher education trends in student mobility, international education curriculum, intercultural learning, and others. This challenges us to rethink the values of internationalization in higher education. This book will resonate with a wide range of stakeholders - from students and parents to university staff and leaders, policymakers, and higher education scholars in East Asia and around the world.”Akiyoshi YONEZAWA, Professor and Vice-Director, International Strategy Office, Tohoku University, JapanTable of ContentsPart 1: Introduction 1. Internationalisation of higher education: The rise of East and Southeast Asia Part 2: Internationalisation in HE in East Asia2. Power in international higher education: The case of Malaysia 3. Internationalisation of Higher Education in Laos: Overview of Rationales and Strategies 4. Internationalisation of Higher Education in Vietnam: Policy, Practice, Opportunities and Challenges prior to and since COVID-195. Internationalisation of Higher Education in Indonesia: The past, present, and future6. Internationalisation of higher education in Hong Kong: Opportunities and challenges in the Guangdong–Hong Kong–Macao Greater Bay Area 7. Understanding the Patterns and Context of the Internationalisation of Higher Education in South Korea Part 3: Student mobilities and regional cooperation8. Student mobility and East Asian regional cooperation 9. The developmental and state-driven logics in intra-Asia student mobilities: insights from Singapore’s ‘foreign talent’ scholarship schemes and China’s English-medium medical programs10. Outbound Student Mobility from Southeast Asia: A Pull Factor Analysis Part 4: Internationalising the curriculum, teaching and learning and English medium instruction11. Internationalisation of the curriculum in Hong Kong: Trends, opportunities and challenges12. Internationalizing or decolonising the curriculum? Exploring decolonization projects in Indonesian universities 13. English Medium Instruction (EMI) in Thai Higher Education: Policy, Structural, and Ideological Challenges 14. How Does Japanese Higher Education Cultivate Global Competence? Analysis of Student Survey in the Era of COVID-19Part 5: Transnational education and pathways from international schools to elite international higher education15. Think Local, Act Global: A Glocal Case Study on Reciprocal and Sustainable Transnational Higher Education in Singapore 16. Transnational Higher Education in Japan: Perspectives from International Program and Provider Mobility 17. Producing the ‘global elite’ at home through formatted mechanisms: Chinese students’ experiences in international schools

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Book SynopsisIn an age when everyone aspires to teach critical thinking skills in the classroom, what does it mean to be a subversive law teacher? Who or what might a subversive law teacher seek to subvert â the authority of the law, the university, their own authority as teachers, perhaps? Are law students ripe for subversion, agents of, or impediments to, subversion? Do they learn to ask critical questions? Responding to the provocation in the classic book Teaching as a Subversive Activity, by Postman and Weingartner, the idea that teaching could, or even should, be subversive still holds true today, and its premise is particularly relevant in the context of legal education. We therefore draw on this classic book to discuss, in the present volume, the consideration of research into legal education as lifetime learning, as creating meaning, as transformative and as developing world-changing thinking within the legal context. The volume offers research into classroom experiences and theoretical

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Book SynopsisDrawing on Legitimation Code Theory (LCT), this volume reveals the knowledge practices and language of critical reflection in a range of different subjects, making clear how it can be taught and learned.Critical thinking is widely held to be a key attribute required for successfully living, learning and earning in modern societies. Universities now list critical thinking as a key graduate quality and use critical reflection' as a way of teaching students how to become reflective and ethical professionals. Yet, what critical reflection' actually involves remains vague in research, teaching practice, and assessment. Studies draw on LCT, a fast-growing framework for revealing the knowledge practices that enable educational success and the individual chapters focus on a diverse range of contexts across the disciplinary map, including education, science, arts, sociology and nursing. The book further connects research and practice by presenting in-depth analyses of critical reflectTable of Contents1. Seeing knowledge and knowers in critical reflection: Legitimation Code Theory Part 1: Uncovering critical reflection 2. Developing disciplinary values: Interdisciplinary approaches to investigating critical reflection writing in undergraduate nursing 3. ‘I comply but deeply resent being asked to do so’: Ethical considerations of assessing students’ reflective writing 4. Critical re!ection and critical social work: Describing disciplinary values and knowledge Part 2: Supporting critical reflection in pedagogy 5. Enacting re!ective practice in sport and exercise sciences: Pedagogic and integrative perspectives 6. Consolidating performance: Reflection in the service of developing presentation skills 7. Teaching critical reflection in education diploma pathways: A pedagogic intervention 8. Writing blog critiques in teacher education: Teaching students what is valued with semantic gravity and genre theory 9. Knowledge-powered reflection in teacher education: Semantic waves and genre-based writing practice of museum experiences Part 3: Cultivating critically-reflective students 10. Framing the looking glass: Re!ecting constellations of listening for inclusion 11. Football yadayada: Learning how to critically reflect about sport as a social field 12. Understanding students’ reflective engagement with academic texts

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Book SynopsisPodcasting and Education: Concepts, Communities and Case Studies provides both theoretical frameworks and real-life examples to support readers in the use of podcasting as a medium in education.This edited collection brings together the collective experience of educators from around the world who use podcasting in their pedagogical toolset, providing a rich, diverse collection of practical insights for educating through podcasting. Readers will be able to gain a deeper understanding of the diversity of opportunities for embedding audio into the classroom, learn from practitioners and educators who have been using podcasting in education for years, and gather ideas from inspirational case studies that represent models which can be adapted, adopted or amended to suit a variety of contexts.This book will be of interest to both educators and podcasters with an interest in facilitating learning journeys in day-to-day settings, educational classrooms, and academia, as well as instructors of all kinds, including those teaching audio, media production and journalism.

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Book SynopsisThe Generic Qualitative Approach to a Dissertation in the Social Sciences: A Step by Step Guide is a practical guide for the graduate students and faculty planning and executing a generic qualitative dissertation in the social sciences. Generic qualitative research is a methodology that seeks to understand human experience by taking a qualitative stance and using qualitative procedures. Based on Sandra Kostere and Kim Kostere's experiences of serving on dissertation committees, this book aims to demystify both the nuances and the procedures of qualitative research, with the aim of empowering students to conduct meaningful dissertation research and present findings that are rigorous, credible, and trustworthy. It examines the fundamental principles and assumptions underlying the generic qualitative method, then covers each stage of the research process including creation of research questions, interviews, and then offers three ways of analyzing the data gathered and presentiTable of Contents1. Beginning the Journey 2. The Research Question 3. Research Plan 4. Preparing for the Interview 5. Other Qualitative Data Collection Methods 6. Data Analysis 7. Presentation of the Data 8. Completing the Journey

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Book SynopsisThis timely collection explores the role of digital technology in language education and assessment during the COVID-19 pandemic. It recognises the unique pressures which the COVID-19 pandemic placed on assessment in language education, and examines the forced shift in assessment strategies to go online, the existing shortfalls, as well as unique affordances of technology-assisted L2 assessment. By showcasing international examples of successful digital and computer-assisted proficiency and skills testing, the volume addresses theoretical and practical concerns relating to test validity, reliability, ethics, and student experience in a range of testing contexts. Particular attention is given to identifying lessons and implications for future research and practice, and the challenges of implementing unplanned computer-assisted language assessment during a crisis.Insightfully unpacking the lessons learned' from COVID and its impact on the acceleration of the shift towardTrade Review“This is a timely and interesting volume that will appeal to those interested in using technology in their instructional and assessment practices. It is a much-welcomed addition to the literature on technology-mediated language assessment. It also offers important guidelines for navigating assessment in different instructional settings in times of crisis. I strongly recommend this book!” - Atta Gebril, The American University in Cairo, Egypt“This important book is both timely in its message and massively encouraging in the way in which the individual chapters reflect the creativity of language testers from across the world in dealing with the disruption caused by Covid. In challenging our perceptions of how to establish evidence of test quality in terms of development and delivery the authors call into question much current thinking on validation. Two strong messages ring out from these pages. The first relates to the need to broaden our validation evidence base to embrace qualitative as well as quantitative evidence. The second is the way in which context is rightfully recognised as a critical factor in any validation argument. This book should be seen as core reading for any language testing programme.” - Professor Barry O'Sullivan, British Council"Technology-assisted language assessment has been with us for something like 40 years. One would think we know everything there is to know about it, but this is far from the case. As the authors of the various chapters document, technology-assisted language assessment is a complex undertaking with issues of the security of the test content itself and of the test-takers’ environment, fairness in terms of access to computers and the internet, validation concerns when test-takers may be unfamiliar with certain aspects of technology-assisted tasks, and reliability may be a challenge owing to diversity of test-taking situations and interaction between human and computer-based scoring. The chapters in this book address these concerns in a scholarly but approachable manner and readers will find much of value as they develop their own technology-assisted language assessments for their own contexts." - Dan Douglas, Professor Emeritus, Iowa State University, USA"This timely edited collection of chapters addresses a critical matter of language assessment due to the COVID pandemic. It takes as its starting point the use of technology: online assessment, video technology, and remote learning. In addition, chapters provide overviews and opinions on validation and fairness during the pandemic. As editor, Sadeghi offers an overview as well as concluding thoughts of lessons learned and not learned. As repercussions of the COVID era are still unfolding, this collection will serve as a leading collection of ideas on technology and language assessment." - Professor Antony Kunnan, Nanyang Technological University, SingaporeTable of ContentsForeword by Paula WinkeSection I: Theoretical and Methodological Concerns in Online L2 Assessment Chapter 1: Technology in language assessment: An overview Karim SadeghiChapter 2: Seeking empirical evidence to support online test validation: Building on the IELTS Indicator assessment model Tony Clark, Martine Holland, and Richard SpibyChapter 3: Emergency remote assessment (ERA) narratives from the UK English for Academic Purposes (EAP) sector: Examining validity and longevity of technology-driven solutions Emma Bruce and Heléna StakounisChapter 4: Language testing and assessment in COVID-19 pandemic crisis Hossein Farhady Chapter 5: Argument-based validation in the time of the COVID-19 pandemic Erik VossChapter 6: Assessment without borders: Modernising placement tests for diverse contexts Mahmoud Amer and María J. Cabrera-PucheSection II: Reactions to L2 E-Assessment During the Covid-19 Pandemic Chapter 7: Responding to the pandemic in New Zealand: Opportunities and challenges for language assessment in one tertiary institution Martin East, Deborah Walker-Morrison, and Viviane Lelièvre-LopesChapter 8: Online remote (at-home) assessment of language modules during COVID-19: Changes, challenges, and students’ perceptions Isabel BalteiroChapter 9: Assessing university students’ writing development and performance during remote instruction Bahiyyih HardacreChapter 10: Fairness in remote English placement testing at Iowa State University during the COVID-19 pandemic Reza Neiriz, Shireen Baghestani, Ananda Astrini Muhammad, and Jim RanalliChapter 11: Integration of data-driven learning and assessment through a multimodal corpus of learning objects at the time of the COVID-19 pandemic María Luisa Carrió-PastorSection III: Managing L2 Assessment at the Time of the Crisis: The Way Forward Chapter 12: Test usefulness of E-Portfolios: An alternative approach during and beyond the pandemic Ricky LamChapter 13: Can interactions happen across the screens?: The use of videoconferencing technology in assessing second language pragmatic competence Shishi Zhang and Talia IsaacsChapter 14: The use of technology for redesigning L2 language assessments: Tasks, rubrics, and feedback in emergency remote teaching contexts Ana Maria DucasseChapter 15: Rethinking the online placement test for a college-level Japanese language program during the COVID-19 pandemic Akiko Imamura, Catherine Ryu, and Mariko KawaguchiChapter 16: Conclusion: Lesson learned and lessons not learned Karim Sadeghi

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Book SynopsisThis book examines the role of the university governing council and the changing nature of university governance using a case study from a South African university. The book considers the key challenging features of South African higher education in relation to current competing international trends in higher education governance. It shows how major decision-makers within the university operate within competing governance knowledge domains to exercise good practice within turbulent institutional contexts. These diverse institutional cultures are examined in terms of their contribution to various governance practices, presenting an emerging model of university governance known as the structuralâsystemicâcultural model. Throwing light on the nature of challenges associated with the governance of universities in the post-apartheid era, this book will be of interest to academics, researchers and postgraduate students in the fields of higher education, comparative education and education governance. Also, it will appeal to university councils and management across Africa.

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Book SynopsisWith a focus on the growing number of institutions employing commercial agents to support international student recruitment, Student Recruitment Agents in International Higher Education provides an evidence-based exploration of this phenomenon, and will increase the reader's understanding of the multiple dimensions of agent engagement, its contradictions and complexities.This book explores who and what these education agents are, what students and higher education institutions can expect from a good agent, how bad agents can be identified and avoided, and what we learn from the reasons for the development of these agents in the first place. Offering theoretical perspectives with practical applications, this volume features contributions from academics and scholar-practitioners, laying out fresh perspectives and insights on topics such as process transparency, developing agent policy and procedures, and government regulations.Providing the ideal referencTrade Review"Although a longstanding practice for institutions in Australia and the UK, the use of student recruitment agents is now a topic of increasing interest for institutions world-wide. Seen as controversial in some quarters but readily accepted as the norm in others, there could not be a more timely publication to support a greater understanding of the complexities of business models in international education, the rapid evolution of those business models in the face of the global pandemic, and the shifting role played by commercial agents in international student acquisition and retention."Dr Douglas Proctor, Pro Vice-Chancellor (Global Engagement), Swinburne University of Technology, Australia"Pii-Tuulia Nikula, Vincenzo Raimo and Eddie West have opened the world of education agents for all to see – and what an important world it is! Agents mediate the flow of six million students across the world, foster the hopes of families and open opportunities for young people, stabilise the finances of educational providers, and cross the cultural boundaries for everyone. This compelling book tells us much we did not know and also makes the agent industry accountable in a new way. A major contribution."Simon Marginson, Professor of Higher Education at the University of Oxford and director of the ESRC/RE Centre for Global Higher Education"Outsourcing has been a staple of the higher education sector but one area of outsourcing that still gives institutions heart burn is international student recruitment agents. Student Recruitment Agents in International Higher Education provides diverse perspectives from institutions, students, consultants, and practitioners arming HEIs with the knowledge to navigate, negotiate and shape partnerships successfully. This inclusive book brings together rare insights into regional, governmental, and global practices and emphasizes the critical elements of a strategic agent-institution relationship."Joann Ng. Hartmann, Senior Impact Officer, NAFSATable of ContentsPart I: Setting the Scene 1. Education Agents: Key Issues, Themes and Stakeholders 2. From Student to Agent to Faculty: How my Journey has Influenced my Work with Education Agents Shenton Chang 3. The Risky Terrain of Outsourcing Recruitment: Ethics Versus Expediency Part II: Education Agent and Consultant Perspectives 4. The Agent Voice: Agents’ Perspectives on Recruiting and Student Services Before and After the Pandemic 5. An Ethical Approach to Student-Centered Commission-Based Recruitment: The Way Forward6. Education consultants’ work and international education: an examination of the technical and emotional dimensionsPart III: Agents’ Value Propositions and Impact7. Agents and Test Preparation: The Quest for High Scores on Standardized Tests8. International Education Agents: Lessons from the History of IDP9. Between a Rock and a Hard Place: Toward a student-centred value proposition for agentsPart IV: Agent Management & Views of Higher Education Institutions10. Agent Management Best Practices 11. Building an Effective Agent Engagement Strategy to Empower Strategic Growth in New Zealand 12. Recruitment Agents in Italy: Perspectives of Higher Education InstitutionsPart V: Student Views13. Pursuing Higher Education Dreams in the U.S.: Portraits of Chinese Families Assisted by an Education Agent14. Giving voices to Chinese international students using interpretative phenomenological analysis (IPA): the application experiences to UK universities via education agents in uncertaintyPart VI: Government and Regulator Perspectives and Country Studies15. Exploring the reasons for the development of India’s education agent system16. Regulation, Deregulation and Self-regulation: The Evolution of China’s Policy on Education Agents17. Education New Zealand’s agent engagement programme: Building a more sustainable international education sector18. Client-Agent Dispute Cases19. Conclusions, Emerging Trends and Future directions for education agents and their stakeholders

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Book SynopsisHow can you design more inclusive learning experiences and environments? How can you overcome some of the challenges of designing and implementing more inclusive learning?You will find the answers to these questions and much more in this dynamic new text. Asserting that good teaching is inclusive teaching, it demonstrates how university modules and courses can be designed so that each student, regardless of their complex diversity, is valued equally.Drawing from the contributions of over 80 experts and colleagues alongside her own extensive experience, Rossi explores how to embed inclusivity at the point of course design and how to set up, run, assess and evaluate inclusive learning environments and experiences. Following a unique roots to shoots' journey through an inclusive learning design tree, chapters focus on five dimensions: Values Context Content Assessment Evaluation An accessible and practical guide for hTable of ContentsAbout me Contributors Preface Acknowledgements Structure and organisation of the book SECTION 1: Learning Values – The roots Roots to shoots approachThe rootsThe ‘I’ root: Intentionally Equitable The ‘N’ root: Nurturing The ‘C’ root: Co-created The ‘L’ root: Liberating The ‘U’ root: User-friendly The ‘S’ root: Socially Responsible The ’I’ root: Integrative The ’V’ root: Values-based The ‘E’ root: Ecological Co-creation Where are you at now? SECTION 2: Learning Context - Set up and Engagement Chapter 1 – Ready? Setting up the physical and digital space The physical learning spaces The blended learning spaces The digital learning spaces The mobile learning spaces Chapter 2 – Steady? Needs analysis and orientation Needs analysis Orientation Chapter 3 - Go! Building community and fostering a support culture Students’ well-being Starting the course SECTION 3: Learning Content - Input and practice Chapter 4 Using Learning Thresholds Learning outcomes Threshold concepts Learning thresholds Big ideas Putting it all together Chapter 5 Flipped and self-directed Flipped Self-directed Chapter 6 Diversified, relevant and creative Diversified Relevant Creative SECTION 4 - Learning Assessment – Output and feedback Chapter 7 Choice, voice and authentic Choice Voice Authentic Chapter 8 Reflective and formative Reflective and formative assessment Reflective and formative feedback Chapter 9 Self and peer assessment and feedback SECTION 5 – Learning Evaluation Chapter 10 Lesson evaluation Chapter 11 Course evaluation Conclusion Index

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Book SynopsisThe Design of Digital Learning Environments provides comprehensive guidelines for creating and delivering high-quality online and blended learning experiences in higher education. With increasing numbers of students engaged in partially or fully digital education, graduate students preparing for design, development, or faculty roles need fresh, practical applications of cutting-edge research and theory. This textbook uses the Community of Inquiry framework, an influential and invaluable pedagogical model focused on deep learning, to aid educators in forging meaningful, collaborative connections with students engaged in digitally supported multi-modal learning in colleges and universities, MOOCs, and lifelong learning initiatives. Across five parts, the book covers the basic structure, concepts, terminology, and history of the Community of Inquiry; principles for designing and delivering digital courses; design for specific course conditions; applications of learning activitTable of Contents1. Introduction to the Community of Inquiry theoretical framework 2. A Brief History of the Community of Inquiry Framework (A Personal Recollection) 3. Evidence-based collaborative and constructivist online design and practice 4. Teaching Presence as a Guide for Productive Design in Online and Blended Learning 5. Design and facilitation to balance Social, Teaching, and Cognitive Presence 6. Fostering Student Self- and Co-regulation in a Community of Inquiry: Development of a Self-Assessment and Praxis Tool 7. The Community of Inquiry in blended synchronous designs 8. The Community of Inquiry in international and intercultural settings 9. Scaling the Community of Inquiry framework for MOOC design 10. Applying Community of Inquiry in Designing Higher Education Lifelong Learning Courses: The case of the BUFFL-project 11. Hands-on science learning using the Community of Inquiry framework 12. Strategies to Promote Cognitive Presence in Asynchronous Online Discussions: A 20-Year Systematic Review of Empirical Research 13. Digital meetings guided by the Community of Inquiry framework 14. The Community of Inquiry and Authentic Assessment: A Union of Flexibility and Purpose15. Conclusions and further directions

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Book SynopsisDrawing on original survey data, reflective accounts, and case studies of supervisory practice in different disciplines, Doctoral Supervision and Research Culture explores the supervisor experience and demonstrates the craft, compassion and consistency required of supervisors in responding to different researcher's needs.Based on empirical data and using the voice of research supervisors, the authors throw a spotlight on the challenges and opportunities supervisors face in supporting doctoral researchers through to successful PhD completion. This book acts as an invitation to institutions, funders, industry and academics to review what, and how they support PhD provision and to elevate the status of supervision practice. It shows how research cultures - disciplinary, institutional and individual - affect the supervisory experience and highlight the challenges that supervisors face, as well as the rewards that successful supervisory relationships bring. It is also a cel

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Book SynopsisIn a global context of growing inequality and socio-environmental crises, Equity in Higher Education considers the issues and challenges for progressing an equity agenda.It advances a unique multidimensional framework based on theoretical and conceptual threads, including critical, feminist, decolonial, post-structural, and sociological discourses. It also provides readers with the sophisticated insights and tools urgently needed to challenge long-standing, entrenched, and insidious inequalities at play in and through higher education.Written as a form of a pedagogical interaction, and addressing nuanced temporal and spatial inequalities, this key resource will be of value to policymakers, practitioners, educators, and scholars committed to progressive and groundbreaking approaches that can engage the ongoing challenges of transforming higher education towards more just realities.

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Book SynopsisImagination and Arts-Based Practices for Integration in Research explores the philosophical assumptions, defining concepts, and methodological issues related to the introduction of intentional imaginative mental processes and arts-based practices into some or all phases of investigation, and data integration of particular research approaches.Although typically central to mixed, multi-method, and arts-based research, the practice of integrating diverse forms of data might be applied to other research traditions. The integration of data diversity represents a deviation from traditional scientific thinking demanding a dramatic paradigm shift inclusive of multi-dimensional, nondiscursive, aesthetic, rhizomatic, and imaginative mental processes. In this book, imaginative mental processes and arts-based practices are described and illustrated as approaches to investigating, revealing, and understanding the elusive yet essential meanings hidden in the crevices, shadows, andTable of Contents1. Introduction 2. Imagination: Changing Worldview and Social Discourse 3. Dialectical Aesthetic Intersubjectivity: A Philosophical Perspective 4. Imagination in Research: Reconceptualizing Method, Data, and Evidence 5. Imaginative Processes and Arts-based practices in Research 6. Imagination and Integration in Mixed and Multi-Method Research 7. Integration Using Imagination Processes and Arts-Based Practices 8. Conclusion

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Book SynopsisThe Multi-Disciplinary Instructional Designer explores how the instructional design and development process can be energized and deepened through principles gleaned from other fields of academic study. Despite their shared academic preparation and theoretical foundations, many instructional designers come to the profession also bearing formative knowledge from a diverse range of other subject areas, career tracks, creative practices, or intellectual pursuits. Their training, however, typically does not prepare them to leverage these specializations into the creation of more effective educational experiences and materials. This first-of-its-kind book guides instructional designers to apply key concepts, strategies, and lessons learned from a variety of disciplines - spanning the social sciences, arts and humanities, and STEM - to their practice. Chapters replete with example scenarios, reflection activities, and field-tested strategies provide an expansive yet actionable refraTrade Review"From soldiers to journalists, the siren call of instructional design is illustrated in this text with a clear focus on ID and stories of how we find ourselves in this unusual field. A fascinating journey and a worthwhile read."—Alison A. Carr-Chellman, Dean of the School of Education & Health Sciences at University of Dayton, USA"The rich array of disciplinary expertise represented here expands our thinking about instructional design. Every artist knows that, before you can fly, you must learn to walk. In ID, we know how to walk. This book invites us to fly."—Flower Darby, Associate Director of the Teaching for Learning Center at the University of Missouri, USA"The Multi-Disciplinary Instructional Designer is a thoughtful, unique, and compelling gift to the field that provides a nuanced look at the people building our profession. A must-read collection of personal journeys used to provide universal insights into a maturing field."—Karl Kapp, Professor of Instructional Design and Technology at Bloomsburg University, USATable of Contents1. A Closer Look at Instructional Design 2. A Consultative Mindset: Aligning Strategic Learning Initiatives Using Marketing-Based Approaches 3. Out of the Frying Pan, Into the Fire: The Unintended (And Amazing) Consequences of Risk Taking in the Practice of Instructional Design 4. Critical Theory for Critical Work: Feminist Approaches to Instructional Design 5. A Tale of Two English Teachers: Instructional Design Lessons Learned from the Classroom 6. Building Resilient Courses: How Crisis Management Can Inform Instructional Design 7. Always on Stage: Acting and Improv Skills for Creating more Collaborative Design Dynamics 8. Designing Therapeutic Landscapes for Learners: What a Critical Health Geography Approach Can Add to the Field of Instructional Design 9. STEM and Instructional Design: A Discussion of STEM Identity Soft Skills in the Instructional Design Field 10. Lessons From the Barre: The Intersection between Dance and Dynamic Instructional Design Decision-Making 11. Instructional Design as Communication: Insights from the Field of Journalism

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Book SynopsisIn the last few decades university teaching has been recognised as an activity which can be studied and improved through educational scholarship. In some disciplines this is now well established. It remains emergent in legal education. The field is rich with questions to be answered, issues to be raised. This book provides the first overall review of legal education scholarship. The chapters outline the history of legal education research and provide a detailed analysis of the trends in areas of publication. Beyond this, the book suggests a typology for further conceptualising the field and a series of suggested paths for future research. The book originated from the 2017 UNSW conference Research in Legal Education: State of the Art? It features internationally respected authors who bring their perspectives on how legal education as a field of research should be conceptualised. The collection is arranged into three themes. First, a historical view is taken of the emergence Table of ContentsTABLE OF CONTENTS PART I INTRODUCTION:Chapter 1 Legal Education Research as an ImperativeBen Golder, Marina Nehme, Alex Steel and Prue Vines*Chapter 2 The histories of legal education scholarshipFiona CowniePART II CURRENT LANDSCAPES:Chapter 3 Theoretical Legal Education Research: Engaging neoliberalismPeter BurdonChapter 4 The Poverty of PessimismDavid DixonChapter 5 Empirical Legal Education Research: Empirical research in Australia Alex SteelChapter 6 Practical Legal Education Research: A meta-survey of teaching and learning in practice-based educationKristoffer GreavesChapter 7 Towards a Taxonomy of Legal Education Research Kate Galloway*, Melissa Castan and Alex SteelPART III CALLS FOR ACTION:8 Who Controls University Legal Education in UK Anthony BradneyChapter 9 A virtuous journey through the regulation minefield Sally KiftChapter 10 Trends in Legal Education ReformJulian WebbChapter 11 Thinking or Acting Like A Lawyer? What We Don’t know about Legal Education and are Afraid to AskCarrie Menkel-MeadowChapter 12 Equipping the Legally Literate Leaders of Tomorrow Tania LeimanChapter 13 Prometheus, Sisyphus, Themis: Three futures for legal education research Paul Maharg

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Book SynopsisThis text outlines the relative merits of qualitative interviewing to new and emerging scholars in an accessible way. This is achieved not by providing an exhaustive how-to' guide but in introducing researchers to the interview technique and using examples of best practice' from across the social sciences.To ensure the book is both accessible and inclusive, efforts have been made to include case studies from a diverse range of authors, including those from different ethnic and social backgrounds, from outside Western Europe/North America, and from non-academic sources. This book will therefore introduce the reader to the key themes surrounding interview design, implementation, analysis and presentation, using examples and case studies from research across the social sciences. Crucially, the book will not provide exhaustive guidance on how to conduct the techniques. Instead, each chapter includes a range of interview design activities for readers to try which might help them

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Book SynopsisThis edited book offers a new look at community and heritage languages schools around the world, providing a comprehensive and nuanced portrait of language education and cultural understanding in and beyond school contexts. Covering research and practice, the contributors survey the global landscape of community and heritage language schools and explore new developments in the field to understand the challenges the schools face and discuss the impact they have on their students and surrounding communities. Chapters address key topics including language development, academic achievement, professional development, learner identity and agency, online learning and teaching disruptions. Contributors highlight learners' voices throughout, with special attention to overlooked minority language communities and Indigenous voices.Through this wealth of thorough and insightful analysis, the contributors of this book position students of community/heritage languages schools as citizens oTable of ContentsContributor BiographiesPreface Chapter 1 Community/Heritage Languages Schools Transforming Education: Beyond complementary, more than integrationChapter 2 Teaching and Learning Community Languages in Scotland during the COVID-19 Pandemic: Challenges, opportunities, and innovations Chapter 3 Reimagining ‘Language’, ‘Community’, and ‘Identity’ in Community Language Learning Chapter 4 New Possibilities for Heritage Languages within a Reshaped Language Education Landscape: Lessons from the Critical Connections Multilingual Digital Storytelling Project Chapter 5 Arabic Heritage Schools as Sites of Multilingualism and Positive Identity Building in the UKChapter 6 Leading Community/ Heritage Languages Schools Chapter 7 ‘Progressing Progressions’: Design Considerations in the Development of Language Learning Progressions for Community Language Learners Chapter 8 Teacher Professional Identities Across Sectors Chapter 9 "The school made me realise that all Chinese people are different": Constructing Interculturality and Pupils’ Identity in Two Community SchoolsChapter 10 Reasons and Resistance: Parents’ Reflections on Community Language Education in Swedish and Vietnamese Schools Chapter 11 Transnational Vietnamese Parents as Managers of Heritage Language Education: The "How" of "What"Chapter 12 Confronting a Monolingual Mindset: Exploring Pathways to Accreditation for Community Languages Teachers Chapter 13 Community Language School Teachers’ Emotions and Professional LearningChapter 14 Charting Pedagogies for Community/ Heritage Language Learning Within a More Unified, Pluralist View of Languageand Literacy EducationChapter 15 Community Language Learning Supported by Religious and Spiritual Contexts Chapter 16 Religion in Community Language Schools: The beliefs of Brazilian teachers in England Chapter 17 Case Studies: Greek, Arabic and Tamil Language Schools Chapter 18 Parallel Lines: Community/Heritage Languages Schools and Future Research Index

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Book SynopsisThis timely Routledge Handbook creates a much-needed space to explore what makes social work uniquely African, as well as shaping, informing, and influencing a new culturally relevant era of social work. The specific focus on social work education offers approaches to transition away from the hegemony of Western literature, knowledge, and practice models underpinning African social work education. The authors identify what is relevant and meaningful to inform, influence, and reconceptualise culturally relevant social work curriculum.Covering Botswana, Cameroon, Ethiopia, Ghana, Guinea, Kenya, Malawi, Nigeria, South Africa, Tanzania, Uganda, Zambia, and Zimbabwe, the Handbook comprises both empirical and conceptual chapters, multiple approaches, case studies, and key debates on social work education. It is structured in four parts: Approaches to Indigenising, Decolonising and Developing Culturally Relevant Social Work Education Social Work Education: Evolution ac

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Book SynopsisAddressing a significant gap in the literature, this book provides conceptual and practical foundations for the development of more effective support strategies to improve academic outcomes for Indigenous higher education students.Authors Martin and Vicky Nakata draw on Indigenous and higher education research, as well as their own experience implementing reforms to Indigenous student support services in Australian universities, to present a method that focuses on helping students to develop the skills and capabilities they need to thrive at university. The book is divided into three sections, the first outlining fifteen key concepts and conditions for student success. The second section provides detailed guidance on individual student case management, from foundational concepts through to implementation. The third section outlines what staff need to consider before attempting to implement changes to practice in their local context, offering a blueprint for assessing current Table of ContentsIntroduction 1. Key concepts and conditions for student success 2. An individual student case management approach 3. Shifting to a capacity-development approach 4. Concluding remarks

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Book SynopsisStudent engagement is a catch-all term, irresistible to educators and policy makers, and serving many agendas and purposes. This ground-breaking book provides a powerful theory of student engagement, rooted in critical theory and social justice. It sets out a compelling argument for student engagement to promote social justice and to repel neoliberalism in, and through, higher education, addressing three key questions: Student engagement in what? Student engagement for what? Student engagement for whom? The answers draw on Habermas, Honneth, Gramsci, Foucault, and Giroux in examining ideology, power, recognition, resistance, and student engagement, with examples drawn from across the world. It sets out key features, limitations, and failures of neoliberalism in higher education, and indicates how student engagement can resist it. Student engagement calls for higher education institutions to be sites for challenge, debate on values and power, acTrade ReviewStudent Engagement, Higher Education, and Social Justice is a tour de force. It is brilliant in its analysis of the meaning and relevance of student engagement as part of a larger project of empowerment, social justice, and social responsibility. The book is a welcome relief in light of the endless books that have depoliticized the concept and erased its critical theoretical foundations. Morrison and Bramley’s book is essential reading in a time of increasing attacks on education and social justice. It is informative, accessible, lyrical and brilliant in its analysis for addressing education as a vital and critical project. This book is a must reading for educators, parents, students, and others attempting to connect education with the imperatives of pedagogy, social justice, and democracy.'Henry A. Giroux, McMaster University Professor for Scholarship in the Public Interest, The Paulo Freire Distinguished Scholar in Critical Pedagogy, McMaster UniversityThis is the book I wish I’d written! A compelling reframing of student engagement for social justice, this incisively argued text harvests the abundant riches of critical theory with such finesse that it serves both as the "go to" source for understanding the topic of student engagement in its full complexity, and as a model of deploying theory critically and intelligently to enhance analysis of any topic. Vicki Trowler, University of Huddersfield, United Kingdom.'Drawing on Habermas, Honneth, Freire, Giroux, Foucault, and Gramsci, the authors Bramley and Morrison pose the questions ‘student engagement in what, for what and for whom?’. Their answer is in the resistance to neoliberalism in Higher Education and beyond in the pursuit of social justice. Neoliberalism, they quite rightly argue, is unfit for HE. Overcoming it requires a long-term commitment involving critical pedagogy, activism, solidarity, resistance, collectivity and ‘conscientization’ in the ongoing struggle for a better world. In these desperate times of endless austerity in the UK, and creeping fascism, not least in the United States, their book fosters an optimism of the will to challenge the many obstacles we face today.'Mike Cole, Emeritus Professor, Bishop Grosseteste University, United Kingdom. Editor of Education, Equality and Human Rights: Issues of Gender, ‘Race’, Sexuality, Disability and Social Class (5th Edition), and Equality, Education and Human Rights in the United States: Issues of Gender, Race, Sexuality, Disability and Social Class (1st Edition).Table of Contents1. Setting the scene: overview and argument 2. What does ‘engagement’ actually mean? 3. Habermas, knowledge-constitutive interests, and ideology critique for student engagement 4. The ideal speech situation, communicative action, recognition, and student engagement 5. Student engagement in a neoliberal world 6. Foucault, neoliberalism, and higher education 7. Student engagement in the cracks in neoliberalism 8. Student engagement, social justice, and outflanking neoliberalism 9. Retrospect and prospect

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Book SynopsisPerspectives on Teaching and Learning Leadership in Higher Education has been designed to bring together case studies to facilitate the development of effective and well-equipped leaders within the higher education sector.With the growing global emphasis on higher education to improve the quality of the learning experience for increasingly diverse students, this book focuses on good leadership in teaching and learning by illustrating the lived experiences of academics and sharing case studies which highlight moments and instances that positively impacted their professional development as leaders. The globally relevant case studies included provide insights into the different ideas implemented by leaders for learning and teaching projects. Through these case studies, the decision-making processes of leaders are made visible to other aspiring leaders in similar positions. This resource will be invaluable in enhancing and enriching the learning experience of stTable of ContentsPart I: Introduction 1. Teaching and learning leadership in higher education: an introduction Part II: Case Studies on Teaching and Learning Leadership 2. Pragmatic leadership for collaboration in a competitive sector: the case of sigma 3. Leading for inclusivity: peer-assisted learning and internationalisation 4. Stepping stones towards higher education teaching and learning leadership: a case study on becoming a Deputy Dean 5. Opportunities and barriers to leadership in student support services: a case study of inclusive assessment 6. Be(com)ing an academic leader: a case study on a collaborative partnership for external peer review 7. Leading as an international academic: a case study of a casual teaching team 8. A leadership quest in teaching and learning: a case study of building capability and competency Part III: Implications for Practice 9. Conclusion: perspectives on teaching and learning leadership in higher education: implications for practice

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Book SynopsisInstructional Design for Organizational Justice prepares instructional designers to use culturally relevant, performance-based learning materials and environments that improve organizational and workplace learning experiences for today's diverse, globalized contexts. With socially just leadership and DEI initiatives growing in institutions across sectors, today's instructional design programs must prepare graduate students to be more culturally relevant, equity-minded, and inclusive in their professional practice. This textbook explores the implementation of systematic, systemic, and performance-oriented designs alongside the use of organizational justice theory to facilitate more equitable, inclusive performance improvement and workplace learning interventions.The book introduces the Learning and Performance Support Instructional Design (LeaPs ID) Model. Applicable to instructional designers, educational technologists, learning experience designers, learning engineers

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Book SynopsisThis book offers faculty teaching in public administration and public affairs programs a playbook for using popular culture as a pedagogical tool in the classroom.Authors Erin L. Borry and Peter A. Jones build a pedagogical framework, detailing the richness and range of media through which pop culture can be accessed, and demonstrate how best to integrate different forms of pop culture to achieve various learning goals. The breadth of content available and practical applicability to the public administration degree offer many opportunities to incorporate pop culture into the curriculum, including introductory courses in public administration and public service, as well as more advanced budgeting, statistics, ethics, social equity, and open government courses, to name a few. This book offers some examples of pop culture that instructors can readily adapt for use in their own courses, as well as sample assignments and various types of group work, including simulations.

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Book SynopsisGeneration Z students are avid gamers and are always on social media. Smart like their phones, they must be educated in a smart manner, which involves the use of digital tools. Transformative Digital Technology for Disruptive Teaching and Learning provides smart education solutions and details ways in which Gen Z learners can be educated. It covers such digital learning strategies as blended learning, flipped learning, mobile learning, and gamification. It examines creative teachinglearning strategies to encourage modern learners to learn more quickly. The book discusses ways to accelerate the capabilities of teaching and learning transactions. It also covers innovative teaching and learning processes to meet the challenges of digital learners.Starting with an overview of digital learning resources and processes as well as their advantages and disadvantages, the book then discusses such approaches and strategies as follows:Learner-oriented and leaTable of Contents1. Digital Learning Resources: An Overview 2. Disruptive Teaching Approaches and Strategies for Learners in the New Normal 3. Disruptive Teaching and Learning Strategies for Modern Learners 4. Effective Use of Learning Management Systems for Changing Education Scenarios 5. Blended Learning: A Novel Approach in Pedagogy 6. Blended Approach in Education: An Overview 7. Blended Teaching and Learning Strategies to Cope with Education 4.0 8. Gamification: An Engaging Module for the Future Learners 9. Gamification for Teaching and Beyond for Creative Learners 10. Gamification: Future Innovations in Education 11. Flipped Learning: A Strategy for Focused Group and Personalised Learning 12. Need-Based Mobile Education and Care for The Differently-Abled Students: Facilitating Flexible Learning 13. M-Learning: A New Definition in The Technology Based Learning 14. Augmented Reality in Education: Modern Technologies and Educational Potentials 15. Educational Augmented Reality Working Methodology, Opportunities and Apps 16. Teaching and Learning Mathematics Using Augmented Reality 17. Artificial Intelligence in Teaching-Learning Process: A Paradigm Shift in Teacher’s Role 18. Cloud Computing on Education 19. Mobile Learning in Higher Education

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Book SynopsisThe Essentials of Instructional Design, Fifth Edition introduces the fundamental elements of instructional design (ID) to students who are new to ID. The key procedures within the ID processâlearner analysis, task analysis, needs analysis, developing goals and objectives, organizing instruction, developing instructional activities, assessing learner achievement, and evaluating the success of the IDâare comprehensively covered and enriched with descriptions and examples of how these procedures are accomplished using the best-known models. This revised fifth edition features firsthand testimonials from ID professionals; new content on accessibility, innovation, virtual environments, digital video, feedback, and rubrics; thoroughly updated references and definitions; and more.Unlike most other ID books, The Essentials of Instructional Design provides an overview of the principles and practice of ID without placing emphasis on any one model. Perspectives from a variety of contexts and sectors exemplify how professional organizations put the numerous ID processes into effective practice. Offering a variety of possible approaches for each step in the ID process and clearly explaining the strengths and challenges associated with each, the book will prepare students with the information they need to make informed decisions as they design and develop instruction.

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Book SynopsisThis seminal collection of essays captures and celebrates the distinct insights, experiences, and accomplishments of educational developers of color (EDC) across the USA and Canada.Perspectives of Educational Developers of Color is the first volume to focus on the growing number of EDC, their stories, career trajectories, and contributions in the field. EDC often provide support for students, faculty, and staff of color while also responding to the ever-evolving needs of the institution to create a more equitable, inclusive, and accessible environment.In highlighting the perspectives of EDC across diverse, intersecting identities, this text brings to the forefront strategies that institutions can implement to strengthen their support and cultivate a sense of belonging in their communities.

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Book SynopsisThis updated edition of a beloved classic explores the often unspoken nuances of life in and beyond graduate school. With new hints that give a 360-degree review of the challenges and issues in academic life, Drew, Feldman, and Gray provide a straightforward, entertaining perspective on matters that affect careers and livelihood. Topics span the dissertation process, job hunting, life in the classroom, and moreâmaking for the perfect graduate student companion. What They Didn't Teach You in Graduate School 3.0 is an irreverent, one-of-a-kind guide for both graduate students and junior professors as they begin carving their paths toward a successful academic career.

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Book SynopsisAs the impact of climate change becomes more evident and dire, business leaders, educators, students, and academic leaders are deciding what they need to change and do to survive and thrive in a new and dramatically different environment. This book sets out how to transform business education and integrate sustainability practices into curriculum and a wider academic culture. While some universities around the globe are still teaching business practices that have contributed to human and environmental crises, pioneering educators and higher education institutions are researching, developing, and implementing programs to transform business education and practices. With stories from 26 administrators, researchers, and faculty across the globe, this book inspires business educators with innovative tools and creative solutions to address challenges in the business world and society. These pioneers are helping students and business ventures change the way they conduct business to Trade Review“We must end teaching, researching, and legitimizing business-as-usual practices that are rapidly destroying the planet’s capacity to support all species. These authors tell exciting stories that inspire business schools around the world to break away from those practices to focus on activism, researching, and teaching to create a sustainable/flourishing/regenerating world. These powerful stories will inspire many to follow in their footsteps, and to share our own transformation stories.” James A. F. Stoner, Ph.D., Professor Emeritus, Fordham University “If we are ever to overthrow the yoke of shareholder primacy, we must creatively destroy business education as we know it. This important new book provides a roadmap and narrative for making that happen.” Stuart Hart, Ph.D., Professor, University of Vermont and author of Beyond Shareholder Primacy "We all agree that business education needs to be transformed if we are to transition towards a sustainable political economy but how exactly is this to be done? Transforming Business Education for a Sustainable Future: Stories from Pioneers will be an invaluable resource for anyone who is currently wrestling with this question." Lee Matthews, Ph.D., Lecturer in Business and Society, University of Nottingham "This book provides a deep and sincere insight into meaningful and useful practices regarding sustainability in education. The simple writing of each chapter encourages the reader to realize and encourage aspects of sustainability in work and daily life." Respati Wulandari, Ph.D., Associate Professor, BINUS Business School, Bina Nusantara University, Indonesia "What we are teaching in business schools today is irrelevant. Many organizations are working against an urgent timeline to change business and business education for human survival. This book takes us beyond conversations about what might be done or should be done. It offers stories from pioneers who are in action. No one has all the answers but these pioneers are on the front lines of figuring out business for a finer future." Hunter Lovins, JD., President and Founder of Natural Capitalism Solutions (NCS), founding professor of the MBA in Sustainability at Bard College "I was deeply inspired as I read the 16 chapters of this urgently needed book which is filled with well documented, positive, 'sustainability promoting,' examples of changes that have been and are being made in business schools’ courses and curricula. As an educator since 1965, I strongly endorse this book for educators, students, and business school policy makers, globally." Donald Huisingh, Professor and Editor-in-Chief, Emeritus, Journal of Cleaner Production “Education is arguably the most immediate way to drive socio-ecological change and have an impact in business/management. This book is a fantastic collection of hands-on stories from those committed to transforming business education and making a difference. It provides much-needed resources and practical insights and I am sure it will become a reference in the field." Anne Touboulic, Ph.D., Chair of the Social and Environmental Responsibility Group, Nottingham University Business School "The world is facing unprecedented challenges, and it is essential that our future business leaders are equipped with the knowledge, skills, and mindset necessary to navigate and address these complex issues. This book serves as a guiding light, providing a collection of success stories from pioneers who have developed innovative programs, courses, and systems that are already transforming the way business education is conducted to cope with our global sustainability challenges.”Rupert Baumgartner, PhD, Professor of Sustainability Management, University of Graz, AustriaTable of Contents1. Seeing Shadows: Unveiling Assumptions Underlying Management Education 2. A Transformational Attempt to Embed PRME College-Wide 3. Pluralism and “Conscientização” in the Business Classroom and Beyond 4. Regenerative Finance and Economics from Start to Finished (For Now) 5. Teaching Sustainability Management and the Creation of the MSc Sustainable Supply Chain Management at Excelia 6. Transforming Finance Education in Business Schools: A Finance Course Aligned With Sustainability 7. Students Initiate Change: Design Thinking Challenges at the University of Graz 8. Educating Students as Future Transition Intermediaries for Circular Ecosystems 9. Teaching Sustainability from Beneath the Surface: The Permeable Membrane Between Business and Nature 10. Teaching Sustainability across Borders: Looking Back to Look Ahead 11. How an Innovative Entrepreneurial Education Device Fosters Sustainable Entrepreneurship among Students 12. Back to School for the Planet Alumni Initiative: Lifelong Learning in Sustainability 13. Creativity for Managing Life in Common 14. Knowing and Acting Towards Sustainable Consumption 15. Marketing Principles for Sustainable Business Survival 16. 21st Century Leadership Practice: Building Reflection into Sustainable Purpose

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