Higher education, tertiary education Books

Book SynopsisDespite comprising the largest minority in rural settings, the literature to date largely subsumes African American rural students into a broader set of Black and African American students, with a primarily urban focus. This volume focuses on the higher education pathways of rural African American students and highlights their experiences in US colleges and universities. Addressing the fact that rural students have higher high school graduation rates than their urban peers but are less likely to take paths towards higher education, the authors identify research needs, areas of concerns, and strategies to encourage and sustain greater postsecondary participation among African Americans from rural settings. Contributors to the volume address the meaning of race and place, cultural capital, gender dynamics, gifted education, college choice, teacher and education leader preparation, campus programming and the role of Historically Black Colleges and Universities, with specific reference to African American rural students, to pin down a clear picture of the barriers and drivers of their higher education journeys.Table of ContentsChapter 1. Passport with No Access: The Habitus and Cultural Capital Influences of Rural, African American and Low Socioeconomic Status Students’ College Aspirations; Cara M. Gafford Chapter 2. Black, Gifted, and Living in the ‘Country’: Searching for Equity and Excellence in Rural Gifted Education Programs; Joy Lawson Davis, Donna Y. Ford, James L. Moore III, Erinn Fears Floyd Chapter 3. Black Males in Rural Contexts: Challenges and Opportunities; Erik M. Hines, James L. Moore. III, Renae D. Mayes, Paul C. Harris, Paul Singleton, II, Christian M. Hines, Chris J. Harried, Bobbi-Jo Wathen Chapter 4. #BlackGirlMagic: The (Mis)education of Gifted Black Girls from Economically Disadvantaged, Rural Communities; Raven K. Cokley, Loni Crumb Chapter 5. The Privileged Rural: The College Experiences of Rural African Americans; Jamon Flowers Chapter 6. Rural Pathways to Higher Education: The Role of Mathematics Achievement and Self-Efficacy for Black Students; Crystal R. Chambers Chapter 7. Rural, Black, and Distant: Building Relationships to Foster Higher Education Access; Jason Combs, Michelle L. Boettcher, Amber Lange, Sara Hanks Chapter 8. The Culturally Relevant Classroom Management (CRCM) Competence of Novice Teachers; Tremaine R. Young, Crystal R. Chambers Chapter 9. Advancing Rural Administrators and Teacher Leaders: Educational Opportunity in the Alabama Black Belt; Tricia J. Stewart, Nicole DeRonck Chapter 10. Outsiders Within: Critical Perspectives of Black/African American Women Teaching Multicultural Counseling in Rural Appalachia; Adrienne Erby, Dominque S. Hammonds

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Book SynopsisAlthough many countries have created effective strategies to recruit more international students due to proven economic and social benefits, recruiting international students as a field of research lacks coherence. Filling this gap, this book provides a holistic and comprehensive overview of this emerging research area. Exploring the theoretical and practical aspects of recruiting international students, this edited collection considers the financial, administrative, legislative, socio-cultural and market related barriers to international recruitment. The chapters cover a broad range of topics such as the role of social media in recruiting international students, the impact of internal environment on the recruitment of international students and the internationalization of universities as a strategy for recruiting international students. Offering a wide-ranging snapshot of global policies on international student recruitment across Asia, Europe and North America, as well as a consideration of related issues such as student integration and cultural adjustments, the authors and editors equip readers interested in the theory and practice with a more sophisticated view of the field, empowering them to engage in further research and practical strategies.Table of ContentsChapter 1. Key Factors in the selection of an educational Tourism Destination; Melissa Rikiatou Kana Kenfack and Prof. Dr. Ali Öztüren Chapter 2. Study Hard but Do Tour to See the World: Tourism of Chinese studied in the US; Carol Huang and Connie Chuyun Hu Chapter 3. The role of social media marketing activities on international students' brand preference: A study on English speaking universities of Germany; Hasan Evrim Arici and Nagihan Cakmakoglu Arici Chapter 4. Use of Web Analytics and Social Listening to Attract International Students; Dr. Rakhi Tripathi Chapter 5. Promoting the Internationalization of Students in University Strategic Goals: A Case Study; Carla Del Gesso Chapter 6. Exploring institutional culture and its impact on international student recruitment capabilities; Dr. Melissa James Chapter 7. Recruiting Educational Tourists from Countries under International Sanctions: The Case of Iranian Education Market; Cahit Ezel Chapter 8. Geopolitics and Global Events: International Student Recruitment in a time of Disruption; Dr. Joseph M. Stokes Chapter 9. Challenges to admission for Indonesian sponsored applicants to a US graduate program in education; Adrian Rodgers Chapter 10. The Qualitative Study of Factors Influencing to International Students’ Satisfaction: The Case of a Private University in Turkey; Ayşe Collins, Zeynep Goknil Sanal and Aygil Takır Chapter 11. Are Chinese Students Satisfied at European Universities: Performance and Challenges?; Marta Melguizo-Garde and Ana Yetano Chapter 12. How to integrate international students into the local society and how that will affect their satisfaction level; Janet M. Howes Chapter 13. Living closely together but in parallel – how stay-home culture, segregated housing, culturally immature businesses, and mobile lifestyle multi-dimensionally challenge the integration of international students in a Danish ‘muscle’ town; Annette Aagaard Thuesen and Eva Mærsk Chapter 14. The Impact of Cultural Adjustment on International Student Recruitment and First-year Success; Clayton Smith Chapter 15. International Chinese students’ cultural experience and cultural support in the UK; Yimeng Zhan Chapter 16. The Future of International Student Recruitment; Belal Shneikat

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Book SynopsisBeing at `Home’ stimulates careful conversation about some of the most pressing issues facing higher education institutions in South Africa today – race, transformation and institutional culture.While there are many reasons to be despondent about the current state of affairs in the South African tertiary sector, this collection is intended as an invitation for the reader to see these problems as opportunities for rethinking the very idea of what it is to be a university in contemporary South Africa. It is also, more generally, an invitation for us to think about what it is that the intellectual project should ultimately be about, and to question certain prevalent trends that affect – or, perhaps, infect – the current global academic system. This book will be of interest to all those who are concerned about the state of the contemporary university, both in South Africa and beyond.

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Book SynopsisA book that brings up to date theory and understanding of child development in the early years into the workplace. During the last ten years our understanding of early child development, from conception through to 5, has greatly increased. This includes our understanding of neuro science and brain development, the ability to modify fetal development in the womb and the move away from the traditional debate of nature versus nurture to nature via nurture. It is vitally important that childcare social workers are fully aware of these issues if we are to intervene successfully to support children in need and children that need protecting. This book introduces the new science while affirming many of the older theories. By linking theories of child development with the law, policy and guidelines, it provides students with a source that will enhance their learning, but also has meaning in day-to-day practice. Table of ContentsIntroduction Fetal Development The Physical Child The Psychological Child The Social Child The Parented Child Children with special Needs Abuse and Significant Harm Conclusion Index

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Book SynopsisFor all those teaching or training to teach within the Further Education (FE) sector, this book provides a critical understanding of the complex concept of inclusion and its implementation in a range of different contextual settings. It encourages the reader to revisit their own beliefs and assumptions concerning inclusion in relation to their own practice, and a range of learning features including clear objectives, case studies, critical thinking tasks and chapter reflections ensures deep understanding. The increasing importance of inclusion, and the growing provision of Higher Education courses in FE, means that an accessible book which facilitates a critical understanding of inclusion policy and develops relevant academic competence is both timely and essential. Table of ContentsForeword by series editor Chapter 1: Introduction Chapter 2: The Shape(shifter) of Inclusion Chapter 3: Politics and Policy Chapter 4: New Teachers – Old Ideas? Chapter 5: Mainstream Mayhem Chapter 6: Label Literacy Chapter 7: NEETS and Knots Chapter 8: ‘Special’ Students Chapter 9: Myths and Realities Chapter 10: Conclusions References

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Book SynopsisEssential reading if you are considering making an application for primary initial teacher education or preparing to begin your programme. It introduces you to a range of perspectives on teaching and teacher education and guides you through the application process to ensure you choose the training route that’s right for you and achieve a successful result. Key chapters cover developing your subject knowledge in English and mathematics, understanding the curriculum, the nature of learning, assessment, behaviour issues and inclusive teaching. Useful features such as jargon busters, progress checklists and case studies make the material accessible and help you navigate the ‘new landscape’ of teacher education. In addition the text encourages you to reflect critically on your school experiences of learning and teaching and uses example of theory, research and practice to help you develop an informed stance on important themes. Table of Contents Introduction Why Teach? Preparing to Apply for a Teacher Education Programme Learning to be a Teacher Developing Subject Knowledge in English Developing Subject Knowledge in Mathematics Organising the Curriculum for Learning Learning to learn: behaviours for learning Meeting the needs of all learners: becoming an inclusive teacher Conclusion

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Book SynopsisThis up to date text is suitable for students on all early years courses that include a module on global childhoods. Taking an ecological approach, it examines how culture and society shape childhoods through considering the lived experiences of children internationally. It begins by questioning the meaning of childhood and explores the historical, cultural and social views of childhood and children, including the roles of race, class and gender. It considers families and parenting from a global perspective and progresses to examine the relationship between the state and children by evaluating international approaches to education, health and welfare and the ways inequalities between the minority and majority world impact on children. The role of research on and with children in informing these debates is fully explored. Most importantly the reader is challenged to reflect on how global perspectives can be used to support an understanding of inclusion and diversity in their practice.Table of ContentsChapter One – Introduction Chapter Two – What is Childhood? Chapter Three – Families and Parenting Chapter Four – International Views on Education Chapter Five – Children’s Rights and Children’s Needs Chapter Six – Children’s Health and Welfare a Global View Chapter Seven – Global Inequalities and Children Chapter Eight - Global Research and Children

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Book SynopsisThis book looks at critical reflection as a key skill for all teachers in further education (FE) and an important part of the new Professional Standards. In particular the text explores the key themes of self-awareness, planning, managing behaviour and CPD in relation to reflective practice to demonstrate how it can support those areas of teaching that most often cause concern. The limitations and benefits of reflection are analysed and action research is identified as an important facet in developing professional reflective practice which can in turn enhance both the personal and professional life of FE teachers. Table of Contents1 Introduction Part 1: A first look at reflective practice 2. Character, process and key features of reflective practice Part 2: Reflective practice in action 3. Reflective practice and self-awareness 4. Reflective practice in planning and organising 5. Reflective practice in communicating and managing behaviour 6. Reflective practice and CPD Part 3: Moving forward 7. Reflective practice: a deeper understanding 8. Benefits and limitations of reflective practice 9. A new understanding – action research 10. Conclusion

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Book SynopsisThis concise and accessible book is a practical guide to qualitative classroom research, including extended case-studies of real research projects which serve as concrete examples of the advice provided. It gives a step by step account of how qualitative classroom research can be carried out and completed, with clear sets of guidelines for each stage and key points for consideration highlighted throughout. It can be read as a comprehensive guide to the research process, from beginning to end or as a resource to dip into to answer specific problems or queries. It is aimed at all college, university or school-based education students. In addition it is highly suitable for qualified teachers responding to the drive for greater evidence-based teaching in classrooms. Trade ReviewIts accessibility, lucidity and brevity are real strengths, as so many titles in the field of doing classroom research, though often very good, are frankly way too detailed and arcane for the needs of busy classroom practitioners – they need the essential basics, framed simply but not simplistically. I think Clive manages this so well – he’s always written with such spare beauty. -- Barry HymerIf I was back at university or doing classroom research again, this is a book I would welcome in my collection. It gives a good understanding of the purpose of research, both qualitative and quantitative, and who benefits. There are excellent links to inquiry and reading around the topics. I found it an easy read and not too long - just under 100 pages - making it very easy to dip in and out of as appropriate. There were useful examples linked to the content and drawn from actual research projects so carrying validity in the eye of the reader. This allows the reader to identify where they are and the best way forward in terms of research. The summary of key points at the end of chapters was helpful and made easy reference points to go back to. Overall, a very well-structured book. -- David Maynard, previously Director of The Cambridge PartnershipTable of ContentsIntroduction: Becoming a researcher A research report format: having a destination and a route Where to start: with theory or practice? Asking the research question Putting the research question to work: part 1 - developing observation guides Putting the research question to work: part 2 - developing interview guides Writing the research plan Reviewing the research process Organising the research data Analysing the data Evaluating the research report Appendix 1: A format for structuring the research report Appendix 2: Why research in real time matters Suggested further reading References

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Book SynopsisA ONE STOP SHOP of accessible information for all early years students to help you succeed in your degree, increase your employability skills and develop as an ethical and critically reflective practitioner. Part one gives guidance for students about learning in HE specifically in the context of early childhood education and care, including course requirements, academic skills and core knowledge. Chapters cover students’ roles and responsibilities, safeguarding, understanding policy, and professionalism and ethical practice. The second part of the book looks explicitly at applying this knowledge and understanding in the workplace before tackling the final research project. Table of ContentsPart 1: Learning in higher education Preparing for university and making effective use of induction How to become competent and confident in your learning Becoming a critically reflective thinker and learner Critical reading, critical writing and referencing Assessment and feedback Understanding and using policy and legislation Learning in a digital age Exploring creativity Working with others at university Part 2: Applying learning to the workplace Learning in the workplace Becoming a reflective practitioner Safeguarding: understanding your responsibilities Learning to be an ethical practitioner Doing your research project What next?

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Book SynopsisThis book summarises the theoretical principles behind talk in school and briefly maps the research tradition in this field. It examines the evidence relating to a variety of forms of classroom talk, including whole school culture and oracy; classroom environments conducive to talk; whole class teacher-pupil talk and pupil-pupil peer talk. The final chapter explores up-to-date issues and influences relating to talk, such as mastery learning, informed by international comparisons. Firmly grounded in evidence and the latest thinking, the book also offers practical advice for everyday implementation and evaluation of these principles. Evidence-based teaching is fast becoming a new orthodoxy. There are many strong voices, including policy voices, advocating its adoption. Understanding the underlying principles allows you to better evaluate the benefits of different approaches to evidence-based teaching and how they relate to your own school context.Trade ReviewAt its heart, this book presents a resolute and modelled commitment to criticality as being central to any professional development and progress in practice....The strongest and potentially most provocative moments in this book come when the relationship between theory, practice and (vitally) impact on pupils is made direct: the summaries of and signposts to further reading would support any teacher to take their thinking in this direction. -- Alys FinchThis book is an invaluable guide to understanding the big ideas that shape current conversations about the role of talk in the classroom. Expertly distilling research and theory into an accessible and thought-provoking text and aided with real case studies and examples, Knight orientates the reader in key debates and explores their implications for practice in depth. Whether you're a teacher exploring classroom talk for the first time, an oracy enthusiast already or a school leader wanting to develop a culture of talk across your school, this book is guaranteed to prompt new insights, practices and conversations which will enable you to use classroom talk with greater confidence and skill. -- Alice Stott, Voice 21Table of Contents Introduction and mapping the area Learning as a social activity and the place of oracy Typical features of whole class interaction Creating a dialogic classroom Promoting productive peer talk and collaboration Classroom talk and the twenty-first century learner Conclusion: implications for practice

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Book SynopsisProfessional learning and development for higher education personal tutors and academic advisors. With contributions from 50 practitioners from across the sector, this text examines the key themes, theories and concepts relevant to personal tutors and academic advisors and translates these into real-world practice. Case study narratives from a range of settings demonstrate how student learning and outcomes can be improved, and related critical thinking activities encourage reflection on how these learnings can be applied in specific contexts. The book provides invaluable insights and support for all personal tutors and academic advisors, enabling practitioners to learn from each other, develop innovative ideas, and feel part of a community of learning. Please also see Effective Personal Tutoring in Higher Education for the themes on which the case studies in this collection are based.Trade Review"Building on their 2018 guide to personal tutoring, Lochtie et al (2022) provides 25 case studies illustrating how to translate theory into practice. A “themes” table enables the reader to navigate the wealth of material, and also to make connections to the relevant sections of the companion text. The valuable case studies are diverse in terms of writers, institutions and topics, and each one ends with critical reflections to move the reader on in their professional practice. Once again, this is an excellent text which would be of great value to all involved in supporting students directly or organising and managing such support." -- Kathryn McFarlane * Independent Consultant *"This book is the perfect companion to its predecessor ‘Effective Personal Tutoring in Higher Education’. Moving from tutoring theory to case study based examples provides a rich set of examples for new and experienced personal tutors. The companion is accessible for practitioners and for those developing personal tutoring frameworks. As an acting personal tutor and academic lead for developing personal tutoring systems, I have found this book has supported the development of my practice and in opening discussions with colleagues around coaching and tutoring. I would recommend this book to anyone involved in tutoring in higher education." -- Dr Lisa Simmons * Senior Lecturer, Manchester Metropolitan University *Table of ContentsIntroduction Themes Case study 1 Supporting student employability through integrated research exposure and a curriculum- embedded skills module Case study 2 The power of future planning: empowering personal tutors to have effective careers and employability conversations Case study 3 A data- focused approach to personalising central support programmes and complementing personal tutoring Case study 4 Making belonging explicit by design Case study 5 Dissonant discourses: constructing a consistent personal tutoring experience across the whole university Case study 6 The ‘anatomy’ of a solutions- focused coaching conversation in personal academic tutoring Case study 7 Developing an effective institutional personal tutoring and development framework to support student success Case study 8 How a student and staff partnership informed the co-creation of an online professional development course for personal tutors Case study 9 ‘Talking the talk and walking the walk’ of personal tutoring: using structured continuing professional development opportunities to inform, develop and empower personal tutors Case study 10 Refreshing the academic advising system through co-creation and consensus development Case study 11 Ask PAT: how the introduction and implementation of an e-portfolio approach transformed the nature of student support and development Case study 12 Personal tutoring for ‘vulnerable’ and ‘at risk’ students: is there value in a differentiated approach? Case study 13 Supporting Arts and Humanities student development and progression through integrating reflection into personal tutoring Case study 14 A ‘whole of institution’ approach: what does a culture of advising and tutoring really involve? Case study 15 Levelling up: from reactive to proactive – shifting the narrative of academic tutoring from problems to solutions Case study 16 What do the students think? Evaluating academic advising across an institution using the Listening Rooms method Case study 17 A framework for personal tutoring: system and activity Case study 18 Using Social Identity Mapping in personal tutorials to aid students in their transition and social integration into and throughout higher education Case study 19 Personal tutoring as a USP: what happens when personal tutoring is made a priority? Case study 20 Professional large group mentoring as an alternative to the ‘traditional’ personal tutoring system Case study 21 Moving from distributed to centralised academic advising: making the case for change Case study 22 Exploring the values of personal tutoring via a level 7 academic practice module Case study 23 Student success coaching: developing a model that works to enhance personal tutoring and student success Case study 24 Introducing group personal tutoring to improve student engagement Case study 25 The Hero, The Professional and The Nurturer: the challenge for personal tutoring to negotiate identities within systems of practice in higher education

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Book SynopsisOnline learning has become an increasing presence in higher education course design, with most courses combining physical real time engagement with asynchronous learning activity. Now, however, there is a greater need for this one-stop guide to critical practice in this area, as we rethink the role of digital in the social practices of university learning and teaching. This book provides a critical and contemporary ‘deep dive’ into the socio-material, technological and pedagogical practices at work in virtual and digital higher education. Examples are drawn from across and between disciplinary pedagogies with a focus on blended and hybrid approaches and the pivot to fully online made urgent by Covid-19 but drawing on existing best practice. The Critical Practice in Higher Education series provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement and leadership – while developing confidence and authority.Trade Review"This timely and accessible contribution from Julian McDougall takes a critical perspective on digital learning practices for the post-pandemic university. Particularly praiseworthy is the treatment of innovative assessment and feedback designs within blended and hybrid approaches. The analysis interweaves theories and critical practices, anchored by relational and social justice perspectives." -- Professor David Carless * Faculty of Education, University of Hong Kong *"Julian McDougall succinctly presents a nuanced argument for the potentials of digital pedagogies. He avoids both the oft-heard, simplistic ‘deficit model’ of online as never as good as on-campus teaching and the notion of online provision as ‘complementary’ to the physical classroom – both irritating propositions for anyone with even a basic understanding of digital pedagogies. Instead, McDougall calls for us to acknowledge a productive ‘third space’ where learning can happen, is creative, and personal yet co-produced. Whilst resisting any utopian or techno-determinist reading of ‘the digital as the answer’ to all our problems, McDougall sees a radical potential in this ‘third space’. This book should be essential reading for anyone responsible for teaching in HE." -- Dr Victoria Grace Walden, * Director of Learning Enhancement, University of Sussex *"Julian McDougall’s book ‘Critical Approaches to Online Learning’ offers a timely exploration of theory and practice for the post-pandemic university. In a succinct 92 pages, McDougall grounds many rich insights about teaching, learning, and assessment, in key theoretical perspectives, and derives important questions for critical practice in an era where academic work is increasingly mediated through digital technologies. This book would be an excellent addition to the bookshelves of educators new to online pedagogy, as well as more experienced practitioners looking to develop theory-driven and critical approaches to teaching with technology in higher education." -- Dr Jeremy Knox * Co-director, Centre for Research in Digital Education Edinburgh Futures Institute (EFI) Affiliate *Table of ContentsIntroduction Virtual learning, time and space Relational co-creation in virtual spaces Inclusion, social justice and the digital Assessment: Vygotsky in the Third Space? Rethinking the idea of the university Conclusions

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Book SynopsisThe ultimate toolkit for lecturers and practitioners in higher education aimed at developing creative pedagogy that will inspire and empower students. It demonstrates how creative teaching and learning methods can engage students and encourage them to be reflective and mindful, as well as enhancing their potential to build social and cultural capital, increase their employability prospects, social mobility and civic participation. It recognises that traditional teaching methods do not work for all learners and embraces contemporary ideas, innovative strategies and new technologies that can provide appropriate and accessible learning for students, enabling HE lecturers to challenge the status quo and expand their creative teaching skillset. Learning can become a co-construction between the lecturer and students with outcomes of increased retention in the classroom, more engagement in the learning, and more fun. This could be the start of doing things not only differently but more effectively.Trade ReviewThis book brings wisdom from historical voices, familiar fables and bricolage to construct fresh insights to challenge educators in creating imaginative and engaging learning practice with their students. Dr Glynn’s passion for encouraging agency within his audiences through authenticity, compassion and the stirring of souls will be his enduring legacy. This book builds on his previous work and offers practical and inspiring ways to make that happen. -- Vanessa Clarke, Teaching Fellow, Aston Business SchoolIf you are an academic in higher education and have a real passion for creative and exciting ways to enhance the learning experience of a diverse range of students, who come from different cultures and backgrounds, and who can sometimes feel excluded and marginalised, then this practical teaching guide is for you. In this handbook, Dr Martin Glynn offers tools for successful teaching, and identifies ten key guiding principles which form the foundation for the ‘creative educator’ to consider when seeking new and innovative ways to approach teaching and learning. Not only did I find it informative, but also easy to navigate with excellent thought-provoking case studies and exercises on how to reflect on my own teaching practice. -- Cleveland Thompson, Senior Lecturer and Programme Lead in Social and Community Studies, University of DerbyMartin Glynn's 'Creative Pedagogy: A Handbook for HE Professionals' is a transformative read that challenges us to rethink the pedagogical space. Drawing on powerful analogies from literature and mythology, Glynn turns the classroom into a 'space full of wonder and excitement.' In a world often plagued by the 'evils' of traditional, uninspired teaching methods, this book serves as our Pandora's box of educational delights. It's not just a handbook; it's a call to unleash the creative educator within us all. A must-read for anyone in higher education looking to turn the tide. -- Craig Pinkney, Chief Executive Officer SOLVEMartin Glynn has over 40 years' experience of teaching in Higher Education and working across the arts and criminology. This dynamic book condenses many of his insights into a punchy and concise account of creative pedagogy. A great book for teachers and practitioners seeking to enhance the quality and impact of their work with students today. -- Professor James Thompson, Manchester UniversityThis is an inspiring and passionate rally cry for creative and empowering pedagogy within higher education. Martin’s accessible writing style makes this book feel like a supportive friend who urges us to take risks and break out of the constraints of traditional approaches. The book retains an intersectional focus throughout and has important suggestions to create culturally responsive learning communities that respects student’s rich lived experiences. It takes a pragmatic approach and is packed with tips, icebreakers, and exercises to support teaching. I am sure I will return to this book again and again -- Dr Jade Levell, Senior Lecturer in Social and Public Policy, University of BristolTable of ContentsIntroduction: Setting the context Forming groups Culturally responsive practice Bricolage and creative teaching Presentation literacy Exercises Self concept building Storytelling Theatrics So, you want to perform data? Using comedy Digital Storytelling and photo essays Generating Creative Ideas

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Book SynopsisLow income and first-generation students comprise a significant portion of today’s college student population. The articles in this publication examine the various programs and strategies that are designed to support student success for these populations.

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Book SynopsisThis book examines how heteronormativity in higher education can be interrupted and resisted. Located within the theoretical framework of queer and critical pedagogy and based on extensive empirical research, the author explores the dynamics of heteronormativity and its interruption on professional courses in a range of higher education institutions. Reactions to attempt to interrupt it were nuanced: while strategies of contested engagement, avoidance and retreat were expressed, heterosexualities were largely un-examined and un-articulated. ‘Coming out’ needs to be a pedagogical act, carried out concurrently with the interruptions of other social constructions and binary oppositions. The author calls for co-created and co-held meta-reflexive and liminal spaces that emphasise inter-subjectivity, encounters, and working in the moment. These spaces must de-construct and reconstruct pedagogical power and knowledge to promote collective intersubjective consciousnesses, and widen the vision of the reflective practitioner to that of the pedagogical practitioner. This pioneering book is a call to action to all those concerned with interrupting and problematising presumed binary categories of sexuality within the heterosexual matrix.Table of ContentsChapter 1. Introduction: Heteronormativity and its interruptions in universities: 'to teach is to be watched'SECTION I: Framework and contextChapter 2. Heteronormativity in Higher Education: Terminology, Context and Empirical WorkChapter 3. Pedagogic framework for interrupting heteronormativityChapter 4. Theoretical framework and key conceptsSECTION II. Dynamics of heteronormativity within educational settingsChapter 5. A Case Study of Institutional Heteronormativity in Higher Education InstitutionsChapter 6. Dynamics of inter-subjective heteronormativity amongst students in higher educationChapter 7. The absent majority? Constructions of heterosexuality within educational settingsChapter 8. The present minority: Homonormativity within educational settingsSECTION III. Interrupting heteronormativity and constructing transgressive and transformative sexualitiesChapter 9. Coming out: the personal, the political and the pedagogicChapter 10. The coming out imperative: self-revelation as pedagogyChapter 11. Transgressive sexualities and public pedagogiesChapter 12. A whole course intersectional team approach to interrupting heteronormativityChapter 13. Educating the Pedagogical Practitioner: The Liminal Spaces of a Queer and Critical PedagogyChapter 14. Conclusion: Interrupting Heteronormativity in Higher Education—Next Steps

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Book SynopsisThis book looks at a number of topics in economic education, presenting multiple perspectives from those in the field to anyone interested in teaching economics. Using anecdotes, classroom experiments and surveys, the contributing authors show that, with some different or new techniques, teaching economics can be more engaging for students and help them better retain what they learned. Chapters cover a wide range of approaches to teaching economics, from interactive approaches such as utilizing video games and Econ Beats, to more rigorous examinations of government policies, market outcomes and exploring case studies from specific courses. Many of the chapters incorporate game theory and provide worked out examples of games designed to help students with intuitive retention of the material, and these games can be replicated in any economics classroom. While the exercises are geared towards college-level economics students, instructors can draw inspiration for course lectures from the various approaches taken here and utilize them at any level of teaching. This book will be very useful to instructors in economics interested in bringing innovative teaching methods into the classroom.Table of ContentsChapter 1: The Development of Interactive Classroom Activities to Teach Economic Freedom to Students of Various Learning Styles.- Chapter 2: Video Games in Teaching Economics.- Chapter 3: One-Shot Game: A Free-Market Approach to the Principles of Microeconomics Class.- Chapter 4: A Highly-Simplified Pollution Abatement Game.- Chapter 5: Assignments to Engage Students in Economics Study Abroad Programs.- Chapter 6: The Economic Principles of my Cancer Treatment: How to Use Medical Experiences to Teach Economics.- Chapter 7: Textbook Confessions: Government Policies and Market Outcomes.- Chapter 8: University and High School Economics Educators Partnership: A Model from LaCrosse, Wisconsin.- Chapter 9: A Classroom Experiment: The Redistribution of Quiz Scores.- Chapter 10: Making Economics Stick with Econ Beats.- Chapter 11: Navigating the Economics Major: The Effect of Gender on Students' Degree Pathways.- Chapter 12: Taking a Path Less Traveled: Mastering Metrics Without a Textbook.- Chapter 13: Structured Writing Assignments in an American Economic History Course.- Chapter 14: Integrating the Economic Way of Thinking into US History Courses.

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Book SynopsisThis book is an information packed overview of how to structure a data science career, a data science degree program, and how to hire a data science team, including resources and insights from the authors experience with national and international large-scale data projects as well as industry, academic and government partnerships, education, and workforce. Outlined here are tips and insights into navigating the data ecosystem as it currently stands, including career skills, current training programs, as well as practical hiring help and resources. Also, threaded through the book is the outline of a data ecosystem, as it could ultimately emerge, and how career seekers, training programs, and hiring managers can steer their careers, degree programs, and organizations to align with the broader future of data science. Instead of riding the current wave, the author ultimately seeks to help professionals, programs, and organizations alike prepare a sustainable plan for growth in this ever-changing world of data. The book is divided into three sections, the first “Building Data Careers”, is from the perspective of a potential career seeker interested in a career in data, the second “Building Data Programs” is from the perspective of a newly forming data science degree or training program, and the third “Building Data Talent and Workforce” is from the perspective of a Data and Analytics Hiring Manager. Each is a detailed introduction to the topic with practical steps and professional recommendations. The reason for presenting the book from different points of view is that, in the fast-paced data landscape, it is helpful to each group to more thoroughly understand the desires and challenges of the other. It will, for example, help the career seekers to understand best practices for hiring managers to better position themselves for jobs. It will be invaluable for data training programs to gain the perspective of career seekers, who they want to help and attract as students. Also, hiring managers will not only need data talent to hire, but workforce pipelines that can only come from partnerships with universities, data training programs, and educational experts. The interplay gives a broader perspective from which to build. Trade Review Table of Contents

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Book SynopsisTracing the shift from liberal to neoliberal education from the nineteenth century to the present day, this open access book provides a rich and previously underdeveloped narrative of value in higher education in England. Value and the Humanities draws upon historical, financial, and critical debates concerning educational and cultural policy. Rather than writing a singular defence of the humanities against economic rationalism, Zoe Hope Bulaitis constructs a nuanced map of the intersections of value in the humanities, encompassing an exploration of policy engagement, scientific discourses, fictional representation, and the humanities in public life. The book articulates a kaleidoscopic range of humanities practices which demonstrate that although recent policy encourages higher education to be entirely motivated by outcomes, fiscal targets, and the acquisition of employability skills, the humanities continue to inspire and aspire beyond these limits. This book is a historically-grounded and theoretically-informed analysis of the value of the humanities within the context of the market. Trade Review“Bulaitis’s analysis of the values conveyed both in higher education speech and policies provides a useful study of how they are perceived, imagined, and put into practice within the British neoliberal context. … Bulaitis has articulated very convincing academic arguments to explain the shift from liberal to neoliberal university values and debates. This book offers accurate, clear, and meaningful food for thought for those interested in the study of the processes of ‘marketisation’ and ‘economisation’ of higher education.” (Catherine Coron, Journal of British Studies, Vol. 60 (4), October, 2021)Table of ContentsChapter One: IntroductionPart I: The State of the DebateCritical University Studies The Public Value of the Humanities Social Impact Studies New Contributions Part II: The Relationship with the Past: From Liberal to Neoliberal EducationDescribing 2008-18 as the Present Moment in Higher EducationEconomic Value as a Monoculture under Neoliberalism The Dominance of Economic Value within Higher Education Arguing Against Crisis in the HumanitiesPart III: From Liberal to Neoliberal Education Articulating the Values of a Liberal Education Speaking of Liberal Values in the Neoliberal University Part IV: Chapter Synopses Chapter Two: A History of Payment by Results: Lowe’s Code (1862) and the Browne Report (2010)Introduction Part I: Lowe’s CodeThe Newcastle Commission Robert Lowe and Economic Motivations Critical Responses to Payment by Results Part II: The Browne Report Contextualising the Browne Report: The Move towards Minimal Government Involvement in Higher Education National Economic Motivations National Gains: The Debate Concerning Tangible Knowledge The Rise of Individualism and the Student as Consumer ConclusionChapter Three: Controversy and Conversation: The Relationship Between the Humanities and the SciencesIntroductionPart I: Policy and the Relationship between the DisciplinesPresent Policy PreferencesA Brief History of an Age-Old ArgumentPart II: The “Two Cultures Controversy”, Then and NowThe Birth of a Controversy The Form of the Debate The Two Cultures Today Part III: A Liberal Valuation: Arnold and Huxley’s Exchange The Start of a Conversation “Darwin’s Bulldog” and “Our Chief Apostle of Culture” Articulating the Value of a Liberal Education Conclusion Chapter Four: The Relationship between Academic Fiction and Academic LifeIntroduction Part I: Using Academic Fiction as a Discursive Tool Part II: Defining Academic Fiction Understanding the Appeal of Academic Fiction Situation and Settings for the Academic Novel Subject Matter and Style in Academic Fiction Part III: Investigation One: The Qualities of a Liberal Education The Qualities of an Education in Tom Brown at Oxford The Secret History: A Classical Education Out of Time Assessing the Value of the Humanities in Novels that Engage with Educational Principles from the Past Part IV: Investigation Two: Representing the Processes of Humanities Research Middlemarch and the Pursuit of the Key to All Mythologies Possession and the Processes of Scholarship Assessing the Value of the Humanities in Novels that Explore the Process of Writing and Research Part V: Investigation Three: Pressures of Economics in Education Jude the Obscure and Barriers to Education Frank Parkin’s The Mind and Body Shop: Everything for Sale The Future of a Liberal Education in Zadie Smith’s On Beauty ConclusionChapter Five: Impact and the Humanities: The Rise of Accountability in Public Cultural LifeIntroduction Part I: Debates in Public Access, Use, and Accountability in the Victorian Museum Defining Foucauldian Governmentality National Interests in the Public Museum: Governance and Powers of Display The British Museum: The Rise of Debates in Public Accountability and Access The Rise of Accountability: Quantification as Justification in the Victorian MuseumConclusions, Regarding the Victorian Public Museum Part II: Public Expenditure and Public Values“There is No Alternative”: The Rise of Economic Models of Valuation in the Cultural Sector New Public Management Responses from the Cultural Sector The Arts and the Economy Embroiled: The Rise of the Creative Industries Part III: REF-lections for the Academic Humanities Reinforcing National Interests within the Impact Agenda The Focus on Outputs and Impacts Misrepresents the Value of the Humanities “The System Does Not Speak for Me” The Humanities and the Creative Industries Part IV: A Response from the Humanities Conclusion Chapter Six: Conclusion Part I: Reflections on Questions of Value Part II: Future Directions for ResearchPart III: Voices of the Humanities, and a Call to ArmsPart IV: The Need for the Humanities in an Age of Populism

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Book SynopsisThis book is about design and innovation – what it is and how to teach it. The blending of design and innovation is having an increasing impact not only on the world of products and services but on a wide variety of disciplines such as information and communications technology (ICT), business, education and medicine. However, there is a lack of books on teaching the subject despite the significant growth of interest in both academia and the workplace. This book addresses this gap by outlining foundational principles for the teaching of design and innovation and by offering a practical process for implementing the pedagogy in academic institutions and outside academia in the context of continuing professional development (CPD). It describes two undergraduate case-studies that aimed to instill design and innovation competences in students of both engineering and business disciplines. The cases involved student teams working with incubation centre start-ups and multi-national subsidiaries. One of the aims of this book is to provide a resource for continuing professional development (CPD). Consequently, a third practitioner-based case study is presented as an example of research-informed teaching. In addition, the book proposes the concept of Simulation-Action Learning (SAL) as an enhancement of Project-Based Learning (PBL).Table of ContentsPreface.- Introduction.- The Principle of Phronesis.- The Principle of Responsibility.- The Principle of Theory.- The Principle of Reflection.- Cases of Teaching Design and Innovation.- Simulation-Action Learning (SAL).- Contemporary Issues for Design and Innovation Studies.- Principles: Contemporary Questions for Design and Innovation

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Book SynopsisThis book describes patterns of behavior that collectively allow universities to exchange knowledge more effectively with industry, accelerate innovation and eventually contribute to economic development. These are based on the effective practices of leading and ambitious universities around the world that the authors have benchmarked, and the personal experiences of the authors in a number of international institution building projects, including those of MIT.The authors provide guidance that is globally applicable, but must be locally adapted. The approach is first to describe the context in which universities act as engines of economic development, and then present a set of effective practices in four domains: education, research, innovation, and supporting practices. Each of these domains has three to six practices, and each practice is presented in a similar template, with an abstract, a rationale and description, key actions and one or two mini-case studies. The practices are summarized by integrative case studies. The book: Focuses on a globally adaptable set of effective practices, complemented by case studies, that can enhance universities’ contribution to economic development, based on an integrated view of education, research and innovation; Presents effective practices and broader insights that come from real global experience, spelled out in templates and explained by cases; Includes tangible resources for university leaders, policy makers and funders on how to proceed. Table of ContentsChapter 1. The Impact of Universities on Economic Development.- Chapter 2. A Systematic Approach to Knowledge Exchange.- Chapter 3. Education and Knowledge Exchange.- Chapter 4. Research and Knowledge Exchange.- Chapter 5. Catalyzing Innovation and Knowledge Exchange.- Chapter 6. Integrated Knowledge Exchange.- Chapter 7. Supporting the Academic Mission of the Adaptable University.- Chapter 8. Evaluation and Expectations at the Adaptable University.- Chapter 9. Alignment by Partners with the Adaptable University.- Chapter 10. Embracing Change at the Adaptable University.

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Book SynopsisAs explored in this open access book, higher education in STEM fields is influenced by many factors, including education research, government and school policies, financial considerations, technology limitations, and acceptance of innovations by faculty and students. In 2018, Drs. Ryoo and Winkelmann explored the opportunities, challenges, and future research initiatives of innovative learning environments (ILEs) in higher education STEM disciplines in their pioneering project: eXploring the Future of Innovative Learning Environments (X-FILEs). Workshop participants evaluated four main ILE categories: personalized and adaptive learning, multimodal learning formats, cross/extended reality (XR), and artificial intelligence (AI) and machine learning (ML). This open access book gathers the perspectives expressed during the X-FILEs workshop and its follow-up activities. It is designed to help inform education policy makers, researchers, developers, and practitioners about the adoption and implementation of ILEs in higher education.Table of Contents1. Introduction.- 2. X-FILEs Vision for personalized and Adaptive Learning.- 3. X-FILEs Vision for Multi-modal Learning Formats.- 4. X-FILEs Vision for Extended/Cross Reality (XR).- 5. X-FILEs Vision for Artificial Intelligence (AI) and Machine Learning (ML).- 6. Cross-Cutting Concerns.- 7. Epilogue.

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Book SynopsisThis book provides a forensic and collective examination of pre-existing understandings of structural inequalities in Higher Education Institutions. Going beyond the current understandings of causal factors that promote inequality, the editors and contributors illuminate the dynamic interplay between historical events and discourse and more sophisticate and racialized acts of violence. In doing so, the book crystallises myriad contemporary manifestations of structural racism in higher education. Amidst an upsurge in racialized violence, civil unrest, and barriers to attainment, progression and success for students and staff of colour, doing equity and diversity for success in higher education has become both politically urgent and morally imperative. This book calls for a redistribution of power across intersectional and racial lines as a means of decentering whiteness and redressing structural inequalities in the academy. It is essential reading for scholars of sociology and education, as well as those interested in equality and social justice.Table of Contents1. Introduction: The Owl of Minerva Has Flown: Can Equity and Diversity be Done for Success in Higher Education Now?.Part I. A Review of the Past and a Look into the Future.2. The Myth of Academic Underperformance and Notions of Truth 52 Years After the Passing of the Race Relations Act 1968: In Conversation with Dame Jocelyn Barrow.3. A Diverse Society Needs Diverse Solutions.4. What We Don’t, but Should Know.5. Decolonisation or Empowerment in Higher Education?.6 Travelling Between Historical Memory and the Current Predicament of Educational Reforms in Higher Education: A Transnational Perspective.7. Fencing the Race: Responding to the Past to Help Shape the Future. Part II. Equality, Diversity, Inclusivity or Decolonisation: The Big Conundrum.8. Decolonising Academic Spaces: Moving Beyond Diversity to Promote Racial Equity in Postsecondary Education.9. Towards the Unmaking of Canons: Decolonising the Study of Literature.10. “Merit”, “Success” and the Epistemic Logics of Whiteness in Racialised Education Systems.- 11. Decolonising the Academy: A Look at Student-Led Interventions in the UK.12. On the Fallacy of Decolonisation in Our Higher Education Institutions (HEIs).13. Diversify or Decolonise? What You Can Do Right Now and How to Get Started.Part III. Big Data: Am I a Name or Number?.14. The Unknown Student, and Other Short Stories: An Ethical and Methodological Exploration of Students as Data.15. Turning Big Data into Informed Action.16. Using Data-Driven Approaches to Address Systematic Awarding Gaps.Part IV. Identity and Belonging for Outliers, Space Invaders and Others Within the Brick Walls.17. Recruitment, Retention and Progression: Navigating the Flashpoints of Gender, Race and Religious Discrimination in Higher Education.18. Reflections on Redressing Racial Inequalities, When Teaching Race in the Sociology of Sport and Physical Education.19. Fighting Back While Black: The Relationship Between Racialised Resistance and Well-Being.20. In Whose Interest Is ‘Training the Dog’? Black Academics’ Reflection on Academic Development for ‘Access and Success’ in a Historically White University in South Africa.- 21. Understanding Critical Whiteness Studies: Harmful or Helpful in the Struggle for Racial Equity in the Academy?.- 22. Who Feels It Knows It! Alterity, Identity and ‘Epistemological Privilege’: Challenging White Privilege from a Black Perspective Within the Academy.23. Many Rivers to Cross: The Challenges and Barriers Facing Aspiring Black, Asian and Minority Ethnic (BAME) Leaders in the Academy.24. Understanding and Interrupting Systemic Racism: A ‘Race Equality Receipt’ as a Mechanism to Promote Transformational Conversations and Stimulate Actions to Redress Race Inequality.25. Sowing the Seeds: Embracing and Re-imaging a More Racially Inclusive Academy.

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Book Synopsis**Winner of the 2023 Skystone Partners Research Prize from the Association of Fundraising Professionals (AFP). This book includes evidence-based insights and recommendations to help academicians excel in raising philanthropic support for their institutions and units. The book provides historical and contemporary perspectives on core concepts and data, research revealing donors’ giving motivations, engagement strategies and tactics for academic units, and guidance on management challenges including strategic plans, campaigns, and measuring performance. The authors include case studies in each section as examples of successful fundraising and volunteer-driven initiatives. The final section, contributed by Dean David D. Perlmutter, reinforces the book’s many practical and theoretical approaches to the fundamental responsibilities academic leaders face in raising philanthropic support. This book is grounded in the growing academic literature on philanthropy and written by scholars who were successful higher education fundraisers.Table of Contents1. Fundraising for Academicians2. Historical Perspectives on Academic Fundraising3. Language Matters4. Tenets of Operational Effectiveness5. Understanding Donor Motivation6. Applying the Identification Model7. Engaging Potential Donors8. Narrow Your Universe9. The Annual Development Plan10. Engaging Partners11. Align Your Strategic Plan12. Campaigns13. Measuring Impact14. Losing Oneself in a Great Cause15. Don't Fear Fundraising

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Book Synopsis“It stretches no point to suggest that creativity, innovation and risk-taking will decide our future societal prosperity. We cannot spread those values too widely, so having taught engineering faculty in their first book, these authors now aim to boost the spirit across all disciplines. What a great success for all of us if they succeed.” – Mitchell E. Daniels, Jr., president of Purdue University and former governor of Indiana Despite the relevancy of the entrepreneurial mindset for all career paths, only a small percentage of the higher education student population takes part in entrepreneurially-minded learning opportunities. This gap can be attributed to several factors. From a program perspective, many degrees are already at credit capacity which allows limited room in the existing curriculum to add new courses. From a student perspective, entrepreneurship education is thus positioned as optional and requires extra time (and in some cases tuition) to do so. Finally, from an educator perspective, the majority of faculty members across the university have not been trained in entrepreneurship and may not know where to start.Teaching the Entrepreneurial Mindset Across the University: An Integrative Approach overcomes these challenges by providing higher education faculty with a toolkit, including tips and strategies, to integrate the entrepreneurial mindset into existing courses regardless of discipline. The book is broken into three core parts: Motivation: The importance of the entrepreneurial mindset for all students is established; Design: The Entrepreneurial Mindset Teaching Blueprint is introduced as a tool for integrating entrepreneurially-minded curricular learning experiences within existing courses; Application: Example entrepreneurially-minded curriculum from across the university are provided. By integrating the entrepreneurial mindset across the curriculum, students from all disciplinary backgrounds will be better prepared to enter the workforce, solve complex social issues, and leverage entrepreneurial thinking in their everyday lives. This book is meant for educators who want to make an impact and truly prepare graduates for the real world.Table of ContentsWhat is the Entrepreneurial Mindset and Why is It Needed?.- What Are the Current Approaches to Teaching the Entrepreneurial Mindset and What Are the Gaps With Current Approaches?.- How Can Faculty, Students, and Administration Benefit From Integrating the Entrepreneurial Mindset Into All Disciplines?.- What is the Entrepreneurial Mindset Toolkit and Why is It Needed?.- Teaching the Entrepreneurial Mindset Through Value Identification.- Overview and Importance of Value Identification.- How to Teach the EM Through Value Identification Using Everyday Life Lessons.- How to Teach the EM Through Value Identification Using Classroom Topics.- Overview and Importance of Developing EM Skill Sets and Capabilities.- How to Teach the EM Through Skill Development Using Everyday Life Lessons.- How to Teach the EM Through Skill Development Using Classroom Topics.- Overview and Importance of Building a EM Supportive Environment.- How to Teach the EM Through Ecosystem Cultivation Using Everyday Life Lessons.- How to Teach the EM Through Ecosystem Cultivation Using Classroom Topics.

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Book SynopsisThe book makes an important contribution to the discourse on student experience in higher education. The book includes chapters that cover important aspects of the 21st century student experience. Chapters cover issues such as: new trends and insights on the student experience; the changing profile of students in higher education and performance measures used to assess the quality of student experience, institutional approaches in engaging students, using student voice to improve the quality of teaching, COVID-19 and its impact on international students, innovative partnerships between students and academic staff, student feedback and raising academic standards, the increased use of qualitative data in gaining insights into student experience, the use of innovative learning spaces and technology to enhance the learning experience, and the potentially disrupting nature of student feedback and its impact on the health and wellbeing of academic staff, and the increased use of social media reviews by students.Table of ContentsChapter 1: The 21st Century Student Experience – Issues, Trends, Disruptions, and Expectations; Mahsood Shah, Anja Pabel and John T. E. RichardsonChapter 2: Emerging trends and insights on student experience; David Kane and James WilliamsChapter 3: People, promise and performance: triangulating student demographics, standards and indicators in a national higher education system; Beverley Oliver.Chapter 4: Institutional approaches to engaging students in enhancing their experience; Liz Mossop and Joanne LymnChapter 5: Engaging students as partners in assessment and enhancement processes; Kelly E Matthews and Alison Cook-SatherChapter 6: Transforming spaces and innovative uses of technology to enhance the student learning experience; Paul M Holland and Melanie-Jayne HainkeChapter 7: Improving the quality of teaching; Pieter SpoorenChapter 8: How can student experience be used to raise the academic standards of teaching?; Anna Parpala and Telle HailikariChapter 9: Using text analytics to understand open-ended student comments at scale: Insights from four case studies.- Thomas Ullmann and Bart RientiesChapter 10: Social media and student experience: What do Google reviews say?; Mahsood Shah, Anja Pabel and Ishmael AdamsChapter 11: Disruptive trends in student experience evaluations and implications for academic staff wellbeing; Beatrice Tucker.Chapter 12: Assessing and Enhancing International Student Experience in Australian Higher Education: COVID-19 and A Better Future?; Belle W.X. Lim and Kevin Marco TanayaChapter 13: Student Experience: Past conclusions and future directions; Mahsood Shah, Anja Pabel and John T. E. Richardson

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Book SynopsisBased on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as “ivory towers” being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach. Trade Review“The book’s main strength lies in the expertise of diverse contributors from various universities and private institutions. … The book will be of value to students, teachers, educational institutions, and policymakers who want to understand developments in education during and after the pandemic, and how universities were involved in it. This book reminds us that overcoming educational problems during the pandemic could not be achieved alone but required collaboration between all parties concerned in maintaining education in a crisis.” (Tanzilal Wanda Rizki, Educational Review, Vol. 74 (3), 2022) Table of ContentsChapter 1. Leading learning during a time of crisis. Higher education responses to the global pandemic of 2020.Chapter 2: Fundação Getulio Vargas’ Efforts to Improve Basic Education before, during and after the Pandemic.Chapter 3. Pontificia Universidad Católica support for the school system during the Covid-19 pandemic in Chile.Chapter 4. Desafío TEP - Positive Educational Trajectories. A public-private alliance to strengthen public education during the Pandemic.Chapter 5. Reimagine Elementary and Secondary Learning during the Pandemic: A Case Study from Tsinghua University.Chapter 6. A Covid-19 response with years in the making: the contribution of EAFIT University to basic and secondary education in Colombia during the pandemic.Chapter 7. Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic.Chapter 8. Case Study on Distance Learning for K-12 Education in Japan: The Nagasaki-Takaoka Model.Chapter 9. Benemérita Universidad Autónoma de Puebla BUAP. A transversal model to support educational continuity fostering resilience, innovation, and entrepreneurship.Chapter 10. Academic Continuity during the Covid-19 Global Health Emergency: Education 4.0 and the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico Supporting Secondary Education. Chapter 11. University of Guadalajara: Transforming and innovating through stronger collaboration between higher and upper-secondary education during the pandemic.Chapter 12. University as State Agent or Social Actor: Al Akhawayn University and Social Responsibility. Chapter 13. Taking a strength-based approach: Bringing student homes into schools during a pandemic. Chapter 14. Supporting schools in times of crisis: a case of partnerships and networking with schools by the Institute of Education at the University of Lisbon.Chapter 15. Educational Continuity During the Covid-19 Pandemic at Qatar Foundation’s MultiverCity.Chapter 16. Supporting elementary and secondary education during the pandemic: a case study from the National Research University Higher School of Economics.Chapter 17. Community building in times of pandemic. University Camilo José Cela. Spain.Chapter 18. University-K12 collaboration during the pandemic: The case of Turkey.Chapter 19. Arizona State University: A Learning Enterprise Supporting P–12 Education in the Covid-19 Pandemic.Chapter 20. MIT Full STEAM Ahead. Bringing project-based, collaborative learning to remote learning environments.Chapter 21. Initiatives to promote school-based mental health support by Department of Educational Sciences, University of Education under Vietnam National University.Chapter 22. Conclusions: what innovations resulted from university-school collaborations during the Covid-19 pandemic?.

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Book SynopsisThis open access book presents original contributions and thought leadership on academic integrity from a variety of Canadian scholars. It showcases how our understanding and support for academic integrity have progressed, while pointing out areas urgently requiring more attention.Firmly grounded in the scholarly literature globally, it engages with the experience of local practicioners. It presents aspects of academic integrity that is specific to Canada, such as the existence of an "honour culture", rather than relying on an "honour code". It also includes Indigenous voices and perspectives that challenge traditional understandings of intellectual property, as well as new understandings that have arisen as a consequence of Covid-19 and the significant shift to online and remote learning.This book will be of interest to senior university and college administrators who are interested in ensuring the integrity of their institutions. It will also be of interest to those implementing university and college policy, as well as those who support students in their scholarly work.Table of ContentsSection I: Understanding the big picture of academic integrity in Canada: An Enduring Challenge.- Section introduction: Understanding the big picture of academic integrity in Canada.- Academic integrity in Canada: A historical perspective and current trends.- Integrity violations in the academy: A decade of growing complexity and concern (2010-2020).- Confronting COVID-19: What the pandemic taught us about academic integrity.- Academic integrity through a SoTL Lens and 4M Framework: An institutional self-study.- An administrator’s perspectives of the academic misconduct ecosystem: recommendations for resolving multi-stakeholder differences.- Re-defining academic Integrity with Indigenous truths.- Accountability, relationality and Indigenous epistemology: Advancing an Indigenous perspective on academic integrity.- Understanding provincial and territorial academic integrity policies for elementary and secondary education in Canada.- Section II: Understanding academic integrity in specific contexts.- Section introduction: Understanding academic integrity in specific contexts.- Academic integrity in Canadian engineering schools.- Teaching the teachers: Do preservice teachers plagiarise?.- Visual plagiarism: Seeing the forest and the trees.- The distinctive nature of academic integrity in graduate legal education.- Perceptions and experiences in understanding academic integrity: Reflections within a doctoral program.- The barriers to reporting incidences of academic dishonesty: The unique perspective of faculty from Canadian community colleges.- Promotion of academic integrity through a marketing lens for Canadian post-secondary institutions.- Academic integrity in the practice / service learning setting.- Promoting academic integrity and preventing misconduct in a Canadian open digital distance education university.- Section III: An urgent and growing problem: Contract cheating in Canada.- Section introduction: Contract cheating in Canada.- Ethics, ed tech, and the rise of contract cheating.- Pay-to-pass: Knowledge as a commodity in the digital age.- Education as a financial transaction: Contract employment and contract cheating.- Committing and facilitating academic misconduct as white-collar and corporate crime.- Section IV: Essential strategies and levers to advance academic integrity.- Section introduction: Essential strategies and levers to advance academic integrity.- Using quality assurance frameworks to support an institutional culture of academic integrity at Canadian universities.- Beyond the traditional: Academic integrity advocacy in Canadian librarianship.- Using computer-facilitated focus groups to gather student insight on academic integrity.- Fostering academic integrity through curriculum design.- Threading the needle: Student advocacy offices and their role within academic integrity.- Helping students resolve the ambiguous expectations of academic integrity.- How to talk about academic integrity, so students will listen: The inherent challenge in “mandated” training.- Revisioning instructor-writing specialist collaboration for paraphrasing instruction.- Supporting academic integrity in the writing centre: Student consultant perspectives.- Cultural aspects of academic integrity.- A new framework for enhancing (academic) integrity.- Building a culture of restorative practice and restorative responses to academic misconduct.

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Book SynopsisThis book explores pedagogical approaches to decolonising the literature curriculum through a range of practical and theoretically-informed case studies. Although decolonising the curriculum has been widely discussed in the academe and the media, sustained examinations of pedagogies involved in decolonising the literature at university level are still lacking in English and related subjects. This book makes a crucial contribution to these evolving discussions, presenting current and critically engaged pedagogical scholarship on decolonising the literature curriculum. Offering a broad spectrum of accessible chapters authored by experienced national and international academics, the book is structured into two parts, Texts and Contexts, presenting case studies on decolonising the literature curriculum which range from the undergraduate classroom, university writing centres, through to the literary doctorate.Table of ContentsIntroduction: Decolonising EnglishPart I Texts: Decolonising the Literature Canon Decolonising Pedagogical Approaches to Queer Postcolonial Texts Centring Women of Colour: Decolonising the Literature Curriculum with Kamila Shamsie’s Home Fire and Bolu Babalola’s Love in Colour Smart Latinas Are Latinas: On Teaching Chicana/Latina Young Adult (YA) Literature as Feminist Resistance “Hard and Rocky” Soil: Decolonising the General Education Introduction to Literature Course with August Wilson’s Fences Redesigning the Curriculum: Teaching Multicultural Literature in Non-native English-Speaking University Settings in Turkey and Italy Part II Contexts: Beyond the Boundaries of Literary Texts Decolonising Wuthering Heights in the Semi-peripheral Classroom ‘Culinary Cultures’: Theorising Postcolonial Food Cultures A Border-Crossing Teaching Body: Reflections on a Decolonial Pedagogy for Literary Studies in a South African Context Teaching Academic Literacy in the Co-curriculum: Creating Culturally Safe Spaces Decolonising the Literary Doctorate

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Book SynopsisThis book explores tried and tested strategies that support student and faculty engagement and inclusion in the academy. These strategies are anchored by a brief exploration of the history and effect/s of exclusion and deprivilege in higher education. However, while many publications exploring academic inequality focus on the causes and impacts of structural, psychological and cultural exclusion based on racism, sexism, classism and ableism, they rarely engage in interventions to expose and combat such de/privilege. Capturing examples of inclusive practices that are as diverse as student and faculty populations, these strategies can be easily translated and employed by organisations, collectives and individuals to recognise and combat social and academic exclusion within higher education environments. Table of ContentsPart I Contextualising Layers of Exclusion in Higher Education.- 1 Don’t Throw Out the Baby with the Bathwater: Statistics Can Create Impetus to Address Educational Inequity.- Part II Supporting Racial Diversity in the Academy.- 2 Promoting Race Equality and Supporting Ethnic Diversity in the Academy: The UK Experience Over Two Decades.- 3 Reflecting on Representation: Exploring Critical Tensions Within Doctoral Training Programmes in the UK.- 4 Killing the Indigene: Interrogating the Support of First Nations’ Diversity in the Modern University.- 5 Refugees in Neoliberal Universities.- 6 A Critical-Relational Approach to Community Development That Increases Well-Being, Learning Outcomes and Retention of International Students.- Part III Engendering Gender Diversity in Higher Education.- 7 Thriving in the Academy: Culturally Responsive Mentoring for Black Women’s Early Career Success.- 8 Women and Leadership: Strategies of Gender Inclusion in Institutions of Higher Education in India.- 9 Mainstreaming Gender into the Quality Assurance of Higher Education Programs.- 10 Success for LGBT College and University Students.- 11 Trans Inclusive Higher Education: Strategies to Support Trans, Non-Binary and Gender Diverse Students and Staff.- Part IV Re’class’ifying Academia.- 12 The Coffee Club: An Initiative to Support Mature and Non-Traditional Higher Education Students in Wales.- 13 Using a Funds of Knowledge Approach to Engage Diverse Cohorts Through Active and Personally Relevant Learning.- 14 The Impact of Stigma, Placement Instability and Individual Motivation on Successful Transitions in and Through University for Care Experienced Young People.- 15 Murdoch’s Aspirations and Pathways for University (MAP4U) Project: Developing and Supporting Low SES Students’ Aspirations for Higher Education Participation Using School-Based University Outreach Programs.- Part V Disabling the Barrier of Dis/Ability in Higher Education.- 16 Inclusive Higher Education for College Students with Intellectual Disability.- 17 Student Suggestions for Improving Learning at University for Those with Learning Challenges/Disability.- 18 A Case Study of the Educational Experience of Adult Students with Dyslexia Across Five TAFE Institutes in Queensland.- Part VI Conclusion.- 19 Inclusion in Practice: Operationalising Principles of Inclusion and Diversity

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Book SynopsisThis book explores how academic leaders throughout higher education experience and practice care and the ethics of care. Drawing on a narrative inquiry study of experiences and practices of feminist care ethics in higher education leadership, Schultz counters academic norms, including expectations of competition and criticism across all activities, by uncovering the common experiences of academic leaders who intentionally adopt practices guided by an ethics of care and relationality. Within the context of institutions of higher education responding to present-day social movements, the book highlights how practices of care-centered leadership can enable change that begins on campus and reaches outwards to positively impact the community.Table of ContentsPart I Introduction. 1 Coming to Care Ethics in Higher Education. Theme and Scope. Coming to a Research Puzzle: A Narrative Beginning. Foregrounding Personal Justifications. Feminist Care Ethics as a Theoretical Framework. My Earliest Stories Linking Care and Higher Education. Noddings’s Language of Care. Using Narrative Inquiry to Understand Leadership Experiences and Practices. Narrative Inquiry’s Methodological Commitments. Research Design Summary. Methodological Characteristics and Considerations. Towards an Understanding of Experiences, Practices, and Possibilities. References. 2 Care Ethics that Matter. Practical Justifications. Contextualizing Change. Higher Education in Neoliberal Times. Higher Education Leadership. Social Justifications. Care in Education. Care in Higher Education. Tensions. (En)Countering the First Tension: Organizations as Obstacles to Care. (En)Countering the Second Tension: Leadership as a Barrier to Care. (En)Countering the Third Tension: Gendered Care and Caring. Beginning to Understand Care Ethics in Higher Education Leadership. References. Part II Stories of Experiences and Practices of Care-Centered Leadership. 3 Beth. Introducing Beth. Beginning in the Middle. Where Care Comes From. Beginning Again. Weaving Care and Self-Care. As Care Seeks and (Sometimes) Finds Visibility. Being Cared For: Friendship and Feeling Seen. Caring into the Future. References. 4 Lynn. Introducing Lynn. Connecting. Journeying Towards Leadership. Embracing Leadership. Care in Her Midst. The Relational Nature of Care. Caring for the Work, Too. Tending to Tensions, Too. The Whole Self-Caring. Self-Care and Rest. Leaning into the Future. Postscript. Reference. 5 Abby. Introducing Abby. Learning to Show Up, to Participate, and to Listen. Learning to “Think on My Feet”. “There Was No Care”. Enacting Feminist Care and Care Ethics. Deep Listening. Being Genuine. Caring and Chairing in Neoliberal Times. Enabling Care, Now and into the Future. Being Surrounded by Care. Lighting the Way. References. 6 Genevieve. Introducing Genevieve. Beginnings. The Work of Care. The Hard Work of the Work of Care. Receiving Care. An Arc of Care and Not Care. Creating Care. Research as Self-Care. Making Care Visible. Feeling Cared for as a Leader. Caring and Chairing. Seeing Care. Coda. Reference. Part III Towards Care-Centered Leadership in Higher Education. 7 Resonant Threads. Thinking with Resonant Threads. Situating the Writing of the Resonant Threads. Awakening to Three Resonant Threads. Learning to Care: Awakening to Where Care Comes From. Experiences of Care from Mentors. Familial Experiences of Care. With the Threads of This Resonance. The Challenge of Care: Caring in Challenging Moments and Times. The Limits of Care: Tensions in Challenging Moments. The Labor of Care: Risking the Work of Care in Challenging Times. With the Threads of This Resonance. Care for the Self: A Condition of Care. Care for the Self with Movement and Music. Care for the Self with Research and Writing. Care for the Self with Rest and Recalibration. With the Threads of This Resonance. References. 8 Conclusion: Care-Centered Leadership in Our Midst. Emerging Visibility of Care-Centered Leadership. Making Care in Leadership in Higher Education Visible. Revisiting Social, Practical, and Personal Justifications: Implications and Possibilities. Revisiting Social Justifications: Social and Theoretical Implications and Possibilities. Revisiting Practical Justifications: Practical Implications and Possibilities. Revisiting Personal Justifications: Implications and What I Will Remember. References. Epilogue: Leading with Feminist Care Ethics in Times of Change.

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Book SynopsisThis open access book assesses how the Covid-19 pandemic caught higher education systems throughout the world by surprise. It maps out the responses of higher education institutions to the challenges and strategic opportunities brought about by the pandemic, and examines the effects such responses may have. Bringing together scholars and case studies from Europe, Asia, Africa and the Americas, the book is both comparative and global in nature. It also brings together researchers from a variety of disciplinary fields, including political scientists, historians, economists, sociologist, and anthropologists. In doing so, the book fosters an inter-disciplinary dialogue and inclusive methodological approach for unpacking the complexities associated with modern higher education systems and institutions.Table of ContentsSection 1: Setting the StageChapter 1: Assessing the impact of COVID-19 on the institutional fabric of Higher EducationSection 2: The System's Responses to COVID-19Chapter 2: Evidence, stakeholders and decision making: managing COVID-19 in Irish Higher education Chapter 3: New actors, administrative measures and conflicting agendas: The impact of the pandemic on internationalisation of higher education in Poland and RussiaChapter 4: Highlighting systemic inequalities: The impact of the COVID-19 pandemic on French Higher Education Chapter 5: Higher education institutions responses to COVID-19 in Uganda: Regulatory tools and adaptive institutionsSection 3: Higher Education Institutions' Responses to COVID-19Chapter 6: Higher Education in Brazil: Institutional actions for the retention of students in public and private sectorsChapter 7: Higher Education in Brazil: Institutional actions for the retention of students in public and private sectorsChapter 8: Internationalization of higher education in Argentina upon the arrival of Covid-19: Reactions and lessons from the perspective of International Relations OfficeChapter 9: University-civic engagement in the time of the pandemicChapter 10: Public Service Resilience in a post-COVID-19 world: The Case of Digital Transformation in Higher EducationChapter 11: Entrepreneurial universities: From research groups to spin-off companies in a time of COVID-19.- Section 4: Actors' Responses to COVID-19Chapter 12: Challenges, Opportunities, and Coping Strategies when Faced with the COVID-19 Pandemic: A Qualitative Study of Academics in Mainland China and Hong KongChapter 13: “We shouldn’t let academia exhaust ourselves anymore!”: Pandemic practices and the changing psychological contract in twenty-first century academiaChapter 14: Moving beyond policy on digital transformation: Perceptions of digital transformation of teaching by academic staff and studentsChapter 15: Remote Universities? Impacts of COVID-19 as experienced by academic leaders in Finland between March 2020 and April 2021Chapter 16: Post-COVID-19: Renegotiating the scope, role, and function of support and development for students in higher education across the globeSection 5: Taking Stock and Moving ForwardChapter 17: Epilogue: COVID-19 and the institutional fabric of higher education.

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