Higher education, tertiary education Books

Book SynopsisThis book describes approaches to understanding cultures in higher education and pays particular attention to cultures and cultural construction at departmental level. Implications of cultural characteristics for issues around change initiatives, including the enhancement of teaching, learning and assessment are a key focus of this book.

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Book SynopsisMichael Anderson is Professor of Education at the University of Sydney, Australia.David Cameron is Lecturer in Journalism at Charles Sturt University, Australia.Trade ReviewThis volume presents a rich and stimulating set of accounts of the convergence of drama education and new media. -English in EducationTable of ContentsForeword; Introduction; 1. Potential to Reality: Drama, Technology and Education David Cameron and Michael Anderson; 2. When Worlds Collude: Exploring the Relationship Between the Actual, the Dramatic and the Virtual Julie Dunn and John O'Toole; 3. Lip Sync: Performative Placebos in The Digital Age Paul Sutton; 4. Mashup: Digital Media and Drama Conventions David Cameron; 5. Open The Loop Peter O'Connor; 6. Point of View: Linking Applied Drama and Digital Games John Carroll; 7. Audio Drama and Museums: Informal Learning, Drama and Technology Anna Farthing; 8. Digital Storytelling and Drama: Language, Image and Empathy Kirsty McGeoch and John Hughes; 9. 'A blog says i am here: Encouraging Reflection on Performance-Making and Drama Practice Through Blogs Jo Raphael; 10. Interactive drama using cyberspaces Sue Davis; 11. Digital Theatre and Online Narrative Rebecca Wotzko and John Carroll; 12. Enter The Matrix: The Relationship Between Drama and Film Miranda Jefferson and Michael Anderson; 13. Second Life/Simulation: Online Sites for Generative Play Kim Flintoff; Afterword; Index.

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Book SynopsisOur Full edition Student Book covers all the core and mandatory units required for the Award, Certificate and Extended Certificate, and a wide selection of optional units.

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Book SynopsisWinning college application essays take admission officers beyond the numbers and shows them what the students care about, how they think, and who they are. Updated to reflect recent changes to the all-important Common Application, which all applicants to competitive colleges use, this book provides a clear path to an essay that says, Pick me!

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Book SynopsisNow what should I do? This is a question academic leaders ask themselves with great regularity. As ironic as it may seem, very few academic leaders have had any formal training in academic administration, or in any kind of administration at all. For the most part, academic administrators learn on the job. They also seek advice wherever they can get it. The purpose of this book is to offer such advice. The book is written both for academic administrators at all levels as well as for those who aspire to academic administration.Trade ReviewThe rich diversity of offerings in this text reflects the breadth and complexity of challenges in academic administration today. . . .Never, ever underestimate the value of a good and experienced mentor to provide perspective and much-needed balance. In many ways, this collection serves that very role, with a wealth of perspective informed by years of experience and expertise. It is rare to find such a wealth of knowledge in a single volume, particularly one that covers the full range from department chair to president. . . .[T]he most valuable contribution of this volume is that it provides much-needed perspective for the ambitious academic leader, and it does so in very readable fashion via a collection of individual experiences and stories that have a profoundly informal feel. . . .Learn from some of the best in the country. This is not a text that goes on the shelf. It is one that belongs on your desk for easy access and ready reference. * PsycCRITIQUES *Academic Leadership in Higher Education: From the Top Down and the Bottom Up is an excellent compendium of advice, personal experience, and resources and one that is sure to be of use to all levels of academic leaders (prospective and future). Even though the book is made up of leader perspectives from research universities, the advice is not limited to those in research focused settings. Regardless of institution type, the book is a valuable go-to reference and a way to learn from the leaders who share their experience, wisdom, and advice. The book is a handy reference and an excellent way to glean insights from experienced leaders in higher education. * The Department Chair *Academic Leadership in Higher Education: From the Top Down and the Bottom Up is filled with stories written from the perspective of those who have been in the trenches at all levels of academic leadership. Lessons about the importance of planning, communication, active listening, honesty, ethics, clear expectations, risk taking, optimism, team building, and life balance are highlighted along with practical advice about dealing with smart people, keeping ego in check, and navigating the mine fields of shared governance, academic politics, and employee unions. -- George R. Boggs Ph.D, President and CEO Emeritus, American Association of Community Colleges and Superintendent/President Emeritus, Palomar CollegeAcademic Leadership in Higher Education is a great read for academic administrators at all levels. This collection, edited by experienced and successful leaders at colleges and universities, is chockfull of practical advice on setting goals, strategic planning, building teams, and garnering much-needed support, with separate chapters detailing real experiences of presidents, provosts, chairs and deans. Several chapters also review leadership advice from past- to present-day notables as it relates to common problem solving in higher ed. Taken together with the conversational tone, concise readable prose, and honest assessments of the joys and tribulations of these challenging jobs, this volume should earn a prominent spot on your professional bookshelf. -- Barbara Couture, CBT consultant, senior advisor to APLU, and former university president, sr. vice chancellor for academic affairs, and deanGet out your highlighter! This impressive collection of essays is packed with wisdom that all academic administrators will want to read, study, then keep close at hand. Whether the issue is strategic planning or ethical decision-making, answers jump at you from every page. It is an invaluable resource for sitting, incoming, and aspiring leaders at all levels of higher education, especially in these difficult times. -- R. Owen Williams, president, Associated Colleges of the South, Atlanta, GAA distinguished group of academic administrators shares in this collection the practical wisdom of long careers as chairs, deans, provosts, and presidents. Their experience touches everything from strategic planning to how to manage your email, from saying “no” to others to planning your own exit strategy. In a profession notorious for its lack of training for administrative jobs, this book is as close to a textbook as we are likely to come. -- Linda Ray Pratt, executive vice president and provost, University of Nebraska 2006-2012If you've ever needed candid, practical administrative advice, read this book. In separate sections, highly experienced administrators who have served as president, provost, dean and department char provide straightforward, conversational descriptions of what and why and how they approached certain difficult decisions. Rather than a theoretical text on academic administration, this book is replete with actual examples and advice regarding the inevitable difficult decisions confronted by administrators, ranging from initial planning efforts to negotiating your exit. Enthusiastically recommended. -- Nancy A. Marlin, professor and provost emerita, San Diego State UniversityTable of ContentsPreface Part I. Introduction *Chapter 1. Elizabeth Hoffman, Iowa State University. What Have We Learned about Academic Leadership? Part II. Presidents or Chancellors and Past-Academic Executive Officers *Chapter 2. Edward J. Ray, Oregon State University. Thoughts on Leadership. Chapter 3. Thomas F. George, University of Missouri, St. Louis. Maintaining a Personal Program of Research and Scholarship While Serving as President/Chancellor. *Chapter 4. David Hodge & Bobby Gempesaw, Miami University. Effective Academic Leadership. Chapter 5. Marc A. Johnson, University of Nevada, Reno. Strategic Planning through Thick and Thin. Chapter 6. Mary Ellen Mazey, Bowling Green State University, and Anne L. Balazs, Eastern Michigan University. Strategies for Effective Shared Governance. *Chapter 7. Kenneth P. Ruscio, Washington and Lee University. Literature and the Leadership Lesson of House Mountain. *Chapter 8. Robert J. Sternberg, Cornell University. When to Lead How: The Stylistic Challenges of Administrative Leadership. Part III. Provosts and Past-Provosts Chapter 9. Jennifer P. Bott, Ball State University, and Michele Wheatly, West Virginia University. Developing Mentors on the Path to Leadership: A Case Study and Conversation. *Chapter 10. Ana Mari Cauce, University of Washington. Confessions of an Academic Administrator. Chapter 11. Elizabeth Davis, Furman University. The Art of “No.” *Chapter 12. Donald J. Foss, University of Houston. Leadership Advice: Enlarging the Coin of the Realm. *Chapter 13. Pamela Fry, Oklahoma State University. In Search of a New Language of Leadership. Chapter 14. Diane H. Goddard, The University of Kansas. Changing for Excellence: Finding Resources to Enable KU’s Bold Aspirations. Chapter 15. April C. Mason, Kansas State University. Academic Strategic Planning: How Can It Mean Something? *Chapter 16. Richard McCarty, Vanderbilt University. University Leadership: A View from the Dark Side. Chapter 17. Sally M. Reis, University of Connecticut. Success in Central Administration: Intentionality, Listening, and Optimism. *Chapter 18. Robert V. Smith, CBT University Consulting. Where You Stand Is Where You Sit: Moving Up & Down the Academic Administrative Ladder. Chapter 19. Jeffrey S. Vitter, The University of Kansas. Bold Aspirations: A Community Effort. Part IV. Deans and Past Deans Chapter 20. Ann M. Brill, The University of Kansas. Disruption, Innovation, and Journalism Education. Chapter 21. John D. Floros, Kansas State University. Academic Leadership through Strategic Planning: A Dean’s Perspective. *Chapter 22. Jane S. Halonen, University of West Florida. Ten Strategies for Enhancing the Academic Leader’s Communication Effectiveness. *Chapter 23. Diane Halpern, Minerva Schools at Keck Graduate Institute. Academic Leadership in a Time of Rapid Change. Chapter 24. Larry Lyon, Baylor University. Leadership and Measurement: Confessions of an Administrator without Portfolio. *Chapter 25. Alan Mathios, Cornell University. Leading: An Example from the College of Human Ecology at Cornell University. Chapter 26. David D. Perlmutter, Texas Tech University. Managing Up in the Academy. *Chapter 27. Jean Sander, Oklahoma State University. Leadership: A View from Veterinary Medicine. Part V. Chairs and Past Chairs *Chapter 28. Henry L Roediger, III, Washington University in St. Louis. Being a Department Chair: 15 Tips for Success. Chapter 29. Heidi Bostic, Baylor University. Chairing Stories. *Chapter 30. C. J. Brainerd, Cornell University. The Science Chair as Scientific Leader. *Chapter 31. Frank C. Keil, Yale University. Confronting Tradeoffs in Academic Settings. Chapter 32. Lise Youngblade, Kansas State University. Strategic Planning: View from the Department Level. Part VI. Conclusion Chapter 33. Robert J. Sternberg, Cornell University. Distilling Advice about Academic Leadership About the Contributors About the Editors

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Book SynopsisEdward B. Fiske is the founder and editor of the Fiske Guide to Colleges. A former Education Editor of the New York Times, Fiske is known around the world for his award-winning writing on topics ranging from trends in American higher education to school reform in Southeast Asia, New Zealand and South Africa.The guide was established in 1982 when, covering higher education for the Times, Fiske sensed the need for a publication that would help students and parents navigate the increasingly complex college admissions scene. The guide, an annual publication, immediately became a standard part of college admissions literature and it is now the country's best-selling college guide.Fiske has teamed up with his wife, Helen F. Ladd, a professor at Duke University, on several major international research projects regarding the development of education in various countries. Together, they are co-editors of the Handbook of Research in Education Finance and Policy, the official h

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Book SynopsisWhile research into intercultural teaching has grown exponentially during the past two decades, the research has primarily resorted to the use of quantitative data collection instruments and the interpretation of scores calculated through them. As such, studies in the field can seem somewhat decontextualized, ignoring in some cases setting-specific parameters. Therefore, further study is needed to bring together theory, research, and practice demonstrating how this teaching is reflected in research design and how it is undertaken in different settings. Intercultural Foreign Language Teaching and Learning in Higher Education Contexts is an essential reference source that provides a series of rich insights into the way intercultural education is practiced in numerous international contexts and showcases practical examples of teaching situations and classroom activities that demonstrate its impact within the classroom. Featuring research on topics such as higher education, multilingualism, and professionalism, this book is ideally designed for educators, researchers, administrators, professionals, academicians, and students seeking pedagogical guidance on intercultural teaching.

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Book SynopsisMany resources exist to help new doctoral investigators to understand and engage with the tenets and philosophies that underpin doctoral-level research to allow for a sample of self-as-subject research. Every day, new forms of researcher-participant data collection and analysis protocols and contributions to the respective discipline in the use of these methods are designed by doctoral researchers and other scholars for heuristic inquiry and autoethnography. Autoethnography and Heuristic Inquiry for Doctoral-Level Researchers: Emerging Research and Opportunities is an essential research publication that explores the conventions of autoethnography or heuristic research within the specific context of doctoral-level research. In contrast to similar resources, this book presents various and unique systematic methods and procedures used within current research for data collection, analysis, interpretation and representations of data, and study contributions to illustrate the varied nuances and many choices doctoral-level researchers have when their research design is founded on the principles and tenets of autoethnography or heuristic inquiry. Thus, this book is ideal for doctoral research supervisors, doctoral students, independent researchers, and academicians.

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Book SynopsisIn higher education, case studies can be utilized to have students put themselves into problems faced by a protagonist and, by doing so, address academic or career-related issues. Working through these issues provides students with an opportunity to gain applied perspective and experiences. Professors in higher education who choose this method of teaching require navigational tools to ensure that students achieve stated learning objectives. Case Study Methodology in Higher Education is an essential research publication that focuses on the history and theories relating to case study methodology including techniques for writing case studies and utilizing them in university settings to prepare students for real-life career-related scenarios. This publication features a wide range of topics such as educational leadership, case writing, and teacher education. It is essential for educators, career professionals, higher education faculty, researchers, and students.

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Book Synopsis This book of personal essays by over forty women and men who founded women's studies in Canada and Québec explores feminist activism on campus in the pivotal decade of 1966-76. The essays document the emergence of women's studies as a new way of understanding women, men, and society, and they challenge some current preconceptions about ""second wave"" feminist academics. The contributors explain how the intellectual and political revolution begun by small groups of academics - often young, untenured women - at universities across Canada contributed to social progress and profoundly affected the way we think, speak, behave, understand equality, and conceptualize the academy and an academic career. A contextualizing essay documents the social, economic, political, and educational climate of the time, and a concluding chapter highlights the essays' recurring themes and assesses the intellectual and social transformation that their authors helped set in motion. The essays document the appalling sexism and racism some women encounter in seeking admission to doctoral studies, in hiring, in pay, and in establishing the legitimacy of feminist perspectives in the academy. They reveal sources of resistance, too, not only from colleagues and administrators but from family members and from within the self. In so doing they provide inspiring examples of sisterly support and lifelong friendship. Trade Review"The collection of brief, largely autobiographical pieces offers a taster 'menu' of feminist scholarship and women's studies in Canada, and an invitation to read more deeply in the field. A more comprehensive tasting would take up several thousand pages--as do the collecive works of the editors and contributors. The array of scholars and perspectives demonstrates the nature and extent of feminist and women's studies at a pivotal point in Canadian academic history. The preface and opening chapter, 'Changing Times', provide an overview of women's organizations, projects, and actions, and highlight educational and scholarly landmarks.... There are numerous reminders of the particular struggles women academics have survived.... Minds of Our Own offers a multifaceted view of an important chapter in academic history and inspiration and affirmation for women and feminist scholars who still struggle for acceptance, recognition and legitimacy. It should be required reading for administrators, and for all who persist in creating and maintaining obstacles to equality and freedom of enquiry.'" -- Valerie Alia, Royal Roads University -- British Journal of Canadian Studies, Vol. 24, no. 1, 2011, 201110"A vision and courage--that's all it took for a feminist revolution in academia! This is a book to remind people how this resolute group pulled it off. It will be an inspiration to young feminists as they face the future in our education institutions." -- Marjorie Griffin Cohen, Simon Fraser University -- 200805"The stories are compelling, enthralling, and chilling...and make it clear that women's studies was born in struggle, both as an intellectual project and a political movement.... The anthology opens with a splendid integrated overview of women's history in Canada and Quebec over the remarkable decade. It has a bibliography to die for--a gift in itself... [A]s a record of a moment of joy and hopefulness, it stands as a glowing testimony of how women's studies and the women's liberation movement began as two branches of the same enterprise--wanting nothing less than to change the world." -- Susan Prentice -- 200910"Certainly, the personal accounts of the people involved in the early Women's Studies movement are central to this book, but the introduction and the conclusion should be essential reading for anyone connected with Women's Studies. For those who were not there, or are too young to know, these sections emphasize that there was a time in Canada and Quebec when women could be denied employment or fired if they married, when birth control and abortion were illegal, and as Sandra Pyke tells it, when a married woman could only get credit in the name of her husband, when the ideology of marriage and motherhood had a powerful hold on women, when pay discrimination based on sex was legal, when women's education was narrowly defined, when Aboriginal women's experiences were all but ignored, and a time when sexual orientation was openly viewed as deviant. For those who were part of the Women's Studies revolution in the ten years covered here or who came to the discipline in its early years, these two chapters allow us to reflect on the many limitations women accepted. The emergence of Women's Studies shows that some women were willing to challenge the status quo." -- Margaret Kechnie, Laurentian University -- Historical Studies in Education, Fall 2010, 201101"The aptly named Minds of Our Own is a page-turner. An opening chapter sketches the social, political, economic, and academic conditions under which the first Canadian Women's Studies projectts were launched. The conclusion outlines a series of themes that emerge across the core of the volume, comprise of more than forty brief but telling first-person narratives, some co-authored, all about 'inventing feminist scholarship' at various sites throughout the country between 1966 and 1976.... The gathered narratives are as compelling as the tale of editorial collaboration behind the work emblematic of growing networks among scholars in the field. Three parallel efforts to document Women's Studies' early years are brought together in this text, which offers an archive of personal reflections on a process of academic inquiry that continues to unearth the complexities of knowledge politics. The project is indebted to similar collections by American feminists but emphasizes the Canadian situation as unique. It acknowledges that anglo- and francophone environments for Women's Studies in Canada have remained distinctiv, that finding and generating locally relevant materials for study was both daunting and an on-going revelation from the start, and that there were and still are gaps in shared awareness about how diversely felt and situated the experiences of different communities of women remain in Canadian and international contexts. Graced by a cover that presents in textile art, a bitten pomegranate with at least one seed airborne off the page, the book invokes a time when enough critical mass had formed to defy western cultural interdictions against women's power to know in public and counterpublic ways.... Minds of Our Own lends itself to qualitative analyses that would unpack some of the affinities and contradictions that surface among and within accounts. In advance undergraduate classes, one could place selected narratives beside the galvanized feminist voices that took on poorly informed critiques of Women's Studies in the national media recently, or the untenable claim that gender equity has been achieved in Canada, even as the gender-based disparities abroad become a cornerstone of foreign policy. Minds of Our Own makes a useful contribution to the project of Canadian Women's Studies by detailing some of the groundbreaking strategies that formalized feminist academic inquiry in the mid- to late twentieth centuries. It points at once to past challenges and aTable of Contents Minds of Our Own: Inventing Feminist Scholarship and Women's Studies in Canada and Québec, 1966-76, edited by Wendy Robbins, Meg Luxton, Margrit Eichler, and Francine Descarries PREFACE CHANGING TIMES Women's Organizations (before 1960) Women's Changing Social Position The Women's Movement of the 1960s and 1970s Women in Post-Secondary Education Feminist Scholarship and Women's Studies ESSAYS Creating a Tradition of Canadian Women Writers and Feminist Literary Criticism Clara Thomas Mother Was Not a Person, So I Became a Feminist Marguerite Andersen Fanning Fires: Women's Studies in a School of Social Work Helen Levine with Faith Schneider Feminism: A Critical Theory of Knowledge Marie-Andrée Bertrand Women's Studies: A Personal Story Dorothy E. Smith Contributing to the Establishment of Women's Studies and Gender Relations Anita Caron Feminism and a Scholarly Friendship Jill Ker Conway and Natalie Zemon Davis Midwife to the Birth of Women's Studies at McGill Margaret Gillett How the Simone de Beauvoir Institute of Concordia University Grew from Unlikely Beginnings Maïr Verthuy Moments in the Making of a Feminist Historian Alison Prentice Doing Feminist Studies without Knowing It Micheline Dumont A Matrix of Creativity Frieda Forman Transforming the Academy and the World Deborah Gorham Reminiscences of a Male Supporter of the Movement towards Women's Liberation Leslie Marshall You Just Had To Be There Greta Hofmann Nemiroff The Second Wave: A Personal Voyage Sandra Pyke A Lifetime of Struggling to Belong Vanaja Dhruvarajan Once Upon a Time There Was the Feminist Movement Nadia Fahmy-Eid Women's Studies at the University of Alberta Rosalind Sydie, Patricia Prestwich, Dallas Cullen Women's Studies and the Trajectory of Women in Academe Annette Kolodny Women's Studies at Simon Fraser University, 1966-76: A Dialogue Andrea Lebowitz, Honoree Newcombe, Meredith M. Kimball Nascent, Incipient, Embryonic, and Ceremonial Women's Studies Linda Christiansen-Ruffman To Challenge the World Margrit Eichler From Male and Female Roles to Gender Relations: A Scientific and Political Trajectory Danielle Juteau Second Wave Breaks on the Shore of U of T Lorna Marsden Surviving Political Science ... and Loving It Jill Vickers Blood on the Chapel Floor: Adventures in Women's Studies Kay Armatage Genesis of a Journal Donna Smyth The Saga Marylee Stephenson Coming of Age with Women's Studies Meredith M. Kimball Doing Women's Studies Pat Armstrong Pioneer in Feminist Political Economy: Overcoming the Disjuncture Joan McFarland Women's Studies at Guelph Terry Crowley Women's Studies: Oppression and Liberation in the University Meg Luxton Reflections on Teaching and Writing Feminist Philosophy in the 1970s Susan Sherwin From Marginalized to ""Establishment"": Doing Feminist Sociology Maureen Baker ""To Ring True and Stand for Something"" Wendy Robbins Socialist Feminist and Activist Educator Linda Briskin My Path to Feminist Philosophy, 1970-76 Christine Overall Women's Sight: Looking Backwards into Women's Studies in Toronto Ceta Ramkhalawansingh PERSONAL AND INTELLECTUAL REVOLUTION: SOME REFLECTIONS The Patriarchal Context Countervailing Social Movements Intersections of Gender, Race, Class, Sexual Orientation Inventing a New Scholarship and New Structures Disciplinarity and/or Interdisciplinarity Student-Teacher Relations Personal Impacts Interesting Times APPENDIXES Appendix A. Alphabetical List of Authors Appendix B. List of Authors by Discipline NOTES ON CONTRIBUTORS CUMULATIVE BIBLIOGRAPHY INDEX.

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Book SynopsisHigher education is increasingly international. The issues that affect universities in one country are important globally. There are a myriad of links among academic systems worldwide. Comparative Higher Education is the first book to systematically explore many of the most important implications of the globalization of higher education. It explores the links among universities, including foreign students and scholars, the impact of the Western higher education idea on universities throughout the world, and especially the current importance of American academic ideas worldwide, and the patterns of inequality among academic systems. Teachers and students are at the heart of the academic systems. Comparative Higher Education focuses on professors and students-especially the political involvement of both professors and students-and seeks to understand their roles in a comparative framework. The book concludes with a discussion of higher education development in the newly industrializing countries. These Pacific Rim nations are examples of how higher education has been used in the process of development. Comparative Higher Education reflects more than three decades of research in the field, and places key elements in the globalization of higher education in a useful framework. Worldwide examples are used to illustrate analyses of such key topics as international exchange, future trends in university development, the complex relationships among academic systems in the industrialized and developing countries, and related issues.Table of ContentsPART I. Perspectives PART II. Teachers and Students PART III. Exchanges: People and Ideas PART IV. Peripheral Centers: The Newly Industrializing Countries

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Book SynopsisThe Writing Skill Builder for College Freshmen is a one-of-a-kind hands-on student's companion to better collegiate writing. In comparison to other rhetorical pedagogy, it is a reader-friendly helper that targets specific weak areas of writing to help alleviate the frustration that a number of students encounter in college writing. It is specifically written to help learners who prefer a simpler book to improve their writing. Furthermore, the exercises provide a sense of familiarity to ensure immediate connection with phrasings. Brief lectures are included before each set and accompanied by a questioning approach to foster better understanding in correcting repetitive, fundamental errors crucial to success in academic writing. The passages included are selected with care not only to accommodate practice but also to teach valuable lessons in writing clearly to connect to real-world experience. To be also teacher-friendly, a few essay assignments are linked to certain exercises to correlate with Composition 101 course requirements.Workbook Features: Targeted coverage of specific areas of weakness that are troublesome for students such as fragments, cliché comma splices, run-on sentences, noun-pronoun parallels, trite expressions, particular areas of grammar, etc. Minimal lecture with clear examples and explanations preceding each section A wide range of brief exercises with interesting assignments Answer keys with suggested revisions for all exercises On-the-spot A to Z access to informal words in standardized dictionaries that should be avoided in formal writing in and out of college An A to Z list of formal words and terminologies often misused A complement of present tense synonym replacements for ""say"" in alphabetical order to improve repertoire of words for more advanced usages, especially in literary and research essays Works Cited page in Modern Language Association format with 2009 updates A light-weight text that teachers will enjoy, too

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