Higher education, tertiary education Books

Book SynopsisOver the past two decades, international cooperation in higher education has become the norm in China and around the world. To exemplify these relationships, this edited volume devotes individual chapters to case studies of China-U.S. international higher education partnerships focused on 1) Collaborative graduate programs; 2) Research collaborations; 3) Student mobility; 4) Multi-institution collaborations; 5) Cultural exchanges; and 6) Branch campuses. These case studies will illuminate the strategies, challenges, and perceived benefits of cross-national collaboration. Case studies are bookended with introductory and concluding chapters that link cooperative activities to theory on diplomacy (including Western “soft diplomacy” and Chinese five principles of “peaceful coexistence” narratives); internationalization of higher education; and reflections on student and scholar mobility between Chinese and US institutions.Trade Review"With an aim of helping higher education practitioners and administrators better perform in cooperative practice, the book draws on both theoretical and practical perspectives throughout twelve chapters. What distinguishes the book from others is its invaluable practical details provided by authors, who are not limited to higher education researchers but include practitioners. Rather than giving a comprehensive review of Chinese-American higher education cooperation, the book concentrates on drawing emergent trends and common grounds out of different cooperative programmes, and highlights important determinants for further leveraging partnerships and strengthening cooperation [...] Throughout the book, despite diverse perspectives, the chapters taken together demonstrate that both Chinese and American institutions are committed to higher education cooperation, and to the importance of mutual cultural understanding and respect in maintaining and expanding the cooperation. In the closing chapter, Johnstone urges more research on understanding cultural differences between China and the USA as a means of moving cooperation forward. Readers who are higher education administrators will gain from this book a sense of the importance of cultural consciousness for cooperative practice. Higher education researchers will be reminded of the urgent needs to explore cooperation from both Chinese and American cultural perspectives." - Lili Yang, University of Oxford, in Higher Education (2019) 78: 189–191.Table of ContentsAcknowledgements vii 1 The Rise of Sino-U.S. International Partnerships in Higher Education: An Introduction 1 Christopher J. Johnstone 2 China’s Soft Power Projection through Higher Education: An Preliminary Assessment 3 Rui Yang 3 Dynamics of Internationalization in U.S. and Chinese Higher Education 23 Katherine Punteney and Yilin Wei 4 Leveraging Confucius Institutes for International Education and Exchange 61 Anthony C. Ogden and Huajing Xiu Maske 5 Developing a Multi-Institutional, Internationally-Focused Higher Education Research Partnership 87 Deane Neubauer and Joanne Taira 6 Internationalization 2.0 and Counting: Learnings from China-U.S. Collaborations in Business Education 102 Anne M. D’Angelo and Lili Dong 7 The New Normal: Student and Faculty Mobility Programs between Public Teacher Education Institutions in China and the U.S. 122 Mary Schlarb, Shufang Strause and Lu-Chung Dennis Weng 8 An Exploratory Journey of NYU Shanghai: Reflections from a University Chancellor 143 Yu Lizhong 9 China Champion Program 163 Chi Jian and Li Li Ji 10 Sino-Global Higher Education Partnerships: Student Mobility Programs 182 Jing Tian, Jiansheng Ma and Juan Cai 11 The Effect of Culture and Acculturation on the Mental Health on International Students: Implications for U.S. and Chinese Universities 197 Merritt Huang 12 Conclusions and Way Forward 221 Christopher J. Johnstone

Read more less

Book SynopsisOver the past two decades, international cooperation in higher education has become the norm in China and around the world. To exemplify these relationships, this edited volume devotes individual chapters to case studies of China-U.S. international higher education partnerships focused on 1) Collaborative graduate programs; 2) Research collaborations; 3) Student mobility; 4) Multi-institution collaborations; 5) Cultural exchanges; and 6) Branch campuses. These case studies will illuminate the strategies, challenges, and perceived benefits of cross-national collaboration. Case studies are bookended with introductory and concluding chapters that link cooperative activities to theory on diplomacy (including Western “soft diplomacy” and Chinese five principles of “peaceful coexistence” narratives); internationalization of higher education; and reflections on student and scholar mobility between Chinese and US institutions.Trade Review"With an aim of helping higher education practitioners and administrators better perform in cooperative practice, the book draws on both theoretical and practical perspectives throughout twelve chapters. What distinguishes the book from others is its invaluable practical details provided by authors, who are not limited to higher education researchers but include practitioners. Rather than giving a comprehensive review of Chinese-American higher education cooperation, the book concentrates on drawing emergent trends and common grounds out of different cooperative programmes, and highlights important determinants for further leveraging partnerships and strengthening cooperation [...] Throughout the book, despite diverse perspectives, the chapters taken together demonstrate that both Chinese and American institutions are committed to higher education cooperation, and to the importance of mutual cultural understanding and respect in maintaining and expanding the cooperation. In the closing chapter, Johnstone urges more research on understanding cultural differences between China and the USA as a means of moving cooperation forward. Readers who are higher education administrators will gain from this book a sense of the importance of cultural consciousness for cooperative practice. Higher education researchers will be reminded of the urgent needs to explore cooperation from both Chinese and American cultural perspectives." - Lili Yang, University of Oxford, in Higher Education (2019) 78: 189–191.Table of ContentsAcknowledgements vii 1 The Rise of Sino-U.S. International Partnerships in Higher Education: An Introduction 1 Christopher J. Johnstone 2 China’s Soft Power Projection through Higher Education: An Preliminary Assessment 3 Rui Yang 3 Dynamics of Internationalization in U.S. and Chinese Higher Education 23 Katherine Punteney and Yilin Wei 4 Leveraging Confucius Institutes for International Education and Exchange 61 Anthony C. Ogden and Huajing Xiu Maske 5 Developing a Multi-Institutional, Internationally-Focused Higher Education Research Partnership 87 Deane Neubauer and Joanne Taira 6 Internationalization 2.0 and Counting: Learnings from China-U.S. Collaborations in Business Education 102 Anne M. D’Angelo and Lili Dong 7 The New Normal: Student and Faculty Mobility Programs between Public Teacher Education Institutions in China and the U.S. 122 Mary Schlarb, Shufang Strause and Lu-Chung Dennis Weng 8 An Exploratory Journey of NYU Shanghai: Reflections from a University Chancellor 143 Yu Lizhong 9 China Champion Program 163 Chi Jian and Li Li Ji 10 Sino-Global Higher Education Partnerships: Student Mobility Programs 182 Jing Tian, Jiansheng Ma and Juan Cai 11 The Effect of Culture and Acculturation on the Mental Health on International Students: Implications for U.S. and Chinese Universities 197 Merritt Huang 12 Conclusions and Way Forward 221 Christopher J. Johnstone

Read more less

Book SynopsisIn Learning from Academic Conferences, the editor combines research findings and practical advice aimed at ensuring organizers, attendees and administrators get the most from academic conferences. Contributors from the UK and Canada have pooled their experience and research findings to produce a guide in three parts. Starting with a focus on participants, moving onto presenters and finally addressing organizers, the authors provide comprehensive advice. Conferences are expensive in terms of time and resources; this book will ensure that investment is put to best effect.

Read more less

Book SynopsisIn Learning from Academic Conferences, the editor combines research findings and practical advice aimed at ensuring organizers, attendees and administrators get the most from academic conferences. Contributors from the UK and Canada have pooled their experience and research findings to produce a guide in three parts. Starting with a focus on participants, moving onto presenters and finally addressing organizers, the authors provide comprehensive advice. Conferences are expensive in terms of time and resources; this book will ensure that investment is put to best effect.

Read more less

Book SynopsisIn Without a Margin for Error, the author chronicles the journeys of young adults in an under-served urban community who are new to the English language into STEM (science, technology, engineering, and mathematics-related) fields from high school through college. He distills lessons, themes, and policy recommendations from the trails blazed by these students toward altering the status quo around college access and STEM success for often-marginalized but highly resilient young adults with much to contribute to their new nation, their communities, and the world. While drawing on a critical ethnography of over three dozen inspiring young adults, seven students are chronicled in greater depth to bring to life crucial conversations for redefining college readiness, access, and success in STEM fields.Table of ContentsForeword  Christopher Emdin List of Tables Acknowledgments 1 Vignettes 2 Introducing the Purpose and the Ethnographe 3 The School and Student Context 4 The Students and Their Journeys 5 Engaging and Persisting in STEM: Shaping the Transition to College 6 Tying the Roots Together: Conclusions, Implications, and Future Directions for Building stem Trajectories References

Read more less

Book SynopsisThe present volume is the result of a pilot study and a workshop at Queensborough Community College that tried to integrate and discussed poetry as a new method of writing intensive pedagogy across the curriculum. Educators from several different disciplines – Art and Design, Biology, English, History, Philosophy, and Sociology – describe such methods and their teaching experiences in the classroom and highlight, how poetry has been and could be used for fruitful teaching and learning across the curriculum. The interdisciplinary pilot study and the discussions at the workshop, which are represented by the chapters in the present volume consequently emphasize the possibilities for the use of poetry at Community Colleges and U.S. undergraduate education in general. Contributors are: Kathleen Alves, Alison Cimino, Urszula Golebiewska, Joshua M. Hall, Angela Hooks, Frank Jacob, Shannon Kincaid, Susan Lago, Alice Rosenblitt-Lacey, Ravid Rovner, and Amy Traver.Table of ContentsIntroduction: Pedagogy and Poetry across the Disciplines  Frank Jacob and Shannon Kincaid Part 1: Arts 1 “Object Poetry” as a Source of Inspiration for Design Studies  Ravid Rovner 2 Arts Integrated Learning through Poetry: Implementing Awareness, Metaphor, and Play across Curriculums  Alison Cimino Part 2: Biology 3 Poetry in a Biology Classroom  Urszula Golebiewska Part 3: English 4 An Initiation into Academic Discourse with Poetry  Susan Lago 5 Poetry and Student Learning  Angela Hooks 6 “Thirsty Women and Fuckboys”: Teaching Shakespeare with Memes  Kathleen Alves 7 In Deference to Dreams Deferred: Langston Hughes’ Poem, “Harlem (A Dream Deferred)” and Its Application across the Curriculum  Alice Rosenblitt-Lacey Part 4: History 8 Expressive Content Writing: The Inclusion of Poetry in Undergraduate History Courses  Frank Jacob Part 5: Philosophy 9 Pedagogy in Verse: A Philosophical Approach to Poetry across the Curriculum  Shannon Kincaid 10 Empowering Poetic Defiance: Baudelaire, Kant and Poetic Agency in the Classroom  Joshua M. Hall Part 6: Sociology 11 Contextualizing Math and Poetry in Community College Courses: Impacts and Implications in Introduction to Sociology  Amy E. Traver Index

Read more less

Book SynopsisThe present volume is the result of a pilot study and a workshop at Queensborough Community College that tried to integrate and discussed poetry as a new method of writing intensive pedagogy across the curriculum. Educators from several different disciplines – Art and Design, Biology, English, History, Philosophy, and Sociology – describe such methods and their teaching experiences in the classroom and highlight, how poetry has been and could be used for fruitful teaching and learning across the curriculum. The interdisciplinary pilot study and the discussions at the workshop, which are represented by the chapters in the present volume consequently emphasize the possibilities for the use of poetry at Community Colleges and U.S. undergraduate education in general. Contributors are: Kathleen Alves, Alison Cimino, Urszula Golebiewska, Joshua M. Hall, Angela Hooks, Frank Jacob, Shannon Kincaid, Susan Lago, Alice Rosenblitt-Lacey, Ravid Rovner, and Amy Traver.Table of ContentsIntroduction: Pedagogy and Poetry across the Disciplines  Frank Jacob and Shannon Kincaid Part 1: Arts 1 “Object Poetry” as a Source of Inspiration for Design Studies  Ravid Rovner 2 Arts Integrated Learning through Poetry: Implementing Awareness, Metaphor, and Play across Curriculums  Alison Cimino Part 2: Biology 3 Poetry in a Biology Classroom  Urszula Golebiewska Part 3: English 4 An Initiation into Academic Discourse with Poetry  Susan Lago 5 Poetry and Student Learning  Angela Hooks 6 “Thirsty Women and Fuckboys”: Teaching Shakespeare with Memes  Kathleen Alves 7 In Deference to Dreams Deferred: Langston Hughes’ Poem, “Harlem (A Dream Deferred)” and Its Application across the Curriculum  Alice Rosenblitt-Lacey Part 4: History 8 Expressive Content Writing: The Inclusion of Poetry in Undergraduate History Courses  Frank Jacob Part 5: Philosophy 9 Pedagogy in Verse: A Philosophical Approach to Poetry across the Curriculum  Shannon Kincaid 10 Empowering Poetic Defiance: Baudelaire, Kant and Poetic Agency in the Classroom  Joshua M. Hall Part 6: Sociology 11 Contextualizing Math and Poetry in Community College Courses: Impacts and Implications in Introduction to Sociology  Amy E. Traver Index

Read more less

Book SynopsisIdentity and Internationalization in Catholic Universities explores the relationship between Catholic identity, mission, and internationalization in Catholic universities of different types and located in different contexts. Internationalization is a key concern for universities working to achieve their goals in different regions of the world but without neglecting their identity. There are many universities that consider themselves related to the Roman Catholic faith and many other universities with Christian affiliations. It is well known that Catholic universities have unique missions, such as the formation of individuals inspired by a religious conviction to serve society and the church. That is why it is imperative to have empirical knowledge to help develop practical and effective policies on central themes such as internationalization, a fundamental part of many universities’ developmental strategies, while paying special attention to each university’s specific context. This book includes sixteen case studies from Latin America, the United States, the Asia Pacific, and Europe, and also includes chapters on regional perspectives on Catholic higher education as well as more specifically Jesuit higher education, the global network of La Salle universities, and internationalization in the United States, Latin America, the Asia Pacific region, and Europe.Table of ContentsPreface Part 1: Introduction 1. Embedding Identity and Internationalization into Institutional Practice  Fiona Hunter and Michael James Part 2: Latin America 2. Exploring Levels of Internationalization in Latin American Catholic Universities  Pedro Pablo Rosso 3. Internationalization as a Dimension of Identity in Latin American Jesuit Universities  Ricardo Carbone Bruna 4. Pontificia Universidad Católica de Chile: Searching for Meaningful Links Between Identity and Internationalization  Andrés Bernasconi, Daniela Véliz and Astrid Pickenpack 5. Universidad Alberto Hurtado, Santiago, Chile: Strengthening Mission through International Cooperation  Sebastián Kaufmann and Constanza Bauer 6. Pontificia Universidad Javeriana, Bogotá, Colombia: The Emergence of a Symbiotic Relationship between Identity and Internationalization  Luis Fernando Álvarez Londoño, S.J. 7. Universidad la Salle Mexico City: Polyphony of Values between Christian Identity and the Educational Market Demands  Felipe Gaytán Alcalá 8. Universidade Do Vale Do Rio Dos Sinos, Unisinos, Brazil: How Identity Has Given Meaning to the Internationalization Process  Cristiano Richter, Gustavo Borba, Laura Knijnik Baumvol, Paula Dal Bo Campagnolo and Sara Rudnicki Part 3: United States of America 9. Identifying Characteristics of Identity and Internationalization in Catholic Universities in the United States of America  Michael James 10. Regional Perspectives from the USA: Understanding Internationalization Efforts in the Jesuit Higher Education Network  Bao Nguyen 11. Boston College: Integrating Identity into New Strategic Directions for Internationalization  Hans de Wit and Michael James Part 4: Asia Pacific 12. International Cooperation and Globalization in Asia and the Role of Jesuit Universities  Miki Sugimura 13. Sophia University, Tokyo, Japan: When Identity Is Strengthened by New Understandings of Internationalization  Miki Sugimura 14. Australian Catholic University, Melbourne: Expressing Identity through International Opportunity  Anthony Casamento and Chris Riley 15. St. Paul University, Tuguegarao City, the Philippines: Preserving Catholic Identity with an Increasingly Diverse Student Population  Jeremy Godofredo C. Morales Part 5: Europe 16. Catholic Identity and Internationalization in Europe: Linking the Past to the Future  Visnja Car 17. Universidad de Deusto, Bilbao, Spain: Internationalization as a Means to Realize Institutional Mission and Vision  María J. Pando-Canteli and Alvaro de La Rica Aspiunza 18. Universidad Loyola Andalucía, Sevilla, Spain: Cultivating Jesuit-Inspired Connections to Internationalization  Francisco de Borja Martín Garrido 19. Universidade Católica Portuguesa, Lisbon, Portugal: How Identity Guides International Partnerships and Positioning  Isabel Capeloa Gil and Teresa Lloyd Braga 20. John Paul II University of Lublin, Poland: How History Defines the Relationship between Identity and Internationalization  Visnja Car and Agnieszka Lekka-Kowalik 21. Tilburg University, the Netherlands: Attuning Catholic Identity to a Secular Society  Visnja Car 22. Catholic University of Croatia: A Renaissance of Catholic Identity  Visnja Car 23. Università Cattolica Del Sacro Cuore (UCSC), Milan, Italy: Re-Shaping Catholic Identity in a Changing Context  Visnja Car and Fiona Hunter Part 6: Global Perspectives 24. Identity Meets Internationalization: The Case of the International Association of La Salle Universities  Carlos Coelho About the Contributors

Read more less

Book SynopsisIdentity and Internationalization in Catholic Universities explores the relationship between Catholic identity, mission, and internationalization in Catholic universities of different types and located in different contexts. Internationalization is a key concern for universities working to achieve their goals in different regions of the world but without neglecting their identity. There are many universities that consider themselves related to the Roman Catholic faith and many other universities with Christian affiliations. It is well known that Catholic universities have unique missions, such as the formation of individuals inspired by a religious conviction to serve society and the church. That is why it is imperative to have empirical knowledge to help develop practical and effective policies on central themes such as internationalization, a fundamental part of many universities’ developmental strategies, while paying special attention to each university’s specific context. This book includes sixteen case studies from Latin America, the United States, the Asia Pacific, and Europe, and also includes chapters on regional perspectives on Catholic higher education as well as more specifically Jesuit higher education, the global network of La Salle universities, and internationalization in the United States, Latin America, the Asia Pacific region, and Europe.Table of ContentsPreface Part 1: Introduction 1. Embedding Identity and Internationalization into Institutional Practice  Fiona Hunter and Michael James Part 2: Latin America 2. Exploring Levels of Internationalization in Latin American Catholic Universities  Pedro Pablo Rosso 3. Internationalization as a Dimension of Identity in Latin American Jesuit Universities  Ricardo Carbone Bruna 4. Pontificia Universidad Católica de Chile: Searching for Meaningful Links Between Identity and Internationalization  Andrés Bernasconi, Daniela Véliz and Astrid Pickenpack 5. Universidad Alberto Hurtado, Santiago, Chile: Strengthening Mission through International Cooperation  Sebastián Kaufmann and Constanza Bauer 6. Pontificia Universidad Javeriana, Bogotá, Colombia: The Emergence of a Symbiotic Relationship between Identity and Internationalization  Luis Fernando Álvarez Londoño, S.J. 7. Universidad la Salle Mexico City: Polyphony of Values between Christian Identity and the Educational Market Demands  Felipe Gaytán Alcalá 8. Universidade Do Vale Do Rio Dos Sinos, Unisinos, Brazil: How Identity Has Given Meaning to the Internationalization Process  Cristiano Richter, Gustavo Borba, Laura Knijnik Baumvol, Paula Dal Bo Campagnolo and Sara Rudnicki Part 3: United States of America 9. Identifying Characteristics of Identity and Internationalization in Catholic Universities in the United States of America  Michael James 10. Regional Perspectives from the USA: Understanding Internationalization Efforts in the Jesuit Higher Education Network  Bao Nguyen 11. Boston College: Integrating Identity into New Strategic Directions for Internationalization  Hans de Wit and Michael James Part 4: Asia Pacific 12. International Cooperation and Globalization in Asia and the Role of Jesuit Universities  Miki Sugimura 13. Sophia University, Tokyo, Japan: When Identity Is Strengthened by New Understandings of Internationalization  Miki Sugimura 14. Australian Catholic University, Melbourne: Expressing Identity through International Opportunity  Anthony Casamento and Chris Riley 15. St. Paul University, Tuguegarao City, the Philippines: Preserving Catholic Identity with an Increasingly Diverse Student Population  Jeremy Godofredo C. Morales Part 5: Europe 16. Catholic Identity and Internationalization in Europe: Linking the Past to the Future  Visnja Car 17. Universidad de Deusto, Bilbao, Spain: Internationalization as a Means to Realize Institutional Mission and Vision  María J. Pando-Canteli and Alvaro de La Rica Aspiunza 18. Universidad Loyola Andalucía, Sevilla, Spain: Cultivating Jesuit-Inspired Connections to Internationalization  Francisco de Borja Martín Garrido 19. Universidade Católica Portuguesa, Lisbon, Portugal: How Identity Guides International Partnerships and Positioning  Isabel Capeloa Gil and Teresa Lloyd Braga 20. John Paul II University of Lublin, Poland: How History Defines the Relationship between Identity and Internationalization  Visnja Car and Agnieszka Lekka-Kowalik 21. Tilburg University, the Netherlands: Attuning Catholic Identity to a Secular Society  Visnja Car 22. Catholic University of Croatia: A Renaissance of Catholic Identity  Visnja Car 23. Università Cattolica Del Sacro Cuore (UCSC), Milan, Italy: Re-Shaping Catholic Identity in a Changing Context  Visnja Car and Fiona Hunter Part 6: Global Perspectives 24. Identity Meets Internationalization: The Case of the International Association of La Salle Universities  Carlos Coelho About the Contributors

Read more less

Book SynopsisThe concept behind the Creative University is about knowledge cultures, critical creative thinking and innovative learning processes, situating the university as flexible, open and responsive to contemporary educational ideologies. Its vision reflects world-wide interest in students’ engagement with diverse knowledges that challenge and break with habitual actions and thought and elevates creativity as central to the design of new and innovative pedagogies. In The Creative University: Contemporary Responses to the Changing Role of the University, leading authors position the university to inviting exploratory constructions and approaches that respond to past, present and future social and educational tensions and developments. This volume is a provocation for discovery, fostering and critiquing creativity, and advancing innovation.Table of ContentsForeword: Knowledge Cultures  Michael A. Peters Notes on Contributors 1. What Is a Creative University?  Birthe Lund and Sonja Arndt> 2. The Importance of Imagination in Educational Creativity When Fostering Democracy and Participation in Social Change  Birthe Lund 3. Artistic Makings as a Method of Inquiry in Higher Education  Rikke Platz Cortsen and Anne Mette W. Nielsen 4. ‘Back to Bildung’: A Holistic Competence-Based Approach to Student Engagement in Innovation Learning Processes in Higher Education  Tine Lynfort Jensen 5. Creative Knowledge Work and the Impact of Instruction  Susanne Dau 6. Constructivist Approach in Business Education with the Use of Virtual Simulations  Anna Wach 7. The Role of Education in Academic Ecosystems  Joakim Juhl and Anders Buch 8. Exploring Universities as ‘Organisations That May Learn’  Bente Elkjaer and Niels Christian Mossfeldt Nickelsen 9. Creative and Inclusive Universities in the Globalising Learning Economy  Bengt-Åke Lundvall 10. Peer Production and Collective Intelligence as the Basis for the Public Digital University  Michael A. Peters and Petar Jandrić 11. Logical Foundation of Inductive Meaning Constructing in Constructivist Interactions  Farshad Badie

Read more less

Book SynopsisThe concept behind the Creative University is about knowledge cultures, critical creative thinking and innovative learning processes, situating the university as flexible, open and responsive to contemporary educational ideologies. Its vision reflects world-wide interest in students’ engagement with diverse knowledges that challenge and break with habitual actions and thought and elevates creativity as central to the design of new and innovative pedagogies. In The Creative University: Contemporary Responses to the Changing Role of the University, leading authors position the university to inviting exploratory constructions and approaches that respond to past, present and future social and educational tensions and developments. This volume is a provocation for discovery, fostering and critiquing creativity, and advancing innovation.Table of ContentsForeword: Knowledge Cultures  Michael A. Peters Notes on Contributors 1. What Is a Creative University?  Birthe Lund and Sonja Arndt> 2. The Importance of Imagination in Educational Creativity When Fostering Democracy and Participation in Social Change  Birthe Lund 3. Artistic Makings as a Method of Inquiry in Higher Education  Rikke Platz Cortsen and Anne Mette W. Nielsen 4. ‘Back to Bildung’: A Holistic Competence-Based Approach to Student Engagement in Innovation Learning Processes in Higher Education  Tine Lynfort Jensen 5. Creative Knowledge Work and the Impact of Instruction  Susanne Dau 6. Constructivist Approach in Business Education with the Use of Virtual Simulations  Anna Wach 7. The Role of Education in Academic Ecosystems  Joakim Juhl and Anders Buch 8. Exploring Universities as ‘Organisations That May Learn’  Bente Elkjaer and Niels Christian Mossfeldt Nickelsen 9. Creative and Inclusive Universities in the Globalising Learning Economy  Bengt-Åke Lundvall 10. Peer Production and Collective Intelligence as the Basis for the Public Digital University  Michael A. Peters and Petar Jandrić 11. Logical Foundation of Inductive Meaning Constructing in Constructivist Interactions  Farshad Badie

Read more less

Book SynopsisThis volume is a commemorative book celebrating the 30th Anniversary of the Special Interest Group (SIG) on Learning Environments of the American Educational Researchers’ Association. It includes a historical perspective starting with the formation of the SIG in 1984 and the first program space at the AERA annual meeting in 1985 in Chicago. This retrospective notes other landmarks in the development of the SIG such as the creation of the international journal Learning Environments Research. The study of learning environments was first conceptualized around the need to develop perceptual and psychosocial measures for describing students’ individual or shared educational experiences (e.g. ‘feel of the class’ or ‘classroom climate’). Over the ensuing decades, the field expanded considerably from its early roots in science education to describe other phenomenon such as teacher-student interpersonal relationships, or applications in pre-service teacher education and action research. The book also describes several new areas of promise for the expanding field of learning environments research that in the future will include more diverse contexts and applications. These will include new contexts but established research programs in areas such as information and communications technology and environmental education, but also in emerging research contexts such as the physical classroom environment and links among learning environment contexts and students’ emotional health and well-being. Contributors are: Perry den Brok, Rosie Dhaliwhal, Barry J. Fraser, Catherine Martin-Dunlop, David Henderson, Melissa Loh, Tim Mainhardt, George Sirrakos, Alisa Stanton, Theo Wubbels, and David B. Zandvliet.Trade Review"Over the past 30 years, researchers have learned not only what psychosocial factors infuence the learning environment and afect student outcomes but also have forged methodological advances in identifying the complex relationships between students’ perceptions of their classroom climate, student outcomes, and innovative teaching. Clearly, Thirty Years of Learning Environment is informative, insightful, and relevant for those who wish to keep up with the latest research on learning environments. This edited volume is an essential and valuable resource for policymakers, researchers, teacher educators, and graduate students in science and mathematics education, educational psychology, sociology of education, educational research, and leadership education." - Myint Swe Khine in Learning Environments Research, vol. 24. (4 September 2021)Table of ContentsList of Figures and Tables 1 Milestones in the Evolution of the Learning Environments Field over the Past Three Decades  Barry J. Fraser 2 My Journey in the Learning Environments Research Community: Research on Teacher–Student Interactions and Relationships  Theo Wubbels 3 Developments in Quantitative Methods and Analyses for Studying Learning Environments  Perry den Brok, Tim Mainhard and Theo Wubbels 4 Looking Back and Looking Forward  David B. Zandvliet 5 Evaluating the Impact of a Purposefully-Designed Active Learning Space on Student Outcomes and Behaviours in an Undergraduate Architecture Course  C. Martin-Dunlop, C. Hohmann, A. Alabanza Akers, J. Determan, L. Lewter and I. Williams 6 Development and Validation of the Questionnaire Assessing Connections to Science (QuACS)  Georgeos Sirrakos, Jr. and Barry J. Fraser 7 Using Classroom Environment Perceptions to Guide Teacher Professional Learning: A Mixed-Methods Case Study  David Henderson and Melissa Loh 8 Impacts of Learning Environments on Student Well-Being in Higher Education  Alisa Stanton, David B. Zandvliet and Rosie Dhaliwal Index

Read more less

Book SynopsisThis volume is a commemorative book celebrating the 30th Anniversary of the Special Interest Group (SIG) on Learning Environments of the American Educational Researchers’ Association. It includes a historical perspective starting with the formation of the SIG in 1984 and the first program space at the AERA annual meeting in 1985 in Chicago. This retrospective notes other landmarks in the development of the SIG such as the creation of the international journal Learning Environments Research. The study of learning environments was first conceptualized around the need to develop perceptual and psychosocial measures for describing students’ individual or shared educational experiences (e.g. ‘feel of the class’ or ‘classroom climate’). Over the ensuing decades, the field expanded considerably from its early roots in science education to describe other phenomenon such as teacher-student interpersonal relationships, or applications in pre-service teacher education and action research. The book also describes several new areas of promise for the expanding field of learning environments research that in the future will include more diverse contexts and applications. These will include new contexts but established research programs in areas such as information and communications technology and environmental education, but also in emerging research contexts such as the physical classroom environment and links among learning environment contexts and students’ emotional health and well-being. Contributors are: Perry den Brok, Rosie Dhaliwhal, Barry J. Fraser, Catherine Martin-Dunlop, David Henderson, Melissa Loh, Tim Mainhardt, George Sirrakos, Alisa Stanton, Theo Wubbels, and David B. Zandvliet.Trade Review"Over the past 30 years, researchers have learned not only what psychosocial factors infuence the learning environment and afect student outcomes but also have forged methodological advances in identifying the complex relationships between students’ perceptions of their classroom climate, student outcomes, and innovative teaching. Clearly, Thirty Years of Learning Environment is informative, insightful, and relevant for those who wish to keep up with the latest research on learning environments. This edited volume is an essential and valuable resource for policymakers, researchers, teacher educators, and graduate students in science and mathematics education, educational psychology, sociology of education, educational research, and leadership education." - Myint Swe Khine in Learning Environments Research, vol. 24. (4 September 2021)Table of ContentsList of Figures and Tables 1 Milestones in the Evolution of the Learning Environments Field over the Past Three Decades  Barry J. Fraser 2 My Journey in the Learning Environments Research Community: Research on Teacher–Student Interactions and Relationships  Theo Wubbels 3 Developments in Quantitative Methods and Analyses for Studying Learning Environments  Perry den Brok, Tim Mainhard and Theo Wubbels 4 Looking Back and Looking Forward  David B. Zandvliet 5 Evaluating the Impact of a Purposefully-Designed Active Learning Space on Student Outcomes and Behaviours in an Undergraduate Architecture Course  C. Martin-Dunlop, C. Hohmann, A. Alabanza Akers, J. Determan, L. Lewter and I. Williams 6 Development and Validation of the Questionnaire Assessing Connections to Science (QuACS)  Georgeos Sirrakos, Jr. and Barry J. Fraser 7 Using Classroom Environment Perceptions to Guide Teacher Professional Learning: A Mixed-Methods Case Study  David Henderson and Melissa Loh 8 Impacts of Learning Environments on Student Well-Being in Higher Education  Alisa Stanton, David B. Zandvliet and Rosie Dhaliwal Index

Read more less

Book SynopsisDecolonization and Anti-colonial Praxis presents research on contemporary forms of decolonization and anti-colonialism in practice. It pertains to the ways in which individuals, groups, and communities engage with the logic of epistemic colonial power within areas of citizenship, migration, education, Indigeneity, language, land struggle, and social work. The contributions in this edited volume empirically document the conceptual and bodily engagement of racialized and violated individuals and communities as they use anti-colonial principles to disrupt criminalizing institutional discourses and policies within various global imperial contexts. The terms ‘Decolonization’ and ‘Anti-colonialism’ are used in diverse and interdisciplinary academic perspectives. They are researched upon and elaborated in necessary ways in the theoretical literature, however, it is rare to see these principles employed in applied forms. Decolonization and Anti-colonial Praxis provides a much needed contemporary and representative reclamation of these concepts from the standpoint of racialized communities. It explores the frameworks and methods rooted in their indigeneity, cultural history and memories to imagine a new future. The research findings and methodological tools presented in this book will be of interdisciplinary interest to teachers, graduate students and researchers. Contributors are: Harriet Akanmori, Ayah Al Oballi, Sevgi Arslan, Jacqueline Benn-John, Lucy El-Sherif, Danielle Freitas, Pablo Isla Monsalve, Dionisio Nyaga, Hoda Samater, Rose Ann Torres, Umar Umangay, and Anila Zainub. Table of ContentsForeword  George J. Sefa Dei Acknowledgements 1. Allama Muhammad Iqbal’s Concept of Khudi and Anti-colonial Praxis  Anila Zainub 2 Palimpsest, Contrapuntal and the Medicine Wheel: An Exploration of Decolonizing Thinking  Umar Umangay 3 Civic Resistance: Towards a Conceptualization of Anti-racist Civic Engagement  Sevgi Arslan 4 Dancing to the Lyrics of Death  Ayah Al Oballi 5 Reaching for My Multiplicity of Identities: My Decolonizing Journey as an English Language Proficiency Examiner  Danielle Freitas 6 Re-appropriation of the Indigenous Peoples in the Latin American National Discourse  Pablo Isla Monsalve 7 A Pedagogy of Palestine: Israeli Settler Colonialism as a Metaphor for Understanding Canadian and US Settler Colonialism  Lucy El-Sherif 8 Decolonization, Contestation and the Voices of Black Women: (Re)Defining Feminist Resistance, Activism and Empowerment  Jacqueline Benn-John 9 An Anti-colonial Reading of Eurocentricity, the Fragmentation, and the (Mis)Representation of Indigenous Cultures  Harriet Akanmori 10 A Call for Change that Recognize and Integrate the African Indigenous Healing Practices into the Social Work Profession  Hoda Samater 11 Education, Neoliberalism and Humanizing Curriculum  Dionisio Nyaga and Rose Ann Torres 12 Those Migrant Souls  Anila Zainub Index

Read more less

Book SynopsisExploring Pedagogic Frailty and Resilience presents the practical application of the frailty model to demonstrate how it may be used to support the professional development of university teachers. Case studies from colleagues representing a diverse variety of disciplines illustrate how the development of a reflective narrative can be initiated and framed through the use of concept map-mediated interviews. The emerging accounts share a common structure to facilitate comparison across academic disciplines. Chapters are written by academic leaders – colleagues who are recognised as excellent teachers within their disciplines and whose voices will be acknowledged as offering authentic commentary on the current state of university teaching. These commentaries offer a unique resource for other academics who may be tempted to reflect on their teaching in a scholarly manner, or to university managers and academic developers who want to explore the detail that lies beneath broad surveys of teaching quality and investigate the factors that can either support the development of teaching or impede its progress. This collection of narratives drawn from a single institution will resonate with the experiences of teachers in higher education more broadly through areas of common interest and regions of generalisability that can be explored to inform professional development of university teachers in other institutional and national contexts.Trade Review"Concept mapping and the pedagogic frailty model form a powerful combination to drive reflection upon professional development, which is critical to respond rapidly to changes in the higher education system. This book is a must-read for any academic who wishes to become a resilient teacher." – Paulo Correia, Professor, University of São Paulo, Brazil "Increasing pedagogic frailty is one of the biggest risks for academic quality in universities. This book gives a systematic, compact and research-based view about contemporary issues related to university teaching. It helped me to see the problems in my own university, and more importantly, it gave me ideas for solving them. I recommend this book to everybody who is involved in teaching at universities - from novice teachers to professors, administrators and senior managers." – Priit Reiska, Professor, Tallinn University, EstoniaTable of ContentsForeword  Jane Powell Notes on Contributors 1. Exploring Pedagogic Frailty in Practice  Ian M. Kinchin and Naomi E. Winstone 2. Chemistry  Daniel Whelligan 3. Engineering  S. Alireza Behnejad 4. Psychology  Jane Ogden 5. Nursing  Cathrine Derham 6. Business  Andy Adcroft 7. Politics  Simon Usherwood 8. Law  Luke Mason 9. Language Studies  Dawn Marley 10. Events Management  Graham Berridge 11. Acting  Anna McNamara 12. Academic Development  Emma Medland 13. Learning Development  Laura Barnett 14. Pedagogic Frailty and Resilience in Context  Naomi E. Winstone and Ian M. Kinchin 13. Learning Development  Laura Barnett 14. Pedagogic Frailty and Resilience in Context  Naomi E. Winstone and Ian M. Kinchin

Read more less

Book SynopsisExploring Pedagogic Frailty and Resilience presents the practical application of the frailty model to demonstrate how it may be used to support the professional development of university teachers. Case studies from colleagues representing a diverse variety of disciplines illustrate how the development of a reflective narrative can be initiated and framed through the use of concept map-mediated interviews. The emerging accounts share a common structure to facilitate comparison across academic disciplines. Chapters are written by academic leaders – colleagues who are recognised as excellent teachers within their disciplines and whose voices will be acknowledged as offering authentic commentary on the current state of university teaching. These commentaries offer a unique resource for other academics who may be tempted to reflect on their teaching in a scholarly manner, or to university managers and academic developers who want to explore the detail that lies beneath broad surveys of teaching quality and investigate the factors that can either support the development of teaching or impede its progress. This collection of narratives drawn from a single institution will resonate with the experiences of teachers in higher education more broadly through areas of common interest and regions of generalisability that can be explored to inform professional development of university teachers in other institutional and national contexts.Trade Review"Concept mapping and the pedagogic frailty model form a powerful combination to drive reflection upon professional development, which is critical to respond rapidly to changes in the higher education system. This book is a must-read for any academic who wishes to become a resilient teacher." – Paulo Correia, Professor, University of São Paulo, Brazil "Increasing pedagogic frailty is one of the biggest risks for academic quality in universities. This book gives a systematic, compact and research-based view about contemporary issues related to university teaching. It helped me to see the problems in my own university, and more importantly, it gave me ideas for solving them. I recommend this book to everybody who is involved in teaching at universities - from novice teachers to professors, administrators and senior managers." – Priit Reiska, Professor, Tallinn University, EstoniaTable of ContentsForeword  Jane Powell Notes on Contributors 1. Exploring Pedagogic Frailty in Practice  Ian M. Kinchin and Naomi E. Winstone 2. Chemistry  Daniel Whelligan 3. Engineering  S. Alireza Behnejad 4. Psychology  Jane Ogden 5. Nursing  Cathrine Derham 6. Business  Andy Adcroft 7. Politics  Simon Usherwood 8. Law  Luke Mason 9. Language Studies  Dawn Marley 10. Events Management  Graham Berridge 11. Acting  Anna McNamara 12. Academic Development  Emma Medland 13. Learning Development  Laura Barnett 14. Pedagogic Frailty and Resilience in Context  Naomi E. Winstone and Ian M. Kinchin 13. Learning Development  Laura Barnett 14. Pedagogic Frailty and Resilience in Context  Naomi E. Winstone and Ian M. Kinchin

Read more less

Book SynopsisMany changes in higher education have derived from Europe-wide initiatives such as the Bologna process, and have given increasing attention to student-centred learning and teaching approaches, allied to growth in teachers’ scholarship and academic development. Academic Growth in Higher Education: Questions and Answers centers around a decade-long research project, which is one component of a long-standing programme focused on ways to promote academic development and scholarship in higher education. The purpose of the book is to highlight debates and issues important in teaching and learning at the tertiary level in universities, colleges and schools – exploring issues that teachers and lecturers will need to address throughout their professional lives. These issues surround acts of student-centred learning, inquiry-based learning, teachers’ own practices in the classroom and, every bit as significant, the activities generated by their students in the process of learning. The intention is to identify some of the debates relevant to teaching and learning, to challenge some of the orthodoxies within traditional forms of teaching and learning, and to suggest some solutions though current practice over a wide context of activity.

Read more less

Book SynopsisMany changes in higher education have derived from Europe-wide initiatives such as the Bologna process, and have given increasing attention to student-centred learning and teaching approaches, allied to growth in teachers’ scholarship and academic development. Academic Growth in Higher Education: Questions and Answers centers around a decade-long research project, which is one component of a long-standing programme focused on ways to promote academic development and scholarship in higher education. The purpose of the book is to highlight debates and issues important in teaching and learning at the tertiary level in universities, colleges and schools – exploring issues that teachers and lecturers will need to address throughout their professional lives. These issues surround acts of student-centred learning, inquiry-based learning, teachers’ own practices in the classroom and, every bit as significant, the activities generated by their students in the process of learning. The intention is to identify some of the debates relevant to teaching and learning, to challenge some of the orthodoxies within traditional forms of teaching and learning, and to suggest some solutions though current practice over a wide context of activity.

Read more less

Book SynopsisIn the era marked by globalization and its profound impacts on individuals, societies, states and markets, world-class universities need to position themselves in the forefront of seeking conceptual and practical solutions to daunting challenges by paying greater attention to their roles in serving local society and contributing to global common goods. Based on the findings of the Seventh International Conference on World-Class Universities, World-Class Universities: Towards a Global Common Good and Seeking National and Institutional Contributions provides updated insights and debates on how world-class universities will contribute to the global common good and balance their global, national and local roles in doing so.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 World-Class Universities: Towards a Global Common Good and Seeking National and Institutional Contributions  Yan Wu, Qi Wang and Nian Cai Liu PART 1: Global and Theoretical Perspectives 2 Global Cooperation and National Competition in the World-Class University Sector  Simon Marginson 3 World-Class Universities and Higher Education Differentiation: The Necessity of Systems  Philip G. Altbach 4 World-Class Universities in a Post-Truth World  Pierre de Maret and Jamil Salmi 5 Examining Rankings and Strategic Planning: Variations in Local Commitments  Jenny J. Lee, Hillary Vance and Bjørn Stensaker 6 World-Class Universities: A Dual Identity Related to Global Common Good(s)  Lin Tian 7 The Art of Starting a New University Lessons of Experience  Jamil Salmi PART 2: National and Regional Responses 8 The Role of American World-Class Universities in Serving the Global Common Good  Genevieve G. Shaker and William M. Plater 9 Pursuing Excellence in Graduate Education and Research While Serving Regional Development  Rita Karam, Charles A. Goldman, Daniel Basco and Diana Gehlhaus Carew 10 World-Class Universities’ Contribution to an Open Society: Chinese Universities on a Mission?  Marijk van der Wende 11 World-Class Universities and the Global Common Good: The Role of China and the US in Addressing Global Inequality  Gerard A. Postiglione and Ailei Xie 12 What Are the Benefits and Risks of Internationalization of Japanese Higher Education?  Futao Huang 13 State and World-Class Universities: Seeking a Balance between International Competitiveness, Local and National Relevance  Isak Froumin and Mikhail Lisyutkin

Read more less

Book SynopsisIn the era marked by globalization and its profound impacts on individuals, societies, states and markets, world-class universities need to position themselves in the forefront of seeking conceptual and practical solutions to daunting challenges by paying greater attention to their roles in serving local society and contributing to global common goods. Based on the findings of the Seventh International Conference on World-Class Universities, World-Class Universities: Towards a Global Common Good and Seeking National and Institutional Contributions provides updated insights and debates on how world-class universities will contribute to the global common good and balance their global, national and local roles in doing so.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 World-Class Universities: Towards a Global Common Good and Seeking National and Institutional Contributions  Yan Wu, Qi Wang and Nian Cai Liu PART 1: Global and Theoretical Perspectives 2 Global Cooperation and National Competition in the World-Class University Sector  Simon Marginson 3 World-Class Universities and Higher Education Differentiation: The Necessity of Systems  Philip G. Altbach 4 World-Class Universities in a Post-Truth World  Pierre de Maret and Jamil Salmi 5 Examining Rankings and Strategic Planning: Variations in Local Commitments  Jenny J. Lee, Hillary Vance and Bjørn Stensaker 6 World-Class Universities: A Dual Identity Related to Global Common Good(s)  Lin Tian 7 The Art of Starting a New University Lessons of Experience  Jamil Salmi PART 2: National and Regional Responses 8 The Role of American World-Class Universities in Serving the Global Common Good  Genevieve G. Shaker and William M. Plater 9 Pursuing Excellence in Graduate Education and Research While Serving Regional Development  Rita Karam, Charles A. Goldman, Daniel Basco and Diana Gehlhaus Carew 10 World-Class Universities’ Contribution to an Open Society: Chinese Universities on a Mission?  Marijk van der Wende 11 World-Class Universities and the Global Common Good: The Role of China and the US in Addressing Global Inequality  Gerard A. Postiglione and Ailei Xie 12 What Are the Benefits and Risks of Internationalization of Japanese Higher Education?  Futao Huang 13 State and World-Class Universities: Seeking a Balance between International Competitiveness, Local and National Relevance  Isak Froumin and Mikhail Lisyutkin

Read more less

Book SynopsisJoseph Beuys significantly influenced the development of art in recent decades through his expanded definition of art. In his art and reflections on art, he raised far-reaching questions on the nature of art and its central importance for modern education. His famous claim, “Every human is an artist,“ points to the fundamental ability of every human to be creative in the art of life – with respect to the development of one’s own personality and one’s actions within society. Beuys saw society as an artwork in a permanent process of transformation, a ‘social sculpture‘ in which every person participated, and for which everyone should be educated as comprehensively as possible. Beuys describes pedagogy as central to his art. This book thus examines important aspects of Beuys’s art and theory and the challenges they raise for contemporary artistic education. It outlines the foundational theoretical qualities of artistic education and discusses the practice of ‘artistic projects’ in a series of empirical examples. The author, Carl-Peter Buschkühle, documents projects he has undertaken with various high school classes. In additional chapters, Mario Urlaß discusses the great value of artistic projects in primary school, and Christian Wagner reflects on his collaboration with the performance artist Wolfgang Sautermeister and school students in a socially-disadvantaged urban area. Artistic education has become one of the most influential art-pedagogical concepts in German-speaking countries. This book presents its foundations and educational practices in English for the first time.Table of ContentsPreface List of Figures 1 Joseph Beuys and the Artistic Education  1 Freedom and the Challenge to Be an Artist of Living  2 The Polar Play of Artistic Thinking  3 The Decentralized Subject of Postmodernity  4 Identity and the Coherent Self 2 Beuysf Extended Concept of Art  1 Art as Evolution of Mind  2 Emancipation of the Mythical Age . Socrates, Plato, Aristotle, Christ  3 Progress of Science – Kant, Newton, Helmholtz, Marx  4 Calvary Cross – Materialism  5 Christ and Man at Play  6 Humans as Artists and the Social Sculpture  7 Exercising Artistic Communication  8 Future Perspectives: Artistic or Artifijicial Thinking 3 Beuyse Artworks as Lessons  1 The eWarmth Qualityf of Artistic Thought  2 eThe Chieff . Revolution of Communication through Art  3 Creating New Flows of Energy  4 Political Statement and Shamanistic Revolution  5 The eChieff as Artistic Education 4 Artistic Learning through Artistic Projects  1 The River Metaphor  2 Pedagogy in Artistic Projects  3 Structural elements of the Artistic Project  4 Experiment  5 Contextuality  6 Polarities as Tensions and Tools of the Artistic Learning Process 5 Artistic Projects as Practice of Artistic Education  1 Research Aspects  2 "Head with a Story"h  3 Aspects of Artistic Education 6 Variations of Artistic Projects  1 "Freedom and Dignity"  2 "The Leaf Principle – Bionic"  3 Diffferent Topics – Diffferent Ways of Artistic Learning 7 Studying Artistic Education  1 Becoming a Generalist  2 Art Educators Have to Be Artists  3 Providing Time and Space for Artistic Studies  4 Should I Study One Medium or More?  5 Giving Grades for Artistic Studies?  6 Visual Studies – Pictorial Sciences  7 The Contemporary Relevance of Art History  8 The Role of Philosophy  9 Relevant Philosophical Disciplines  10 Pedagogy – The Art of Artistic Education  11 Educational Studies  12 Art Pedagogy as Art  13 Interdisciplinary Studies in Artistic Projects  14 Experiencing and Reflecting Polarities  15 Critical Reflection and Imagination in Pedagogy  16 Existential Creativity – Artistic Education as a Mental Attitude 8 Art Class as a Construction Site  Mario Urlass  1 How Can We Bring Students into Educational Situations Which Foreground the Self and the World? 9 On the Educational Potential of Art: A Requiem for Schonau  Christian Wagner  1 Introduction  2 Pupils, Art, and Economic Utility  3 Pupils as Performers: Dying and Death from Diffferent Perspectives  4 Artistic Thinking as a Teaching Process  5 Schonauer Requiem: A Requiem for Schonau  6 Concluding Remarks References

Read more less

Book SynopsisRich Pickings: Creative Professional Development Activities for University Teachers offers both inspiration and practical advice for academics who want to develop their teaching in ways that go beyond the merely technical, and for the academic developers who support them. Advocating active engagement with literary and nonliterary texts as one way of prompting deep thinking about teaching practice and teacher identities, Daphne Loads shows how to read poems, stories, academic papers and policy documents in ways that stay with the physicality of words: how they sound, how they look on the page or the screen, how they feel in the mouth. She invites readers to bring into play associations, allusions, memories and insights, to examine their own ways of meaning making and to ask what all of this means for their development as teachers. Bringing together scholarship and experiential activities, the author challenges both academics and academic developers to reject narrowly instrumental approaches to professional development; bring teachers and teaching into view, in contrast with misguided interpretations of student-centredness that tend to erase them from the picture; claim back literary writings as a source of wisdom and insight; trust readers’ responses; and reintroduce beauty and joy into university teaching that has come to be perceived as bleak and unfulfilling. This book does not attempt to construct a single, coherent argument but rather to indicate a range of good things to choose from. Readers are encouraged to explore the overlaps and the gaps.Trade Review"Although a slim volume, Rich Pickings is indeed a treasure trove of delightful vignettes plus some really useful ideas. It comprises 26 chapters, which are mainly only a page or two in length but feel much longer in terms of the richness of the material, and while it was written by an academic developer this is not a ‘how to run a class’ type of book. It is much, much more than that. It is provocation, it is challenge, it is a tiny, power-packed ideas generator, and for me, it is a book for our time." - Lorraine Anderson, University of Dundee, in: Journal of Perspectives in Applied Academic Practice Vol 8 | Issue 1 (2020), p. 163 "Every so often a little book crosses your path, stops you in your tracks and encourages you to look at the world around you with a different set of eyes. Rich Pickings is one such book. [...] Each chapter is accompanied by a line drawing that really enhances its theme and speaks to visual thinkers. Daphne’s book is a testament to the power of prose that is short and succinct to grab our attention and really make us reflect on what we’re doing in our campus classrooms. [...] Read it. It will brighten your day and make you think differently about who you are and how you teach." - Hazel Christie, Institute for Academic Development, University of Edinburgh, in: Scottish Higher Education Developers "We often speak of different forms of writing as if they are different animals altogether, and our expectations of what these forms are capable of and how they are appreciated, as well as how they are produced, are very different. We can see these divisions everywhere — in the variation in product design between which different forms are shared (newsprint, book, blog, pamphlet, magazine, television), in the way these forms are organised in libraries or online and in the way they are taught at schools and universities. The separation between ‘creative writing’ and ‘academic writing’ feels entrenched at university level, and yet as a creative writer myself, I am increasingly drawn to explore the lyric essay, the poetic memoir… types of writing that defy formal distinctions and allow the writer to employ the best of what each form has to offer — being able to play with language, word placement on the page, thesis and argument, memory, description and imagination. Daphne’s own elegantly-composed and carefully considered language posits vital questions to those writing, and perhaps struggling to write, academic papers — why does it feel painful? Why can’t it be beautiful? Would it be easier to think through academic writing (the creation of it, the understanding of it) if we approached it like poetry; something difficult but breathtakingly meaningful, a rich art that does not use language like a conveyor belt to deliver ideas but like cocoons opening to release butterflies into sunlight. We are often unaware of the prejudices we have been taught regarding ‘serious, difficult academic writing’ and ‘emotive, aesthetically-obsessed creative writing’, and it may be these very prejudices that are causing us to hit blocks when we attempt to generate important contributions to academia. [..] Academics are under increasing pressures, squeezed between mounting priorities and demands on their time, and this book comes like a caressing hand on a tense shoulder to offer another way in to reading and writing research: taking joy in the music of creation, sculpting our most precious thoughts, and sharing what we’ve learned in a way that carries each reader with us, deep into our own learning." - J.L. WilliamsTable of ContentsForeword  J. L. Williams Acknowledgements 1 Introduction 2 Poetry and Policy  Policy to Poetry  When Poetry’s the Policy 3 A Stupid Way to Eat a Peach 4 Close Reading 5 Slow Reading 6 What’s the Use of Literature? 7 What Do Academic Developers Do? 8 You Gotta Have Soul 9 Taming the Wild Profusion of Existing Things 10 “Ankle-Deep in Aviation Fuel” or “More than Violets Knee-Deep”? 11 How to Make a Dadaist Poem: Method of Tristan Tzara 12 Etymologies 13 Moon 14 artefact 15 The Possibilities of Human Misunderstanding 16 Random 17 Cut-up and Collage 18 Kintsugi 19 Trouble 20 Aleatory Poetry 21 Play at Work: On Arts-Enriched Reflection 22 Threshold Concepts and the Student-as-Vampire  Amy Burge 23 Revisiting Deep and Surface Reading 24 The Power of Anecdotes 25 A Symposium and a Song 26 Envoi

Read more less

Book SynopsisRich Pickings: Creative Professional Development Activities for University Teachers offers both inspiration and practical advice for academics who want to develop their teaching in ways that go beyond the merely technical, and for the academic developers who support them. Advocating active engagement with literary and nonliterary texts as one way of prompting deep thinking about teaching practice and teacher identities, Daphne Loads shows how to read poems, stories, academic papers and policy documents in ways that stay with the physicality of words: how they sound, how they look on the page or the screen, how they feel in the mouth. She invites readers to bring into play associations, allusions, memories and insights, to examine their own ways of meaning making and to ask what all of this means for their development as teachers. Bringing together scholarship and experiential activities, the author challenges both academics and academic developers to reject narrowly instrumental approaches to professional development; bring teachers and teaching into view, in contrast with misguided interpretations of student-centredness that tend to erase them from the picture; claim back literary writings as a source of wisdom and insight; trust readers’ responses; and reintroduce beauty and joy into university teaching that has come to be perceived as bleak and unfulfilling. This book does not attempt to construct a single, coherent argument but rather to indicate a range of good things to choose from. Readers are encouraged to explore the overlaps and the gaps.Trade Review"Although a slim volume, Rich Pickings is indeed a treasure trove of delightful vignettes plus some really useful ideas. It comprises 26 chapters, which are mainly only a page or two in length but feel much longer in terms of the richness of the material, and while it was written by an academic developer this is not a ‘how to run a class’ type of book. It is much, much more than that. It is provocation, it is challenge, it is a tiny, power-packed ideas generator, and for me, it is a book for our time." - Lorraine Anderson, University of Dundee, in: Journal of Perspectives in Applied Academic Practice Vol 8 | Issue 1 (2020), p. 163 "Every so often a little book crosses your path, stops you in your tracks and encourages you to look at the world around you with a different set of eyes. Rich Pickings is one such book. [...] Each chapter is accompanied by a line drawing that really enhances its theme and speaks to visual thinkers. Daphne’s book is a testament to the power of prose that is short and succinct to grab our attention and really make us reflect on what we’re doing in our campus classrooms. [...] Read it. It will brighten your day and make you think differently about who you are and how you teach." - Hazel Christie, Institute for Academic Development, University of Edinburgh, in: Scottish Higher Education Developers "We often speak of different forms of writing as if they are different animals altogether, and our expectations of what these forms are capable of and how they are appreciated, as well as how they are produced, are very different. We can see these divisions everywhere — in the variation in product design between which different forms are shared (newsprint, book, blog, pamphlet, magazine, television), in the way these forms are organised in libraries or online and in the way they are taught at schools and universities. The separation between ‘creative writing’ and ‘academic writing’ feels entrenched at university level, and yet as a creative writer myself, I am increasingly drawn to explore the lyric essay, the poetic memoir… types of writing that defy formal distinctions and allow the writer to employ the best of what each form has to offer — being able to play with language, word placement on the page, thesis and argument, memory, description and imagination. Daphne’s own elegantly-composed and carefully considered language posits vital questions to those writing, and perhaps struggling to write, academic papers — why does it feel painful? Why can’t it be beautiful? Would it be easier to think through academic writing (the creation of it, the understanding of it) if we approached it like poetry; something difficult but breathtakingly meaningful, a rich art that does not use language like a conveyor belt to deliver ideas but like cocoons opening to release butterflies into sunlight. We are often unaware of the prejudices we have been taught regarding ‘serious, difficult academic writing’ and ‘emotive, aesthetically-obsessed creative writing’, and it may be these very prejudices that are causing us to hit blocks when we attempt to generate important contributions to academia. [..] Academics are under increasing pressures, squeezed between mounting priorities and demands on their time, and this book comes like a caressing hand on a tense shoulder to offer another way in to reading and writing research: taking joy in the music of creation, sculpting our most precious thoughts, and sharing what we’ve learned in a way that carries each reader with us, deep into our own learning." - J.L. WilliamsTable of ContentsForeword  J. L. Williams Acknowledgements 1 Introduction 2 Poetry and Policy  Policy to Poetry  When Poetry’s the Policy 3 A Stupid Way to Eat a Peach 4 Close Reading 5 Slow Reading 6 What’s the Use of Literature? 7 What Do Academic Developers Do? 8 You Gotta Have Soul 9 Taming the Wild Profusion of Existing Things 10 “Ankle-Deep in Aviation Fuel” or “More than Violets Knee-Deep”? 11 How to Make a Dadaist Poem: Method of Tristan Tzara 12 Etymologies 13 Moon 14 artefact 15 The Possibilities of Human Misunderstanding 16 Random 17 Cut-up and Collage 18 Kintsugi 19 Trouble 20 Aleatory Poetry 21 Play at Work: On Arts-Enriched Reflection 22 Threshold Concepts and the Student-as-Vampire  Amy Burge 23 Revisiting Deep and Surface Reading 24 The Power of Anecdotes 25 A Symposium and a Song 26 Envoi

Read more less

Book SynopsisTurn to Film: Film in the Business School offers creative and powerful uses of film in the business school classroom and surveys the pedagogical and performative value of watching films with students. This volume examines not only how film offers opportunities for learning and investigation, but also how they can be sources of ideological poison, self-delusion and mis-representation. Throughout the text, renowned contributors embrace film’s power to embark on new adventures of thought by inventing images and signs, and by bringing novel concepts and fresh perspectives to the classroom. If film often reveals organizational dysfunctionality and absurdity, it also teaches us to understand the other, to see difference, and to accept experimentation. A wide spectra of films are examined for their pedagogical value in terms of what can be learned, explored and discussed by teaching with film and how film can be used as a tool of research and investigation. The book sees film in the classroom as an educational challenge wherein rich learning and personal development are encouraged.Table of ContentsNotes on Contributors Introduction Part 1: Film & Management 1. The Future Is Now!  Robert S. Earhart 2. Caligula – A Teratology of Power  Rémi Jardat> 3. The Limits of Control – Illusion or Delusion?  Peter Pelzer 4. Mentors and Mentees in Managerial Films  Charles Egert 5. Exploring Visual Production of Entrepreneurship: SoundCloud Going ‘All In’ with Adidas  David Sköld and Mikolaj Dymek Part 2: Audience in the Classroom 6. Who’s the Boss? Leadership, Fiction and Power According to “The Boss-of-It-All”  Philippe Mairesse and Stephane Debenedetti 7. Do We Have a Leader?  Robert van Boeschoten and Vincent Pieterse 8. Film as Shock to Thought  Luc Peters> 9. The Terrifying Thing with Film as Business Education and Research  Perttu Salovaara and Martin Wood Part 3: Film & Meaning 10. From the “Reel World” to Organizational Metaphors: Dialogue in a Parallel Discourse with Marshal McLuhan  Yvon Pesqueux 11. Adaptation: Not to Give in and Not to Give Up  Jean-Luc Moriceau 12. Nobody Knows My Tokyo Sonata: Or What does the Benshi Know?  Hugo Letiche 13. Conclusions: Affect and Ethics in Business and Management Education  Hugo Letiche 14. Films and Suggestion for Their Use &emps;Hugo Letiche and Jean-Luc Moriceau Index

Read more less

Book SynopsisThe contributors to Amplified Voices, Intersecting Identities: First-Gen PhDs Navigating Institutional Power overcame deeply unequal educational systems to become the first in their families to finish college. Now, they are among the 3% of first-generation undergraduate students to go on to graduate school, in spite of structural barriers that worked against them. These scholars write of socialization to the professoriate through the complex lens of intersectional identities of race, ethnicity, gender, sexuality, and social class. These first-generation graduate students have crafted critical narratives of the structural obstacles within higher education that stand in the way of brilliant scholars who are poor and working-class, Black, Indigenous, Latinx, Asian, immigrant, queer, white, and women. They write of agency in creating defiant networks of support, of sustaining connections to family and communities, of their activism and advocacy on campus. They refuse to perpetuate the myths of meritocracy that reproduce the inequalities of higher education. In response to research literature and to campus programming that frames their identities around “need”, they write instead of agentive and politicized intersectional identities as first-generation graduate students, committed to institutional change through their research, teaching, and service. Contributors are: Lamesha C. Brown, LaToya Brown, Altheria Caldera, Araceli Calderón, Marisa V. Cervantes, Joy Cobb, Raven K. Cokley, Francine R. Coston, Angela Gay, Josué R. López, Rebecca Morgan, Gloria A. Negrete-Lopez, Lisa S. Palacios, Takeshia Pierre, Alejandra I. Ramírez, Matt Reid, Ebony Russ, Jaye Sablan, Travis Smith, Phitsamay S. Uy, Jane A. Van Galen, Jason K. Wallace and Lin Wu.Table of ContentsList of Figures Notes on Contributors Introduction: Amplified Voices, Intersecting Identities: First-Gen PhDs Navigating Institutional Power  Jaye Sablan and Jane Van Galen 1 Memories and Migration in Misanthropic Times  Josué López 2 Scenes from the Life of a Burgeoning Mother-Scholar  Becky Morgan 3 A Doctoral Odyssey: Navigating Family, Culture, and Community in a Foreign Land  Travis C. Smith 4 Confessions of a Single Mother in Academia  Araceli Calderón 5 “I Wish Someone Had Told Me It Was Going to Be Like This”: Lessons Learned as a PhD Student  Marisa V. Cervantes 6 Black and in Grad School: Demystifying the Intersections of Race and Gender in Higher Education  LaToya W. Brown 7 Locating Struggles with Sociology and Surviving with Mindfulness  Matt Reid 8 From the Mekong and Delaware River to the Merrimack River: The Intentional Road to the Doctorate  Phitsamay Sychitkokhong Uy and Francine Rudd Coston 9 Enduring: The Misadventures of Navigating a PWI as the Mythical Being Named a Strong Black Woman  Takeshia Pierre 10 Smile Now, Cry Later: Navigating Structures of Inequality in Academia through Resistance, Resilience, and Humor in Our Women of Color Writing Group  Gloria Negrete-Lopez, Lisa S. Palacios and Alejandra I. Ramírez 11 A One-Sided Conversation with Academia  Joy Cobb 12 Just What Is a First-Generation Chinese Male Immigrant and College Student Doing in a Nice Field Like Teacher Education?  Lin Wu 13 Strangers Can Make No Noise  Altheria Caldera 14 A Black Girl’s Magic Is Often Her Blues  Angela Gay 15 A Particularly Ferocious Fire within Me  Ebony N. Russ 16 This Is Soul Work – A Portrait of Three Black First-Gen Docs  Jason K. Wallace, Raven K. Cokley and Lamesha C. Brown Author Index Subject Index

Read more less

Book SynopsisThe second decade of the 21st century has seen governments and industry globally intensify their focus on the role of science, technology, engineering and mathematics (STEM) as a vehicle for future economic prosperity. Economic opportunities for new industries that are emerging from technological advances, such as those emerging from the field of artificial intelligence also require greater capabilities in science, mathematics, engineering and technologies. In response to such opportunities and challenges, government policies that position STEM as a critical driver of economic prosperity have burgeoned in recent years. Common to all these policies are consistent messages that STEM related industries are the key to future international competitiveness, productivity and economic prosperity. This book presents a contemporary focus on significant issues in STEM teaching, learning and research that are valuable in preparing students for a digital 21st century. The book chapters cover a wide spectrum of issues and topics using a wealth of research methodologies and methods ranging from STEM definitions to virtual reality in the classroom; multiplicative thinking; STEM in pre-school, primary, secondary and tertiary education, opportunities and obstacles in STEM; inquiry-based learning in statistics; values in STEM education and building academic leadership in STEM. The book is an important representation of some of the work currently being done by research-active academics. It will appeal to academics, researchers, teacher educators, educational administrators, teachers and anyone interested in contemporary STEM Education related research in a rapidly changing globally interconnected world. Contributors are: Natalie Banks, Anastasios (Tasos) Barkatsas, Amanda Berry, Lisa Borgerding, Nicky Carr, Io Keong Cheong, Grant Cooper, Jan van Driel, Jennifer Earle, Susan Fraser, Noleine Fitzallen, Tricia Forrester, Helen Georgiou, Andrew Gilbert, Ineke Henze, Linda Hobbs, Sarah Howard, Sylvia Sao Leng Ieong, Chunlian Jiang, Kathy Jordan, Belinda Kennedy, Zsolt Lavicza, Tricia Mclaughlin, Wendy Nielsen, Shalveena Prasad, Theodosia Prodromou, Wee Tiong Seah, Dianne Siemon, Li Ping Thong, Tessa E. Vossen and Marc J. de Vries.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors Introduction: STEM Education: An Emerging Field of Inquiry  Tasos Barkatsas, Nicky Carr and Grant Cooper 1 What Is in an Acronym? Experiencing STEM Education in Australia  Sharon Fraser, Jennifer Earle and Noleine Fitzallen 2 Delivering STEM Education through School-Industry Partnerships: A Focus on Research and Design  Jan H. Van Driel, Tessa E. Vossen, Ineke Henze and Marc J. de Vries 3 Reading STEM as Discourse  Kathy Jordan 4 Implementing Virtual Reality in the Classroom: Envisaging Possibilities in STEM Education  Grant Cooper and Li Ping Thong 5 Multiplicative Thinking: A Necessary STEM Foundation  Dianne Siemon, Natalie Banks and Shalveena Prasad 6 Possibilities and Potential with Young Learners: Making a Case for STEAM Education  Andrew Gilbert and Lisa Borgerding 7 Inquiry-Based Learning in Statistics: When Students Engage with Challenging Problems in STEM Disciplines  Theodosia Prodromou and Zsolt Lavicza 8 Investigating Macau Secondary Students’ Valuing in Mathematics Learning:  Chunlian Jiang, Wee Tiong Seah, Tasos Barkatsas, Sylvia Sao Leng Ieong and Io Keong Cheong 9 Perspectives on STEM Education in Preservice Primary Teacher Education  Wendy Nielsen, Helen Georgiou, Sarah Howard and Tricia Forrester 10 Primary Pre-Service Teachers’ Perceptions of STEM Education: Conceptualisations and Psychosocial Factors  Grant Cooper and Nicky Carr 11 Building STEM Self-Perception and Capacity in Pre-Service Science Teachers through a School-University Mentor Program  Amanda Berry, Tricia McLaughlin and Grant Cooper 12 Building Academic Leadership in STEM Education  Tricia McLaughlin and Belinda Kennedy 13 Epilogue: What Now for STEM?  Linda Hobbs

Read more less

Book SynopsisThe second decade of the 21st century has seen governments and industry globally intensify their focus on the role of science, technology, engineering and mathematics (STEM) as a vehicle for future economic prosperity. Economic opportunities for new industries that are emerging from technological advances, such as those emerging from the field of artificial intelligence also require greater capabilities in science, mathematics, engineering and technologies. In response to such opportunities and challenges, government policies that position STEM as a critical driver of economic prosperity have burgeoned in recent years. Common to all these policies are consistent messages that STEM related industries are the key to future international competitiveness, productivity and economic prosperity. This book presents a contemporary focus on significant issues in STEM teaching, learning and research that are valuable in preparing students for a digital 21st century. The book chapters cover a wide spectrum of issues and topics using a wealth of research methodologies and methods ranging from STEM definitions to virtual reality in the classroom; multiplicative thinking; STEM in pre-school, primary, secondary and tertiary education, opportunities and obstacles in STEM; inquiry-based learning in statistics; values in STEM education and building academic leadership in STEM. The book is an important representation of some of the work currently being done by research-active academics. It will appeal to academics, researchers, teacher educators, educational administrators, teachers and anyone interested in contemporary STEM Education related research in a rapidly changing globally interconnected world. Contributors are: Natalie Banks, Anastasios (Tasos) Barkatsas, Amanda Berry, Lisa Borgerding, Nicky Carr, Io Keong Cheong, Grant Cooper, Jan van Driel, Jennifer Earle, Susan Fraser, Noleine Fitzallen, Tricia Forrester, Helen Georgiou, Andrew Gilbert, Ineke Henze, Linda Hobbs, Sarah Howard, Sylvia Sao Leng Ieong, Chunlian Jiang, Kathy Jordan, Belinda Kennedy, Zsolt Lavicza, Tricia Mclaughlin, Wendy Nielsen, Shalveena Prasad, Theodosia Prodromou, Wee Tiong Seah, Dianne Siemon, Li Ping Thong, Tessa E. Vossen and Marc J. de Vries.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors Introduction: STEM Education: An Emerging Field of Inquiry  Tasos Barkatsas, Nicky Carr and Grant Cooper 1 What Is in an Acronym? Experiencing STEM Education in Australia  Sharon Fraser, Jennifer Earle and Noleine Fitzallen 2 Delivering STEM Education through School-Industry Partnerships: A Focus on Research and Design  Jan H. Van Driel, Tessa E. Vossen, Ineke Henze and Marc J. de Vries 3 Reading STEM as Discourse  Kathy Jordan 4 Implementing Virtual Reality in the Classroom: Envisaging Possibilities in STEM Education  Grant Cooper and Li Ping Thong 5 Multiplicative Thinking: A Necessary STEM Foundation  Dianne Siemon, Natalie Banks and Shalveena Prasad 6 Possibilities and Potential with Young Learners: Making a Case for STEAM Education  Andrew Gilbert and Lisa Borgerding 7 Inquiry-Based Learning in Statistics: When Students Engage with Challenging Problems in STEM Disciplines  Theodosia Prodromou and Zsolt Lavicza 8 Investigating Macau Secondary Students’ Valuing in Mathematics Learning:  Chunlian Jiang, Wee Tiong Seah, Tasos Barkatsas, Sylvia Sao Leng Ieong and Io Keong Cheong 9 Perspectives on STEM Education in Preservice Primary Teacher Education  Wendy Nielsen, Helen Georgiou, Sarah Howard and Tricia Forrester 10 Primary Pre-Service Teachers’ Perceptions of STEM Education: Conceptualisations and Psychosocial Factors  Grant Cooper and Nicky Carr 11 Building STEM Self-Perception and Capacity in Pre-Service Science Teachers through a School-University Mentor Program  Amanda Berry, Tricia McLaughlin and Grant Cooper 12 Building Academic Leadership in STEM Education  Tricia McLaughlin and Belinda Kennedy 13 Epilogue: What Now for STEM?  Linda Hobbs

Read more less

Book SynopsisWhilst schools are transforming their physical and virtual environments at a relatively glacial pace in most countries across the globe, universities are under extreme pressure to adapt to the rapid emergence of the virtual campus. Competition for students by online course providers is resulting in a rapidly emerging understanding of what the nature of the traditional campus will look like in the 21st century. The blended virtual and physical technology enabled, hybrid learning environments now integrate the face-to-face and online virtual experience synchronously and asynchronously. Local branch campuses are emerging in city and town centres and international branch campuses are growing at a rapid rate. There is increasing pressure at various levels, i.e. the city, the urban and the campus, to create formal and informal learning spaces as well as re-purposing the library and social or third-spaces. Many new hybrid campus developments are not based on any form of rigorous scholarly evidence. The risk is that many of these projects may fail. In taking an evidence-based approach this book seeks to align with the model of translational research from medical practice, using a modified ‘translational design’ approach. The majority of the chapter material comes from the scholarly work of doctoral graduates and their dissertations. This book is the second in a series on the evidence-based translational design of educational institutions, with the first volume focussing on schools. This volume on Higher Education covers the city to the classroom and those elements in between. It also explores what the future might look like as judgements are made about what works in campus planning and design in our rapidly changing virtual and physical worlds. Contributors are: Neda Abbasi, Ronald Beckers, Flavia Curvelo Magdaniel, Mollie Dollinger, Robert A. Ellis, Kenn Fisher, Barry J. Fraser, Kobi (Jacov) Haina, Rifca Hashimshony, Leah Irving, Marian Mahat, Saadia Majeed, Jacqueline Pizzuti-Ashby, Leanne Rose-Munro, Mahmoud Reza Saghafi, Panayiotis Skordi, Alejandra Torres-Landa Lopez, and Ji Yu.Table of ContentsForeword: University Campuses as Complex Adaptive Assemblages  Wes Imms Preface Notes on Contributors List of Figures and Tables Part 1: Emerging Trends in Higher Education and their Impact on the Physical Campus Introduction to Part 1  Kenn Fisher 1. The Translational Design of Universities: From Campus to Classroom  Kenn Fisher 2. Scoping the Future of the Higher Education Campus  Kenn Fisher 3. Designing the University of the Future  Rifca Hashimshony and Jacov Haina 4. The Relationship between Innovation, Campuses and Cities: Lessons about Synergy from the Development of the MIT in Cambridge  Flavia Curvelo Magdaniel 5. “The Third Teacher” of the XXI Century: Educational Infrastructure, its Problems and Challenges  Alejandra Torres-Landa Lopez Part 2: The Socio-Cultural Implications in Aligning Virtual and Physical Learning Spaces Introduction to Part 1  Kenn Fisher 6. Virtual Worlds in Higher Education: Embodied Experiences of Academics  Leah Irving 7. The Assessment of the Psychosocial Learning Environment of University Statistics Classrooms  Panayiotis Skordi and Barry J. Fraser 8. Learning Space Design in Higher Education  Ronald Beckers 9. Implementing Grounded Theory in Research on Blended Learning Environments  Mahmoud Reza Saghafi 10. Modelling Learning Space and Student Learning in Higher Education: An Evidence-Based Exploration  Ji Yu 11. Mind the Gap: Co-Created Learning Spaces in Higher Education  Marian Mahat and Mollie Dollinger Part 3: Evaluating Learning Space/Place Planning and Design, and the Implications for Future Campus Planning and Design Introduction to Part 1  Kenn Fisher 12. A Critical Review of Post 2012 Scholarly Literature on the Evidence-Based Design and Evaluation of New Generation Active Learning Environments  Kenn Fisher and Robert A. Ellis 13. Designing for the Future: The Post-Occupancy Evaluation of the Peter Jones Learning Centre  Jacqueline Pizzuti-Ashby 14. Defining Quality in Academic Library Spaces: Criteria to Guide Space Planning and Ongoing Evaluation  Neda Abbasi and Kenn Fisher 15. At-scale Innovative University Learning Spaces of the Future: An Approach to Evidencing and Evaluating What Works?  Leanne Rose-Munro and Saadia Majeed 16. Afterword: 21st C Learner Modalities  Kenn Fisher

Read more less

Book SynopsisWhilst schools are transforming their physical and virtual environments at a relatively glacial pace in most countries across the globe, universities are under extreme pressure to adapt to the rapid emergence of the virtual campus. Competition for students by online course providers is resulting in a rapidly emerging understanding of what the nature of the traditional campus will look like in the 21st century. The blended virtual and physical technology enabled, hybrid learning environments now integrate the face-to-face and online virtual experience synchronously and asynchronously. Local branch campuses are emerging in city and town centres and international branch campuses are growing at a rapid rate. There is increasing pressure at various levels, i.e. the city, the urban and the campus, to create formal and informal learning spaces as well as re-purposing the library and social or third-spaces. Many new hybrid campus developments are not based on any form of rigorous scholarly evidence. The risk is that many of these projects may fail. In taking an evidence-based approach this book seeks to align with the model of translational research from medical practice, using a modified ‘translational design’ approach. The majority of the chapter material comes from the scholarly work of doctoral graduates and their dissertations. This book is the second in a series on the evidence-based translational design of educational institutions, with the first volume focussing on schools. This volume on Higher Education covers the city to the classroom and those elements in between. It also explores what the future might look like as judgements are made about what works in campus planning and design in our rapidly changing virtual and physical worlds. Contributors are: Neda Abbasi, Ronald Beckers, Flavia Curvelo Magdaniel, Mollie Dollinger, Robert A. Ellis, Kenn Fisher, Barry J. Fraser, Kobi (Jacov) Haina, Rifca Hashimshony, Leah Irving, Marian Mahat, Saadia Majeed, Jacqueline Pizzuti-Ashby, Leanne Rose-Munro, Mahmoud Reza Saghafi, Panayiotis Skordi, Alejandra Torres-Landa Lopez, and Ji Yu.Table of ContentsForeword: University Campuses as Complex Adaptive Assemblages  Wes Imms Preface Notes on Contributors List of Figures and Tables Part 1: Emerging Trends in Higher Education and their Impact on the Physical Campus Introduction to Part 1  Kenn Fisher 1. The Translational Design of Universities: From Campus to Classroom  Kenn Fisher 2. Scoping the Future of the Higher Education Campus  Kenn Fisher 3. Designing the University of the Future  Rifca Hashimshony and Jacov Haina 4. The Relationship between Innovation, Campuses and Cities: Lessons about Synergy from the Development of the MIT in Cambridge  Flavia Curvelo Magdaniel 5. “The Third Teacher” of the XXI Century: Educational Infrastructure, its Problems and Challenges  Alejandra Torres-Landa Lopez Part 2: The Socio-Cultural Implications in Aligning Virtual and Physical Learning Spaces Introduction to Part 1  Kenn Fisher 6. Virtual Worlds in Higher Education: Embodied Experiences of Academics  Leah Irving 7. The Assessment of the Psychosocial Learning Environment of University Statistics Classrooms  Panayiotis Skordi and Barry J. Fraser 8. Learning Space Design in Higher Education  Ronald Beckers 9. Implementing Grounded Theory in Research on Blended Learning Environments  Mahmoud Reza Saghafi 10. Modelling Learning Space and Student Learning in Higher Education: An Evidence-Based Exploration  Ji Yu 11. Mind the Gap: Co-Created Learning Spaces in Higher Education  Marian Mahat and Mollie Dollinger Part 3: Evaluating Learning Space/Place Planning and Design, and the Implications for Future Campus Planning and Design Introduction to Part 1  Kenn Fisher 12. A Critical Review of Post 2012 Scholarly Literature on the Evidence-Based Design and Evaluation of New Generation Active Learning Environments  Kenn Fisher and Robert A. Ellis 13. Designing for the Future: The Post-Occupancy Evaluation of the Peter Jones Learning Centre  Jacqueline Pizzuti-Ashby 14. Defining Quality in Academic Library Spaces: Criteria to Guide Space Planning and Ongoing Evaluation  Neda Abbasi and Kenn Fisher 15. At-scale Innovative University Learning Spaces of the Future: An Approach to Evidencing and Evaluating What Works?  Leanne Rose-Munro and Saadia Majeed 16. Afterword: 21st C Learner Modalities  Kenn Fisher

Read more less

Book SynopsisIn Preparing Students for Life and Work: Policies and Reforms Affecting Higher Education’s Principal Mission the editors assemble works by scholars of higher education who address various aspects of the policies and reforms that affect the education and ultimately the lives and work prospects of students. Chapter topics include the social and government policy context of higher education in various countries, including Canada, Mexico, the USA, Japan, Germany, Europe generally and the Bologna process specifically. Aspects of teaching and learning in higher education, including MOOCs, student services, and treatment of international students are also addressed. Finally, how students themselves have had major impacts on higher education in various countries is touched upon in several chapters.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Walter Archer and Hans G. Schuetze 1 How Central Is the “Principal Mission” of the University Today?  Chris Duke PART 1: Canada 2 Access to and Participation in Higher Education in Canada  Hans G. Schuetze and Walter Archer 3 Aboriginal Higher Education and Indigenous Students  Michelle Pidgeon 4 Minding the Gap: Perspectives on Graduate Education for Students with Disabilities  Mahadeo A. Sukhai 5 Student Affairs and Services in Canadian Higher Education  Kyle D. Massey PART 2: The World 6 Reforms and Myths: University Graduates and the Labor Market in Mexico  Wietse de Vries 7 Policies for Adult Students in Mexican Higher Education and Motives for Returning to Study  Germán Álvarez Mendiola and Brenda Yokebed Pérez Colunga 8 The Value of Degrees and Diplomas in Japan  Shinichi Yamamoto 9 MOOCs, Students, Higher Education and Their Paradoxes  Maureen W. McClure 10 The Expansion of Higher Education and First Generation Students in Germany: Increasing Participation or Continuing Exclusion?  Andrä Wolter 11 The Abolition of Tuition Fees in Germany: Student Protests and Their Impact, or Tuition Fees in Germany: In and Out  Dieter Timmermann 12 Conditions of Learning at High-Ranked Universities in Four Countries: An International Student’s Perspective  Jade Zhao PART 3: Students and Their Influence on Higher Education Policies 13 Student Policies and Protests: The Student Movements of the 1960s and the 2012 Canadian “Maple Spring”  Hans G. Schuetze 14 Collective Student Action and Student Association in Quebec  Alexandre Beaupré-Lavallée and Olivier Bégin-Caouette 15 European Higher Education Reforms and the Role of Students  Pavel Zgaga

Read more less

Book SynopsisIn Preparing Students for Life and Work: Policies and Reforms Affecting Higher Education’s Principal Mission the editors assemble works by scholars of higher education who address various aspects of the policies and reforms that affect the education and ultimately the lives and work prospects of students. Chapter topics include the social and government policy context of higher education in various countries, including Canada, Mexico, the USA, Japan, Germany, Europe generally and the Bologna process specifically. Aspects of teaching and learning in higher education, including MOOCs, student services, and treatment of international students are also addressed. Finally, how students themselves have had major impacts on higher education in various countries is touched upon in several chapters.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Walter Archer and Hans G. Schuetze 1 How Central Is the “Principal Mission” of the University Today?  Chris Duke PART 1: Canada 2 Access to and Participation in Higher Education in Canada  Hans G. Schuetze and Walter Archer 3 Aboriginal Higher Education and Indigenous Students  Michelle Pidgeon 4 Minding the Gap: Perspectives on Graduate Education for Students with Disabilities  Mahadeo A. Sukhai 5 Student Affairs and Services in Canadian Higher Education  Kyle D. Massey PART 2: The World 6 Reforms and Myths: University Graduates and the Labor Market in Mexico  Wietse de Vries 7 Policies for Adult Students in Mexican Higher Education and Motives for Returning to Study  Germán Álvarez Mendiola and Brenda Yokebed Pérez Colunga 8 The Value of Degrees and Diplomas in Japan  Shinichi Yamamoto 9 MOOCs, Students, Higher Education and Their Paradoxes  Maureen W. McClure 10 The Expansion of Higher Education and First Generation Students in Germany: Increasing Participation or Continuing Exclusion?  Andrä Wolter 11 The Abolition of Tuition Fees in Germany: Student Protests and Their Impact, or Tuition Fees in Germany: In and Out  Dieter Timmermann 12 Conditions of Learning at High-Ranked Universities in Four Countries: An International Student’s Perspective  Jade Zhao PART 3: Students and Their Influence on Higher Education Policies 13 Student Policies and Protests: The Student Movements of the 1960s and the 2012 Canadian “Maple Spring”  Hans G. Schuetze 14 Collective Student Action and Student Association in Quebec  Alexandre Beaupré-Lavallée and Olivier Bégin-Caouette 15 European Higher Education Reforms and the Role of Students  Pavel Zgaga

Read more less

Book SynopsisOrganization and Newness: Discourses and Ecologies of Innovation in the Creative University offers a view from a perspective of organizational education on the ‘new’, which analyzes the production of the ‘new’ within organizations, in relation to the inherent learning processes. Fundamental for this perspective is the question about the changeability of organizations, especially when these are not viewed only as instrumentally established regulatory structures but rather as social constructs. The contributions of this volume contour the complexity of newness in organization and form a bridge from critical analysis of imperative discourse of newness, to programmatic pleas of an organizational pedagogy, which is normative in nature, for a reconfiguration of organizational and societal relationships. The issue at hand shows how tightly the question about newness is constitutively woven into the self-conception of organizational education and pedagogy.Table of ContentsPreface: Competing Conceptions of the Creative University  Michael A. Peters Introduction: Organisation and Newness  Susanne Maria Weber, Michael A. Peters and Richard Heraud Notes on Contributors Section One 1. Intentional Organizational Change and the “New”: An Organizational Ethics Perspective of Change Management  Thomas Krobath 2. Between Organization and the New: How Lists Are Used to Create (or Reduce) Innovation  Fabian Brückner 3. How Do the New Outcome-Oriented Instruments Arise in the Faculty? A Theoretical and Empirical Analysis  Karl-Heinz Gerholz 4. Innovation and Political Subjectivity: A Problem for the Actor in Education  Richard Heraud 5. Organizational Dynamics within the Knowledge Economy  George Lăzăroiu 6. Researching Organizational Entry from a Perspective of Newcomer Innovation  Line Revsbæk 7. PISA as a Generator of Innovation  Miriam Sitter 8. Searching for the Change Agent: Steps towards an Ecology of Innovation  Soren Willert 9. Futuring Higher Education? The Innovativeness of Reforms: Turkey – A Critical Case Study  Mete Kurtoğlu 10. Money Rules Knowledge: The Emergence of Creative and Social Imperatives in the Epistemic Field  Agnieszka Czejkowska Section Two 11. Managerialism and the Neoliberal University: Prospects for New Forms of ‘Open Management’ in Higher Education  Michael A. Peters 12. Artistic Interventions in Organizations as Intercultural Relational Spaces for Identity Development  Ariane Berthoin Antal and Gervaise Debucquet 13. Working at the Edge of Innovation: Artists in Labs  Angela Krewani 14. Social Innovation and Social Intrapreneurship in German Welfare Organisations  Andreas Schröer 15. “Organizing a New Political Culture”: Women Writers and Shifts in Meanings, Power Relations and Social Web of Society  Ramona Mihăilă 16. In the Wake of the Quake: Teaching the Emergency  Sean Sturm and Stephen Turner 17. The Assertion and Development of ‘The New’ in the Context of Emancipatory New Social Movements  Meike Sophia Baader and Susanne Maurer 18. Change by Design!? Knowledge Cultures of Design and Organizational Strategies of Creation  Susanne Maria Weber 19. Newness Against the Grain: Democratic Emergence in Organizational and Professional Practice  Philip A. Woods, Amanda Roberts and Glenys Woods 20. Pedagogy and Organizational Learning: Theoretical Reflections on Synergetic as a Meta-Model for Designing Learning-Processes in Organizations  Peter C. Weber 21. Epilogue: Organizational Change, Newness and the Discourse of Innovation  Susanne Maria Weber, Michael A. Peters, Richard Heraud and Annett Adler

Read more less

Book SynopsisOrganization and Newness: Discourses and Ecologies of Innovation in the Creative University offers a view from a perspective of organizational education on the ‘new’, which analyzes the production of the ‘new’ within organizations, in relation to the inherent learning processes. Fundamental for this perspective is the question about the changeability of organizations, especially when these are not viewed only as instrumentally established regulatory structures but rather as social constructs. The contributions of this volume contour the complexity of newness in organization and form a bridge from critical analysis of imperative discourse of newness, to programmatic pleas of an organizational pedagogy, which is normative in nature, for a reconfiguration of organizational and societal relationships. The issue at hand shows how tightly the question about newness is constitutively woven into the self-conception of organizational education and pedagogy.Table of ContentsPreface: Competing Conceptions of the Creative University  Michael A. Peters Introduction: Organisation and Newness  Susanne Maria Weber, Michael A. Peters and Richard Heraud Notes on Contributors Section One 1. Intentional Organizational Change and the “New”: An Organizational Ethics Perspective of Change Management  Thomas Krobath 2. Between Organization and the New: How Lists Are Used to Create (or Reduce) Innovation  Fabian Brückner 3. How Do the New Outcome-Oriented Instruments Arise in the Faculty? A Theoretical and Empirical Analysis  Karl-Heinz Gerholz 4. Innovation and Political Subjectivity: A Problem for the Actor in Education  Richard Heraud 5. Organizational Dynamics within the Knowledge Economy  George Lăzăroiu 6. Researching Organizational Entry from a Perspective of Newcomer Innovation  Line Revsbæk 7. PISA as a Generator of Innovation  Miriam Sitter 8. Searching for the Change Agent: Steps towards an Ecology of Innovation  Soren Willert 9. Futuring Higher Education? The Innovativeness of Reforms: Turkey – A Critical Case Study  Mete Kurtoğlu 10. Money Rules Knowledge: The Emergence of Creative and Social Imperatives in the Epistemic Field  Agnieszka Czejkowska Section Two 11. Managerialism and the Neoliberal University: Prospects for New Forms of ‘Open Management’ in Higher Education  Michael A. Peters 12. Artistic Interventions in Organizations as Intercultural Relational Spaces for Identity Development  Ariane Berthoin Antal and Gervaise Debucquet 13. Working at the Edge of Innovation: Artists in Labs  Angela Krewani 14. Social Innovation and Social Intrapreneurship in German Welfare Organisations  Andreas Schröer 15. “Organizing a New Political Culture”: Women Writers and Shifts in Meanings, Power Relations and Social Web of Society  Ramona Mihăilă 16. In the Wake of the Quake: Teaching the Emergency  Sean Sturm and Stephen Turner 17. The Assertion and Development of ‘The New’ in the Context of Emancipatory New Social Movements  Meike Sophia Baader and Susanne Maurer 18. Change by Design!? Knowledge Cultures of Design and Organizational Strategies of Creation  Susanne Maria Weber 19. Newness Against the Grain: Democratic Emergence in Organizational and Professional Practice  Philip A. Woods, Amanda Roberts and Glenys Woods 20. Pedagogy and Organizational Learning: Theoretical Reflections on Synergetic as a Meta-Model for Designing Learning-Processes in Organizations  Peter C. Weber 21. Epilogue: Organizational Change, Newness and the Discourse of Innovation  Susanne Maria Weber, Michael A. Peters, Richard Heraud and Annett Adler

Read more less

Book SynopsisWorking with scientists has been suggested as a powerful activity that can stimulate students’ interest and career aspirations in science. However, how to address challenges of power-over issues and communication barriers in youth-scientist partnerships? In Youths’ Cogenerative Dialogues with Scientists, the author describes a pioneering study to improve internship communications between youth and scientists through cogenerative dialogues. The findings show that cogenerative dialogues can help youth and scientists recognize, express, and manage their challenges and emotions as they arise in their internships. As a result, cogenerative dialogues help youth and scientists work productively as a team and enhance their social boding. Suggestions are also provided for science educators to design more innovative and effective projects for future youth-scientist partnerships.Table of ContentsPreface Acknowledgments Figures and Tables 1 Challenging the Status Quo of Youth-Scientist Partnerships with Cogenerative Dialogues  1 Models of Youth-Scientist Partnerships  2 Benefijits of Youth-Scientist Partnerships  3 Challenges of Youth-Scientist Partnerships  4 The Potential of Cogenerative Dialogues to Advance the Status Quo of Youth-Scientist Partnerships  5 Coda 2 The Design Principles and Overall Structure of the “Work With A Scientist” Program  1 Theoretical Frameworks for the Program  2 Program Timeline, Milestones, & Forms  3 Program Collaborators and Resources  4 Ethical Considerations  5 Coda 35 3 Nuts and Bolts in the Recruitment and Retention of Scientists and Youth  1 Scientist Recruitment  2 Scientist Retention  3 Youth Recruitment  4 Youth Application Procedures  5 Youth Retention  6 Coda 4 Training of Cogenerative Dialogues for Mediators, Scientists, and Youth  1 The Rules and Structure of Cogens  2 Training for Cogen Mediators  3 Training for Scientists  4 Training for Youth  5 Coda 5 Challenges and Solutions of Implementing Cogenerative Dialogues  1 Challenge 1: Cogens Sometimes Became Lecture-Like Talk  2 Challenge 2: Cogen Mediators Sometimes Had a Hard Time Mediating Dialogues  3 Challenge 3: Participants Thought That Cogen Sometimes Is a Negative Space  4 Challenge 4: Participants Thought Cogens Were Sometimes Useless Because Consensus Was Not Fully Implemented  5 Challenge 5: Some Participants Sometimes Dominated the Conversation during Cogens  6 Challenge 6: Participants Could Not Differentiate Cogens from Other Types of Conversation  7 Challenge 7: Participants Sometimes Had Difficulty Coming up with Ideas for Discussions  8 Challenge 8: Participants Sometimes Preferred to Stop Cogens in Order to Catch up Scientifijic Practice Progress by Deadline  9 Challenge 9: Participants Would Not Express Their True Voices When the Conversation Might Single out Particular Individuals  10 Challenge 10: Participants Sometimes Were off Topic or Shared Too-Personal Matters during Cogens  11 Coda 6 Issues and Solutions Discussed in Cogenerative Dialogues to Improve Internship Teaching and Learning  1 One Example of an Issue Raised by a Student  2 One Example of an Issue Raised by a Scientist  3 Issues and Solutions Identified during Cogens  4 Using Cogens to Transform Contradictions between Different Cultural Groups  5 Coda 7 Using Cogenerative Dialogues as Boundary Crossing Pedagogy  1 Boundary Crossing, Boundary Objects, and Brokers  2 Cogenerative Dialogues as a Transformation Tool  3 Facilitating Boundary Crossing through Cogenerative Dialogues  4 Coda 8 Using Cogenerative Dialogues to Dissolve Negative Emotions among Scientists and Youth  1 Cogens Enhanced Social Bonding  2 Transforming Negative Emotions through Cogens  3 The Lily Incident  4 Coda 9 Using Cogenerative Dialogue to Cultivate a Constructivist Learning Environment  1 Survey Results  2 Building a Constructivist Internship with Cogens  3 Coda 10 Youths’ Experiences of Cogenerative Dialogues  1 Lily’s Journal Entries about Cogens during the Beginning, Middle, and End of the Internship  2 Lily’s Exit Interviews about Cogens  3 Lily’s Follow-up Interview about Cogens  4 Coda 11 Future Research on Youth-Scientist Partnerships  1 Future Research Based on the “Work With A Scientist” Program  2 Coda Appendix 1: Program Syllabus Appendix 2: Rules and Structures of Cogenerative Dialogues Appendix 3: Cogenerative Dialogues Worksheet Appendix 4: Project Song “Utopia”—Lyrics Appendix 5: Cogenerative Dialogue Heuristic Appendix 6: Constructivist Learning Environment Survey-Internship Appendix 7: Constructivist Learning Environment Survey-School Index

Read more less

Book SynopsisChild-Parent Research Reimagined challenges the field to explore the meaning making experiences and the methodological and ethical challenges that come to the fore when researchers engage in research with their child, grandchild, or other relative. As scholars in and beyond the field of education grapple with ways that youth make meaning with digital and nondigital resources and practices, this edited volume offers insights into nuanced learning that is highly contextualized and textured while also (re)initiating important methodological and epistemological conversations about research that seeks to flatten traditional hierarchies, honor youth voices, and co-investigate facets of youth meaning making. Contributors are (in alphabetical order): Charlotte Abrams, Sandra Schamroth Abrams, Kathleen M. Alley, Bill Cope, Mary Kalantzis, Molly Kurpis, Linda Laidlaw, Guy Merchant, Daniel Ness, Eric Ness, "E." O’Keefe, Joanne O’Mara, Anthony J. Onwuegbuzie, Sarah Prestridge, Lourdes M. Rivera, Dahlia Rivera-Larkin, Nora Rivera-Larkin, Alaina Roach O’Keefe, Mary Beth Schaefer, Cassandra R. Skrobot, and Bogum Yoon.Table of ContentsForeword: The Problem of Empathy  Mary Kalantzis and Bill Cope Preface Acknowledgements List of Figures and Tables Notes on Contributors Introduction  Sandra Schamroth Abrams, Mary Beth Schaefer and Daniel Ness 1 Child-Parent Research Reimagined  Sandra Schamroth Abrams, Mary Beth Schaefer and Daniel Ness 2 Media Transformations: Working with Iron Man  Guy Merchant 3 Re-Designing Teaching for Tweens in Times of “Streaks,” “Likes” and “Gamers”  Sarah Prestridge 4 High Anxiety: A Collaborative Autoethnographic Inquiry  Kathleen M. Alley and Cassandra R. Skrobot 5 Remixing Digital Play in the Early Years: A Child-Parent Collaboration  Alaina Roach O’Keefe and “E” O’Keefe 6 Career Development? What’s That: Engaging My Daughters in an Examination of Their Learning Process and How It Can Inform Their Future—or Not  Lourdes M. Rivera, Nora Rivera-Larkin and Dahlia Rivera-Larkin 7 Researching and Parenting in the IWorld: The Dialogism of Family Life  Joanne O’Mara and Linda Laidlaw 8 A Parent-Researcher’s Reanalysis of Adolescent Immigrants’ Literacy Experiences: Methodological and Theoretical Insight on Parent-Child Research  Bogum Yoon 9 The Last Word: Teen Reflections  Charlotte Abrams, Molly Kurpis and Eric Ness Afterword: Child-Parent Research: Towards an Ethical Process for Avoiding Being PRICED out of Research  Anthony J. Onwuegbuzie Index

Read more less

Book SynopsisIncludes a prize-winning chapter by the winner of the 2021 Early Career Award of the International Narrative Research Special Interest Group of the American Education Research Association. Trudy Cardinal was awarded this prize, among other publications, for chapter 11 in The Doctoral Journey: International Educationalist Perspectives: An Autobiographical Narrative Inquiry into the Experiences of One Cree/Métis Doctoral Student. This book has prompted an expanded book series: The Doctoral Journey in Education. Please click here to find out more! The Doctoral Journey: International Educationalist Perspectives assembles a collective narrative related to the doctoral journey of recent graduates in the field of education. Clearly, the doctoral journey is not a linear process but rather a lattice of ever-evolving professional and personal relationships, experiences, perspectives, and insights. From early on when considering whether or not to apply to a programme, to deciding on an institution and supervisor, to delving into the related literature, to data collection and analyses, to closing in on the defence, to results dissemination, and everything in between and beyond, the doctoral journey presents incalculable obstacles that can be, and have been, overcome by doctoral graduates—including the contributors in this inspirationally-sparked collective narrative. Contributors are: Trudy Cardinal, Philip Wing Keung Chan, José da Costa, Alison Egan, Janet McConaghy, June McConaghy, Kelsey McEntyre, Sammy M. Mutisya, Christina A. Parker, Carla L. Peck, Colin G. Pennington, Kathleen Pithouse-Morgan, Edgar Schmidt, and Pearl Subban.Trade Review“The text resonates with my 25 years in academia (including difficult challenges faced when being a graduate advisor) and it resonates with the 20 doctoral students I have supervised to completion during that time.” – Anthony Clarke, University of British Columbia “Unlike other similar volumes, The Doctoral Journey offers a new approach – it represents authentic experiences as diverse as people pursuing doctoral degrees and institutions offering them. The book is original because it offers readers an opportunity to see how real people live through personal and academic challenges, how they develop as future scholars, and how they learn to be compassionate and ‘stay real’ as they complete their journeys. It is the richness and diversity of the experiences and personal backgrounds of the contributors that make this book outstanding.” – Tatiana Gounko, University of VictoriaTable of ContentsDedication Acknowledgements List of Figures Notes on Contributors Introduction: Multiple Pathways  Brent Bradford Notable Quotes Part 1: Doctorates in Education 1 Doctorates in Education: Paths through the Journey  José da Costa Part 2: Beyond Completion 2 Choosing My Own Adventures: A Short Story of My Doctoral Journey  Kathleen Pithouse-Morgan 3 Growth from Cross-Disciplinary Research: A Learning Journey from Doctoral Student to University Scholar  Philip Wing Keung Chan 4 The Doctoral Journey: A Kenyan Experience  Sammy Mutisya Part 3: Journeys Revealed 5 Mapping the Journey: Directed by the “F” Word  Pearl Subban 6 Doing a PhD Part-Time: An Irish Perspective  Alison Egan 7 Teacher in the Academy: A Doctoral Journey  Edgar Schmidt 8 Exploring Place and Identity through Research: How My Doctoral Journey Shaped My Subjective Positionality  Christina A. Parker 9 My Doctoral Journey: Aiming to Become an Effective Scholar of Physical Education  Colin G. Pennington 10 Chasing My Educational Goals: The Journey of a First-Generation Post-Secondary Female Student While Expecting a First Born  Kelsey McEntyre Part 4: An Indigenous Scholar’s Journey from ‘Little Me’ to ‘Knower’ 11 Becoming Real: An Autobiographical Narrative Inquiry into the Experiences of One Métis/Cree Doctoral Student  Trudy Cardinal Part 5: Considering Next Steps upon Completion 12 What’s Next?  Carla L. Peck Part 6: Final Thoughts Contributor Thoughts upon Completion Afterword  June McConaghy and Janet McConaghy

Read more less

Book SynopsisCritical stories are more than just anecdotes or tales. They are narratives that raconter, or recount, the author’s own experiences, situating them in broader cultural contexts. Just as the autoethnographer situates the self in relation to the “others” of which the self is both a part and from which it is distinct, the critical storyteller situates his or her story of conflict in relation to the broader reality from which the conflict arises. The key is the reality that is being related and the perspective from which it is being shared. In Critical Storytelling in Millennial Times, marginalized, excluded, and oppressed people share insights from their liminality and help readers learn from their perspectives and experiences. Examples of stories in this volume range from undergraduate perspectives on financial aid for college students, to narratives on first-hand police brutality, to heartbreaking tales about addiction, bullying, and the child sex trade in Cambodia. Undergraduate authors relate their stories and pose important questions to the reader about inciting change for the future. Follow along in their journeys and learn what you can do to make a change in your own reality. Contributors are: Ben Brawner, Dwight Brown, Bryce Cherry, Kaytlin Jacoby, Jimmy Kruse, Dean Larrick, Bric Martin, Kara Niles, Claire Parrish, Grace Piper, Claire Prendergast, Alexsenia Ralat, Alec Reyes, Stephanie Simon, S. H. Suits, Katy Swift, Morgan Vogels, and Brittany Walsh.Trade Review"For students to have a say in the world in which they live is a necessity. They give voice to specific challenges and hopes imposed or otherwise overlooked by those to whom we (too often uncritically) depend upon to narrate the world on our behalf. Future generations will look to stories of the past to help make sense of the world they’ve inherited. The contributors to Critical Storytelling in Millennial Times offer some critical insights to such a project that will be invaluable in the work of describing our "now" then. These undergraduates – by sharing their stories of struggle with identity, university demands, and how to cope – expertly take up the incredibly important work of telling their own rather than waiting for their stories to be told and, in the process, making history ...." – A. D. Carson, Assistant Professor of Hip Hop and the Global South, University of Virginia

Read more less

Book SynopsisCritical stories are more than just anecdotes or tales. They are narratives that raconter, or recount, the author’s own experiences, situating them in broader cultural contexts. Just as the autoethnographer situates the self in relation to the “others” of which the self is both a part and from which it is distinct, the critical storyteller situates his or her story of conflict in relation to the broader reality from which the conflict arises. The key is the reality that is being related and the perspective from which it is being shared. In Critical Storytelling in Millennial Times, marginalized, excluded, and oppressed people share insights from their liminality and help readers learn from their perspectives and experiences. Examples of stories in this volume range from undergraduate perspectives on financial aid for college students, to narratives on first-hand police brutality, to heartbreaking tales about addiction, bullying, and the child sex trade in Cambodia. Undergraduate authors relate their stories and pose important questions to the reader about inciting change for the future. Follow along in their journeys and learn what you can do to make a change in your own reality. Contributors are: Ben Brawner, Dwight Brown, Bryce Cherry, Kaytlin Jacoby, Jimmy Kruse, Dean Larrick, Bric Martin, Kara Niles, Claire Parrish, Grace Piper, Claire Prendergast, Alexsenia Ralat, Alec Reyes, Stephanie Simon, S. H. Suits, Katy Swift, Morgan Vogels, and Brittany Walsh.Trade Review"For students to have a say in the world in which they live is a necessity. They give voice to specific challenges and hopes imposed or otherwise overlooked by those to whom we (too often uncritically) depend upon to narrate the world on our behalf. Future generations will look to stories of the past to help make sense of the world they’ve inherited. The contributors to Critical Storytelling in Millennial Times offer some critical insights to such a project that will be invaluable in the work of describing our "now" then. These undergraduates – by sharing their stories of struggle with identity, university demands, and how to cope – expertly take up the incredibly important work of telling their own rather than waiting for their stories to be told and, in the process, making history ...." – A. D. Carson, Assistant Professor of Hip Hop and the Global South, University of Virginia

Read more less

Book SynopsisThe inspiration for this book arose out of a large international conference: the ninth World Environmental Education Congress (WEEC) organized under the theme of Culture/Environment. Similarly, the theme for this book focuses on the Culture/Environment nexus. The book is divided into two parts: Part 1 consists of a series of research studies from an eclectic selection of researchers from all corners of the globe. Part 2 consists of a series of case studies of practice selected from a wide diversity of K-Postsecondary educators. The intent behind these selections is to augment and highlight the diversity of both cultural method and cultural voice in our descriptions of environmental education practice. The chapters focus on a multi-disciplinary view of Environmental Education with a developing view that Culture and Environment may be inseparable and arise from and within each other. Cultural change is also a necessary condition, and a requirement, to rebuild and reinvent our relationship with nature and to live more sustainably. The chapters address the spirit of supporting our praxis, and are therefore directed towards both an educator and researcher audience. Each chapter describes original research or curriculum development work.Table of ContentsList of Figures and Tables 1. Culture and Environment: Weaving New Connections  David B. Zandvliet Part 1 2. A Methodological Approach to the Study of Environmental Education through Drawings  Antonio Fernández Crispín, Marisela de Niz Robles, Verónica Ruíz Pérez, Norma A. Hernández and Javier Benayas del Álamo 3. Paradigms in the Relationship between Human Beings and Nature in the Andes  Germán Vargas Callejas 4. Using a Digital Picture Book to Promote Understanding of Human-Wildlife Conflict  Shiho Miyake 5. Examining the Role of Indigenous Knowledge in Sustainable Living in the North Rupununi (Guyana)  Paulette Bynoe 6. How Many Butterflies Will Lose Their Habitats? Communicating Biodiversity Research Using the Example of European Butterflies  Karin Ulbrich, Elisabeth Kühn, Oliver Schweiger and Josef Settele 7. The Agroecological Movement in Galicia (Spain)  Kylyan M. Bisquert and Pablo Á. Meira 8. The Sacred Sites of Dan Populations in Côte d’Ivoire: Environmental Conservation Factors  Dien Kouaye Olivier 9. From the Bubble to the Forest: Nature School Environmental Education  Barry Wood 10. Developing and Motivating Young Leaders for Sustainability: A Developmental Framework  Patricia Armstrong and Annette Gough Part 2 11. Teaching Global Indigenous Content to Young Learners  Sophia Hunter and Carolynn Beaty 12. Climate Change and Agricultural Production: Hands-on Active Classroom Learning in Estonia  Margit Säre 13. Outdoor Education in the Slovenian School System Supports Cultural and Environmental Education  Darja Skribe Dimec 14. Environmental Power Plant Project: Environmental Education in a Conservation Area  Micheli Kowalczuk Machado, Estevão Brasil Ruas Vernalha and João Luiz Hoeffel 15. A Pilot Program on Avifauna in French Guiana  Judith Priam and Jean-Pierre Avril 16. Renewable Energies: A Thematic Connection between Subjects  Nelson Arias Ávila, Verónica Tricio Gómez, Jessica Mayorga Buchelly and Jenny Ortega Vásquez 17. The Environmental Sustainability Game  Mauricio Guerrero Alarcon, Olivia Leon Valle and Alfonso Rivas Cruces 18. Drawing Meaning from Nature: Observation, Symbols and Stories  Zuzana Vasko and Robi Smith 19. Youth Engagement for Environmental Education and Sustainable Lifestyles  Brian Olewe Waswala, Otieno Nickson Otieno and Jared Buoga 20. Case Studies for Maintaining and Enhancing Urban Greenery  Kieu Lan Phuong Nguyen, Ho-Wen Chen, Khanh Ly Le and Xuan Hoan Nguyen 21. Integrating Teaching and Learning Around the Seven Sustainable Development Goals of the Well-Being of Future Generations Act 2015 (Wales)  Carolyn S. Hayles 22. Sustainable Education: Essential Contributions to a ‘Quadruple Helix’ Interaction and Sustainable Paradigm Shift  Dirk Franco, Alain De Vocht, Tom Kuppens, Hilda Martens, Theo Thewys, Bernard Vanheusden, Marleen Schepers and Jean Pierre Segers 23. Communicating about Greater Burlington Regional Centre of Expertise on Education for Sustainable Development (GBRCE) with Sustainability Stories  Thomas R. Hudspeth 24. Ecomuseums in Saskatchewan: Viewing Networks and Partnerships through a Regional and Project-Specific Lens  Adela Tesarek Kincaid, Glenn C. Sutter and Anna M. H. Hall 25. Weaving Traditional Ecological Knowledge into Indigenous Youth Education: A Case Study in an Indigenous Rice Paddy Cultural Landscape, Taiwan  Kuang-Chung Lee 26. Discovering Nature in the Technological Age  Dylan Leech

Read more less

Book SynopsisAt a time when higher education institutions in the United States are the subject of increased media scrutiny and nearly continuous loss of funding by resource-strapped state legislatures, a greater understanding of higher education’s bulwark resource—mid-career research and teaching faculty—is more important than ever. Faculty at mid-career comprise the largest segment of academia. For some, this is a time of significant productivity and creativity, yet for others, it is a time of disillusionment and stagnation. Revealing impediments and pathways to faculty job satisfaction and productivity will strengthen higher education institutions by protecting, fostering, and maintaining this vital workforce. In this collection we will explore the lives of mid-career faculty as our authors uncover the complexities in this stage of professional life and discuss support systems for the transition into this period of faculties’ academic careers. Mid-Career Faculty: Trends, Barriers, and Possibilities is designed for faculty leaders, administration, policymakers, and anyone concerned with the future of higher education. This text offers an examination into an often overlooked period of academic life, that of post-tenure mid-career faculty. Therefore, the aim of this text is to deepen our understanding of the lives of mid-career faculty, to identify barriers that impede job advancement and satisfaction, and to offer suggestions for changes to current policy and practice in higher education. Contributors are: Joyce Alexander, Michael Bernard-Donals, Pradeep Bhardwaj, Kimberly Buch, Javier Cavazos, Jay R. Dee, Anne M. DeFelippo, Andrea Dulin, Jeremiah Fisk, Carrie Graham, Debbie L. Hahs-Vaughn, Florencio Eloy Hernandez, Yvette Huet, Jane McLeod, Jennifer McGarry, Maria L. Morales, Eliza Pavalko, Laura Plummer, Mandy Rispoli, Amanda J. Rockinson-Szapkiw, J. Blake Scott, Michael Terwillegar, Jenna Thomas and Claudia Vela.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Anita G. Welch, Jocelyn Bolin and Daniel Reardon PART 1: Barriers and Challenges in the Lives of Mid-Career Faculty 1 Mid-Career Faculty: The Current State of the Field  Michael Terwillegar, Jenna Thomas and Jocelyn Bolin 2 Sustaining Faculty Vitality at Mid-Career: Individual and Institutional Strategies  Anne M. DeFelippo and Jay R. Dee 3 The Academic Mother at Mid-Career  Amanda J. Rockinson-Szapkiw 4 Career Advancement Experiences of Mid-Career Women Faculty and Those across African, Latinx, Asian, and Native American Diasporas  Carrie Graham and Jennifer McGarry Part 2: Strategies to Support Mid-Career Faculty 5 Making Time: Supporting Mid-Career Faculty through Mentoring  Michael Bernard-Donals 6 A Comprehensive Approach to Supporting and Promoting Mid-Career Faculty  Kimberly Buch, Andrea Dulin and Yvette Huet 7 Faculty Writing Groups: A Tool for Providing Support, Community, and Accountability at Mid-Career  Laura Plummer, Eliza Pavalko, Joyce Alexander and Jane McLeod 8 Career Development Strategies for Mid-Career Faculty  Pradeep Bhardwaj, Debbie L. Hahs-Vaughn, Florencio Eloy Hernandez and J. Blake Scott 9 Keeping the Momentum: Mid-Career Faculty Mentorship  Mandy Rispoli  10 Using Organizational, Functional, and Personal Development to Help Mid-Career Faculty Members Javier Cavazos-Vela, Maria L. Morales, Claudia Vela and Jeremiah Fisk 11 Conclusion: Protecting and Promoting Higher Education’s Greatest Resource  Daniel Reardon Index

Read more less

Book SynopsisA core position in the knowledge economy policies has been ascribed to higher education. This has enhanced the complexity of the environment in which higher education institutions operate. These deal with a wide range of pressures stemming from the State, the corporate world, the society at large and political interests, let alone those arising from the constituencies of higher education institutions (academics, students and non-academics). Institutions are expected to cope with these pressures by developing strategies involving quality management, performance and assessment, innovation, while reconfiguring the relationships between research, teaching and learning. The core business of higher education is being reshaped, challenging institutions’ internal life to strategically respond to the reconfiguration of their role and missions. Topics such as governance and management, strategies and strategizing, budget control, performance and assessment, quality management, local and regional innovation come to the fore front. Under Pressure: Higher Education Institutions Coping with Multiple Challenges addresses these topics by convening approaches to the understanding of the interactions between policy drivers and institutional practices in governance, funding, performance indicators, regional innovation, strategy and strategizing, quality and management, and professionals.Trade Review"You have to read the collection as a mosaic of themes, brought to us by a variety of experts from multiple countries, contexts and positions. That already makes the collection interesting." - Bruno Broucker, KU Leuven, translated from (2019) De congresbundel als interessante mozaïek, Th&ma, 4.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors Part 1: Introduction 1. Under Pressure: Higher Education Institutions Dealing with Multiple Challenges  Pedro Teixeira, António Magalhães, Amélia Veiga and Maria J. Rosa> Part 2: Setting the Stage 2. Higher Education and Science in the Age of Trump, Brexit and Le Pen  Simon Marginson> 3. Adaptive University Structures: From Theory to Practice and Back  Barbara Sporn> 4. Governance and Management – Challenges of Today, Adapting to the Times  S. Feyo de Azevedo> Part 3: Changes and Challenges in Governance and Management 5. Human Resource Development for Junior Researchers in Germany: Stocktaking and Prospects  René Krempkow and Mathias Winde> 6. Shadows of Hierarchy: Managerial-Administrative Relationships within Universities under Pressure  Ton Kallenberg> 7. Higher Education Institutions Responding to Issues: Gender-Based Violence on Campus  Melindy Brown, James Williams and David Kane> Part 4: Quality Management and the Relevance of Strategy 8. Strategic Quality Management – A Contribution to Autonomy: The Example of TU Darmstadt, Germany  Tina Klug> 9. Innovativeness of Higher Education Institutions: Preconditions for the Development of Cooperative Innovations  Cindy Konen> 10. Internal Quality Assurance  Maria J. Manatos, Sónia Cardoso, Maria J. Rosa and Teresa Carvalho> Part 5: Students and the Effectiveness of Learning 11. Grades as a Measure of Students’ Learning Outcome  Magnus Strand Hauge> 12. The Emerging Differential Tuition Era among U.S. Public Universites  Gregory c. Wolniak, Casey E. George and Glen R. Nelson> Part 6: The Role of Higher Education in Regional Innovation 13. The Institutional Environment and Organisational Challenges of Universtities’ Regional Engagement  Verena Radinger-Peer> 14. Universities’ Role in Regional Innovation Reconsidered: Looking at the Bottom of the Iceberg  Jürgen Janger>

Read more less

Book SynopsisA core position in the knowledge economy policies has been ascribed to higher education. This has enhanced the complexity of the environment in which higher education institutions operate. These deal with a wide range of pressures stemming from the State, the corporate world, the society at large and political interests, let alone those arising from the constituencies of higher education institutions (academics, students and non-academics). Institutions are expected to cope with these pressures by developing strategies involving quality management, performance and assessment, innovation, while reconfiguring the relationships between research, teaching and learning. The core business of higher education is being reshaped, challenging institutions’ internal life to strategically respond to the reconfiguration of their role and missions. Topics such as governance and management, strategies and strategizing, budget control, performance and assessment, quality management, local and regional innovation come to the fore front. Under Pressure: Higher Education Institutions Coping with Multiple Challenges addresses these topics by convening approaches to the understanding of the interactions between policy drivers and institutional practices in governance, funding, performance indicators, regional innovation, strategy and strategizing, quality and management, and professionals.Trade Review"You have to read the collection as a mosaic of themes, brought to us by a variety of experts from multiple countries, contexts and positions. That already makes the collection interesting." - Bruno Broucker, KU Leuven, translated from (2019) De congresbundel als interessante mozaïek, Th&ma, 4.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors Part 1: Introduction 1. Under Pressure: Higher Education Institutions Dealing with Multiple Challenges  Pedro Teixeira, António Magalhães, Amélia Veiga and Maria J. Rosa> Part 2: Setting the Stage 2. Higher Education and Science in the Age of Trump, Brexit and Le Pen  Simon Marginson> 3. Adaptive University Structures: From Theory to Practice and Back  Barbara Sporn> 4. Governance and Management – Challenges of Today, Adapting to the Times  S. Feyo de Azevedo> Part 3: Changes and Challenges in Governance and Management 5. Human Resource Development for Junior Researchers in Germany: Stocktaking and Prospects  René Krempkow and Mathias Winde> 6. Shadows of Hierarchy: Managerial-Administrative Relationships within Universities under Pressure  Ton Kallenberg> 7. Higher Education Institutions Responding to Issues: Gender-Based Violence on Campus  Melindy Brown, James Williams and David Kane> Part 4: Quality Management and the Relevance of Strategy 8. Strategic Quality Management – A Contribution to Autonomy: The Example of TU Darmstadt, Germany  Tina Klug> 9. Innovativeness of Higher Education Institutions: Preconditions for the Development of Cooperative Innovations  Cindy Konen> 10. Internal Quality Assurance  Maria J. Manatos, Sónia Cardoso, Maria J. Rosa and Teresa Carvalho> Part 5: Students and the Effectiveness of Learning 11. Grades as a Measure of Students’ Learning Outcome  Magnus Strand Hauge> 12. The Emerging Differential Tuition Era among U.S. Public Universites  Gregory c. Wolniak, Casey E. George and Glen R. Nelson> Part 6: The Role of Higher Education in Regional Innovation 13. The Institutional Environment and Organisational Challenges of Universtities’ Regional Engagement  Verena Radinger-Peer> 14. Universities’ Role in Regional Innovation Reconsidered: Looking at the Bottom of the Iceberg  Jürgen Janger>

Read more less

Book SynopsisThe Bologna Declaration started the development of the European Higher Education Area. The ensuing Bologna Process has run for already 20 years now. In the meantime many higher education systems in Europe have been reformed – some more drastically than others; some quicker than others; some with more resistance than others. In the process of reform the initial (six) goals have sometimes been forgotten or sometimes been taken a step further. The context too has shifted: while the European Union in itself has expanded, the voice for exit has also been heard more frequently. Higher Education System Reform: An international comparison after Twenty Years of Bologna critically describes and analyses 12 Higher Education Systems from the perspective of four major questions: What is currently the situation with regard to the six original goals of Bologna? What was the adopted path of reform? Which were the triggering (economic, social, political) factors for the reform in each specific country? What was the rationale/discourse used during the reform? The book comparatively analyses the different systems, their paths of reforms and trajectories, and the similarities and the differences between them. At the same time it critically assesses the current situation on higher education in Europe, and hints towards a future policy agenda. Contributors are: Tommaso Agasisti, Bruno Broucker, Martina Dal Molin, Kurt De Wit, Andrew Gibson, Ellen Hazelkorn, Gergely Kovats, Liudvika Leišytė, Lisa Lucas, António Magalhães, Sude Peksen, Rosalind Pritchard, Palle Rasmussen, Anna-Lena Rose, Christine Teelken, Eva M. de la Torre, Carmen Perez-Esparrells, Jani Ursin, Amélia Veiga, Jef C. Verhoeven, Nadine Zeeman, and Rimantas Želvys.Trade Review"The analyses in this book will give all of us working in academia a clear image of where we currently stand [in higher education] as a united Europe, and may contribute to making further plans and ambitions more concrete. Given the current European political context, this seems to be more important than ever before." - Liesbeth van Welie, Leiden University and Saxion Hogescholen, in: Th&ma, 2019 (3): 79-80 [translated from the original Dutch text]Table of Contentsb>Foreword  Rosalind Pritchard> List of Figures and Tables Notes on Contributors 1. An Introduction on the Study of Higher Education Policy Reforms  Jef C. Verhoeven, Liudvika Leišyte, Kurt De Wit and Bruno Broucker> 2. Higher Education System Reform in Flanders (Belgium)  Kurt De Wit, Jef C. Verhoeven and Bruno Broucker> 3. Higher Education System Reform in Germany  Sude Peksen and Nadine Zeeman> 4. The Higher Education System in the Netherlands: Overview and Analysis of Changes Induced by the Bologna Process  Christine Teelken> 5. Higher Education Reforms in Finland: From a Ponderous to a More Agile System?  Jani Ursin> 6. Higher Education System Reform in Denmark in the Bologna Era  Palle Rasmussen> 7. The Bologna Process: Reforms in Italian Higher Education  Tommaso Agasisti and Martina Dal Molin> 8. Reforms in the Spanish Higher Education System Since Democracy and Future Challenges  Eva M. De La Torre and Carmen Perez-Esparrells> 9. Reconfiguring Portuguese Higher Education: Between National and European Priorities  Amélia Veiga and António Magalhães> 10. “Part of the Furniture”: Ireland, Bologna, and Two Decades of Higher Education Reform  Andrew G. Gibson and Ellen Hazelkorn> 11. Intensification of Neo-liberal Reform of Higher Education in England or ‘Change’ as ‘More of the Same’?  Lisa Lucas> 12. Higher Education Reforms in Lithuania: Two Decades after Bologna  Liudvika Leišyte, Anna-Lena Rose AND Rimantas Želvys> 13. The Bologna Reform in Hungary  Gergely Kováts> 14. Understanding Higher Education System Reform: Practices, Patterns and Pathways  Bruno Broucker, Liudvika Leišyte, Kurt De Wit and Jef C. Verhoeven>

Read more less

Book SynopsisThe Bologna Declaration started the development of the European Higher Education Area. The ensuing Bologna Process has run for already 20 years now. In the meantime many higher education systems in Europe have been reformed – some more drastically than others; some quicker than others; some with more resistance than others. In the process of reform the initial (six) goals have sometimes been forgotten or sometimes been taken a step further. The context too has shifted: while the European Union in itself has expanded, the voice for exit has also been heard more frequently. Higher Education System Reform: An international comparison after Twenty Years of Bologna critically describes and analyses 12 Higher Education Systems from the perspective of four major questions: What is currently the situation with regard to the six original goals of Bologna? What was the adopted path of reform? Which were the triggering (economic, social, political) factors for the reform in each specific country? What was the rationale/discourse used during the reform? The book comparatively analyses the different systems, their paths of reforms and trajectories, and the similarities and the differences between them. At the same time it critically assesses the current situation on higher education in Europe, and hints towards a future policy agenda. Contributors are: Tommaso Agasisti, Bruno Broucker, Martina Dal Molin, Kurt De Wit, Andrew Gibson, Ellen Hazelkorn, Gergely Kovats, Liudvika Leišytė, Lisa Lucas, António Magalhães, Sude Peksen, Rosalind Pritchard, Palle Rasmussen, Anna-Lena Rose, Christine Teelken, Eva M. de la Torre, Carmen Perez-Esparrells, Jani Ursin, Amélia Veiga, Jef C. Verhoeven, Nadine Zeeman, and Rimantas Želvys.Trade Review"The analyses in this book will give all of us working in academia a clear image of where we currently stand [in higher education] as a united Europe, and may contribute to making further plans and ambitions more concrete. Given the current European political context, this seems to be more important than ever before." - Liesbeth van Welie, Leiden University and Saxion Hogescholen, in: Th&ma, 2019 (3): 79-80 [translated from the original Dutch text]Table of Contentsb>Foreword  Rosalind Pritchard> List of Figures and Tables Notes on Contributors 1. An Introduction on the Study of Higher Education Policy Reforms  Jef C. Verhoeven, Liudvika Leišyte, Kurt De Wit and Bruno Broucker> 2. Higher Education System Reform in Flanders (Belgium)  Kurt De Wit, Jef C. Verhoeven and Bruno Broucker> 3. Higher Education System Reform in Germany  Sude Peksen and Nadine Zeeman> 4. The Higher Education System in the Netherlands: Overview and Analysis of Changes Induced by the Bologna Process  Christine Teelken> 5. Higher Education Reforms in Finland: From a Ponderous to a More Agile System?  Jani Ursin> 6. Higher Education System Reform in Denmark in the Bologna Era  Palle Rasmussen> 7. The Bologna Process: Reforms in Italian Higher Education  Tommaso Agasisti and Martina Dal Molin> 8. Reforms in the Spanish Higher Education System Since Democracy and Future Challenges  Eva M. De La Torre and Carmen Perez-Esparrells> 9. Reconfiguring Portuguese Higher Education: Between National and European Priorities  Amélia Veiga and António Magalhães> 10. “Part of the Furniture”: Ireland, Bologna, and Two Decades of Higher Education Reform  Andrew G. Gibson and Ellen Hazelkorn> 11. Intensification of Neo-liberal Reform of Higher Education in England or ‘Change’ as ‘More of the Same’?  Lisa Lucas> 12. Higher Education Reforms in Lithuania: Two Decades after Bologna  Liudvika Leišyte, Anna-Lena Rose AND Rimantas Želvys> 13. The Bologna Reform in Hungary  Gergely Kováts> 14. Understanding Higher Education System Reform: Practices, Patterns and Pathways  Bruno Broucker, Liudvika Leišyte, Kurt De Wit and Jef C. Verhoeven>

Read more less

Book SynopsisDecolonization and Anti-colonial Praxis presents research on contemporary forms of decolonization and anti-colonialism in practice. It pertains to the ways in which individuals, groups, and communities engage with the logic of epistemic colonial power within areas of citizenship, migration, education, Indigeneity, language, land struggle, and social work. The contributions in this edited volume empirically document the conceptual and bodily engagement of racialized and violated individuals and communities as they use anti-colonial principles to disrupt criminalizing institutional discourses and policies within various global imperial contexts. The terms ‘Decolonization’ and ‘Anti-colonialism’ are used in diverse and interdisciplinary academic perspectives. They are researched upon and elaborated in necessary ways in the theoretical literature, however, it is rare to see these principles employed in applied forms. Decolonization and Anti-colonial Praxis provides a much needed contemporary and representative reclamation of these concepts from the standpoint of racialized communities. It explores the frameworks and methods rooted in their indigeneity, cultural history and memories to imagine a new future. The research findings and methodological tools presented in this book will be of interdisciplinary interest to teachers, graduate students and researchers. Contributors are: Harriet Akanmori, Ayah Al Oballi, Sevgi Arslan, Jacqueline Benn-John, Lucy El-Sherif, Danielle Freitas, Pablo Isla Monsalve, Dionisio Nyaga, Hoda Samater, Rose Ann Torres, Umar Umangay, and Anila Zainub. Table of ContentsForeword  George J. Sefa Dei Acknowledgements 1. Allama Muhammad Iqbal’s Concept of Khudi and Anti-colonial Praxis  Anila Zainub 2 Palimpsest, Contrapuntal and the Medicine Wheel: An Exploration of Decolonizing Thinking  Umar Umangay 3 Civic Resistance: Towards a Conceptualization of Anti-racist Civic Engagement  Sevgi Arslan 4 Dancing to the Lyrics of Death  Ayah Al Oballi 5 Reaching for My Multiplicity of Identities: My Decolonizing Journey as an English Language Proficiency Examiner  Danielle Freitas 6 Re-appropriation of the Indigenous Peoples in the Latin American National Discourse  Pablo Isla Monsalve 7 A Pedagogy of Palestine: Israeli Settler Colonialism as a Metaphor for Understanding Canadian and US Settler Colonialism  Lucy El-Sherif 8 Decolonization, Contestation and the Voices of Black Women: (Re)Defining Feminist Resistance, Activism and Empowerment  Jacqueline Benn-John 9 An Anti-colonial Reading of Eurocentricity, the Fragmentation, and the (Mis)Representation of Indigenous Cultures  Harriet Akanmori 10 A Call for Change that Recognize and Integrate the African Indigenous Healing Practices into the Social Work Profession  Hoda Samater 11 Education, Neoliberalism and Humanizing Curriculum  Dionisio Nyaga and Rose Ann Torres 12 Those Migrant Souls  Anila Zainub Index

Read more less

Book SynopsisTeachers’ Professional Development in Global Contexts: Insights from Teacher Education compile international research that explore the various educational perspectives on Teacher Education, analyze teaching and learning contexts, and delve into teachers’ knowledge and beliefs to better understand school practices. This volume intends to promote scholarly discussions and contribute to find commonplaces in the teaching profession.Table of ContentsList of Figures and Tables Introduction Notes on Contributors PART 1: Teacher Professional Learning and Knowledge 1 Opening Possibilities for Research in Teacher Educators’ Learning  Jukka Husu and D. Jean Clandinin 2 Investigating EFL Elementary Student Teachers’ Development in a Professional Learning Practicum  Chiou-hui Chou 3 Becoming and Being a Teacher in Adverse Times: Iberian Perspectives  Maria Assunção Flores 4 The Mediate(zati)on of Philosophy Subject Matter: A Comparative Case Study  Laura Sara Agrati 5 Preservice Teachers’ Reflection for the Acquisition of Practical Knowledge during the Practicum  Raquel Gómez, Juanjo Mena, María-Luisa García-Rodríguez and Franciso García-Peñalvo Part 2: Teacher Beliefs and Reflective Thinking 6 The Struggle Is Real: Metacognitive Conceptualizations, Actions, and Beliefs of Pre-Service and In-Service Teachers  Heather Braund and Eleftherios Soleas 7 Uncovering Preservice Teachers' Positioning of Themselves and English Learners (ELs) during Field Experiences  Stefinee Pinnegar, Celina Lay, Linda Turner, Jenna Granado and Sarah Witt 8 Influence of Learning Attitudes and Task-Based Interactive Approach on Student Satisfaction and Perceived Learning Outcomes in a Content and Language Integrated Learning (CLIL) University Course in China  Leah Li Echiverri and Keith Lane 9 Helping the Learning of Science in Whichever Language: The Attention to Proficiency in the LOLT, Polysemy and Context That Counts Best during Science Teaching  Samuel Ouma Oyoo and Nkopodi Nkopodi 10 Emancipatory Teaching Practices in the Understandings of Social Sciences Teachers on a Diploma of Education Programme  Stephen Geofroy, Benignus Bitu, Dyann Barras, Samuel Lochan, Lennox McLeod, Lystra Stephens-James and Antoinette Valentine-Lewis 11 Pedagogical Confrontations as a Lens for Reflective Practice in Teacher Education  Wendy Moran, Robyn Brandenburg and Sharon M. McDonough 12 Beyond the Observed in Cross-Cultural Mentoring Conversations  Lily Orland-Barak and Ella Mazor Part 3: Innovative Teaching Procedures 13 Responsive Teachers in Inclusive Practices  Hafdís Guðjónsdóttir, Edda Óskarsdóttir and Jóhanna Karlsdóttir 14 The Use of Video during Professional Experience for Initial Teacher Education  Michael Cavanagh 15 Storytelling and Living Praxis in the Pre-Service Teacher Classroom  Brian Mundy 16 Pedagogy Students’ Attitudes towards Collaborative Learning with Video Games: Considering Demographic Information and the Variety Of Digital Resources  Marta Martín del Pozo, Verónica Basilotta Gómez-Pablos and Ana García-Valcárcel

Read more less

Book SynopsisTeachers’ Professional Development in Global Contexts: Insights from Teacher Education compile international research that explore the various educational perspectives on Teacher Education, analyze teaching and learning contexts, and delve into teachers’ knowledge and beliefs to better understand school practices. This volume intends to promote scholarly discussions and contribute to find commonplaces in the teaching profession.Table of ContentsList of Figures and Tables Introduction Notes on Contributors PART 1: Teacher Professional Learning and Knowledge 1 Opening Possibilities for Research in Teacher Educators’ Learning  Jukka Husu and D. Jean Clandinin 2 Investigating EFL Elementary Student Teachers’ Development in a Professional Learning Practicum  Chiou-hui Chou 3 Becoming and Being a Teacher in Adverse Times: Iberian Perspectives  Maria Assunção Flores 4 The Mediate(zati)on of Philosophy Subject Matter: A Comparative Case Study  Laura Sara Agrati 5 Preservice Teachers’ Reflection for the Acquisition of Practical Knowledge during the Practicum  Raquel Gómez, Juanjo Mena, María-Luisa García-Rodríguez and Franciso García-Peñalvo Part 2: Teacher Beliefs and Reflective Thinking 6 The Struggle Is Real: Metacognitive Conceptualizations, Actions, and Beliefs of Pre-Service and In-Service Teachers  Heather Braund and Eleftherios Soleas 7 Uncovering Preservice Teachers' Positioning of Themselves and English Learners (ELs) during Field Experiences  Stefinee Pinnegar, Celina Lay, Linda Turner, Jenna Granado and Sarah Witt 8 Influence of Learning Attitudes and Task-Based Interactive Approach on Student Satisfaction and Perceived Learning Outcomes in a Content and Language Integrated Learning (CLIL) University Course in China  Leah Li Echiverri and Keith Lane 9 Helping the Learning of Science in Whichever Language: The Attention to Proficiency in the LOLT, Polysemy and Context That Counts Best during Science Teaching  Samuel Ouma Oyoo and Nkopodi Nkopodi 10 Emancipatory Teaching Practices in the Understandings of Social Sciences Teachers on a Diploma of Education Programme  Stephen Geofroy, Benignus Bitu, Dyann Barras, Samuel Lochan, Lennox McLeod, Lystra Stephens-James and Antoinette Valentine-Lewis 11 Pedagogical Confrontations as a Lens for Reflective Practice in Teacher Education  Wendy Moran, Robyn Brandenburg and Sharon M. McDonough 12 Beyond the Observed in Cross-Cultural Mentoring Conversations  Lily Orland-Barak and Ella Mazor Part 3: Innovative Teaching Procedures 13 Responsive Teachers in Inclusive Practices  Hafdís Guðjónsdóttir, Edda Óskarsdóttir and Jóhanna Karlsdóttir 14 The Use of Video during Professional Experience for Initial Teacher Education  Michael Cavanagh 15 Storytelling and Living Praxis in the Pre-Service Teacher Classroom  Brian Mundy 16 Pedagogy Students’ Attitudes towards Collaborative Learning with Video Games: Considering Demographic Information and the Variety Of Digital Resources  Marta Martín del Pozo, Verónica Basilotta Gómez-Pablos and Ana García-Valcárcel

Read more less

Book SynopsisAt a time when higher education institutions in the United States are the subject of increased media scrutiny and nearly continuous loss of funding by resource-strapped state legislatures, a greater understanding of higher education’s bulwark resource—mid-career research and teaching faculty—is more important than ever. Faculty at mid-career comprise the largest segment of academia. For some, this is a time of significant productivity and creativity, yet for others, it is a time of disillusionment and stagnation. Revealing impediments and pathways to faculty job satisfaction and productivity will strengthen higher education institutions by protecting, fostering, and maintaining this vital workforce. In this collection we will explore the lives of mid-career faculty as our authors uncover the complexities in this stage of professional life and discuss support systems for the transition into this period of faculties’ academic careers. Mid-Career Faculty: Trends, Barriers, and Possibilities is designed for faculty leaders, administration, policymakers, and anyone concerned with the future of higher education. This text offers an examination into an often overlooked period of academic life, that of post-tenure mid-career faculty. Therefore, the aim of this text is to deepen our understanding of the lives of mid-career faculty, to identify barriers that impede job advancement and satisfaction, and to offer suggestions for changes to current policy and practice in higher education. Contributors are: Joyce Alexander, Michael Bernard-Donals, Pradeep Bhardwaj, Kimberly Buch, Javier Cavazos, Jay R. Dee, Anne M. DeFelippo, Andrea Dulin, Jeremiah Fisk, Carrie Graham, Debbie L. Hahs-Vaughn, Florencio Eloy Hernandez, Yvette Huet, Jane McLeod, Jennifer McGarry, Maria L. Morales, Eliza Pavalko, Laura Plummer, Mandy Rispoli, Amanda J. Rockinson-Szapkiw, J. Blake Scott, Michael Terwillegar, Jenna Thomas and Claudia Vela.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Anita G. Welch, Jocelyn Bolin and Daniel Reardon PART 1: Barriers and Challenges in the Lives of Mid-Career Faculty 1 Mid-Career Faculty: The Current State of the Field  Michael Terwillegar, Jenna Thomas and Jocelyn Bolin 2 Sustaining Faculty Vitality at Mid-Career: Individual and Institutional Strategies  Anne M. DeFelippo and Jay R. Dee 3 The Academic Mother at Mid-Career  Amanda J. Rockinson-Szapkiw 4 Career Advancement Experiences of Mid-Career Women Faculty and Those across African, Latinx, Asian, and Native American Diasporas  Carrie Graham and Jennifer McGarry Part 2: Strategies to Support Mid-Career Faculty 5 Making Time: Supporting Mid-Career Faculty through Mentoring  Michael Bernard-Donals 6 A Comprehensive Approach to Supporting and Promoting Mid-Career Faculty  Kimberly Buch, Andrea Dulin and Yvette Huet 7 Faculty Writing Groups: A Tool for Providing Support, Community, and Accountability at Mid-Career  Laura Plummer, Eliza Pavalko, Joyce Alexander and Jane McLeod 8 Career Development Strategies for Mid-Career Faculty  Pradeep Bhardwaj, Debbie L. Hahs-Vaughn, Florencio Eloy Hernandez and J. Blake Scott 9 Keeping the Momentum: Mid-Career Faculty Mentorship  Mandy Rispoli  10 Using Organizational, Functional, and Personal Development to Help Mid-Career Faculty Members Javier Cavazos-Vela, Maria L. Morales, Claudia Vela and Jeremiah Fisk 11 Conclusion: Protecting and Promoting Higher Education’s Greatest Resource  Daniel Reardon Index

Read more less