Higher education, tertiary education Books
Brill The Doctoral Journey: International Educationalist Perspectives
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
£47.55
Brill Building Higher Education Cooperation with the EU: Challenges and Opportunities from Four Continents
Book SynopsisBuilding Higher Education Cooperation with the EU: Challenges and Opportunities from Four Continents offers a detailed study of higher education cooperation between the EU and four continents with an examination of the challenges and opportunities. These findings have enabled the development of a new understanding of the internationalisation of higher education.Trade Review"International cooperation in higher education is not new, but gained new urgency in recent years, with the expansion of the knowledge economy, the easy flow of communications and the emulation created by international rankings. In the European Union’s countries, international competition and the process of political and economic unification required national higher education institutions to give priority to international cooperation, while large countries such as Russia, China, Brazil and South Africa intensified their effort to modernize their institutions and link them to the international flow of science, technology and talent, leading similar trends in other countries in their regions. [..] These global trends are shaped by the national culture and institutions of each country, and the existing national and international cooperation policies and instruments on all sides. In this groundbreaking book, the authors look at how these interactions occur from the perspectives of the European Union and the countries involved and make recommendations on policies that could make international cooperation more fluid and beneficial to all parts involved." – Simon Schwartzman
£51.20
Brill Building Higher Education Cooperation with the EU: Challenges and Opportunities from Four Continents
Book SynopsisBuilding Higher Education Cooperation with the EU: Challenges and Opportunities from Four Continents offers a detailed study of higher education cooperation between the EU and four continents with an examination of the challenges and opportunities. These findings have enabled the development of a new understanding of the internationalisation of higher education.Trade Review"International cooperation in higher education is not new, but gained new urgency in recent years, with the expansion of the knowledge economy, the easy flow of communications and the emulation created by international rankings. In the European Union’s countries, international competition and the process of political and economic unification required national higher education institutions to give priority to international cooperation, while large countries such as Russia, China, Brazil and South Africa intensified their effort to modernize their institutions and link them to the international flow of science, technology and talent, leading similar trends in other countries in their regions. [..] These global trends are shaped by the national culture and institutions of each country, and the existing national and international cooperation policies and instruments on all sides. In this groundbreaking book, the authors look at how these interactions occur from the perspectives of the European Union and the countries involved and make recommendations on policies that could make international cooperation more fluid and beneficial to all parts involved." – Simon Schwartzman
£101.60
Brill Socially Responsible Higher Education: International Perspectives on Knowledge Democracy
Book SynopsisListen to the podcast! Is the university contributing to our global crises or does it offer stories of hope? Much recent debate about higher education has focussed upon rankings, quality, financing and student mobility. The COVID-19 pandemic, the climate crisis, the calls for decolonisation, the persistence of gender violence, the rise of authoritarian nationalism, and the challenge of the United Nations Sustainable Development Goals have taken on new urgency and given rise to larger questions about the social relevance of higher education. In this new era of uncertainty, and perhaps opportunity, higher education institutions can play a vital role in a great transition or civilisational shift to a newly imagined world. Socially Responsible Higher Education: International Perspectives on Knowledge Democracy shares the experiences of a broadly representative and globally dispersed set of writers on higher education and social responsibility, broadening perspectives on the democratisation of knowledge. The editors have deliberately sought examples and viewpoints from parts of the world that are seldom heard in the international literature. Importantly, they have intentionally chosen to achieve a gender and diversity balance among the contributors. The stories in this book call us to take back the right to imagine, and ‘reclaim’ the public purposes of higher education.Table of ContentsForeword Dzulkifli Abdul Razak Acknowledgements List of Figures and Tables Notes on Contributors Introduction: Social Responsibility and Community Based Research in Higher Education Institutions Budd Hall and Rajesh Tandon PART 1: Higher Education and Civic Space for Learning 1 The University and the Tensions of Inclusion as Part of the Ethos of Social Responsibility Ana Maria de Albuquerque Moreira, Andrea Tejera Techera, Márcia Lopes Reis and Sebastian Schurmann 2 Rethinking Higher Education for Social Responsibility in South Africa: Considering Synergies between Gandhian Principles and Ubuntu Kanya Padayachee, Darren Lortan and Savathrie Maistry 3 Nepali Lifeworld and Its Higher Education System: A Critical Assessment of the Dis/Connection Kapil Dev Regmi 4 ‘Social Infrastructures’ in the Nexus of Education and Justice Benita Moolman and Janice McMillan 5 Why Are Our Rankings So White? University Wankings 6 Saying ‘No’ to Rankings and Metrics: Scholarly Communication and Knowledge Democracy Florence Piron, Tom Olyhoek, Ivonne Lujano Vilchis, Ina Smith and Zakari Liré PART 2: Curricula: Decolonised and Local 7 Education outside the Classroom: Social Commitment in University Education James Cuenca Morales and Claudia Lucía Mora Motta 8 Community Learning and the Arts in Art Education: Experiences in Montenegro Anđela Jakšić-Stojanović 9 Higher Education and the Unique Gifts of Persons with Intellectual Disabilities Anna Nahirna and Olha Mykhailyshyn 10 Language, Identity and Transformation: The Case of Arabic in Qatari Higher Education Emna Belkhiria, Mazhar al-Zo’by and Arslan Ayari 11 Universities and Society in Kyrgyzstan: A Historical, Political and Economic Perspective Bohdan Krawchenko, Zalina Enikeeva and Tamara Krawchenko PART 3: Teaching: Engaged Action 12 Social Responsibility and Legal Education in India: A Study in Special Reference to National Law Universities Anita Kumari and Pratikalpa Sharma 13 Engaging the School Community into Diversity and Inclusion: The Case of EHESP School of Public Health Estelle Baurès and Alessia Lo Porto-Lefébure 14 Service Learning at the Instituto Professional of Chile: Social Responsibility in Higher Technical and Professional Education José Sepúlveda Maulén 15 Towards a New Understanding of Social Responsibility: The Experiences and Challenges Faced by Peru’s Law Schools Renata Anahí Bregaglio Lazarte, Renato Antonio Constantino Caycho and Paula Camino Morgado PART 4: Partnerships: Renegotiating Knowledge and Society 16 Tagore, Social Responsibility and Higher Education in India Sarita Anand 17 Preventing University Student Radicalisation: A Social Responsibility for Institutions of Higher Education Catherine Déri 18 Support for Prospective Refugee Students in Germany: Quo Vadis? Jana Berg 19 50 Years and beyond on Knowledge for Change in Malaysia: The Case of Universiti Sains Malaysia (USM) Aileen Tan Shau Hwai, Muzaimi Mustapha, Asyirah Abdul Rahim and Darshan Singh 20 Towards a European Framework for Community Engagement in Higher Education Thomas Farnell and Bojana Ćulum Ilić 21 Policies, Learning and Ethical Positions in the University-Community Articulation: Higher Education Legitimacy in the Southern Cone Sebastián Fuentes 22 Trying to Say ‘No’ to Rankings and Metrics: Case Studies from Francophone West Africa, South Africa, Latin America and the Netherlands Florence Piron, Tom Olyhoek, Ivonne Lujano Vilchis, Ina Smith and Zakari Liré Conclusion: Towards a Framework for Knowledge Democracy Rajesh Tandon and Budd Hall Index
£142.40
Brill An Illustrated Guide to Managing Institutions of Higher Education: For New Leaders and New Institutions
Book SynopsisInstitutional leadership in higher education today requires the management of academic, financial and human resources to deliver teaching, research, external engagement, IT, student support, quality assurance, and estate management activities at levels ranging from local to global. This requires the development and deployment of subject expertise, diplomacy as well as a whole range of practical and technical skills. It can be difficult to balance the strategic needs of the institution with its practical, day-to-day management. Drawing on more than 60 years of higher education experience around the world, the authors set out the fundamental elements of all higher education institutions and place them in a practical framework to enable leaders to understand their institutions more clearly, and develop appropriate responses to the unique issues that arise in each. Accessible, insightful, comprehensive and universally applicable, An Illustrated Guide to Managing Institutions of Higher Education draws on numerous real-world examples and offers practical exercises to enable institutional leaders to understand how their institutions actually work, to develop appropriate responses to the issues that confront them and to manage their institutions more effectively.Table of ContentsAcknowledgements List of Figures and Tables About the Authors 1 Our Approach to Institutional Management in Higher Education 1 Institutional Structure: The MARS Model 2 Getting to Know Your Institution 1 The Role of the Institutional Leader 2 Charters, Statutes and Institutional Management Levels 3 Environmental Scanning 4 Defijining Your Institution 3 Academic Activities 1 Academic Freedom 2 Teaching and Learning 3 Research 4 Designing Your Research Activities 5 Monitoring Your Research Activities 6 Supporting Your Research Activities 7 External Engagement 8 Designing Your External Engagement Activities 9 Developing External Engagement Activities 10 Monitoring Your External Engagement Activities 11 Supporting Your External Engagement Activities 12 Internationalisation 13 Reflections 4 Support Activities 1 Student Support Services 2 Learning Resources 3 Promotional Activities 4 Quality Assurance and Enhancement 5 Internal and External Quality Assurance 6 Infrastructure: The Institutional Quality Assurance Offfijice 7 Reflections 5 Resource Management 1 Finance 2 Human Resources 3 Job Descriptions 4 Appraisal Systems 5 Promoting Your Stafff 6 Leadership Development and Succession Planning 7 Institutional Estate Management 8 Reflections 6 Developing and Drafting your Strategic Plan 1 The Structure of Strategic Plans 2 How Should the SWOT Be Structured? 3 SWOT Questions 4 Distributing the SWOT 5 SWOT Analysis and Allocating Issues into the Strategic Plan 7 The Challenge of Implementation: Using Management Tools Effectively 1 Renewing Structures 2 Institutional Meeting Calendars 3 Managing Risk, Business Continuity Plans and Responding to a Crisis 4 Process Mapping 5 Meetings, Meetings, Fruitful Meetings 6 Reflections 8 Thinking Back, Moving Forward Glossary Further Reading Index
£51.20
Brill An Illustrated Guide to Managing Institutions of Higher Education: For New Leaders and New Institutions
Book SynopsisInstitutional leadership in higher education today requires the management of academic, financial and human resources to deliver teaching, research, external engagement, IT, student support, quality assurance, and estate management activities at levels ranging from local to global. This requires the development and deployment of subject expertise, diplomacy as well as a whole range of practical and technical skills. It can be difficult to balance the strategic needs of the institution with its practical, day-to-day management. Drawing on more than 60 years of higher education experience around the world, the authors set out the fundamental elements of all higher education institutions and place them in a practical framework to enable leaders to understand their institutions more clearly, and develop appropriate responses to the unique issues that arise in each. Accessible, insightful, comprehensive and universally applicable, An Illustrated Guide to Managing Institutions of Higher Education draws on numerous real-world examples and offers practical exercises to enable institutional leaders to understand how their institutions actually work, to develop appropriate responses to the issues that confront them and to manage their institutions more effectively.Table of ContentsAcknowledgements List of Figures and Tables About the Authors 1 Our Approach to Institutional Management in Higher Education 1 Institutional Structure: The MARS Model 2 Getting to Know Your Institution 1 The Role of the Institutional Leader 2 Charters, Statutes and Institutional Management Levels 3 Environmental Scanning 4 Defijining Your Institution 3 Academic Activities 1 Academic Freedom 2 Teaching and Learning 3 Research 4 Designing Your Research Activities 5 Monitoring Your Research Activities 6 Supporting Your Research Activities 7 External Engagement 8 Designing Your External Engagement Activities 9 Developing External Engagement Activities 10 Monitoring Your External Engagement Activities 11 Supporting Your External Engagement Activities 12 Internationalisation 13 Reflections 4 Support Activities 1 Student Support Services 2 Learning Resources 3 Promotional Activities 4 Quality Assurance and Enhancement 5 Internal and External Quality Assurance 6 Infrastructure: The Institutional Quality Assurance Offfijice 7 Reflections 5 Resource Management 1 Finance 2 Human Resources 3 Job Descriptions 4 Appraisal Systems 5 Promoting Your Stafff 6 Leadership Development and Succession Planning 7 Institutional Estate Management 8 Reflections 6 Developing and Drafting your Strategic Plan 1 The Structure of Strategic Plans 2 How Should the SWOT Be Structured? 3 SWOT Questions 4 Distributing the SWOT 5 SWOT Analysis and Allocating Issues into the Strategic Plan 7 The Challenge of Implementation: Using Management Tools Effectively 1 Renewing Structures 2 Institutional Meeting Calendars 3 Managing Risk, Business Continuity Plans and Responding to a Crisis 4 Process Mapping 5 Meetings, Meetings, Fruitful Meetings 6 Reflections 8 Thinking Back, Moving Forward Glossary Further Reading Index
£100.80
Brill Deanship in the Global South: Bridging Troubled Waters
Book SynopsisThe university today is a postmodern, neo-liberal, competitive, boundary-less knowledge conglomerate, a far cry from its historical traditional classical and collegial roots. There is a body of literature on deanship that points to its evolving nature in the contemporary academe characterised by complexity and change. Balancing academic demands simultaneously with the requirements for effective performance, leadership and management, lies at the heart of this very challenging bridging role nowadays. Deans are generally former academics, emerging from a traditional collegial space and often catapulted into the relatively unknown domain of executive management, with its related problems. Deans nowadays are required to be more than collegial, intellectual leaders. They are also meant to be fiscal and human resource experts, fundraisers, politicians, and diplomats. Deanship in the Global South: Bridging Troubled Waters is about the deans’ lived reality, as they try to balance the demands of both the academe from which they emerge, and the administration to whom they now need to account. Their lack of preparation and inadequate support points to the need for a more strategic, integrated approach to leadership development within their critical bridging roles between the academe and administration.
£47.55
Brill Deanship in the Global South: Bridging Troubled Waters
Book SynopsisThe university today is a postmodern, neo-liberal, competitive, boundary-less knowledge conglomerate, a far cry from its historical traditional classical and collegial roots. There is a body of literature on deanship that points to its evolving nature in the contemporary academe characterised by complexity and change. Balancing academic demands simultaneously with the requirements for effective performance, leadership and management, lies at the heart of this very challenging bridging role nowadays. Deans are generally former academics, emerging from a traditional collegial space and often catapulted into the relatively unknown domain of executive management, with its related problems. Deans nowadays are required to be more than collegial, intellectual leaders. They are also meant to be fiscal and human resource experts, fundraisers, politicians, and diplomats. Deanship in the Global South: Bridging Troubled Waters is about the deans’ lived reality, as they try to balance the demands of both the academe from which they emerge, and the administration to whom they now need to account. Their lack of preparation and inadequate support points to the need for a more strategic, integrated approach to leadership development within their critical bridging roles between the academe and administration.
£100.80
Brill Higher Education in the Next Decade: Global Challenges, Future Prospects
Book SynopsisThis volume is already the 50th in the book series Global Perspectives on Higher Education! In this book, the editors and authors paid special attention to this important anniversary. The 50th volume in the book series ‘Global Perspectives on Higher Education' offers a stimulating and thoughtful assessment of higher education from a global perspective which addresses the challenges and prospects for the next decade. The challenges now faced by higher education and its likely future prospects and patterns are examined in terms of policy papers and case studies. Five broad topics are considered: the situation of academic faculty, the demand for access, the role of the university in society and its governance, funding trends, and higher education’s international dimensions. The volume brings together as authors fourteen of the thirty participants of the Fulbright New Century Scholars 2005/2006 program, whose research addressed the topic of Higher Education in the 21st Century: Global Challenge and National Response and was published in a volume edited by the program leaders, Philip G. Altbach and Patti McGill Peterson, Higher Education in the New Century: Global Challenges and Innovative Ideas (2007). The present book not only continues the examination and assessment of current global trends in higher education, but also bears witness to the enduring power of Senator Fulbright’s vision of furthering mutual international understanding and offering collaborative study opportunities which extend the frontiers of knowledge.Table of ContentsForeword: 50 Volumes of the Brill | Sense Global Perspectives on Higher Education Book Series Philip G. Altbach, Hans de Wit and Rebecca Schendel Acknowledgments List of Figures and Tables Notes on Contributors Introduction: The Fulbright New Century Scholars Program Patti McGill Peterson and Philip G. Altbach 1 Challenges and Prospects for Higher Education Heather Eggins, Anna Smolentseva and Hans de Wit PART 1: The Academic Profession 2 A Faculty in Crisis: External and Internal Challenges to the Academic Profession Nelly P. Stromquist 3 Striving for Gender Equality: The EU, Research, and Higher Education Heather Eggins and Elisabeth Lillie 4 Prospects for Internationalization, Advancement, and Gender Equity in Danish Universities Carol Colatrella and Kirsten Gomard PART 2: Access 5 Holistic Admissions as a Global Phenomenon Michael Bastedo 6 Varieties of Learning Regimes and Their Impact on Social Inclusion Elizabeth Balbachevsky 7 Citizenship and Access to Higher Education: The Missing Piece Gaële Goastellec 8 Equity and Access to Higher Education Twenty-Five Years Later: A Review of Enrollment, Graduation and Employment Trends in South African Universities Reitumetse Obakeng Mabokela PART 3: Governance Issues and the Role of the University in Society 9 The Governance of European Higher Education in Transition Patrick Clancy 10 What Is the Emerging Society with a High Participation Higher Education System? Anna Smolentseva 11 Diverse Higher Education Systems: Reflecting Local and Regional Academic Cultures Sarah Guri-Rosenblit 12 The Future of South African Universities as Engaged Institutions That Are Globally Networked and Locally Responsive Chika Trevor Sehoole and Olaide Agbaje PART 4: Private/Public Mix in Higher Education 13 Global Funding Trends in Higher Education: The Challenges of Competition, Selectivity, and Differentiation Pedro Teixeira 14 Improving Access to Higher Education through Demand-Side Policies: Lessons Learned from the Experience of Gainful Employment Regulations in the U.S. Sunwoong Kim and Rie Mori PART 5: International Dimensions of Higher Education 15 Internationalization in Higher Education: Global Trends and Recommendations for Its Future Hans de Wit and Philip G. Altbach 16 The Boston College Center for International Education and the Emergence of a Field of Analysis, 1995–2020 Philip G. Altbach and Hans de Wit Appendices Appendix 1: Directory of Fulbright New Century Scholars Program 2005-2006 Appendix 2: 2005-2006 Fulbright New Century Scholars‑Outcomes Index
£44.80
Brill Higher Education in the Next Decade: Global Challenges, Future Prospects
Book SynopsisThis volume is already the 50th in the book series Global Perspectives on Higher Education! In this book, the editors and authors paid special attention to this important anniversary. The 50th volume in the book series ‘Global Perspectives on Higher Education' offers a stimulating and thoughtful assessment of higher education from a global perspective which addresses the challenges and prospects for the next decade. The challenges now faced by higher education and its likely future prospects and patterns are examined in terms of policy papers and case studies. Five broad topics are considered: the situation of academic faculty, the demand for access, the role of the university in society and its governance, funding trends, and higher education’s international dimensions. The volume brings together as authors fourteen of the thirty participants of the Fulbright New Century Scholars 2005/2006 program, whose research addressed the topic of Higher Education in the 21st Century: Global Challenge and National Response and was published in a volume edited by the program leaders, Philip G. Altbach and Patti McGill Peterson, Higher Education in the New Century: Global Challenges and Innovative Ideas (2007). The present book not only continues the examination and assessment of current global trends in higher education, but also bears witness to the enduring power of Senator Fulbright’s vision of furthering mutual international understanding and offering collaborative study opportunities which extend the frontiers of knowledge.Table of ContentsForeword: 50 Volumes of the Brill | Sense Global Perspectives on Higher Education Book Series Philip G. Altbach, Hans de Wit and Rebecca Schendel Acknowledgments List of Figures and Tables Notes on Contributors Introduction: The Fulbright New Century Scholars Program Patti McGill Peterson and Philip G. Altbach 1 Challenges and Prospects for Higher Education Heather Eggins, Anna Smolentseva and Hans de Wit PART 1: The Academic Profession 2 A Faculty in Crisis: External and Internal Challenges to the Academic Profession Nelly P. Stromquist 3 Striving for Gender Equality: The EU, Research, and Higher Education Heather Eggins and Elisabeth Lillie 4 Prospects for Internationalization, Advancement, and Gender Equity in Danish Universities Carol Colatrella and Kirsten Gomard PART 2: Access 5 Holistic Admissions as a Global Phenomenon Michael Bastedo 6 Varieties of Learning Regimes and Their Impact on Social Inclusion Elizabeth Balbachevsky 7 Citizenship and Access to Higher Education: The Missing Piece Gaële Goastellec 8 Equity and Access to Higher Education Twenty-Five Years Later: A Review of Enrollment, Graduation and Employment Trends in South African Universities Reitumetse Obakeng Mabokela PART 3: Governance Issues and the Role of the University in Society 9 The Governance of European Higher Education in Transition Patrick Clancy 10 What Is the Emerging Society with a High Participation Higher Education System? Anna Smolentseva 11 Diverse Higher Education Systems: Reflecting Local and Regional Academic Cultures Sarah Guri-Rosenblit 12 The Future of South African Universities as Engaged Institutions That Are Globally Networked and Locally Responsive Chika Trevor Sehoole and Olaide Agbaje PART 4: Private/Public Mix in Higher Education 13 Global Funding Trends in Higher Education: The Challenges of Competition, Selectivity, and Differentiation Pedro Teixeira 14 Improving Access to Higher Education through Demand-Side Policies: Lessons Learned from the Experience of Gainful Employment Regulations in the U.S. Sunwoong Kim and Rie Mori PART 5: International Dimensions of Higher Education 15 Internationalization in Higher Education: Global Trends and Recommendations for Its Future Hans de Wit and Philip G. Altbach 16 The Boston College Center for International Education and the Emergence of a Field of Analysis, 1995–2020 Philip G. Altbach and Hans de Wit Appendices Appendix 1: Directory of Fulbright New Century Scholars Program 2005-2006 Appendix 2: 2005-2006 Fulbright New Century Scholars‑Outcomes Index
£152.00
Brill World-Class Universities: Global Trends and Institutional Models
Book SynopsisThe Eighth International Conference on World-Class Universities was held in October 2019. The conference theme was “World-Class Universities: Global Trends and Institutional Models”. The theme of this volume is embedded in the context of an ever-changing and complex world. Changes are taking place constantly in social, economic, cultural and political spheres, such as technological transformation, backlash against globalization and emerging forces of nationalism in various parts of the world, as well as increasing inequality and disparity of wealth, economic and social opportunities. These challenges impact global, national and institutional higher education practices and induce mounting pressure on World-Class Universities to respond effectively to the ferocity of social change. World-Class Universities, commonly recognized as global research universities or flagship universities, are essential in developing a nation’s potential in the knowledge economy and in seeking conceptual and practical solutions to daunting challenges. This volume sheds light on World-Class Universities’ challenges, opportunities, roles and strategies in response to the changing landscape of higher education and our society as a whole. It is composed of two parts: “Global Trends” and “Institutional Models”.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 World-Class Universities: Global Trends and Institutional Models Nian Cai Liu, Yan Wu and Qi Wang PART 1: Global Trends 2 Globalizing as World-Class Universities’ Special Function or Unique Mission Lin Tian and Nian Cai Liu 3 The Global Science System and National Science Systems Simon Marginson 4 Do Rankings Promote Academic Excellence? Redefining World-Class Universities Jamil Salmi 5 World-Class Universities’ Search for Quality, Reputation or Prestige? Luiz Cláudio Costa 6 Accelerating Asian Systems of Higher Education: Moving from Middle to High Income Gerard A. Postiglione and Brajesh Panth 7 World-Class University Policies and Rankings in Transition: A Comparative Study of the People’s Republic of China and Japan Akiyoshi Yonezawa and Futao Huang PART 2: Institutional Models 8 The Future of Chinese Universities: Pathways and Strategies Zhongqin Lin 9 Providing Access to Excellence: A Roadmap for World-Class Universities Kim A. Wilcox and Christine A. Victorino 10 Global, Innovative, and Open for Business: The American Research University Eric W. Kaler 11 A New Model for Graduate and Professional Education: The McDonnell International Scholars Academy 193 Mark S. Wrighton 12 Recreating French Excellence: Sorbonne University, the University of Paris and the French Ecosystem of Higher Education and Research 193 Christine Clerici, Jean Chambaz and Sebastian Stride
£51.20
Brill World-Class Universities: Global Trends and Institutional Models
Book SynopsisThe Eighth International Conference on World-Class Universities was held in October 2019. The conference theme was “World-Class Universities: Global Trends and Institutional Models”. The theme of this volume is embedded in the context of an ever-changing and complex world. Changes are taking place constantly in social, economic, cultural and political spheres, such as technological transformation, backlash against globalization and emerging forces of nationalism in various parts of the world, as well as increasing inequality and disparity of wealth, economic and social opportunities. These challenges impact global, national and institutional higher education practices and induce mounting pressure on World-Class Universities to respond effectively to the ferocity of social change. World-Class Universities, commonly recognized as global research universities or flagship universities, are essential in developing a nation’s potential in the knowledge economy and in seeking conceptual and practical solutions to daunting challenges. This volume sheds light on World-Class Universities’ challenges, opportunities, roles and strategies in response to the changing landscape of higher education and our society as a whole. It is composed of two parts: “Global Trends” and “Institutional Models”.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 World-Class Universities: Global Trends and Institutional Models Nian Cai Liu, Yan Wu and Qi Wang PART 1: Global Trends 2 Globalizing as World-Class Universities’ Special Function or Unique Mission Lin Tian and Nian Cai Liu 3 The Global Science System and National Science Systems Simon Marginson 4 Do Rankings Promote Academic Excellence? Redefining World-Class Universities Jamil Salmi 5 World-Class Universities’ Search for Quality, Reputation or Prestige? Luiz Cláudio Costa 6 Accelerating Asian Systems of Higher Education: Moving from Middle to High Income Gerard A. Postiglione and Brajesh Panth 7 World-Class University Policies and Rankings in Transition: A Comparative Study of the People’s Republic of China and Japan Akiyoshi Yonezawa and Futao Huang PART 2: Institutional Models 8 The Future of Chinese Universities: Pathways and Strategies Zhongqin Lin 9 Providing Access to Excellence: A Roadmap for World-Class Universities Kim A. Wilcox and Christine A. Victorino 10 Global, Innovative, and Open for Business: The American Research University Eric W. Kaler 11 A New Model for Graduate and Professional Education: The McDonnell International Scholars Academy 193 Mark S. Wrighton 12 Recreating French Excellence: Sorbonne University, the University of Paris and the French Ecosystem of Higher Education and Research 193 Christine Clerici, Jean Chambaz and Sebastian Stride
£124.00
Brill A Normative Foucauldian: Selected Papers of Mark Olssen
Book SynopsisInspired by the writings of Michel Foucault, Olssen’s writings traverse philosophy, politics, education, and epistemology. This book comprises a selection of his papers published in academic journals and books over twenty-five years. Taken as a whole, the papers represent a redirection of the core axioms and directions of western ontology and philosophy in relation to how history, the subject, and education are theorised within the western philosophical tradition. Olssen’s writings not only contain a powerful critique and revision of western liberalism from a poststructuralist perspective, they both explicate and extend Michel Foucault’s challenge to the core axioms and assumptions underpinning western thought. As Stephen Ball suggests in his Foreword to this volume, “Olssen uses Foucault to explore issues… Olssen’s Foucault is not a lonely nihilist but a troubled provocateur who encourages in us toward the political project of self-formation – our relation to ourselves and always, to others."Table of ContentsForeword: Critique, Ethics, Learning Stephen J. Ball Series Editor's Foreword: Mark Olssen: Foucauldian Social Democrat Michael A. Peters Preface PART 1: Michel Foucault 1 Foucault and the Imperatives of Education 1 Introduction 2 Foucault and Kant 3 Rejecting Kantian Foundationalism 4 Critique as a Historicophilosphical Practice 5 Critique as How Not to Be Governed 6 Criticism as Practical Politics 7 Foucault and Critique in Education: Some Illustrations 8 Critique in a Non-Foundational World: A Question of Method 2 Discourse, Complexity, Normativity: Tracing the Elaboration of Foucault’s Materialist Concept of Discourse 1 A Brief Introduction to Foucault’s Methods 2 From the Early to the Late Foucault 3 An Incorporeal Materialism 4 Resisting Hegelian Assumptions of Unity 5 Foucault’s Poststructuralism 6 Foucault Contra Habermas: Overcoming Relativism by Adding the Concept of Life PART 2: Foucault, Marx, Hegel 3 Foucault and Marxism: Rewriting the Theory of Historical Materialism 1 Introduction 2 Marxist Preliminaries: A Brief Summation 3 Reconceptualising Determination 4 Change and Determination 5 Monism and Pluralism 6 Complexity, Chance, Pluralism: Appropriating Nietzsche to Correct Marx 7 Complexity and Openness 8 The Nature of Identity 9 Diffference and Community 10 Conclusion 4 Marx, Education and the Possibilities of a Fairer World: Reviving Radical Political Economy through Foucault Mark Olssen and Michael A. Peters 1 Introduction 2 Marx’s Radical Political Economy 3 Foucault’s Radical Political Economy 4 Governmentality Studies 5 Neoliberalism and the Birth of Biopolitics 6 Towards a Possible Foucauldian Politics 7 From Governmentality to the Hermeneutics of the Self as Education 5 In Conversation with Mark Olssen: On Foucault with Marx and Hegel Rille Raaper and Mark Olssen PART 3: Social Democracy in the 21st Century 6 From the Crick Report to the Parekh Report: Multiculturalism, Cultural Difference and Democracy: The Re-visioning of Citizenship Education 1 Introduction: The Crick Report 2 Iris Marion Young and the Politics of Cultural Diffference 3 The Crick Report and the Politics of Cultural Diffference 4 The Parekh Report on the Future of Multi-ethnic Britain: Multi-Ethnic Citizenship 5 Adding the Parekh Report to the Crick Report 7 In Defence of the Welfare State and Publicly Provided Education: A New Zealand Perspective 1 Neoliberalism and New Zealand Education 2 The Failure of Market Theories 3 Alternatives 4 Conclusion 8 Education Policy, the Cold War and the “Liberal–Communitarian” Debate 1 Introduction 2 Classical Liberalism 3 Classical Economic Liberalism 4 Utilitarianism 5 The Moment of Equality in Liberal Theory: John Rawls 6 The Unsatisfactory Basis of Rawls’s Theory 7 The Communitarian Response to Liberal Frameworks 8 Communitarianism and the Philosophers of the Cold War 9 Communitarianism and School Choice 10 Conclusion 9 Social Democracy, Complexity and Education: Perspectives from the Writings of John Atkinson Hobson and John Maynard Keynes 1 The Philosophy of John Atkinson Hobson 2 Complexity Theories 3 Hobson and Keynes 4 Complexity and Education PART 4: Neoliberal Governmentality 10 Neoliberalism and Laissez-Faire: The Retreat from Naturalism 1 The Problem of Laissez-Faire in Neoliberal Thought 2 Foucault, Röpke and Neoliberalism 3 Hayek and Neoliberalism 4 Planning and the Rule of Law 5 A Critique of Hayek’s Concept of Planning 6 Knowledge and Planning 7 Lars Cornelissen on Hayek and Democracy 8 Education 11 Neoliberal Competition in Higher Education Today: Research, Accountability and Impact 1 Introduction 2 Research and Accountability 3 From Bad to Worse: The REF and the Impact of Research 4 Neoliberalism and Democracy 12 Foucault and Neoliberalism: A Response to Recent Critics and a New Resolution 1 Introduction 2 Criticisms of Foucault 3 Rescuing Foucault 4 Neoliberal “Biopower” as a Form of “Positive” State Power 5 A Possible Resolution: Adam Ferguson and the Concept of Civil Society as a Category in Governmentality 6 Conclusion PART 5: Complexity, Democracy, Ethics 13 Foucault as Complexity Theorist: Overcoming the Problems of Classical Philosophical Analysis 1 Introduction 2 Complexity and Openness 3 The Nature of Identity 4 Holism–Particularism, Uniqueness and Creativity 14 Exploring Complexity through Literature: Reframing Foucault’s Research Project with Hindsight 15 Complexity and Learning: Implications for Teacher Education 1 An Introduction to the Science of Complexity 2 The Normative Consequences of Complexity for Learning and Teacher Education 3 A Possible Ethical Theory for a Complex Global Society PART 6: Political Theory in the 21st Century 16 Globalisation, the Third Way and Education Post-9/11: Building Democratic Citizenship 1 Introduction 2 Neoliberalism, Globalisation and the Move to the “Third Way” 3 What Is Globalisation? 4 A New Political Settlement? 5 Totalitarianism 6 Rights Talk 7 A New Multicultural Cosmopolitanism 8 Democracy 9 Deepening Democracy through Education 17 Totalitarianism and the “Repressed” Utopia of the Present: Moving beyond Hayek and Popper with Foucault 1 Introduction 2 Hayek and Popper: Utopianism, Planning and Holistic Engineering 3 Karl Popper: “Utopian” and “Piecemeal” Engineering 4 Utopianism and the Totalitarian State 5 The Poverty of the Liberal Critique of Totalitarianism 6 Foucault and Totality 7 Reconceptualising Utopianism Post-9/11 8 Conclusion 18 Wittgenstein and Foucault: The Limits and Possibilities of Constructivism 1 Introduction 2 Social and Individual Constructions 3 Idealism 4 Objectivity, Truth and Relativism 5 The Centrality of Language and Discourse 6 Foucault as Constructivist 7 Conclusion 19 Invoking Democracy: Foucault’s Conception (with insights from Hobbes) 1 Introduction 2 Liberty, Ethics and Domination 3 Rights as a Historico-Political Discourse 4 Contestation and Deliberation 5 Extending Foucault and Democracy Post-9/11
£61.60
Brill A Normative Foucauldian: Selected Papers of Mark Olssen
Book SynopsisInspired by the writings of Michel Foucault, Olssen’s writings traverse philosophy, politics, education, and epistemology. This book comprises a selection of his papers published in academic journals and books over twenty-five years. Taken as a whole, the papers represent a redirection of the core axioms and directions of western ontology and philosophy in relation to how history, the subject, and education are theorised within the western philosophical tradition. Olssen’s writings not only contain a powerful critique and revision of western liberalism from a poststructuralist perspective, they both explicate and extend Michel Foucault’s challenge to the core axioms and assumptions underpinning western thought. As Stephen Ball suggests in his Foreword to this volume, “Olssen uses Foucault to explore issues… Olssen’s Foucault is not a lonely nihilist but a troubled provocateur who encourages in us toward the political project of self-formation – our relation to ourselves and always, to others."Table of ContentsForeword: Critique, Ethics, Learning Stephen J. Ball Series Editor's Foreword: Mark Olssen: Foucauldian Social Democrat Michael A. Peters Preface PART 1: Michel Foucault 1 Foucault and the Imperatives of Education 1 Introduction 2 Foucault and Kant 3 Rejecting Kantian Foundationalism 4 Critique as a Historicophilosphical Practice 5 Critique as How Not to Be Governed 6 Criticism as Practical Politics 7 Foucault and Critique in Education: Some Illustrations 8 Critique in a Non-Foundational World: A Question of Method 2 Discourse, Complexity, Normativity: Tracing the Elaboration of Foucault’s Materialist Concept of Discourse 1 A Brief Introduction to Foucault’s Methods 2 From the Early to the Late Foucault 3 An Incorporeal Materialism 4 Resisting Hegelian Assumptions of Unity 5 Foucault’s Poststructuralism 6 Foucault Contra Habermas: Overcoming Relativism by Adding the Concept of Life PART 2: Foucault, Marx, Hegel 3 Foucault and Marxism: Rewriting the Theory of Historical Materialism 1 Introduction 2 Marxist Preliminaries: A Brief Summation 3 Reconceptualising Determination 4 Change and Determination 5 Monism and Pluralism 6 Complexity, Chance, Pluralism: Appropriating Nietzsche to Correct Marx 7 Complexity and Openness 8 The Nature of Identity 9 Diffference and Community 10 Conclusion 4 Marx, Education and the Possibilities of a Fairer World: Reviving Radical Political Economy through Foucault Mark Olssen and Michael A. Peters 1 Introduction 2 Marx’s Radical Political Economy 3 Foucault’s Radical Political Economy 4 Governmentality Studies 5 Neoliberalism and the Birth of Biopolitics 6 Towards a Possible Foucauldian Politics 7 From Governmentality to the Hermeneutics of the Self as Education 5 In Conversation with Mark Olssen: On Foucault with Marx and Hegel Rille Raaper and Mark Olssen PART 3: Social Democracy in the 21st Century 6 From the Crick Report to the Parekh Report: Multiculturalism, Cultural Difference and Democracy: The Re-visioning of Citizenship Education 1 Introduction: The Crick Report 2 Iris Marion Young and the Politics of Cultural Diffference 3 The Crick Report and the Politics of Cultural Diffference 4 The Parekh Report on the Future of Multi-ethnic Britain: Multi-Ethnic Citizenship 5 Adding the Parekh Report to the Crick Report 7 In Defence of the Welfare State and Publicly Provided Education: A New Zealand Perspective 1 Neoliberalism and New Zealand Education 2 The Failure of Market Theories 3 Alternatives 4 Conclusion 8 Education Policy, the Cold War and the “Liberal–Communitarian” Debate 1 Introduction 2 Classical Liberalism 3 Classical Economic Liberalism 4 Utilitarianism 5 The Moment of Equality in Liberal Theory: John Rawls 6 The Unsatisfactory Basis of Rawls’s Theory 7 The Communitarian Response to Liberal Frameworks 8 Communitarianism and the Philosophers of the Cold War 9 Communitarianism and School Choice 10 Conclusion 9 Social Democracy, Complexity and Education: Perspectives from the Writings of John Atkinson Hobson and John Maynard Keynes 1 The Philosophy of John Atkinson Hobson 2 Complexity Theories 3 Hobson and Keynes 4 Complexity and Education PART 4: Neoliberal Governmentality 10 Neoliberalism and Laissez-Faire: The Retreat from Naturalism 1 The Problem of Laissez-Faire in Neoliberal Thought 2 Foucault, Röpke and Neoliberalism 3 Hayek and Neoliberalism 4 Planning and the Rule of Law 5 A Critique of Hayek’s Concept of Planning 6 Knowledge and Planning 7 Lars Cornelissen on Hayek and Democracy 8 Education 11 Neoliberal Competition in Higher Education Today: Research, Accountability and Impact 1 Introduction 2 Research and Accountability 3 From Bad to Worse: The REF and the Impact of Research 4 Neoliberalism and Democracy 12 Foucault and Neoliberalism: A Response to Recent Critics and a New Resolution 1 Introduction 2 Criticisms of Foucault 3 Rescuing Foucault 4 Neoliberal “Biopower” as a Form of “Positive” State Power 5 A Possible Resolution: Adam Ferguson and the Concept of Civil Society as a Category in Governmentality 6 Conclusion PART 5: Complexity, Democracy, Ethics 13 Foucault as Complexity Theorist: Overcoming the Problems of Classical Philosophical Analysis 1 Introduction 2 Complexity and Openness 3 The Nature of Identity 4 Holism–Particularism, Uniqueness and Creativity 14 Exploring Complexity through Literature: Reframing Foucault’s Research Project with Hindsight 15 Complexity and Learning: Implications for Teacher Education 1 An Introduction to the Science of Complexity 2 The Normative Consequences of Complexity for Learning and Teacher Education 3 A Possible Ethical Theory for a Complex Global Society PART 6: Political Theory in the 21st Century 16 Globalisation, the Third Way and Education Post-9/11: Building Democratic Citizenship 1 Introduction 2 Neoliberalism, Globalisation and the Move to the “Third Way” 3 What Is Globalisation? 4 A New Political Settlement? 5 Totalitarianism 6 Rights Talk 7 A New Multicultural Cosmopolitanism 8 Democracy 9 Deepening Democracy through Education 17 Totalitarianism and the “Repressed” Utopia of the Present: Moving beyond Hayek and Popper with Foucault 1 Introduction 2 Hayek and Popper: Utopianism, Planning and Holistic Engineering 3 Karl Popper: “Utopian” and “Piecemeal” Engineering 4 Utopianism and the Totalitarian State 5 The Poverty of the Liberal Critique of Totalitarianism 6 Foucault and Totality 7 Reconceptualising Utopianism Post-9/11 8 Conclusion 18 Wittgenstein and Foucault: The Limits and Possibilities of Constructivism 1 Introduction 2 Social and Individual Constructions 3 Idealism 4 Objectivity, Truth and Relativism 5 The Centrality of Language and Discourse 6 Foucault as Constructivist 7 Conclusion 19 Invoking Democracy: Foucault’s Conception (with insights from Hobbes) 1 Introduction 2 Liberty, Ethics and Domination 3 Rights as a Historico-Political Discourse 4 Contestation and Deliberation 5 Extending Foucault and Democracy Post-9/11
£186.40
Brill Sustaining the Future of Higher Education
Book SynopsisThe world is changing at an extremely rapid pace, and with this our society, environment, economy and labour market. These multitudinous changes require innovation at different levels, not least from Higher Education which is confronted with increased demands to make its contribution and benefit to society more tangible, visible and sustainable. This book addresses such demands. It represents a rich selection of international contributions from academics, researchers, policymakers and practitioners, and a rich diversity of topics under the umbrella of sustainability. The book discusses how higher education needs to renew itself to maintain its core values while responding in a sustainable way to multiple crises, local demands and global needs, threats and opportunities. Contributors are: Iyad Abualrub, Avril Margaret Brandon, Bruno Broucker, Lejo Buning, Cynthia Cogswell, Vanessa Cui, Kurt De Wit, Frans de Vijlder, Mervi Friman, Martina Gaisch, Anne Gannon, Caroline Hetherington, Ester Höhle, René Krempkow, Anne Laakso, Lotta Linko, Aleksandra Lis, Göran Melin, Clare Milsom, Matt O’Leary, Jason Pina, Rómulo Pinheiro, Ilana Pressick, Rosalind Pritchard, Victoria Rammer, Bairbre Redmond, Stephanie Reynolds, Lee Roberts, Radosław Rybkowski, Peter Schuur, Wafa Singh, Odd Rune Stalheim, Nathalie Turville and Nick White.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Sustainability of Higher Education in Uncertain Times Bruno Broucker, Rosalind Pritchard, Göran Melin and Clare Milsom 1 Sustaining the European Higher Education Area: Unravelling the Internal and External Views on Unifying an International Region Bruno Broucker and Kurt De Wit 2 Striving for Research Excellence by Understanding Institutional Rationalities within the Bachelor Programme in Automotive Engineering at HAN University of Applied Sciences Leo Buning, Peter Schuur and Frans de Vijlder 3 When Excellence Meets Relevance: Challenges and Tensions Facing Higher Education Institutions Rómulo Pinheiro and Iyad Abualrub 4 Student Driven Innovations: A Promised Road to Paideia? Odd Rune Stalheim 5 Experiences of Academic Leadership in Ireland 2008–2014 Anne Gannon 6 Using Innovative Observation to Improve Teaching and Learning: A Collaboration between Students and Academic Staff in Higher Education Matt O’Leary, Vanessa Cui, Ilana Pressick, Stephanie Reynolds, Lee Roberts, Nathalie Turville and Nick White 7 Using Community Based Participatory Research (CBPR) for Building Youth Consciousness on Democracy in Everyday Life (DIEL) in India Wafa Singh 8 Linkages between Academic Culture and Management in Polish Higher Education Aleksandra Lis and Radosław Rybkowski 9 Exploring the Impact of Student Mobility and Extracurricular Engagement on Academic Performance and Graduate Outcomes Avril Margaret Brandon, Caroline Hetherington and Bairbre Redmond 10 Can the New COVID-19 Normal Help to Achieve Sustainable Development Goal 4? Martina Gaisch and Victoria Rammer 11 The Roles of Higher Education Managers in Germany: First Results of an Online Survey René Krempkow and Ester Höhle 12 The Incomplete PDCA Cycle in the Research, Development and Innovation Activities at a Finnish UAS Lotta Linko, Mervi Friman and Anne Laakso 13 Organisational Change in Student Affairs: A Closer Look Cynthia Cogswell and Jason Pina
£46.78
Brill Sustaining the Future of Higher Education
Book SynopsisThe world is changing at an extremely rapid pace, and with this our society, environment, economy and labour market. These multitudinous changes require innovation at different levels, not least from Higher Education which is confronted with increased demands to make its contribution and benefit to society more tangible, visible and sustainable. This book addresses such demands. It represents a rich selection of international contributions from academics, researchers, policymakers and practitioners, and a rich diversity of topics under the umbrella of sustainability. The book discusses how higher education needs to renew itself to maintain its core values while responding in a sustainable way to multiple crises, local demands and global needs, threats and opportunities. Contributors are: Iyad Abualrub, Avril Margaret Brandon, Bruno Broucker, Lejo Buning, Cynthia Cogswell, Vanessa Cui, Kurt De Wit, Frans de Vijlder, Mervi Friman, Martina Gaisch, Anne Gannon, Caroline Hetherington, Ester Höhle, René Krempkow, Anne Laakso, Lotta Linko, Aleksandra Lis, Göran Melin, Clare Milsom, Matt O’Leary, Jason Pina, Rómulo Pinheiro, Ilana Pressick, Rosalind Pritchard, Victoria Rammer, Bairbre Redmond, Stephanie Reynolds, Lee Roberts, Radosław Rybkowski, Peter Schuur, Wafa Singh, Odd Rune Stalheim, Nathalie Turville and Nick White.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Sustainability of Higher Education in Uncertain Times Bruno Broucker, Rosalind Pritchard, Göran Melin and Clare Milsom 1 Sustaining the European Higher Education Area: Unravelling the Internal and External Views on Unifying an International Region Bruno Broucker and Kurt De Wit 2 Striving for Research Excellence by Understanding Institutional Rationalities within the Bachelor Programme in Automotive Engineering at HAN University of Applied Sciences Leo Buning, Peter Schuur and Frans de Vijlder 3 When Excellence Meets Relevance: Challenges and Tensions Facing Higher Education Institutions Rómulo Pinheiro and Iyad Abualrub 4 Student Driven Innovations: A Promised Road to Paideia? Odd Rune Stalheim 5 Experiences of Academic Leadership in Ireland 2008–2014 Anne Gannon 6 Using Innovative Observation to Improve Teaching and Learning: A Collaboration between Students and Academic Staff in Higher Education Matt O’Leary, Vanessa Cui, Ilana Pressick, Stephanie Reynolds, Lee Roberts, Nathalie Turville and Nick White 7 Using Community Based Participatory Research (CBPR) for Building Youth Consciousness on Democracy in Everyday Life (DIEL) in India Wafa Singh 8 Linkages between Academic Culture and Management in Polish Higher Education Aleksandra Lis and Radosław Rybkowski 9 Exploring the Impact of Student Mobility and Extracurricular Engagement on Academic Performance and Graduate Outcomes Avril Margaret Brandon, Caroline Hetherington and Bairbre Redmond 10 Can the New COVID-19 Normal Help to Achieve Sustainable Development Goal 4? Martina Gaisch and Victoria Rammer 11 The Roles of Higher Education Managers in Germany: First Results of an Online Survey René Krempkow and Ester Höhle 12 The Incomplete PDCA Cycle in the Research, Development and Innovation Activities at a Finnish UAS Lotta Linko, Mervi Friman and Anne Laakso 13 Organisational Change in Student Affairs: A Closer Look Cynthia Cogswell and Jason Pina
£108.00
Brill Transformative Curricula, Pedagogies and Epistemologies: Teaching and Learning in Diverse Higher Education Contexts
Book SynopsisThis volume focuses on current demands, challenges and expectations facing African higher education institutions in general, and those in South Africa in particular. Subsequently, transformative curricula, pedagogies and epistemologies that define diverse practices of access and inclusion within the context of transformation and decolonisation are explored.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 Agency within the Context of Pedagogies, Epistemologies and the Transformative Curricula Loïse Jeannin, Caroline Long and Phefumula Nyoni 2 Indigenous Culinary Knowledge, Culinary Curriculum and Students’ Perceptions of Indigenous Culinary Knowledge Mohlakoane Ledile and Hewson Daryl 3 Eloquence in African and Inherited French Teaching Traditions: Convergence and the Need for Transformative Pedagogy Inadvertent N’Dri Thérèse Assié-Lumumba 4 Rwanda’s Language-in-Education Policy Shift from French-Dominant to English-Only Medium: 2009–2017 Prospects and Implementation Success in Higher Education Epimaque Niyibizi and Juliet Perumal 5 Collaborative Learning among Diverse Online Students at an Open Distance Learning Institution in South Africa: Pedagogical Considerations for Online Learning Development Anneke Venter 6 Exploring Culturally Responsive Teaching amongst Pre-Service Teachers Boitumelo Khunou 7 Coursework Assignments: Higher Expectations for Deeper Engagement Caroline Long and Gift Cheva 8 Culturally Responsive Differentiated Instruction: What Lessons for Economics Lecturers in South Africa? Loise Jeannin and Emmanuel Ojo 9 Corporeity in PhD Thesis Writing: Rituals and ‘Writing Gestures’ Elsa Chachkine and Anne Jorro 10 Supervising Doctoral Students in South African Higher Education: Pedagogy, Context and Agency Michael Cross 11 ‘Assessment for Learning’ Over ‘Assessment of Learning’: A Quest for Mastery Rather Than Performance Orientation in Postgraduate Research Degrees Dennis Zami Atibuni 12 Higher Education Opportunities for Students with Disabilities: Patched onto the System to Access Professional Education Sibonokuhle Ndlovu 13 Myths Surrounding the Extended Curriculum in South Africa’s Higher Education Sector Phefumula Nyoni and Olaide Agbaje 14 In Retrospect: Context, Diversity and Human Agency Matter Michael Cross and Sibonokuhle Ndlovu Index
£47.55
Brill Transformative Curricula, Pedagogies and Epistemologies: Teaching and Learning in Diverse Higher Education Contexts
Book SynopsisThis volume focuses on current demands, challenges and expectations facing African higher education institutions in general, and those in South Africa in particular. Subsequently, transformative curricula, pedagogies and epistemologies that define diverse practices of access and inclusion within the context of transformation and decolonisation are explored.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 Agency within the Context of Pedagogies, Epistemologies and the Transformative Curricula Loïse Jeannin, Caroline Long and Phefumula Nyoni 2 Indigenous Culinary Knowledge, Culinary Curriculum and Students’ Perceptions of Indigenous Culinary Knowledge Mohlakoane Ledile and Hewson Daryl 3 Eloquence in African and Inherited French Teaching Traditions: Convergence and the Need for Transformative Pedagogy Inadvertent N’Dri Thérèse Assié-Lumumba 4 Rwanda’s Language-in-Education Policy Shift from French-Dominant to English-Only Medium: 2009–2017 Prospects and Implementation Success in Higher Education Epimaque Niyibizi and Juliet Perumal 5 Collaborative Learning among Diverse Online Students at an Open Distance Learning Institution in South Africa: Pedagogical Considerations for Online Learning Development Anneke Venter 6 Exploring Culturally Responsive Teaching amongst Pre-Service Teachers Boitumelo Khunou 7 Coursework Assignments: Higher Expectations for Deeper Engagement Caroline Long and Gift Cheva 8 Culturally Responsive Differentiated Instruction: What Lessons for Economics Lecturers in South Africa? Loise Jeannin and Emmanuel Ojo 9 Corporeity in PhD Thesis Writing: Rituals and ‘Writing Gestures’ Elsa Chachkine and Anne Jorro 10 Supervising Doctoral Students in South African Higher Education: Pedagogy, Context and Agency Michael Cross 11 ‘Assessment for Learning’ Over ‘Assessment of Learning’: A Quest for Mastery Rather Than Performance Orientation in Postgraduate Research Degrees Dennis Zami Atibuni 12 Higher Education Opportunities for Students with Disabilities: Patched onto the System to Access Professional Education Sibonokuhle Ndlovu 13 Myths Surrounding the Extended Curriculum in South Africa’s Higher Education Sector Phefumula Nyoni and Olaide Agbaje 14 In Retrospect: Context, Diversity and Human Agency Matter Michael Cross and Sibonokuhle Ndlovu Index
£127.20
Brill Transitioning 'In-Between': Chinese Students' Navigating Experiences in Transnational Higher Education Programmes
Book SynopsisThis book offers an account of Chinese students' intercultural learning experiences in China-Australia articulation programmes. While these students learn in programmes that Chinese and Australian partner universities collaboratively operate, differences in educational practices still make them encounter barriers. To deal with cross-system differences, some students indicate a positive sense of agency. However, some of them feel disempowered. Notably, many students develop a sense of in-betweenness through learning in such programmes. Based on the investigation, Kun Dai argues that intercultural learning and adjustment in the transnational higher education context may become more complex than other forms of international education.Trade Review"There is an acute dearth of literature in international higher education on transnational programmes that do not involve the bodily mobility of students. This book provides an original and insightful analysis of the ways in which Chinese students negotiate transnational articulation programmes, and the extent to which such programmes have the potential to promote intercultural learning." – Fazal Rizvi, Professor in Global Studies in Education, The University of Melbourne “This timely volum reminds us of what scientists refer to as ‘the knowledge illusion’ in transnational higher education: We tend to believe we know more than we do. In this book, Dr Dai moves beyond appropriation of cultural resources to unravel the complexities of learning in modern transnational higher education programmes. Seeing intercultural learning as boundary crossing, he highlights the intricacies of the in-between spaces of students as agents of their life-changing experiences.” – Rui Yang, Professor and Associate Dean for Research, Faculty of Education, University of Hong Kong "The world is facing unprecedented health crisis with the spread of COVID-19 across different corners of the globe. Well before the present global health crisis, growing debates have emerged to critically examine the future of internationalization of education, especially when people begin to question the value and benefits that international education brings. The COVID-19 pandemic again raises the issues of the future of international higher education. Would the COVID-19 adversely international education and student mobility? This book by Dr Kun Dai has chosen very important research problem, connecting the wider international research community to critically reflect the futures of internationalization and transnationalization of higher education. The present volume provides critical review, rich empirical analysis and relevant theoretical debates on internationalization and higher education. This volume is highly relevant to academics, researchers, policy makers, and postgraduate students in higher education." – Ko Ho Mok, Lam Man Tsan Chair Professor of Comparative Policy, Vice President, Lingnan University, Hong Kong "Articulation programs are a form of transnational education that have been largely underexplored, so it is timely that Kun Dai provides us with this highly engaging and thought-provoking book. Examining the attitudes, perceptions and experiences of Chinese students who study on a range of Chinese-Australian articulation programs, Dai shines a light on how students, as ‘in-betweeners’, may experience intercultural learning and a sense of belonging with their home and host cultures. It is recognized that studying in two education systems may present students with both benefits and challenges. Dai calls upon his own experiences as a former articulation program student and expands this through the rich voices of the study’s interviewees, to candidly discuss and explain the positionality of those who fall ‘in-between’. This book offers valuable insights to both researchers and practitioners and may be useful for educators to consider in order to improve relevant programs and classroom practice." – Stephen Wilkins, Professor in Strategy and Marketing, The British University in Dubai "Transnational higher education (TNHE) is a significantly understudied area within the social sciences and yet its impact upon education systems is being felt around the world. This excellent book provides a valuable and detailed examination of students’ experiences of transnational higher education programmes in China. We still know very little about how students actually experience TNHE, and this is a significant growth area in China in particular. This book is timely and insightful, and I look forward to using it in my teaching and writing." – Johanna L. Waters, Professor of Human Geography, University College LondonTable of ContentsForeword Bob Lingard Acknowledgements 1 Globalisation, Internationalisation, and Transnational Higher Education 1 Globalisation and Internationalisation of Higher Education 2 Transnational Higher Education 3 Transnational Higher Education in China 4 Signifijicance of This Study 5 Research Design: A Narrative Inquiry 6 Conclusion 2 Cross-System Transitions across Cultures, Spaces, and Places 1 Transitioning and Learning between Cultures 2 Cultural Influences Shaping Chinese Learners 3 Critical Understandings of CHC and Chinese Students 4 Encountering Shocks with Complicated Transitioning Trajectories 5 Moving across Diffferent Spaces and Places as Diaspora 6 Conclusion 3 Start the TAP Journey with Various Certainties and Uncertainties 1 Begin the TAP Journey 2 Encountering Certainties and Uncertainties 3 Conclusion 4 A Tortuous Trajectory of Intercultural Learning 1 Positively Deal with Changes in Transition 2 Being Stressful in Transition 3 Shifting between Multiple Identities as Intercultural Learner 4 Dependent and Demotivated Followers in China 5 Becoming Independent and Motivated Explorer in Australia 6 Shaping Diffferent Senses of Belonging as Transnational Diaspora 7 Conclusion 5 Mapping a Transitioning In-Between Learning Space 1 The Conceptualisation of the Transitioning In-Between Space in TAP 2 Conclusion 6 A Reflexive Journey as an In-Betweener 1 Transitioning between Diffferent Schools as a Domestic Diaspora 2 Transitioning from China to Australia as a TAP Student 3 Shifting between Chinese and Australian Contexts 4 Conclusion 7 Critical Reflections: Becoming Compatible 1 Dynamically Transitioning between Diffferent Systems 2 (Re)shaping Identity, Agency, and Belonging in Cross-System Transition 3 The Contour of the In-Between Learning Space in TAP 4 Intercultural Adjustment as a Way of Transitioning In-Between 5 Implications 8 Conclusion References Index
£43.20
Brill Quality in Online Programs: Approaches and Practices in Higher Education
Book SynopsisAre you looking for evidence-based hands-on approaches to quality assurance in online programs in higher education? Then this is the book you are looking for. Quality in Online Programs includes approaches and practices to creating and maintaining quality in online programs from across disciplines, institutions, and countries. In this book, leaders in the field of online higher education share their lessons learned using customized approaches to online program quality, student support, and faculty development. These cases will be useful to those seeking to adopt or adapt such practices in their own contexts. The authors also focus on quality assurance at the program level, which has not often been addressed before and which is crucial to ensure faculty satisfaction, program outcomes, and a successful student experience. Contributors are: Beverly Araújo Dawson, Patricia Arnold, Alexandra Bitton-Bailey, Bettyjo Bouchey, Elizabeth Counselman-Carpenter, Michelle Dennis, Henrik Dindas, Cathy DuBois, Jo Anne Durovich, Sarah Fornero, John C. Gillham, Michael Graham, Amy Grincewicz, Montse Guitert, James D. Halbert, Paul Huckett, Kevin Hulen, Swapna Kumar, Nikki Lyons, Olysha Magruder, Bernhard Minke, Steven T. Nagel, Marleigh L. Perez, Jennifer L. Plahovinsak, Amy Poland, Mary L. Raber Johnson, Teresa Romeu, Albert Sangrà, Frank P. Schulte, Zaina Sheets, Bethany Simunich, Alfredo Soeiro, Nicole V. Williams and Veronica Wilson.
£43.20
Brill Quality in Online Programs: Approaches and Practices in Higher Education
Book SynopsisAre you looking for evidence-based hands-on approaches to quality assurance in online programs in higher education? Then this is the book you are looking for. Quality in Online Programs includes approaches and practices to creating and maintaining quality in online programs from across disciplines, institutions, and countries. In this book, leaders in the field of online higher education share their lessons learned using customized approaches to online program quality, student support, and faculty development. These cases will be useful to those seeking to adopt or adapt such practices in their own contexts. The authors also focus on quality assurance at the program level, which has not often been addressed before and which is crucial to ensure faculty satisfaction, program outcomes, and a successful student experience. Contributors are: Beverly Araújo Dawson, Patricia Arnold, Alexandra Bitton-Bailey, Bettyjo Bouchey, Elizabeth Counselman-Carpenter, Michelle Dennis, Henrik Dindas, Cathy DuBois, Jo Anne Durovich, Sarah Fornero, John C. Gillham, Michael Graham, Amy Grincewicz, Montse Guitert, James D. Halbert, Paul Huckett, Kevin Hulen, Swapna Kumar, Nikki Lyons, Olysha Magruder, Bernhard Minke, Steven T. Nagel, Marleigh L. Perez, Jennifer L. Plahovinsak, Amy Poland, Mary L. Raber Johnson, Teresa Romeu, Albert Sangrà, Frank P. Schulte, Zaina Sheets, Bethany Simunich, Alfredo Soeiro, Nicole V. Williams and Veronica Wilson.
£120.80
Brill Pandemic, Disruption and Adjustment in Higher Education
Book SynopsisThis edited volume offers an updated picture and state-of-the-art regarding the challenges faced by universities all over the world derived from the COVID-19 pandemic and discusses the strategies designed and put in play by the universities to move forward in times of confinement and prospects of new modes of functioning in the aftermath of this exceptional global situation.Table of ContentsForeword Allan Pitman List of Figures and Tables Notes on Contributors Introduction: Pandemic, Disruption and Adjustment in Higher Education Susana Gonçalves and Suzanne Majhanovich PART 1: New Modes of Teaching 2 Ramifications of COVID-19 for Higher Education Systems and Institutions Pete Leihy, Brigid Freeman, Ian Teo and Dong Kwang Kim 3 Transformation of Universities during the COVID-19 Pandemic: Digitalization, New Formats, “Re-education of Educators” Vadim Kozlov, Elena Levina and Tatiana Tregubova 4 Thoughts on Higher Education for Sustainable Development (HESD) amid the Pandemic Weimin Delcroix-Tang 5 Digitalization of Higher Education in Turkey and COVID-19 Nilüfer Pembecioğlu 6 Switching to Online Teaching within a Teacher Training Programme during the COVID-19 Pandemic Dana Crăciun and Monica Oprescu 7 The Pandemic and the End of the Lecture Pete Woodcock 8 Facing Adversity at the University: A Case Study to Reflect on Pedagogical Challenges in Times of Pandemic Risk Aurora Ricci and Elena Luppi PART 2: Teaching from Home: Teachers’ Wellbeing 9 ‘Overall It Was OK’: COVID-19 and the Wellbeing of University Teachers Susan Beltman, Rachel Sheffield and Tina Hascher 10 Rethinking Academic Teaching at and beyond the Pandemic Marta Ilardo and Morena Cuconato 11 Higher Education Academics’ Perspectives: Working from Home during COVID-19 Rashmi Watson, Upasana Singh and Chenicheri Sid Nair 12 Reconnecting Teaching Discourse in Higher Education: Establishing and Remodeling Interfaces Beatrix Kreß 13 Afterword Suzanne Majhanovich and Allan Pitman Index
£43.20
Brill Pandemic, Disruption and Adjustment in Higher
Book SynopsisThis edited volume offers an updated picture and state-of-the-art regarding the challenges faced by universities all over the world derived from the COVID-19 pandemic and discusses the strategies designed and put in play by the universities to move forward in times of confinement and prospects of new modes of functioning in the aftermath of this exceptional global situation.Table of ContentsForeword Allan Pitman List of Figures and Tables Notes on Contributors Introduction: Pandemic, Disruption and Adjustment in Higher Education Susana Gonçalves and Suzanne Majhanovich PART 1: New Modes of Teaching 2 Ramifications of COVID-19 for Higher Education Systems and Institutions Pete Leihy, Brigid Freeman, Ian Teo and Dong Kwang Kim 3 Transformation of Universities during the COVID-19 Pandemic: Digitalization, New Formats, “Re-education of Educators” Vadim Kozlov, Elena Levina and Tatiana Tregubova 4 Thoughts on Higher Education for Sustainable Development (HESD) amid the Pandemic Weimin Delcroix-Tang 5 Digitalization of Higher Education in Turkey and COVID-19 Nilüfer Pembecioğlu 6 Switching to Online Teaching within a Teacher Training Programme during the COVID-19 Pandemic Dana Crăciun and Monica Oprescu 7 The Pandemic and the End of the Lecture Pete Woodcock 8 Facing Adversity at the University: A Case Study to Reflect on Pedagogical Challenges in Times of Pandemic Risk Aurora Ricci and Elena Luppi PART 2: Teaching from Home: Teachers’ Wellbeing 9 ‘Overall It Was OK’: COVID-19 and the Wellbeing of University Teachers Susan Beltman, Rachel Sheffield and Tina Hascher 10 Rethinking Academic Teaching at and beyond the Pandemic Marta Ilardo and Morena Cuconato 11 Higher Education Academics’ Perspectives: Working from Home during COVID-19 Rashmi Watson, Upasana Singh and Chenicheri Sid Nair 12 Reconnecting Teaching Discourse in Higher Education: Establishing and Remodeling Interfaces Beatrix Kreß 13 Afterword Suzanne Majhanovich and Allan Pitman Index
£111.20
Brill Higher Education in Ethiopia: Themes and Issues from an African Perspective
Book SynopsisThis book examines the Ethiopian higher education sector through an exploration of its various dimensions, challenges and prospects. Albeit one of the largest systems in the continent, the sector has received little research attention in the past. The book bridges this gap by marshalling a variety of current themes and issues with their wider implications for continental and global higher education. The chapters are structured in such a way that general readers, professionals and students of higher education can have a good grasp of the Ethiopian higher education sector as a microcosm of the African higher education ecosystem.Table of ContentsPreface Series Editors’ Preface Acknowledgements List of Acronyms About the Authors Introduction PART 1: Access and Equity 1 Linking Female Students’ Access to Success 2 Gender Parity and the Leaking Pipeline 3 Disability in Higher Education: From Policy to Practice 4 Responding to the Needs of Eritrean Refugees in Ethiopia 5 A New Refugee Law: Implications for Higher Education 6 Closing the Gender Gap in Higher Education Leadership 7 Perpetuating Inequity Despite Higher Education Expansion PART 2: HE Governance and Management 8 Government-University Relations: A Troubled Marriage 9 The Shifting Sands of University Management in Ethiopia 10 Do Students Have a Say in University Governance? 11 University Boards: Visibility, Efficiency and Accountability 12 Towards More Achievable University Vision Statements 13 What Next for a Partially Differentiated Higher Education System? PART 3: University Systems and Resources 14 HE Financing Reforms – Intentions and Realities 15 Challenges of Ensuring Quality Education 16 Towards a Uniform System of Academic Promotion 17 Imperatives for a Functioning Information System at HEI s 18 University Resources: Imperatives for Efficient Utilization 19 Unlocking the Potential of ICT in Higher Education PART 4: Private Higher Education and Privatization 20 Emerging Contours of African Private Higher Education 21 Unusual in Growth and Composition: Ethiopian Private Higher Education 22 Family Owned PHEI s in Africa 23 African Private Higher Education: Progressive Policies and Ambivalent Stances 24 Overcoming the Public-Private Divide in HE Law 25 Perils of Unregulated Privatization in Public Universities 26 Improving the Knowledge Base on Private Higher Education PART 5: Quality Assurance in Higher Education 27 Towards a Diversified System of Quality Assurance 28 Beyond the Establishment of Quality Assurance Agencies 29 Internal Quality Assurance: Key to Maintaining Quality 30 From Gate Keepers to Gate Crashers: Corruption among University Faculty 31 The Scourge of Unscrupulous Private HE Institutions 32 Academic Credential Fraud: In Search of Lasting Solutions PART 6: Internationalization of Higher Education 33 Disparities and Parallels in Internationalization: The Ethiopian Experience 34 Medical Education and the Ethiopian Exodus of Talent 35 Foreign HE Outposts: Navigating Risks and Opportunities 36 Foreign Qualification and Credential Evaluation 37 Cross-Border Higher Education: Regulating the Benefits and Risks 38 The Challenges of Attracting and Retaining Foreign Faculty 39 Internationalization Now a Deliberate Undertaking PART 7: Research and Outreach 40 Towards a More Productive and Aligned Research System 41 Catalyzing R&D: The Need for More Government Funding 42 The Meager Output of Ethiopian PhDs 43 Increasing the Visibility of Local Journals 44 Towards a National System of Journal Accreditation 45 Re-Engaging with Community Service in Universities 46 University-Industry Ties: The Need for Good Management PART 8: The Link between TVET and Higher Education 47 When TVET Fails to Provide the Answers 48 Universities vs TVET: Are Attitudes the Problem? 49 Applied Universities: A Viable Path to Higher Education 50 The TVET Sector’s Challenge to Recruit, Retain Competent Trainers 51 Gains and Challenges for Women in the TVET Sector PART 9: Graduate Employability 52 Education and the Workplace: Addressing the Yawning Gap 53 Graduate Employability: Whose Responsibility? 54 Producing Work-Ready Graduates Requires Strong Partnerships 55 Job Creation Plan: What Role for Higher Education? 56 Employment Gender Gap also a Higher Education Issue 57 Students Face Challenges on Route to Self-Employment 58 Advancing Employability through a Labor Market Information System PART 10: COVID-19 and Its Impact on Higher Education 59 COVID-19 Threat to Higher Education: Africa’s Challenges, Responses, and Apprehensions 60 COVID-19 – Private Higher Education Faces Precarious Future 61 The Shift to Online Learning Calls for Global Cooperation 62 Stemming the Impact of COVID-19 on Employment 63 Defying the Notion of the Ivory Tower in the Aftermath of COVID-19 References
£43.20
Brill Arts-Based Methods in Education Research in Japan
Book SynopsisThis volume, created by seventeen interdisciplinary authors, brings together pioneering practices that introduce arts into education in Japan. The field of research ranges from kindergarten, primary and secondary school to liberal arts and postgraduate courses at university. The chapters cover both formal and informal settings, such as museums and after school programs. The genres of art include visual art, performance, dance, vocal music, and drama. Arts-based or arts-inspired methods help students’ artistic inquiry through creative or performative practices, leading to new findings that might not otherwise be described. Artistic practice makes students reflect on their own bodies, emotions, feelings, ways of life, and relationships with others, which leads to creative thinking. The volume is based on three new trends in art and education: 1) the development of Arts-Based Research in Japan since its introduction from abroad; 2) the introduction of art practice into academic research in various disciplines and diverse educational settings; and 3) the new trend in drama education and theatrical performance in Japan. Each chapter inspires and provokes discussion among researchers and practitioners in various educational settings on the future direction of art education in Japan and around the world.Table of ContentsPreface List of Figures and Tables 1 Art = Research: Inquiry in Creative Practice Kayoko Komatsu and Ryoji Namai 2 Arts-Based Research Practices in Sociology: Undergraduate and Graduate Degree Education Masayuki Okahara and Alena Prusakova 3 What Arts-Based Research and A/r/tography Allow for Art Education in Teacher Training and Education in Japan Koichi Kasahara 4 ABR by Learners in Liberal Arts: A Case Study of Artist Eiko Otake’s “Delicious Movement” Yuka Hayashi and Takeshi Okada 5 Exploring as an Artist: A Study of a Practical Arts Course for Non-Arts-Major Students at a Japanese University Kikuko Takagi and Shijun Wang 6 Constructing Design Guidelines for a Creation-Focused Contemporary Dance Educational Program for Non-Dance Majors Yuko Nakano and Takeshi Okada 7 Music-Based/Inspired Scientific Research and Liberal Arts Education Kazutoshi Kudo and Kiyomi Toyoda 8 Developing University Students’ Creativity through Participation in Art Projects Takumitsu Agata and Shingo Jinno 9 The Possibility of Museum Theatre in Japan: From Hands-on to “Minds-on” through Drama Work Yuriko Kobayashi 10 Why Can Girls Perform as Boys But Boys Reject Performing as Girls? Mapping Affects in Gender Crossing through Theater Performance in Japan Yuko Kawashima 11 Drama Workshop with Scenario-Writing for Transnational Children: What They Know in Their Everyday and School Lives Hiroaki Ishiguro Index
£48.00
Brill Arts-Based Methods in Education Research in Japan
Book SynopsisThis volume, created by seventeen interdisciplinary authors, brings together pioneering practices that introduce arts into education in Japan. The field of research ranges from kindergarten, primary and secondary school to liberal arts and postgraduate courses at university. The chapters cover both formal and informal settings, such as museums and after school programs. The genres of art include visual art, performance, dance, vocal music, and drama. Arts-based or arts-inspired methods help students’ artistic inquiry through creative or performative practices, leading to new findings that might not otherwise be described. Artistic practice makes students reflect on their own bodies, emotions, feelings, ways of life, and relationships with others, which leads to creative thinking. The volume is based on three new trends in art and education: 1) the development of Arts-Based Research in Japan since its introduction from abroad; 2) the introduction of art practice into academic research in various disciplines and diverse educational settings; and 3) the new trend in drama education and theatrical performance in Japan. Each chapter inspires and provokes discussion among researchers and practitioners in various educational settings on the future direction of art education in Japan and around the world.Table of ContentsPreface List of Figures and Tables 1 Art = Research: Inquiry in Creative Practice Kayoko Komatsu and Ryoji Namai 2 Arts-Based Research Practices in Sociology: Undergraduate and Graduate Degree Education Masayuki Okahara and Alena Prusakova 3 What Arts-Based Research and A/r/tography Allow for Art Education in Teacher Training and Education in Japan Koichi Kasahara 4 ABR by Learners in Liberal Arts: A Case Study of Artist Eiko Otake’s “Delicious Movement” Yuka Hayashi and Takeshi Okada 5 Exploring as an Artist: A Study of a Practical Arts Course for Non-Arts-Major Students at a Japanese University Kikuko Takagi and Shijun Wang 6 Constructing Design Guidelines for a Creation-Focused Contemporary Dance Educational Program for Non-Dance Majors Yuko Nakano and Takeshi Okada 7 Music-Based/Inspired Scientific Research and Liberal Arts Education Kazutoshi Kudo and Kiyomi Toyoda 8 Developing University Students’ Creativity through Participation in Art Projects Takumitsu Agata and Shingo Jinno 9 The Possibility of Museum Theatre in Japan: From Hands-on to “Minds-on” through Drama Work Yuriko Kobayashi 10 Why Can Girls Perform as Boys But Boys Reject Performing as Girls? Mapping Affects in Gender Crossing through Theater Performance in Japan Yuko Kawashima 11 Drama Workshop with Scenario-Writing for Transnational Children: What They Know in Their Everyday and School Lives Hiroaki Ishiguro Index
£129.60
Brill Higher Education in the Face of a Global Pandemic
Book SynopsisThe book reflects on the extent to which the coronavirus (COVID-19) pandemic influenced the education system in Africa, notably South Africa. The advent of the pandemic has brought a new context to the challenges of access, deepening the precarious position of African higher education systems. The pandemic underscored that African higher education systems are fragile and not uniformly resilient. The book discusses the challenges created or further entrenched by COVID-19 and how the typology of inequality across the differentiated institutions impacted the management of education delivery during COVID-19. Per se, lessons learned were documented to inform decision-making and practice while drawing conclusions for future usage. Even though the shift to emergency remote teaching was not foreseen and thus not coordinated, the authors argue that students’ learning styles, perceptions of online learning and digital pedagogy should be considered in the post-COVID-19 curricula development processes.Table of ContentsForeword Robert J . Balfour List of Figures and Tables List of Abbreviations Notes on Contributors 1 Introduction Emnet Tadesse Woldegiorgis and Petronella Jonck 2 The Challenges of Online Learning in African Higher Education: A Critical Reflection on the Digital Divide Associated with the COVID-19 Pandemic Emnet Tadesse Wolgegiorgis 3 Teacher Unions and the State’s Management of the COVID-19 Pandemic in the Provision of Basic Education in South Africa Logan Govender 4 Higher Education Institutions’ Readiness for Alternative Delivery Modes and Online Pedagogy in the Face of a Global Crisis: A Case Study Verona Leendertz, Clarise Mostert, Jhalukpreya Surujlal and Herman van der Merwe 5 Students’ Learning Styles and Perception of Online Learning: Exploring a Multimodal Approach to Teaching and Learning Freda van der Walt and Andile Nkoyi 6 Responses and Mechanisms for Mitigating the Effects of the COVID-19 Pandemic on East African Higher Education Emnet Tadesse Woldegiorgis 7 Information Literacy as a Meta-Literacy Prerequisite for Teaching and Learning in an ICT Environment Anna-Marie Pelser and Eben Swanepoel 8 Determining the Outcome of an Information Literacy Initiative for Postgraduate Students: A Case Study Petronella Jonck 9 South Africa’s University Teaching and Learning Dynamics Amid a COVID-19 Pandemic Phefumula Nyoni and Kholekile Hazel Ngqila 10 Conclusion Emnet Tadesse Woldegiorgis and Petronella Jonck Index
£43.20
Brill Higher Education in the Face of a Global Pandemic
Book SynopsisThe book reflects on the extent to which the coronavirus (COVID-19) pandemic influenced the education system in Africa, notably South Africa. The advent of the pandemic has brought a new context to the challenges of access, deepening the precarious position of African higher education systems. The pandemic underscored that African higher education systems are fragile and not uniformly resilient. The book discusses the challenges created or further entrenched by COVID-19 and how the typology of inequality across the differentiated institutions impacted the management of education delivery during COVID-19. Per se, lessons learned were documented to inform decision-making and practice while drawing conclusions for future usage. Even though the shift to emergency remote teaching was not foreseen and thus not coordinated, the authors argue that students’ learning styles, perceptions of online learning and digital pedagogy should be considered in the post-COVID-19 curricula development processes.Table of ContentsForeword Robert J . Balfour List of Figures and Tables List of Abbreviations Notes on Contributors 1 Introduction Emnet Tadesse Woldegiorgis and Petronella Jonck 2 The Challenges of Online Learning in African Higher Education: A Critical Reflection on the Digital Divide Associated with the COVID-19 Pandemic Emnet Tadesse Wolgegiorgis 3 Teacher Unions and the State’s Management of the COVID-19 Pandemic in the Provision of Basic Education in South Africa Logan Govender 4 Higher Education Institutions’ Readiness for Alternative Delivery Modes and Online Pedagogy in the Face of a Global Crisis: A Case Study Verona Leendertz, Clarise Mostert, Jhalukpreya Surujlal and Herman van der Merwe 5 Students’ Learning Styles and Perception of Online Learning: Exploring a Multimodal Approach to Teaching and Learning Freda van der Walt and Andile Nkoyi 6 Responses and Mechanisms for Mitigating the Effects of the COVID-19 Pandemic on East African Higher Education Emnet Tadesse Woldegiorgis 7 Information Literacy as a Meta-Literacy Prerequisite for Teaching and Learning in an ICT Environment Anna-Marie Pelser and Eben Swanepoel 8 Determining the Outcome of an Information Literacy Initiative for Postgraduate Students: A Case Study Petronella Jonck 9 South Africa’s University Teaching and Learning Dynamics Amid a COVID-19 Pandemic Phefumula Nyoni and Kholekile Hazel Ngqila 10 Conclusion Emnet Tadesse Woldegiorgis and Petronella Jonck Index
£105.60
Brill Black College Leadership in PK–12 Education
Book SynopsisEducational equity, inclusion, belonging, and justice are widely considered to be the most important civil rights challenge of the 21st century. Many HBCUs began in the 1800s as institutions to prepare Black teachers to teach in segregated America. Although their focus has expanded since their critical beginnings, HBCUs remain significant producers of African American teachers. Today, as the United States grapples with educational disparities, lack of diversity among education professionals, systemic racism, and the recent politically-inspired assaults on Critical Race Theory, we need HBCU leadership in pre-kindergarten through 12th grade education more than ever. Black College Leadership in PK–12 Education amplifies the research and perspectives of HBCU leaders, including four HBCU education deans, on how HBCUs help school districts optimize education for Black preschool, elementary and secondary students. Specific topics include HBCU teacher preparation, building HBCU and PK–12 partnerships, culturally responsive teaching, inclusive assessment practices, and HBCU leadership in STEM education. This book is ideal for school teachers and administrators who want to use HBCUs as a resource to improve education, as well as HBCU leaders who want to work more effectively with local school districts.Trade Review“Starring as Ron Johnson in the hit sitcom A Different World reinforced my love for HBCUs. After reading Black College Leadership in PK–12 Education, I’m convinced that HBCUs hold the key to improving diversity, equity, inclusion, belonging and justice in PK–12 education, and beyond. This book is a must read for every HBCU, every school district, and every person who cares about education in the United States.” – Darryl M. Bell, producer, actor, public speaker and HBCU advocateTable of ContentsList of Figures and Tables Notes on Contributors 1 Strategic Priorities for Historically Black Colleges and Universities with Teacher Preparation Programs Ivory A. Toldson, Denise Person, and Nyla Rogers 2 Building Meaningful HBCU and K–20 Partnerships beyond the Ivory Tower Allyson Watson 3 How Black Colleges Can Recruit, Prepare, and Support Black Male Teachers Verjanis Peoples and Ivory A. Toldson 4 The Efficacy of Assessment Measures Used for Admission and Certification and Differential Impact on People of Color Ivan W. Banks 5 Culturally Relevant Pedagogy: Decolonizing the Curriculum and Promoting Educational Equity Anthony A. Pittman, Dywanna Smith, Delphia Smith and Kelly Demeturia 6 HBCUs as a Pathway to Becoming a Scientist: Institutional Characteristics of HBCUs That Are among the Top Baccalaureate Origins of Black Doctorate Recipients in STEM Ivory A. Toldson, Mercy Mugo, Jennifer Hudson, Mahlet Megra and Cynthia Overton
£29.77
Brill Black College Leadership in PK–12 Education
Book SynopsisEducational equity, inclusion, belonging, and justice are widely considered to be the most important civil rights challenge of the 21st century. Many HBCUs began in the 1800s as institutions to prepare Black teachers to teach in segregated America. Although their focus has expanded since their critical beginnings, HBCUs remain significant producers of African American teachers. Today, as the United States grapples with educational disparities, lack of diversity among education professionals, systemic racism, and the recent politically-inspired assaults on Critical Race Theory, we need HBCU leadership in pre-kindergarten through 12th grade education more than ever. Black College Leadership in PK–12 Education amplifies the research and perspectives of HBCU leaders, including four HBCU education deans, on how HBCUs help school districts optimize education for Black preschool, elementary and secondary students. Specific topics include HBCU teacher preparation, building HBCU and PK–12 partnerships, culturally responsive teaching, inclusive assessment practices, and HBCU leadership in STEM education. This book is ideal for school teachers and administrators who want to use HBCUs as a resource to improve education, as well as HBCU leaders who want to work more effectively with local school districts.Trade Review“Starring as Ron Johnson in the hit sitcom A Different World reinforced my love for HBCUs. After reading Black College Leadership in PK–12 Education, I’m convinced that HBCUs hold the key to improving diversity, equity, inclusion, belonging and justice in PK–12 education, and beyond. This book is a must read for every HBCU, every school district, and every person who cares about education in the United States.” – Darryl M. Bell, producer, actor, public speaker and HBCU advocateTable of ContentsList of Figures and Tables Notes on Contributors 1 Strategic Priorities for Historically Black Colleges and Universities with Teacher Preparation Programs Ivory A. Toldson, Denise Person, and Nyla Rogers 2 Building Meaningful HBCU and K–20 Partnerships beyond the Ivory Tower Allyson Watson 3 How Black Colleges Can Recruit, Prepare, and Support Black Male Teachers Verjanis Peoples and Ivory A. Toldson 4 The Efficacy of Assessment Measures Used for Admission and Certification and Differential Impact on People of Color Ivan W. Banks 5 Culturally Relevant Pedagogy: Decolonizing the Curriculum and Promoting Educational Equity Anthony A. Pittman, Dywanna Smith, Delphia Smith and Kelly Demeturia 6 HBCUs as a Pathway to Becoming a Scientist: Institutional Characteristics of HBCUs That Are among the Top Baccalaureate Origins of Black Doctorate Recipients in STEM Ivory A. Toldson, Mercy Mugo, Jennifer Hudson, Mahlet Megra and Cynthia Overton
£68.00
Brill Comparative Education for Global Citizenship, Peace and Shared Living through uBuntu
Book SynopsisThere is a dire need today to create spaces in which people can make meaning of their existence in the world, abiding by cultural frameworks and practices that acknowledge and validate a meaningful existence for all. People are not just isolated individuals but are connected in diverse ways with other persons within our natural and social environment which is part of the whole universe. The African philosophy of uBuntu or humaneness is re-emerging for its timely relevance and potential as indispensable in our quest for global citizenship, peace, and mutual understanding in securing sustainable human development in the broader ecosystem. Comparative educationists have the challenge to devise theoretical frameworks, epistemological and pedagogical constructs as well as pragmatic, useful and effective ways of promoting the virtues of compassion and recognition of our common humanity in eliminating the ills of domination and control that are guided by greed, hatred, jealousy, and intolerance. Comparative Education for Global Citizenship, Peace and Shared Living through Ubuntu paves the way for a better understanding of the critical importance of the collective search and endeavor towards achieving the virtues of nonviolence, peace, shared values of living together, global citizenship, improved quality of life for all and a better appreciation of the positive implications of interdependence.Trade Review“This volume brings together many thoughtful essays on one of the most important issues of our time: how can the almost 8 billion inhabitants of our diverse world, which has been largely shaped historically by European notions of competition, individual freedom, and capitalist power relations, can come together in more constructive, cooperative ways to build a better world society. The authors focus on the African concept of uBuntu as a useful philosophical structure on which to develop this new approach. The book poses a multi-faceted challenge to traditional Western globalist thinking.” – Martin Carnoy, Stanford University, USA “Decolonization demands epistemic, political and philosophical shifts in how we frame and practice education. uBuntu principles capture the foundations of southern theories and decolonizing methodologies, and justifies their relevancy for a world confronted by global pandemic, environmental catastrophes and nationalistic geopolitics. Through uBuntu, this text delivers a cogent framework for moral and values-based education. This is a recommended read for educators, students and leaders who pursue a socially-just and sustainable world.” – Juliana McLaughlin, Queensland University of Technology, Australia “The world is getting increasingly globalized stressing that one nation cannot prosper while others suffer. Peace and prosperity should prevail collectively in the entire world. This principle articulated as vasudhaiva kutumbakam in Vedic philosophy and as uBuntu in African culture is of paramount importance today. Towards this goal, education systems have to prepare children to become not just good citizens, but to become global citizens imbibed with rich eternal universal human values, taking the concept ‘global citizenship’ to an altogether higher pedestal than what is being commonly interpreted. The volume edited by N’Dri Thérèse Assié-Lumumba et al., consisting of fifteen chapters, is a rich, timely contribution on this theme and I am sure, scholars around the world would immensely benefit from reading it.” – Jandhyala B. G. Tilak, Council for Social Development, India “Comparative Education for Global Citizenship, Peace and Shared Living through uBuntu is one of those gemlike books distilled from a lifetime’s research and study. It brings together twenty leading scholars (most of them from Africa) to present a provocative and timely reckoning with what remains one of the central challenges of the modern world: how to live together in a rapidly changing, often divisive world. UBuntu’s core philosophy, ‘I am because we are’, is central to every chapter in this book. Whether they are discussing the rights of women, inclusive education, indigenous systems of knowledge, or life skills development, the authors acknowledge one’s humanity through the recognition of ‘the others’ in their unique and different selves. Drawing on the inaugural WCCES symposium held at the Ali Mazrui Centre for Higher Education Studies, University of Johannesburg, in 2018, the book is dedicated to the memory of its Director, Professor Michael Cross. We miss and honor this scholar of remarkable intellectual power and social insight, who was a great friend of WCCES and UNESCO IBE. The WCCES remains a home for engaging many voices are still kept from fully entering the dialogue, and who lend the field a weight and force consistently informed by intellectual savvy and enlightening writing. I am happy to support the publication of this important book and to continue to grow our partnership.” – Yao Ydo, Director, UNESCO International Bureau of Education, Geneva, SwitzerlandTable of ContentsForeword Tshilidzi Marwala Preface and Acknowledgements N’Dri Thérèse Assié-Lumumba Dedication List of Figures and Tables Notes on Contributors 1 Introduction N’Dri Thérèse Assié-Lumumba, Michael Cross, Kanishka Bedi and Sakunthala Ekanayake 2 Educating for Global Citizenship, Peace and Harmony through uBuntu Moeketsi Letseka 3 Global Citizenship Education and the (Post)Human Condition Lesley Le Grange 4 ‘Jumping on the Band Wagon’: Is Global Citizenship an Illusion? Steve Azaiki and Gertrude Shotte 5 African Philosophy of Higher Education and uBuntu Yusef Waghid 6 Beyond Classroom Pedagogies: Embracing Student-Driven Activities in Students’ Social and Intellectual Development in South African Higher Education Elizabeth Ndofirepi and Michael Cross 7 “Creative Resistance”: Establishing a World-Minded Indian University in Colonial British India Mousumi Mukherjee 8 The Education of the Girl Child in Algeria and the Condition of the Woman between Tradition and Change: Alienation or Emancipation? Aïcha Maherzi 9 UBuntu Philosophy and the Gender Crisis within South Africa’s Higher Education Sector Phefumula Nyoni and Olaide Agbaje 10 Teaching National Languages as an Instrument of Inclusion and Unity in Angola Teresa Almeida Patatas and António Teodoro 11 Imparting Academic Work Ethic in Undergraduate Students through Religiosity Dennis Zami Atibuni 12 Inclusion of Students with Disabilities in the United Kingdom: Lessons for South Africa Sibonokuhle Ndlovu 13 Educational Response to COVID-19 Pandemic with an uBuntu Lens: The Kenyan Experience (December 2019 to June 2020) Daniel Komo Gakunga 14 Peace and Harmony through uBuntu in a Globalized World Joel Mukwedeya 15 Conclusion N’Dri Thérèse Assié-Lumumba, Michael Cross, Kanishka Bedi and Sakunthala Ekanayake Index
£48.00
Brill Comparative Education for Global Citizenship, Peace and Shared Living through uBuntu
Book SynopsisThere is a dire need today to create spaces in which people can make meaning of their existence in the world, abiding by cultural frameworks and practices that acknowledge and validate a meaningful existence for all. People are not just isolated individuals but are connected in diverse ways with other persons within our natural and social environment which is part of the whole universe. The African philosophy of uBuntu or humaneness is re-emerging for its timely relevance and potential as indispensable in our quest for global citizenship, peace, and mutual understanding in securing sustainable human development in the broader ecosystem. Comparative educationists have the challenge to devise theoretical frameworks, epistemological and pedagogical constructs as well as pragmatic, useful and effective ways of promoting the virtues of compassion and recognition of our common humanity in eliminating the ills of domination and control that are guided by greed, hatred, jealousy, and intolerance. Comparative Education for Global Citizenship, Peace and Shared Living through Ubuntu paves the way for a better understanding of the critical importance of the collective search and endeavor towards achieving the virtues of nonviolence, peace, shared values of living together, global citizenship, improved quality of life for all and a better appreciation of the positive implications of interdependence.Trade Review“This volume brings together many thoughtful essays on one of the most important issues of our time: how can the almost 8 billion inhabitants of our diverse world, which has been largely shaped historically by European notions of competition, individual freedom, and capitalist power relations, can come together in more constructive, cooperative ways to build a better world society. The authors focus on the African concept of uBuntu as a useful philosophical structure on which to develop this new approach. The book poses a multi-faceted challenge to traditional Western globalist thinking.” – Martin Carnoy, Stanford University, USA “Decolonization demands epistemic, political and philosophical shifts in how we frame and practice education. uBuntu principles capture the foundations of southern theories and decolonizing methodologies, and justifies their relevancy for a world confronted by global pandemic, environmental catastrophes and nationalistic geopolitics. Through uBuntu, this text delivers a cogent framework for moral and values-based education. This is a recommended read for educators, students and leaders who pursue a socially-just and sustainable world.” – Juliana McLaughlin, Queensland University of Technology, Australia “The world is getting increasingly globalized stressing that one nation cannot prosper while others suffer. Peace and prosperity should prevail collectively in the entire world. This principle articulated as vasudhaiva kutumbakam in Vedic philosophy and as uBuntu in African culture is of paramount importance today. Towards this goal, education systems have to prepare children to become not just good citizens, but to become global citizens imbibed with rich eternal universal human values, taking the concept ‘global citizenship’ to an altogether higher pedestal than what is being commonly interpreted. The volume edited by N’Dri Thérèse Assié-Lumumba et al., consisting of fifteen chapters, is a rich, timely contribution on this theme and I am sure, scholars around the world would immensely benefit from reading it.” – Jandhyala B. G. Tilak, Council for Social Development, India “Comparative Education for Global Citizenship, Peace and Shared Living through uBuntu is one of those gemlike books distilled from a lifetime’s research and study. It brings together twenty leading scholars (most of them from Africa) to present a provocative and timely reckoning with what remains one of the central challenges of the modern world: how to live together in a rapidly changing, often divisive world. UBuntu’s core philosophy, ‘I am because we are’, is central to every chapter in this book. Whether they are discussing the rights of women, inclusive education, indigenous systems of knowledge, or life skills development, the authors acknowledge one’s humanity through the recognition of ‘the others’ in their unique and different selves. Drawing on the inaugural WCCES symposium held at the Ali Mazrui Centre for Higher Education Studies, University of Johannesburg, in 2018, the book is dedicated to the memory of its Director, Professor Michael Cross. We miss and honor this scholar of remarkable intellectual power and social insight, who was a great friend of WCCES and UNESCO IBE. The WCCES remains a home for engaging many voices are still kept from fully entering the dialogue, and who lend the field a weight and force consistently informed by intellectual savvy and enlightening writing. I am happy to support the publication of this important book and to continue to grow our partnership.” – Yao Ydo, Director, UNESCO International Bureau of Education, Geneva, SwitzerlandTable of ContentsForeword Tshilidzi Marwala Preface and Acknowledgements N’Dri Thérèse Assié-Lumumba Dedication List of Figures and Tables Notes on Contributors 1 Introduction N’Dri Thérèse Assié-Lumumba, Michael Cross, Kanishka Bedi and Sakunthala Ekanayake 2 Educating for Global Citizenship, Peace and Harmony through uBuntu Moeketsi Letseka 3 Global Citizenship Education and the (Post)Human Condition Lesley Le Grange 4 ‘Jumping on the Band Wagon’: Is Global Citizenship an Illusion? Steve Azaiki and Gertrude Shotte 5 African Philosophy of Higher Education and uBuntu Yusef Waghid 6 Beyond Classroom Pedagogies: Embracing Student-Driven Activities in Students’ Social and Intellectual Development in South African Higher Education Elizabeth Ndofirepi and Michael Cross 7 “Creative Resistance”: Establishing a World-Minded Indian University in Colonial British India Mousumi Mukherjee 8 The Education of the Girl Child in Algeria and the Condition of the Woman between Tradition and Change: Alienation or Emancipation? Aïcha Maherzi 9 UBuntu Philosophy and the Gender Crisis within South Africa’s Higher Education Sector Phefumula Nyoni and Olaide Agbaje 10 Teaching National Languages as an Instrument of Inclusion and Unity in Angola Teresa Almeida Patatas and António Teodoro 11 Imparting Academic Work Ethic in Undergraduate Students through Religiosity Dennis Zami Atibuni 12 Inclusion of Students with Disabilities in the United Kingdom: Lessons for South Africa Sibonokuhle Ndlovu 13 Educational Response to COVID-19 Pandemic with an uBuntu Lens: The Kenyan Experience (December 2019 to June 2020) Daniel Komo Gakunga 14 Peace and Harmony through uBuntu in a Globalized World Joel Mukwedeya 15 Conclusion N’Dri Thérèse Assié-Lumumba, Michael Cross, Kanishka Bedi and Sakunthala Ekanayake Index
£129.60
Brill Transformation Fast and Slow: Digitalisation, Quality and Trust in Higher Education
Book SynopsisThe COVID-19 pandemic has accelerated change in the higher education sector across the globe and has required huge efforts and commitments on the political, institutional and individual level. During this period higher education was considered, maybe more than ever, as an essential sector. Providing critical information and, contributing to the delivery of scientifically based solutions to help societies overcome this global crisis, universities also simultaneously maintained core educational activities to secure the academic future of the next student generation. This required a high level of innovation, adaptivity and creativity. The book is centred on three main themes linked to transformation and change in higher education: digitalisation, quality and trust. The transformative power of the pandemic has raised concerns and questions of each of them. Contributors are: Stephanie Albrecht, Tony Armstrong, Victoria Birmingham, Victor Borden, Bruno Broucker, Uwe Cantner, Helge Dauchert, Harry de Boer, Caterina Fox, Amanda French, Katharina Hölzle, Gunnar Grepperud, Seonmi Jin, Ben Jongbloed, Alex Kendall, Cindy Konen, René Krempkow, Anne-Kristin Langner, Theodor Leiber, Oddlaug Marie Lindgaard, Silke Masson, Clare Milsom, Jessica Nooij, Mark O’Hara, Matt O’Leary, Pascale Stephanie Petri, Rosalind Pritchard, Christopher Stolz, Elisabeth Suzen, Sara-I. Täger, Daniel Thiemann, Lieke van Berlo, Lotte J. van Dijk, Katy Vigurs, Tilo Wendler, and Tamara Zajontz.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Transformation Fast and Slow: Digitalisation, Quality and Trust in Higher Education Bruno Broucker, Rosalind Pritchard, Clare Milsom and René Krempkow PART 1: Digitalisation 1 COVID-19: Challenges of the Virtual Classroom: Satisfaction, Motivation and Burnout in Online Teaching Caterina Fox and Anne-Kristin Langner 2 Digital Competences of Students: How They Are Assessed and What They Can Contribute to Study Success René Krempkow and Pascale Stephanie Petri 3 Digital Transformation in Higher Education Learning and Teaching: The Quality Digital Literacy We Need Theodor Leiber 4 Challenges on the Digitalisation of the Universities in the European Higher Education Area: The Case of Germany Uwe Cantner, Helge Dauchert, Katharina Hölzle and Christopher Stolz PART 2: Quality 5 ‘Positive Mind Monitor’: The Development of a Mental Compass to Enhance Student Wellbeing by Using Data-Feedback Jessica Nooij, Lieke van Berlo and Lotte van Dijk 6 An Evidence-Based Framework for Transforming Higher Education Programs and Processes Victor M. H. Borden and Seonmi Jin 7 Professional Development; Creating an Arena for Pedagogical Reflections among Academic Staff: A Hermeneutic Phenomenological Study among Learning Teachers at Nord University, Norway Elisabeth Suzen, Oddlaug Lindgaard and Gunnar Grepperud 8 Performance Agreements in Denmark, Ontario and the Netherlands Ben Jongbloed and Harry de Boer 9 Helping Students in the COVID Crisis: Drawing Conclusions Utilising Business Intelligence Data as a Quality Management Tool Sara-I. Taeger, Stephanie Albrecht, Daniel Thiemann and Tilo Wendler PART 3: Trust 10 Trust during an Era of COVID-19: An Analysis of British Higher Education Rosalind Pritchard 11 Innovative Higher Education Institution or Innovator in the Higher Education Institution? An Analysis of the Influence and Interplay of Frame Conditions and the Person-Specific Innovative Ability Cindy Konen 12 Community-Based Professional Development of Higher Education Teachers in Times of Transformation Silke Masson and Tamara Zajontz 13 Rethinking Quality and Excellence in Teaching and Learning in Higher Education Matt O’Leary, Tony Armstrong, Victoria Birmingham, Amanda French, Alex Kendall, Mark O’Hara and Katy Vigurs
£43.20
Brill Transformation Fast and Slow: Digitalisation,
Book SynopsisThe COVID-19 pandemic has accelerated change in the higher education sector across the globe and has required huge efforts and commitments on the political, institutional and individual level. During this period higher education was considered, maybe more than ever, as an essential sector. Providing critical information and, contributing to the delivery of scientifically based solutions to help societies overcome this global crisis, universities also simultaneously maintained core educational activities to secure the academic future of the next student generation. This required a high level of innovation, adaptivity and creativity. The book is centred on three main themes linked to transformation and change in higher education: digitalisation, quality and trust. The transformative power of the pandemic has raised concerns and questions of each of them. Contributors are: Stephanie Albrecht, Tony Armstrong, Victoria Birmingham, Victor Borden, Bruno Broucker, Uwe Cantner, Helge Dauchert, Harry de Boer, Caterina Fox, Amanda French, Katharina Hölzle, Gunnar Grepperud, Seonmi Jin, Ben Jongbloed, Alex Kendall, Cindy Konen, René Krempkow, Anne-Kristin Langner, Theodor Leiber, Oddlaug Marie Lindgaard, Silke Masson, Clare Milsom, Jessica Nooij, Mark O’Hara, Matt O’Leary, Pascale Stephanie Petri, Rosalind Pritchard, Christopher Stolz, Elisabeth Suzen, Sara-I. Täger, Daniel Thiemann, Lieke van Berlo, Lotte J. van Dijk, Katy Vigurs, Tilo Wendler, and Tamara Zajontz.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Transformation Fast and Slow: Digitalisation, Quality and Trust in Higher Education Bruno Broucker, Rosalind Pritchard, Clare Milsom and René Krempkow PART 1: Digitalisation 1 COVID-19: Challenges of the Virtual Classroom: Satisfaction, Motivation and Burnout in Online Teaching Caterina Fox and Anne-Kristin Langner 2 Digital Competences of Students: How They Are Assessed and What They Can Contribute to Study Success René Krempkow and Pascale Stephanie Petri 3 Digital Transformation in Higher Education Learning and Teaching: The Quality Digital Literacy We Need Theodor Leiber 4 Challenges on the Digitalisation of the Universities in the European Higher Education Area: The Case of Germany Uwe Cantner, Helge Dauchert, Katharina Hölzle and Christopher Stolz PART 2: Quality 5 ‘Positive Mind Monitor’: The Development of a Mental Compass to Enhance Student Wellbeing by Using Data-Feedback Jessica Nooij, Lieke van Berlo and Lotte van Dijk 6 An Evidence-Based Framework for Transforming Higher Education Programs and Processes Victor M. H. Borden and Seonmi Jin 7 Professional Development; Creating an Arena for Pedagogical Reflections among Academic Staff: A Hermeneutic Phenomenological Study among Learning Teachers at Nord University, Norway Elisabeth Suzen, Oddlaug Lindgaard and Gunnar Grepperud 8 Performance Agreements in Denmark, Ontario and the Netherlands Ben Jongbloed and Harry de Boer 9 Helping Students in the COVID Crisis: Drawing Conclusions Utilising Business Intelligence Data as a Quality Management Tool Sara-I. Taeger, Stephanie Albrecht, Daniel Thiemann and Tilo Wendler PART 3: Trust 10 Trust during an Era of COVID-19: An Analysis of British Higher Education Rosalind Pritchard 11 Innovative Higher Education Institution or Innovator in the Higher Education Institution? An Analysis of the Influence and Interplay of Frame Conditions and the Person-Specific Innovative Ability Cindy Konen 12 Community-Based Professional Development of Higher Education Teachers in Times of Transformation Silke Masson and Tamara Zajontz 13 Rethinking Quality and Excellence in Teaching and Learning in Higher Education Matt O’Leary, Tony Armstrong, Victoria Birmingham, Amanda French, Alex Kendall, Mark O’Hara and Katy Vigurs
£111.20
Brill Critical Storytelling: Experiences of Power Abuse in Academia
Book SynopsisWhat does power abuse look and feel like in the academic world? How does it affect university faculty, students, education and research? What can we do to counteract and prevent power abuse? These questions are addressed in this collection of autobiographical poems, essays and illustrations about academia. The contributors reflect on individual experiences as well as underlying institutional structures, providing original perspectives on bullying, sexual harassment, discrimination, and other forms of power abuse in academic workplaces. They share their stories in order to break the culture of silence around power abuse in academia and point out pathways for constructive change.Table of Contents1 The Same Old Story? An Introduction Julie Hansen and Ingela Nilsson 2 The Polyphony of Academia Ingela Nilsson 3 What My CV Doesn’t Tell You Julie Hansen 4 Notes from the Margins of Academic Life Anonymous 1 5 A Decisive Meeting in Department X Dinah Wouters, Tim Noens, Thomas Velle and Anonymous 2 6 Phantom Libraries: Unspoken Words, Untold Stories and Unwritten Texts Moa Ekbom 7 On the Occasion of My Retirement Cecilia Mörner 8 How to Be a Professor in the Twenty-First Century Wim Verbaal 9 Bad Days Anonymous 3 10 On Diversity Workshops: Challenges and Opportunities Kai Dowding, Hanna McGinnis and Ana Núñez 11 Still a World to Win Anonymous 4 12 Fragments of Missed Opportunities: Or Unrealized Dialectical Exchanges with a Mentor Anonymous 5 13 Flexing Muscles Ingela Nilsson 14 Lessons I Learned at University Ricarda Schier 15 Benevolence or Bitterness Antony Smith 16 Observations from a Non-Academic on Academic Life Ken Robertson 17 Harassment and Abuse of Power from a Global Perspective: Or the Importance of a Conversation Anonymous 6 18 What My Younger Self Would Have Said, Had She Spoken up, and How My Present Self Would Have Replied Ingela Nilsson 19 The Ghosts of Academia Veronika Muchitsch 20 The Unbearable Shame of Crying at Work Anonymous 7 21 Panic Button 111 Ingela Nilsson 22 Quit Thomas Oles 23 Diving Deeper: The Redemptive Power of Metaphor Helen Sword Epilogue: The Privilege of Writing One’s Story and Reading Those of Others Ingela Nilsson Epilogue: Gathering Voices for a Better Academic Workplace Julie Hansen
£95.20
Brill Critical Storytelling: Experiences of Power Abuse in Academia
Book SynopsisWhat does power abuse look and feel like in the academic world? How does it affect university faculty, students, education and research? What can we do to counteract and prevent power abuse? These questions are addressed in this collection of autobiographical poems, essays and illustrations about academia. The contributors reflect on individual experiences as well as underlying institutional structures, providing original perspectives on bullying, sexual harassment, discrimination, and other forms of power abuse in academic workplaces. They share their stories in order to break the culture of silence around power abuse in academia and point out pathways for constructive change.Table of Contents1 The Same Old Story? An Introduction Julie Hansen and Ingela Nilsson 2 The Polyphony of Academia Ingela Nilsson 3 What My CV Doesn’t Tell You Julie Hansen 4 Notes from the Margins of Academic Life Anonymous 1 5 A Decisive Meeting in Department X Dinah Wouters, Tim Noens, Thomas Velle and Anonymous 2 6 Phantom Libraries: Unspoken Words, Untold Stories and Unwritten Texts Moa Ekbom 7 On the Occasion of My Retirement Cecilia Mörner 8 How to Be a Professor in the Twenty-First Century Wim Verbaal 9 Bad Days Anonymous 3 10 On Diversity Workshops: Challenges and Opportunities Kai Dowding, Hanna McGinnis and Ana Núñez 11 Still a World to Win Anonymous 4 12 Fragments of Missed Opportunities: Or Unrealized Dialectical Exchanges with a Mentor Anonymous 5 13 Flexing Muscles Ingela Nilsson 14 Lessons I Learned at University Ricarda Schier 15 Benevolence or Bitterness Antony Smith 16 Observations from a Non-Academic on Academic Life Ken Robertson 17 Harassment and Abuse of Power from a Global Perspective: Or the Importance of a Conversation Anonymous 6 18 What My Younger Self Would Have Said, Had She Spoken up, and How My Present Self Would Have Replied Ingela Nilsson 19 The Ghosts of Academia Veronika Muchitsch 20 The Unbearable Shame of Crying at Work Anonymous 7 21 Panic Button 111 Ingela Nilsson 22 Quit Thomas Oles 23 Diving Deeper: The Redemptive Power of Metaphor Helen Sword Epilogue: The Privilege of Writing One’s Story and Reading Those of Others Ingela Nilsson Epilogue: Gathering Voices for a Better Academic Workplace Julie Hansen
£37.60
Brill Doctoral Education as If People Matter: Critical Issues for the Future
Book SynopsisWith the view of improving doctoral education, contributors from diverse cultural, political and disciplinary contexts critically analyse challenges and opportunities that impact on the experience of researchers and university staff. Readers are invited to consider their own circumstances and how the presented policies, procedures, values and practices, both common and unique, might either detract from or enhance their performance and well-being. Reflection on lessons learned through the pandemic are incorporated, reinforcing the value of collaboration and mutual respect between researchers and their supporters at all levels, for both the conduct of good science and a fulfilled work life. Contributors are: Britt-Marie Apelgren, Diogo Casanova, Pam Denicolo, Shane Dowle, Dawn Duke, Fabiane Garcia, Martin Gough, Erika Hansson, Gill Houston, Isabel Huet, Sverker Lindblad, Bing Lu, Alistair McCulloch, Marie-Louise Österlind, Julie Reeves, Manuela Schmidt, Matthew Sillence and Gun-Britt Wärvik.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 Prologue Marie-Louise Österlind, Pam Denicolo and Britt-Marie Apelgren PART 1: Challenges and Opportunities for the Key Participants in Doctoral Education 2 Alienation and the Problem of Work in Doctoral Education Alistair McCulloch 3 Restructuring Doctoral Education in Sweden Britt-Marie Apelgren, Sverker Lindblad and Gun-Britt Wärvik 4 Challenging Policy Barriers to Doctoral Supervision: Qualifying as a Supervisor and Recruiting Students in Chinese Research Universities Bing Lu 5 Doctoral Final Examinations: (Ir)Relevance to New Skills and Future Challenges Pam Denicolo, Dawn Duke and Julie Reeves PART 2: Challenges and Opportunities for the Staff Supporting Doctoral Researchers 6 Re-framing Supervisor Development for Internationalisation and Professionalisation Pam Denicolo, Julie Reeves, and Dawn Duke 7 The Professional Development of Doctoral Supervisors through an International Lens Isabel Huet, Diogo Casanova and Fabiane Garcia 8 Towards a Person-Centred Discourse in Doctoral Supervisor Development Matthew Sillence 9 The Role of Supervisors in Preparing Doctoral Researchers for the Final Examination Gillian Houston 10 New Beginnings or Same Old Ending for Researcher Development? Julie Reeves PART 3: Challenges and Opportunities for Doctoral Researchers’ Wellbeing 11 Dimensions of Wellbeing in the Doctoral Research Environment: Implications for Quality Martin Gough 12 Sustainability of Doctoral Education: A Well-Being Perspective Manuela Schmidt and Erika Hansson 13 The Role of Liminality and Reflexivity in Transformative Doctoral Learning Shane Dowle 14 This Could Be Heaven, or This Could Be Hell: Exploring the Complexity Experienced by Swedish Doctoral Researchers from a Workplace Perspective Marie-Louise Österlind 15 Epilogue: Continuing to Focus on the People Involved in Doctoral Education Pam Denicolo, Marie-Louise Österlind and Britt-Marie Apelgren Index
£43.20
Brill Doctoral Education as If People Matter: Critical Issues for the Future
Book SynopsisWith the view of improving doctoral education, contributors from diverse cultural, political and disciplinary contexts critically analyse challenges and opportunities that impact on the experience of researchers and university staff. Readers are invited to consider their own circumstances and how the presented policies, procedures, values and practices, both common and unique, might either detract from or enhance their performance and well-being. Reflection on lessons learned through the pandemic are incorporated, reinforcing the value of collaboration and mutual respect between researchers and their supporters at all levels, for both the conduct of good science and a fulfilled work life. Contributors are: Britt-Marie Apelgren, Diogo Casanova, Pam Denicolo, Shane Dowle, Dawn Duke, Fabiane Garcia, Martin Gough, Erika Hansson, Gill Houston, Isabel Huet, Sverker Lindblad, Bing Lu, Alistair McCulloch, Marie-Louise Österlind, Julie Reeves, Manuela Schmidt, Matthew Sillence and Gun-Britt Wärvik.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 Prologue Marie-Louise Österlind, Pam Denicolo and Britt-Marie Apelgren PART 1: Challenges and Opportunities for the Key Participants in Doctoral Education 2 Alienation and the Problem of Work in Doctoral Education Alistair McCulloch 3 Restructuring Doctoral Education in Sweden Britt-Marie Apelgren, Sverker Lindblad and Gun-Britt Wärvik 4 Challenging Policy Barriers to Doctoral Supervision: Qualifying as a Supervisor and Recruiting Students in Chinese Research Universities Bing Lu 5 Doctoral Final Examinations: (Ir)Relevance to New Skills and Future Challenges Pam Denicolo, Dawn Duke and Julie Reeves PART 2: Challenges and Opportunities for the Staff Supporting Doctoral Researchers 6 Re-framing Supervisor Development for Internationalisation and Professionalisation Pam Denicolo, Julie Reeves, and Dawn Duke 7 The Professional Development of Doctoral Supervisors through an International Lens Isabel Huet, Diogo Casanova and Fabiane Garcia 8 Towards a Person-Centred Discourse in Doctoral Supervisor Development Matthew Sillence 9 The Role of Supervisors in Preparing Doctoral Researchers for the Final Examination Gillian Houston 10 New Beginnings or Same Old Ending for Researcher Development? Julie Reeves PART 3: Challenges and Opportunities for Doctoral Researchers’ Wellbeing 11 Dimensions of Wellbeing in the Doctoral Research Environment: Implications for Quality Martin Gough 12 Sustainability of Doctoral Education: A Well-Being Perspective Manuela Schmidt and Erika Hansson 13 The Role of Liminality and Reflexivity in Transformative Doctoral Learning Shane Dowle 14 This Could Be Heaven, or This Could Be Hell: Exploring the Complexity Experienced by Swedish Doctoral Researchers from a Workplace Perspective Marie-Louise Österlind 15 Epilogue: Continuing to Focus on the People Involved in Doctoral Education Pam Denicolo, Marie-Louise Österlind and Britt-Marie Apelgren Index
£114.40
Brill Rhetoric of the Asia Higher Education Rankings
Book SynopsisThis book offers a perspective from the Global South to analysing the Asian higher education ranking system. The narratives and major debates on world university rankings is examined and discussed to provide critical perspectives on the social implications of rankings for Asia. Specifically, the implications of the Quacquarelli Symonds (QS) world university rankings are analysed to gain insights into the usefulness of reputation rankings in addressing social inequality. The analysis provides a blueprint for global politics in rankings to shape policies and the governance of higher education in Asia. Table of ContentsForeword Amy Verdun Acknowledgements List of Figures and Tables Introduction 1 A Rhetorical Analysis of Reputation Rankings 1 Introduction 2 Debriefing Rankings 3 Rephrasing Misconceptions in Rankings 4 Analysis of QS Reputation Rankings in Asia 2 QS World University Rankings’ Metrics Analysis 1 Introduction 2 Modelling and Analysis of QS Ranking Methodologies 3 Academic Reputation 4 Employer Reputation 5 Faculty/Student Ratio 6 Citations per Faculty 7 International Faculty/International Student Ratio 8 Conclusion 3 Critiquing Ranking Methods 1 Introduction 2 Purpose and Methodology of Rankings in Asia 3 Concluding Thoughts 4 Theorizing ‘Comparison’ in Ranking Systems 1 Introduction 2 Ranking and National Identity 3 Power and Politics in Rankings 4 Responding to Social Issues 5 Aligning Rankings to Cultural and Social Identities 1 Introduction 2 Results of Ranking in Asian Higher Education 3 Evaluating Social Importance in Asia 4 Concluding Thoughts Appendix Index
£39.82
Brill Rhetoric of the Asia Higher Education Rankings
Book SynopsisThis book offers a perspective from the Global South to analysing the Asian higher education ranking system. The narratives and major debates on world university rankings is examined and discussed to provide critical perspectives on the social implications of rankings for Asia. Specifically, the implications of the Quacquarelli Symonds (QS) world university rankings are analysed to gain insights into the usefulness of reputation rankings in addressing social inequality. The analysis provides a blueprint for global politics in rankings to shape policies and the governance of higher education in Asia. Table of ContentsForeword Amy Verdun Acknowledgements List of Figures and Tables Introduction 1 A Rhetorical Analysis of Reputation Rankings 1 Introduction 2 Debriefing Rankings 3 Rephrasing Misconceptions in Rankings 4 Analysis of QS Reputation Rankings in Asia 2 QS World University Rankings’ Metrics Analysis 1 Introduction 2 Modelling and Analysis of QS Ranking Methodologies 3 Academic Reputation 4 Employer Reputation 5 Faculty/Student Ratio 6 Citations per Faculty 7 International Faculty/International Student Ratio 8 Conclusion 3 Critiquing Ranking Methods 1 Introduction 2 Purpose and Methodology of Rankings in Asia 3 Concluding Thoughts 4 Theorizing ‘Comparison’ in Ranking Systems 1 Introduction 2 Ranking and National Identity 3 Power and Politics in Rankings 4 Responding to Social Issues 5 Aligning Rankings to Cultural and Social Identities 1 Introduction 2 Results of Ranking in Asian Higher Education 3 Evaluating Social Importance in Asia 4 Concluding Thoughts Appendix Index
£77.60
Brill Accelerating the Future of Higher Education
Book SynopsisThe events of the last years have shaken the world of higher education. The post-COVID-19 period has raised multiple questions in key areas, from digitalisation over quality assurance to internationalisation. This book brings together scholars, practitioners and policymakers in higher education, and discusses in a variety of topics the future of the higher education sector in a rapidly changing context: the complexities of digital education, the need or necessity for innovation or the impact of globalisation are some of the topics addressed in this book. Those topics are brought together around one central theme: how can the future of higher education be accelerated to address in a sustainable way the needs of a changing global context?Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Accelerating the Future of Higher Education Bruno Broucker, Clare Milsom, James Calleja and Mark O’Hara 1 The Influence of Cognitive Abilities When Evaluating Information within an Information Problem Online Alice Laufer and Christian Schemer 2 Higher Education Governance in Austria: A Comparative Analysis on Academics’ Perception of Institutional Governance and Management Practices at Public Universities and University Colleges of Teacher Education Florian Reisky, Corinna Geppert and Attila Pausits 3 Engaging Students in Their Learning Journey: The Role of Social Integration in Higher Education Pascale Stephanie Petri 4 A Mapping of Key Activity Areas for Development of Higher Education: Examples from Norwegian Centres for Excellence in Education Torstein Nielsen Hole, Marit Ubbe and Ida Iselin Eriksson 5 To Innovate or Not to Innovate? Professors’ Motives and Withholding Reasons for Cooperative Innovations Cindy Konen 6 Collaborative Policymaking: Bringing Together Evidence and Expertise in Policymaking towards Recommendations Carmen Heidenwolf, Katharina Riesinger, Magdalena Fellner and Attila Pausits 7 Managerial Adjustments to Improve Strategic Alignment: The Case of a Chilean University Mario Alarcón and Pablo Hormazábal Saavedra 8 What Competences We Need for HE Managers: Results from the German Mixed Methods Project KaWuM Julia Rathke, René Krempkow and Kerstin Janson 9 Globalization of Higher Education: Short-Term Study Abroad Programs Andrew S. Herridge, Lisa J. James and Hugo A. García 10 Lessons from the Student Learning Experience in the Pandemic Era: A South African University Perspective Darlington Mutakwa and Denyse Webbstock 11 University Governance Reform in an Illiberal Democracy: Public Interest Trusts in Hungary Gergely Kováts
£95.20
Brill Unyoking African University Knowledge: A Pursuit of the Decolonial Agenda
Book SynopsisThe discourse of decolonisation, though littered with unresolved contestation in the university as an institution of higher learning, has often been blamed on the impact of neoliberal globalisation philosophy. The volume focuses on unfinished project of decolonisation, with an aim on African knowledge and the historical question of canonicity by keeping the emancipative dialogue alive. The authors place great scrutiny on the quality of curriculum offered in universities arguing that a sound relevant curriculum, original to the continent, can save Africa’s citizenry from challenges bedevilling socio-economic development. This book proposes a disruption and potential end to western hegemonic epistemologies that manifest the neoliberal geopolitical terrain in the form of cultural imperialism, epistemicide, and linguicide through a decolonial approach to the curriculum in African universities. It interrogates and challenges the neo-colonial entanglement in regional higher education policy processes coupled with the excessive dependence of regional stakeholders on western external actors for higher education policy and envisages a decolonial alternative future for the regionalisation of higher education in Africa. To this end, the book brings in a more philosophical and practical hermeneutic of knowledge production and dissemination that unyokes post-independence African universities from the bondage of erstwhile colonisers.Table of ContentsAcronyms Notes on Contributors 1 The African University in Pursuit of an Emancipatory Knowledge Trajectory: Deciphering the Dialogues Amasa P. Ndofirepi 2 African Knowledge and Canonicity: Historical Inertia and Intellectual Liberation Pascah Mungwini 3 Africanising the University Curriculum: Possibilities and Challenges Jeriphanos Makaye 4 The African University and the Urgent Need for Decoupling from the Global North Jacob Mapara 5 Cognitive Justice as Social Justice in Postcolonial Africa: The Idea of the University in the North-South Dialectic Ephraim T. Gwaravanda and Amasa P. Ndofirepi 6 False Dichotomy in Epistemic Decolonisation of Philosophy Ephraim T. Gwaravanda 7 From Academic Coconuts to Knowledge Custodians: Redefining a New Epistemic Trajectory for an African University Simon Vurayai 8 Decolonising the African Union Regional Higher Education Policy: A Tentative Approach against Neocolonial Entanglement Emnet Tadesse Woldegiorgis 9 Repurposing the University in Africa in the Context of the Tenacity of an Explicitly Racist Epistemology Teboho J. Lebakeng 10 Social Justice Reconsidered: Making a Defence for a University of Critique Again Yusef Waghid, Zayd Waghid and Faiq Waghid 11 Decolonising Knowledge in African Universities: Could It Be Too Late? Gloria Erima 12 The Hermeneutics of a Liberated Knowledge Fund in an African University: Winding Up the Business Amasa P. Ndofirepi Index
£46.40
Brill Unyoking African University Knowledge: A Pursuit of the Decolonial Agenda
Book SynopsisThe discourse of decolonisation, though littered with unresolved contestation in the university as an institution of higher learning, has often been blamed on the impact of neoliberal globalisation philosophy. The volume focuses on unfinished project of decolonisation, with an aim on African knowledge and the historical question of canonicity by keeping the emancipative dialogue alive. The authors place great scrutiny on the quality of curriculum offered in universities arguing that a sound relevant curriculum, original to the continent, can save Africa’s citizenry from challenges bedevilling socio-economic development. This book proposes a disruption and potential end to western hegemonic epistemologies that manifest the neoliberal geopolitical terrain in the form of cultural imperialism, epistemicide, and linguicide through a decolonial approach to the curriculum in African universities. It interrogates and challenges the neo-colonial entanglement in regional higher education policy processes coupled with the excessive dependence of regional stakeholders on western external actors for higher education policy and envisages a decolonial alternative future for the regionalisation of higher education in Africa. To this end, the book brings in a more philosophical and practical hermeneutic of knowledge production and dissemination that unyokes post-independence African universities from the bondage of erstwhile colonisers.Table of ContentsAcronyms Notes on Contributors 1 The African University in Pursuit of an Emancipatory Knowledge Trajectory: Deciphering the Dialogues Amasa P. Ndofirepi 2 African Knowledge and Canonicity: Historical Inertia and Intellectual Liberation Pascah Mungwini 3 Africanising the University Curriculum: Possibilities and Challenges Jeriphanos Makaye 4 The African University and the Urgent Need for Decoupling from the Global North Jacob Mapara 5 Cognitive Justice as Social Justice in Postcolonial Africa: The Idea of the University in the North-South Dialectic Ephraim T. Gwaravanda and Amasa P. Ndofirepi 6 False Dichotomy in Epistemic Decolonisation of Philosophy Ephraim T. Gwaravanda 7 From Academic Coconuts to Knowledge Custodians: Redefining a New Epistemic Trajectory for an African University Simon Vurayai 8 Decolonising the African Union Regional Higher Education Policy: A Tentative Approach against Neocolonial Entanglement Emnet Tadesse Woldegiorgis 9 Repurposing the University in Africa in the Context of the Tenacity of an Explicitly Racist Epistemology Teboho J. Lebakeng 10 Social Justice Reconsidered: Making a Defence for a University of Critique Again Yusef Waghid, Zayd Waghid and Faiq Waghid 11 Decolonising Knowledge in African Universities: Could It Be Too Late? Gloria Erima 12 The Hermeneutics of a Liberated Knowledge Fund in an African University: Winding Up the Business Amasa P. Ndofirepi Index
£105.60
Brill Accelerating the Future of Higher Education
Book SynopsisThe events of the last years have shaken the world of higher education. The post-COVID-19 period has raised multiple questions in key areas, from digitalisation over quality assurance to internationalisation. This book brings together scholars, practitioners and policymakers in higher education, and discusses in a variety of topics the future of the higher education sector in a rapidly changing context: the complexities of digital education, the need or necessity for innovation or the impact of globalisation are some of the topics addressed in this book. Those topics are brought together around one central theme: how can the future of higher education be accelerated to address in a sustainable way the needs of a changing global context?Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Accelerating the Future of Higher Education Bruno Broucker, Clare Milsom, James Calleja and Mark O’Hara 1 The Influence of Cognitive Abilities When Evaluating Information within an Information Problem Online Alice Laufer and Christian Schemer 2 Higher Education Governance in Austria: A Comparative Analysis on Academics’ Perception of Institutional Governance and Management Practices at Public Universities and University Colleges of Teacher Education Florian Reisky, Corinna Geppert and Attila Pausits 3 Engaging Students in Their Learning Journey: The Role of Social Integration in Higher Education Pascale Stephanie Petri 4 A Mapping of Key Activity Areas for Development of Higher Education: Examples from Norwegian Centres for Excellence in Education Torstein Nielsen Hole, Marit Ubbe and Ida Iselin Eriksson 5 To Innovate or Not to Innovate? Professors’ Motives and Withholding Reasons for Cooperative Innovations Cindy Konen 6 Collaborative Policymaking: Bringing Together Evidence and Expertise in Policymaking towards Recommendations Carmen Heidenwolf, Katharina Riesinger, Magdalena Fellner and Attila Pausits 7 Managerial Adjustments to Improve Strategic Alignment: The Case of a Chilean University Mario Alarcón and Pablo Hormazábal Saavedra 8 What Competences We Need for HE Managers: Results from the German Mixed Methods Project KaWuM Julia Rathke, René Krempkow and Kerstin Janson 9 Globalization of Higher Education: Short-Term Study Abroad Programs Andrew S. Herridge, Lisa J. James and Hugo A. García 10 Lessons from the Student Learning Experience in the Pandemic Era: A South African University Perspective Darlington Mutakwa and Denyse Webbstock 11 University Governance Reform in an Illiberal Democracy: Public Interest Trusts in Hungary Gergely Kováts
£43.20
Brill First-Gen Docs: Personal, Political, and Intellectual Perspectives from the First-Generation Doctoral Experience
Book SynopsisThis collection is an inspiring compilation of personal narratives that delve into the remarkable journeys of first-generation doctoral graduates in education. It unveils their struggles, triumphs, and transformations as they navigate academia, driven by passion and a commitment to breaking barriers. Their stories depict resilience, resistance, and the pursuit of excellence as they confront the challenges of being the first in their families to embark on the rigorous, intellectually demanding path of obtaining a doctoral degree. From diverse backgrounds, cultures, and disciplines, some of these first-gen docs now serve as advisers to the next generation of doctoral students. Readers will be captivated by narratives of sacrifice, courage, and academic identity formation, shedding light on the transformative impact on families and communities. First-Gen Docs: Personal, Political, and Intellectual Perspectives from the First-Generation Doctoral Experience underscores the role of mentors, allies, and inclusivity, inspiring future generations in academia and beyond. Contributors are: Nur Diyanah Anwar, Miguel Baique, Nina Bascia, Kathy Bickmore, Jinny Menon, Elizabeth Montaño, Newton Asakhulu Mukolwe, R. Nanre Nafziger, Yecid Ortega, Crystena A. H. Parker-Shandal, Rosaisela Rodriguez, Janel Janiczek Smith and Zora Wolfe.Table of ContentsSeries Editor’s Foreword: The Doctoral Journey in Education Brent Bradford Acknowledgments About the Cover Lorrie Gallant List of Figures Contributors’ Quotes Notes on Contributors 1 Navigating the Scholarly Path as a First-Generation Doctoral Student: Personal, Political, and Intellectual Perspectives Crystena A. H. Parker-Shandal PART 1: Building Resilience and Grit for Academic Growth: Voices of First-Generation Doctoral Graduates 2 The Crooked Path: Storied Moments in My Doctoral Journey Jinny Menon 3 The End of the Climbing Lane: Completing a PhD in Education in Kenya Newton Asakhulu Mukolwe 4 Identities, Experiences, and the Looking-Glass: Reflections on Navigating the Doctoral Journey Nur Diyanah Anwar 5 Sparking the Flame Within: From the Slums to the Academic World Yecid Ortega 6 “Coming Home”: A Juxtaposition of Returning “Home” as a First- Generation Doctoral Student &esmp;Miguel Baique 7 Looking Backward to Move Forward: One First-Generation Doctoral Student’s Journey &esmp;Janel Janiczek Smith 8 The Journey Within: Inner Resonances of Doctoral Soundings &esmp;R. Nanre Nafziger PART 2: Culminating Success and Beyond: Adviser Perspectives 9 (Almost) Every Doctoral Student Is a First-Generation Doctoral Student &esmp;Nina Bascia 10 First-Generation Chicanas with Doctorates Advocating for the Next Generation of Educational Leaders &esmp;Elizabeth Montaño and Rosaisela Rodriguez 11 Program Supports for First-Generation Education Doctoral Students: A Faculty Perspective &esmp;Zora Wolfe Final Thoughts Afterword &esmp;Kathy Bickmore
£127.68
Brill First-Gen Docs: Personal, Political, and Intellectual Perspectives from the First-Generation Doctoral Experience
Book SynopsisThis collection is an inspiring compilation of personal narratives that delve into the remarkable journeys of first-generation doctoral graduates in education. It unveils their struggles, triumphs, and transformations as they navigate academia, driven by passion and a commitment to breaking barriers. Their stories depict resilience, resistance, and the pursuit of excellence as they confront the challenges of being the first in their families to embark on the rigorous, intellectually demanding path of obtaining a doctoral degree. From diverse backgrounds, cultures, and disciplines, some of these first-gen docs now serve as advisers to the next generation of doctoral students. Readers will be captivated by narratives of sacrifice, courage, and academic identity formation, shedding light on the transformative impact on families and communities. First-Gen Docs: Personal, Political, and Intellectual Perspectives from the First-Generation Doctoral Experience underscores the role of mentors, allies, and inclusivity, inspiring future generations in academia and beyond. Contributors are: Nur Diyanah Anwar, Miguel Baique, Nina Bascia, Kathy Bickmore, Jinny Menon, Elizabeth Montaño, Newton Asakhulu Mukolwe, R. Nanre Nafziger, Yecid Ortega, Crystena A. H. Parker-Shandal, Rosaisela Rodriguez, Janel Janiczek Smith and Zora Wolfe.Table of ContentsSeries Editor’s Foreword: The Doctoral Journey in Education Brent Bradford Acknowledgments About the Cover Lorrie Gallant List of Figures Contributors’ Quotes Notes on Contributors 1 Navigating the Scholarly Path as a First-Generation Doctoral Student: Personal, Political, and Intellectual Perspectives Crystena A. H. Parker-Shandal PART 1: Building Resilience and Grit for Academic Growth: Voices of First-Generation Doctoral Graduates 2 The Crooked Path: Storied Moments in My Doctoral Journey Jinny Menon 3 The End of the Climbing Lane: Completing a PhD in Education in Kenya Newton Asakhulu Mukolwe 4 Identities, Experiences, and the Looking-Glass: Reflections on Navigating the Doctoral Journey Nur Diyanah Anwar 5 Sparking the Flame Within: From the Slums to the Academic World Yecid Ortega 6 “Coming Home”: A Juxtaposition of Returning “Home” as a First- Generation Doctoral Student &esmp;Miguel Baique 7 Looking Backward to Move Forward: One First-Generation Doctoral Student’s Journey &esmp;Janel Janiczek Smith 8 The Journey Within: Inner Resonances of Doctoral Soundings &esmp;R. Nanre Nafziger PART 2: Culminating Success and Beyond: Adviser Perspectives 9 (Almost) Every Doctoral Student Is a First-Generation Doctoral Student &esmp;Nina Bascia 10 First-Generation Chicanas with Doctorates Advocating for the Next Generation of Educational Leaders &esmp;Elizabeth Montaño and Rosaisela Rodriguez 11 Program Supports for First-Generation Education Doctoral Students: A Faculty Perspective &esmp;Zora Wolfe Final Thoughts Afterword &esmp;Kathy Bickmore
£43.20
£139.50
Brill The Doctoral Journey
£66.60