Higher education, tertiary education Books

Book Synopsis1. What is Academic Master Planning?.- 2. The Five Phases of Academic Master Planning.- 3. Phase 1 – Introducing the Academic Master Planning Process.- 4. Phase 2 – Considering the Mission and Vision of the Department or Program.- 5. Phase 3 – Developing Core Principles.- 6. Phase 4 – Creating Specific Initiatives.- 7. Phase 5 – Identifying Timeline and Needed Resources.- 8. Applications for Different Institutional Types.- 9. Using the Academic Master Plan.

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Book SynopsisThe Challenge to Academic Freedom in Hungary: A Case Study in Culture War, Authoritarianism and Resistance presents a case study as to how an authoritarian regime like the one in Hungary seeks to tame academic freedom. Andrew Ryder probes the reasons for ideological conflict within the academy through concepts like ‘culture war’ and authoritarian populism. He explores how the Orbán administration has introduced a series of reforms leading to limitations being placed on the Hungarian Academy of Sciences, Gender Studies no longer being recognized by the State, the relocation of the Central European University because of government pressure and new reforms that ostensibly appear to give universities autonomy but critics assert are in fact changes that will lead to cronyism and pro-government interference in academic freedom.

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Book SynopsisThis book presents thinking about and through transdisciplinary and professional development as an educative process. Rather than focusing on the delineation of the approaches offered, an analysis of these contributions points to commonality in those problems that benefit from a transdisciplinary perspective. The core elements of transdisciplinarity can lead to what might be called metanoia - another way of knowing; a knowing which is ‘beyond that which is creative and transformative. This poses challenges for the practice of all professionals and is the core issue that this book addresses. The book brings together the constituting views of transdisciplinarity, or metanoia, and focus them on current professional practice.​ The book is structured in two parts and five sections. The first part deals with key issues in Transdisciplinarity; its actuality and how it creates knowledge. Section 1 has three original papers which look at Transdisciplinarity from a different lens. Especially, the Islamic voice has not been heard in this context before. Section 2 considers the knowledge aspect of Transdisciplinarity and how this might be confronted with existing disciplinary knowledge. Part 2 of the book is directly focused on professionals and their education. The third section considers research pedagogy and graduate education for the professional. This is followed in section 4 which offers a discussion on team work. In the final section six chapters present the transdisciplinary practitioner in different contexts. Table of ContentsForeword.- About the Authors.- Introduction, Paul Gibbs, Middlesex University, UK.- SECTION ONE.- Transdisciplinary Knowledge Creation, Sue McGregor, Mount Saint Vincent University, Halifax, Nova Scotia.- Changing and sustaining transdisciplinary practice through research partnerships.- Tamara Cumming and Sandie Wong Research Institute for Professional Practice, Learning and Education, Charles Sturt University, Australia.- Transdisciplinary Problems: the Teams addressing them and their support through Team Coaching, Ron Collins, IBM Global Business Services and Annette Fillery-Travis, Middlesex University.- Transdisciplinarity and Nursing Education: Expanding Nursing’s Professional Identity and Potential, Sarah Wall University of Alberta, Canada.- Interprofessional education and collaborative practice in health and social care: The need for transdisciplinary mindsets, instruments and mechanisms, Andre Vyt, University College Arteveldehogeschool, Ghent University, Belgium.- Transdisciplinarity Learning in Professional Practice , Raymond Yeung Hong Kong.- SECTION TWO.- Integrating Transdisciplinarity and Translational Concepts and Methods into Graduate Education, Linda Neuhauser, University of California, Berkeley, USA and Christian Pohl, Swiss Academies of Arts and Sciences.- Transdisciplinarity and Educational Knowledge in ‘Work Based Learning’ , Carol Costley, Middlesex University, UK.- What's actually new about transdisciplinarity? Or how scholars from applied studies can benefit from cross-disciplinary learning processes on transdisciplinarity, Marianne Penker and Andreas Muhar, University of Natural Resources and Life Sciences, Vienna, Austria.- SECTION THREE.- Transdisciplinarity as epistemology, ontology or principles of practical judgement, Paul Gibbs Middlesex University, UK.- Transdisciplinarity as Translation, Kate Maguire, Middlesex University, UK.- The emergence of the collective mind, Valerie A. Brown and John A. Harris Fenner School of Environment and Society, Australian National University.- Coda locating the book in time and complexity , Paul Gibbs, Middlesex University.

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Book SynopsisGoverning universities is a multi-level as well as a highly paradoxical endeavor. The featured studies in this book examine critically the multifaceted repercussions of changing governance logics and show how contradictory demands for scholarly peer control, market responsiveness, public policy control, and democratization create governance paradoxes. While a large body of academic literature has been focusing on the external governance of universities, this book shifts the focus on organizations’ internal characteristics, thus contributing to a deeper understanding of the changing governance in universities. The book follows exigent calls for getting back to the heart of organization theory when studying organizational change and turns attention to strategies, structures, and control mechanisms as distinctive but interrelated elements of organizational designs. We take a multi-level approach to explore how universities develop strategies in order to cope with changes in their institutional environment (macro level), how universities implement these strategies in their structures and processes (meso level), and how universities design mechanisms to control the behavior of their members (micro level). As universities are highly complex knowledge-based organizations, their modus operandi, i.e. governing strategies, structures, and controls, needs to be responsive to the multiplicity of demands coming from both inside and outside the organization.Table of ContentsIntroduction.- Multi-level Governance in Universities: Strategy, Structure, Control. Jetta Frost, Fabian Hattke, and Markus Reihlen.- Part I: Strategy.- 1 Institutional Change of European Higher Education: The Case of Post-war Germany. Markus Reihlen and Ferdinand Wenzlaff.- 2 Academic Entrepreneurialism and Changing Governance in Universities. Evidence from Empirical Studies. Marek Kwiek.- 3 Higher Education in the Knowledge Society: Miracle or Mirage? Mats Alvesson and Mats Benner.- Part II: Structure.- 1 Changing Professions? The Professionalization of Management in Universities. Marie Boitier and Anne Rivière.- 2 From Voluntary Collective Action to Organized Collaboration? The Provision of Public Goods in Pluralistic Organizations. Fabian Hattke, Steffen Blaschke, and Jetta Frost.- 3 Universities, Governance, and Business Schools. J.-C. Spender.- Part III: Control.- 1 Aligning Professional and Organizational Commitment in Universities: From Judgmental to Developmental Performance Management. Julia Weiherl and Jetta Frost.- 2 Current Developments at Higher Education Institutions and Interview-based. Recommendations to Foster Work Motivation and Work Performance. Stefanie Ringelhan, Jutta Stumpf-Wollersheim, and Isabell M. Welpe.- 3 Is it Possible to Assess Progress in Science? Isabel Bögner, Jessica Petersen, and Alfred Kieser.- Outlook.- When Professional and Organizational Logics Collide: Balancing Invisible and Visible Colleges in Institutional Complexity. Fabian Hattke, Rick Vogel, and Hendrik Woiwode.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisFrom the glorification of ancient âgreatnessâ to the riskiness of âplatform futuresâ, this book offers a time travel through one of the most exalted and yet most abused institutions of our age â the university.

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Book SynopsisA comprehensive, wide ranging and detailed account of the unfolding of higher education and higher education policy in Portugal from 1974 to 2009 by leading policy-makers and scholars, with the explicit purpose of showing how different disciplinary canons and perspectives contribute to the study of higher education and higher education policy including Law and Science Policy perspectives. Whilst focusing on one referential system, this book deals with current policy issues emerging in the wake of the post Bologna period. It also examines their long term historical origins in addition to the measures taken to address them. The substantive chapters are preceded by a detailed Introductory overview that places the issues treated in this volume in a solidly European perspective and sets out explicitly the differences in the dominant political, cultural and social values that set Portuguese as other Continental European systems of higher education apart from their Anglo Saxon counterparts.Table of ContentsPreface.- List of Contributors.- About the Editors.- About the Authors.- 1. Introduction: On Exceptionalism: the Nation, a Generation and Higher Education. Portugal 1974–2009; Guy Neave and Alberto Amaral.- Part I. Shaping the Nation.- 2. National Identity and Higher Education: From the Origins till 1974; José Manuel Sobral.- 3. University, Society and Politics; Luis Reis Torgal.- 4. Cultural and Educational Heritage, Social Structure and Quality of Life; José Madureira Pinto.- 5. From an Agrarian Society to a Knowledge Economy? The Rising Importance of Education to the Portuguese Economy, 1950–2009; Álvaro Santos Pereira and Pedro Lains.- Part II. Shaping Higher Learning.- 6. From University to Diversity: The Making of Portuguese Higher Education; Ana Nuñes de Almeida and Maria Manuel Vieira.- 7. Changing Legal Regimes and the Fate of Autonomy in Portuguese Universities; Maria Eduarda Gonçalvez.- 8. Science and Technology in Portugal: From Late Awakening to the Challenge of Knowledge Integrated Communities; Manuel Heitor and Hugo Horta.- 9. Governance, Public Management and Administration of Higher Education in Portugal; António M. Magalhães and Rui Santiago.- 10. Quality, Evaluation and Accreditation: from Steering, through Compliance, on to Enhancement and Innovation?; Maria J. Rosa and Cláudia S. Sarrico.- 11. The Impacts of Bologna and of the Lisbon Agenda; Amélia Veiga and Alberto Amaral.- Part III. Shaping the Institutional Fabric.- 12. Patterns of Institutional Management: Democratisation, Autonomy and the Managerialist Canon; Licíno C. Lima.- 13. The Changing Public-Private Mix in Higher Education: Analysing Portugal’s apparent Exceptionalism; Pedro N. Teixeira.- 14. Shaping the ‘new’ Academic Profession: Tensions and Contradictions in the Professionalisation of Academics; Teresa Carvalho.- 15. The Rise of the Administrative Estate in Portuguese Higher Education; Maria de Lourdes Machado and Maria Luisa Cerdeira.- 16. The Student Estate; Madalena Fonseca.- Index.

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Book SynopsisThe essays in this book, the first on Ateneo de Manila University during martial law, deal with the student movement in the late 1960s and early 1970s, and then with actions, conflicts, and unities within the school. Subsequent chapters cover student publications, organizations, and ideological involvements. Other sections of the book highlight the participation of faculty, administration, social development professionals, and the Jesuit community in university activism. The last chapter serves as an epilogue, linking the deepening social involvement of the Ateneo of the 1970s with the political struggles of the early 1980s.

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Book SynopsisThis book explores the notion of software literacy, a key part of digital literacy which all contemporary students and citizens need to understand. Software literacy involves a critical understanding of how the affordances and conceptual approaches of everything from operating systems, creative apps and media editors, to software-based platforms and infrastructures work to inform and shape the ways we think and act. As a cultural artefact, programing code plays a role in reproducing, reinforcing, and augmenting existing cultural practices, as well as generating completely new coded practices. A proposed three-tier framework for software literacy is the focus for a two-year empirical investigation into how tertiary students become more literate about the nature and implications of software they encounter as part of their tertiary studies. Two case studies of software learning and use in university-level engineering and screen & media studies courses are presented, investigating the mapping of students’ trajectory of the learning of desktop applications against this framework for software literacy. Though the book’s focus is primarily educational, its content also has implications for any field that makes use of software and information & communication technology systems and applications. As such, the book will be of interest to all readers whose work involves the challenges and opportunities presented by software-based teaching and learning; and to those interested in how software impacts the workplace and leisure activities that make up our day-to-day lives.Table of ContentsChapter 1 Introduction: Software and other literacies.- Chapter 2 A genealogy of software applications.- Chapter 3 The learning, use and critical understanding of software in Media Studies.- Chapter 4 The learning, use and critical understanding of software in Engineering.- Chapter 5 Comparing the cases: What do they tell us about Software Literacy?.- Chapter 6 Software Literacy: Education and beyond.

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Book SynopsisThis book presents an overview of the main research findings and case studies concerning education and skills for inclusive growth, green jobs and the greening of economies. Focusing on India, Indonesia, Sri Lanka and Viet Nam, it discusses government and business sector responses to these issues and how Technical and Vocational Education and Training (TVET) systems and institutions are addressing both the renewal of curricula in the context of green growth dynamics, and patterns of training and skills development to meet demands. In addition, the book examines cross-country issues, concerns and prospects regarding education and skills for inclusive growth and green jobs for the four countries. These include critical themes and issues in the selected industry sectors triggering a demand for green jobs in the region; how industry is responding to those demands; areas impeding the transition from traditional to green practices; the importance of skills development; the role of TVET in addressing industry needs; and reasons for the slow response of TVET to green skills.While other studies conducted in Asia – and internationally - on the same topic have largely relied on secondary sources, this study conducted by the Asian Development Bank and the Education University of Hong Kong (ADB-EdUHK) is unique in that the findings, conclusions and recommendations reported on are based on primary data. As part of the study, TVET providers, business enterprises, policy makers and practitioners were surveyed using questionnaires and face-to-face interviews. In addition, workshops were held in each of the four countries to ascertain the views of key stakeholders in government, nongovernment organisations, members of the international development community, TVET providers and members of the business sector.The book also provides summaries of the case studies undertaken for India, Indonesia, Sri Lanka and Viet Nam. Table of ContentsOverview.- Introduction.- Summary of Main Research Findings and Storylines: India, Indonesia, Sri Lanka, Viet Nam.- Case Study of a Private Sector Firm in Indonesia.- A Holistic Approach to Greening TVET: A Case Study and Analysis of Bac Thang Long Economic Technical College Practices.- Summary, Conclusions, and the Way Ahead: Cross-Country Concerns, Issues, and Prospects.

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Book SynopsisThis book focuses on the relationship between the university and a particular cohort of academic staff: those in visual and performing arts disciplines who joined the university sector in the 1990s. It explores how artistic researchers have been accommodated in the Australian university management framework and the impact that this has had on their careers, identities, approaches to their practice and the final works that they produce. The book provides the first analysis of this topic across the artistic disciplinary domain in Australia and updates the findings of Australia’s only comprehensive study of the position of research in the creative arts within the government funding policy setting reported in 1998 (The Strand Report).Using lived examples and a forensic approach to the research policy challenges, it shows that while limited progress has been made in the acceptance of artistic research as legitimate research, significant structural, cultural and practical challenges continue to undermine relationships between universities and their artistic staff and affect the nature and quality of artistic work.Table of ContentsForeword.- Artists in the University: An introduction.- Worlds colliding - the ongoing influence of amalgamation.- The University as a Site for Artistic Practice .- Is Artistic Practice Research?.- Artistic Research Within National Research Policy.- Artistic Research and university research management practices.- Institutional research management from the inside.- Beyond Equivalency: Repositioning Artistic Research Within higher education.- Appendix.

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Book SynopsisThis book explores the impact of eLearning on the quality of teaching in higher education, focusing on three main issues: university teachers’ perception of quality teaching, their strategies for achieving quality teaching in practice, and interventions that design and implement online collaborative activities in a large class. The book argues that if eLearning targets the real problems in practice and is appropriately designed and implemented, it can improve the teaching quality at universities. It also demonstrates the complexity of teachers’ perception of quality teaching and contextual factors that affect teaching practice and quality. Further, it explores university teachers’ perception of quality teaching in Italy, the UK and China – an aspect that is rarely addressed in the literature – and reveals why the impact of ICTs on university teaching is not as great as in other fields by explaining the issues that threaten the quality of day-to-day teaching. Lastly, it confirms that traditional lecturing, combined with online collaborative activities, improves the quality of teaching compared to traditional lecturing alone. As such, this book is a necessary and important resource for the research community.Table of ContentsIntroduction.- Literature Review.- Exploration on University Teachers’ Perception of Quality Teaching and Quality Teaching Practice.- Exploration on Computer-Supported Collaborative Learning in Large Class Teaching.- Implementation of Computer-Supported Collaborative Learning for Quality Teaching in Large Classes.- Evaluation and Ethical Considerations.-Conclusion.- Development and Initial Evaluation of Designing Effective Collaboration among Students (DECAS).- References.- Appendices.

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Book SynopsisThis open access book explores cultural competence in the higher education sector from multi-disciplinary and inter-disciplinary perspectives. It addresses cultural competence in terms of leadership and the role of the higher education sector in cultural competence policy and practice. Drawing on lessons learned, current research and emerging evidence, the book examines various innovative approaches and strategies that incorporate Indigenous knowledge and practices into the development and implementation of cultural competence, and considers the most effective approaches for supporting cultural competence in the higher education sector. This book will appeal to researchers, scholars, policy-makers, practitioners and general readers interested in cultural competence policy and practice.Table of ContentsPart I Introduction.- 1 Cultural Competence and the Higher Education Sector: A journey in the academy.- Part II Perspectives.- 2 The "Culture" in Cultural Competence.- 3 Reflecting on a Way of Being: Anchor principles of cultural competence.- 4 Locating Human Rights in the Cultural Competence Context.- 5 On the Critical, Morally Driven, Self-Reflective Agents of Change and Transformation: A literature review on culturally competent leadership in higher education.- 6 Beliefs, Events and Values Inventory Assessment of Global Identity: Implications and applications for international, cross-cultural and transformative learning.- Part III Policy and Policy Issues.- 7 Evaluating Cultural Competence in Indigenous Higher Education Contexts in Australia: A challenge for change.- 8 Indigenist Leadership in Academia: Towards an aspirational model of mindful servant leadership.- 9 Racism a Social Determinant of Indigenous Health: Yarning about cultural safety and cultural competence strategies to improve indigenous health.- 10 Healing Mainstream Health: Building understanding and respect for indigenous knowledges.- 11 History in the Now: Asserting indigenous difference in "Top End" higher education using culturally responsive pedagogy.- Part IV Practice and Programs.- 12 The Sydney Language on our Campuses and in our Curriculum.- 13 Students and Academics Working in Partnership to Embed Cultural Competence as a Graduate Quality.- 14 Embedding Cultural Competence in Science Curricula.- 15 Embedding Cultural Competence in Faculty: A mixed-methods evaluation of an applied indigenous proficiency workshop.- 16 An Indigenous Australian Cultural Competence Course: Talking culture, race and power.- 17 "Learning Through Reflection" - Enhancing culturally proficient learning communities in midwifery practice and education: An experience-based learning journey in London, United Kingdom.- Part V Conclusion.- 19 Future Directions: Cultural competence and the higher education sector.

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Book SynopsisThis book examines a collaborative partnership model between academia and Indigenous peoples, the goal of which is to integrate Indigenous perspectives into the curriculum. It demonstrates how the authentic and creative approaches employed have led to an evolution of curriculum and pedagogy that facilitates cultural competence among Australian graduate and undergraduate students. The book pursues an interdisciplinary approach based on highly practical examples, exemplars and methods that are currently being used to teach in this area. It focuses on facilitating student acquisition of knowledge, understanding, attitudes and skills, following Charles Sturt University’s Cultural Competence Pedagogical Framework. Further, it provides insights into the use of reflective practice in this context, and practical ideas on embedding content and sharing practices, highlighting examples of potential “ways forward,” both nationally and globally. Table of ContentsIntroduction: Working with Respect.- Chapter 1: The benefits of On Country Experiences at the tertiary level .- Chapter 2: Politics, and the Self .- Chapter 3: Curriculum to scaffold the students' cultural competence journey: whole of program assessment in allied health.- Chapter 4: Doing what is right: Behavioural change in service delivery at the higher end of cultural competence. A psycho-socio-cultural model for undergraduate and postgraduate health care professionals.- Chapter 5: Course and Subject Design Facilitating Indigenous Cultural Competence.- Chapter 6: Pushback and Progress- A Culturally Competent Law Degree.- Chapter 7: Reconciliation in Teacher Education.- Chapter 8: Grounding the teaching of anatomy and physiology in Indigenous pedagogy.- Chapter 9: The biases we bring: “Debiasing” higher education curriculum through the dynamics of implicit and unconscious bias.- Chapter 9: The biases we bring: “Debiasing” higher education curriculum through the dynamics of implicit and unconscious bias .- Chapter 11: Exploration of identity, relationships, learning, wisdom with cultural competence.- Chapter 12: Identity and success for Aboriginal students in higher education.- Chapter 13: The place of individual spirituality in the pedagogy of discomfort and resistance.- Chapter 14: The importance of cultural competence in sport-related higher education courses at CSU.- Chapter 15: Exploring the notion of cultural competence in regards to health and Physical Education and AITSL standards.- Chapter 16: Nursing and Cultural Competence.- Chapter 17: Searching for the middle ground of Indigenous and Western science.- Chapter 18: Facilitating critical reflexivity in undergraduate psychology.- Chapter 19: Chapter 19: Indigenous places as Learning Spaces: Fostering initial teacher education students’ cultural competence using Yindyamaldhuray Yalbilinya framework.

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Book SynopsisThis book provides a single source of reference for educators interested in understanding how industry-based ideas have been adapted into different educational contexts, and supports their utilisation in practice. The link between industry-based ideas and their application in education has enabled educators to develop engaging, collaborative, and creative learning environments, as well as better preparing their students for an increasingly complex and dynamic global environment. This book includes contributions from educators, researchers, and practitioners, who have integrated industry-based ideas into their teaching, and explores how these concepts and practices support the creation of effective learning environments. Through these diverse, international contributions, this book enables wider engagement with, and critical analysis of, the application of industry practices, processes and techniques in the development of collaborative and creative learning environments.Table of ContentsTBD

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Book SynopsisBlended Learning in Higher Education: An Introduction.- Theoretical Foundations, Models, and Frameworks of Blended Learning.- Pedagogical Affordances of Blended Learning to Develop Students' Knowledge and Skills.- Models of Designing and Developing Blended Learning: A Case Study of the Flipped Learning Model.- Learner-Centered Nourishments for Conducive Blended Learning Environment.- Disciplinary Influence in Blended Learning Design: A Multi-case Study.- Impact of Learning Design on Student Success in a Blended Learning Environment.- Blended Learning Designs for Student Centred Teaching: Twenty-first Century Skills Development in Engineering Education.- Promoting Student Engagement and Self-directed Learning in a Blended Learning Environment using Cooperative Learning.- Technological Affordances for Blended Learning: A Case Study of an Arabic Language Course at Universiti Sains Islam Malaysia.- Harnessing the Potential of Interactive Oral Assessments in Blended Learning: Lessons from Case Studies.- Innovations in Blended Learning: Lessons and Best Practices.

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Book SynopsisA longstanding tradition holds that universities in early modern Italy suffered from cultural sclerosis and long-term decline. Drawing on rich archival sources, including teaching records, David Lines shows that one of Italy's leading institutions, the University of Bologna, displayed remarkable vitality in the arts and medicine.Trade ReviewWith this contribution, Lines provides students and scholars with an excellent summary of the organization of university life in early modern Bologna, and he fosters the pursuit of new studies to shed light on the dynamics of teaching and learning that are yet to be unveiled. -- Silvia M. Marchori * History of Universities *This is foundational scholarship at its best. Joining great scope with precise detail, Lines offers a sweeping account of an institution central to European education and thought over many centuries. Through his eyes, we see the dynamism, energy, and innovation that characterized life at one of Europe’s greatest universities. -- Ann Moyer, author of The Intellectual World of Sixteenth-Century Florence: Humanists and Culture in the Age of Cosimo IAn impressively researched book on Bologna la dotta. David Lines puts to rest the image of the early modern Italian university as an institution in relentless decline. Instead, he demonstrates how the civic and religious government of Bologna, along with its dynamic community of learned professors, repeatedly reinvented the university to meet their needs. -- Paula Findlen, author of Possessing Nature: Museums, Collecting, and Scientific Culture in Early Modern ItalyDavid Lines skillfully reframes the history of the University of Bologna, revealing a dynamic institution with numerous links to cultural life in Italy and beyond. This book is essential reading for historians of science and medicine, intellectual historians of humanism, and anyone interested in understanding the social contexts of education from the late Middle Ages to the modern age. -- Craig Martin, author of Subverting Aristotle: Religion, History, and Philosophy in Early Modern Science

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Book SynopsisTrade Review"Mr. Weisbach shows how to understand economics in a way that’s entertaining for anyone who has ever been a student, or simply likes to read, write or talk economics. It is aimed at economics professors, and appears to give the inside scoop on teaching. In reality, anyone with a bit of curiosity is enticed to look at how it’s done."---John B. Taylor, Wall Street Journal"The Economist's Craft is indeed a value addition and can serve as a guideline . . . to develop a unique position within the academic society."---Satya Sahoo, WMU Journal of Maritime Affairs

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Book SynopsisA clarion call to shut down the business school!Trade Review'This is a tour de force of contemporary critical management thinking. All too often, the textbooks and the MBAs get in the way of what should be the future for business - participative, value-creating and sustainable. Read, learn... and shut down the business school' -- Ed Mayo, Secretary General, Co-operatives UK'Business schools are at the centre of the malaise of financialized capitalism... Parker prescribes the nuclear option - termination. His replacement is a focus upon sustainable organising that champions alternatives to more-of-the-same hierarchical organisation, market-based forms of exchange and the necessity of management' -- Hugh Wilmott, Professor of Management, Cass Business School, City University LondonTable of ContentsAcknowledgements Preface 1. What Goes on in Business Schools? 2. Teaching Capitalism 3. What's Wrong with Management? 4. What's Wrong with the Business School? 5. The Business School and the University 6. What is 'Management' Anyway? 7. The School for Organizing 8. The Politics of Organizing 9. What do Students Want? 10. The Business School of Tomorrow Notes Index

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Book SynopsisArchibald's clear explanation of the current system-its impact, strengths, and weaknesses-as well as his plans for reform, will be of interest to educators, administrators, students, and parents.Trade Review[An] exhaustively researched and meticulously reasoned argument. -- Jennifer Patterson Lorenzetti University Business Offers an interesting series of ideas around a general premise that the roles and responsibilities of government and schools in higher education subsidies should be changed. -- David R. Smedley Pennsylvania Association of Student Financial Administrators Newsletter 2004Table of ContentsContents: Lists of Tables and Figures Preface and Acknowledgements1. Introduction 2. The History of Financial Aid in the United States 3. The Financial System: How It Works and How Well It Works 4. Theoretical Considerations: Access, Choice, Affordability, and Merit 5. Institutionally Funded Grants 6. Federal Loan Gaurantees 7. Eligibility for Financial Aid and Other Redesign Issues 8. Evaluating the Redesign Proposals 9. On Political Feasibility 10. Final Thoughts: Facing Trade-offs Notes References Index

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Book SynopsisTrade Review"This book addresses an important and timely topic which has garnered substantial interest among policymakers, academic analysts, and the broader scientific and technical community. It reflects over a decade of careful qualitative and quantitative research by these authors. This collection brings together their most interesting work in this important area." —Scott Stern, Kellogg School of Management, Northwestern University"This clear and succinct volume convincingly overturns the conventional wisdom about university-industry relations in science and technology. The authors muster extensive historical and contemporary empirical evidence to build a robust and nuanced conception of the transfer of knowledge between the two sectors. This work warrants close attention from academic administrators, research managers, and public policy-makers in the U.S. and abroad."—David M. Hart, Kennedy School of Government, Harvard University"This splendid volume offers a nuanced and sophisticated assessment of the growing ties between universities and industry, arguing that public policy was a facilitator but not a catalyst and that university R&D faces threats from its growing proprietary emphasis. No student or analyst of the R&D process, or university administrator, should ignore the message of this book that the preeminence of U.S. universities rests upon a commitment to open science, and that it is precisely that openness that enhances industrial innovation."—Walter W. Powell, Stanford University, School of Education"A welcome and thoughtful study that sheds light on an important contemporary policy area and reveals the facts behind some of the myths about successful technology transfer from university to industry in the United States. This book, written by some of the foremost experts in this area, should be required reading for all economists and policy makers concerned with innovation strategies."—Bronwyn Hall, Department of Economics, University of California, Berkeley"Ivory Tower and Industrial Innovation is an enormously important book for the simple reason that it provides extensive credible empirical data that have been hitherto missing in debates on the effects of Bayh-Dole."—Administrative Science Quarterly"Critics of university patenting would be wise to read this nuanced analysis, and supporters would be equally advised to ponder the authors' misgivings."—The Review of Higher EducationTable of Contents@fmct:Contents @toc4:List of Tables and Figures iii Acknowledgments iii @toc2:Chapter 1: Introduction: The Ivory Tower and Industrial Innovation 000 Chapter 2: Historical Overview: American Universities and Technical Progress in Industry 000 Chapter 3: University Patent Policies and University Patenting Before the Bayh-Dole Act 000 Chapter 4: The Research Corporation and University Technology Licensing, 191280 000 Chapter 5: A Political History of the Bayh-Dole Act of 1980 000 Chapter 6: The Bayh-Dole Act and Patenting and Licensing at the University of California, Stanford University, and Columbia University 000 Chapter 7: The Effects of Entry and Experience on U.S. University Patenting Before and After the Bayh-Dole Act 000 Chapter 8: What Happens in University-Industry Technology Transfer? Evidence from Five Case Studies 000 @tocca:Robert Lowe, David C. Mowery, and Bhaven Sampat @toc2:Chapter 9: Conclusion 000 @toc4:Notes 000 References 000 Index 000 Library of Congress Subject Headings for this publication: Technology transfer United States, Academic-industrial collaboration United States

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Book SynopsisEstablished by the Morrill Land-Grant College Act of 1862, America's land-grant universities have had far-reaching influences on the United States and the world. Service as Mandate, Alan I Marcus's second edited collection of insightful essays about land-grant universities, explores how these universities have adapted to meet the challenges of the past sixty-five years and how, having done so, they have helped to create the modern world. From their founding, land-grant schools have provided educational opportunities to millions, producing many of the nation's scientific, technical, and agricultural leaders and spawning countless technological and agricultural innovations. Nevertheless, their history has not always been smooth or without controversy or setbacks. These vital centers of learning and research have in fact been redefined and reconceptualized many times and today bear only a cursory resemblance to their original incarnations. The thirteen essays in this collection explor

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Book SynopsisSamels, accomplished authors and scholars of leadership in higher education, The Provost's Handbook is destined to become the go-to resource for deans, presidents, trustees, and chief academic officers everywhere.Trade ReviewThe Provost's Handbook is essential reading for all aspiring and sitting Chief Academic Officers, and for their institutional peers. -- Margaret (peggy) Jablonski NASPA Leadership Exchange Magazine Offer[s] glimpses of the many roles a chief academic officer (CAO) plays in today's colleges and universities... The strength of this book is these individual insights and the opportunity they give for readers to assess, by comparison, their approaches to these roles. Choice This new handbook addresses changes in the role of the chief academic officer and today's best practices in faculty leadership, strategic planning, curriculum development, technology use in the classroom, and governance... A practice resource for deans, presidents, trustees, and chief academic officers. Council of Independent Colleges Newsletter Recommended. American Reference Books AnnualTable of ContentsPrefacePart I: The Academic AgendaChapter 1. New Skills, Old Skills, and Leading the Academic CommunityChapter 2. New Realities and Lingering Stereo types: Key Trends from the National CAO CensusChapter 3. Professional Development Programs for Chief Academic Officers: A Key to Effective LeadershipChapter 4. The Scope of Academic Leadership at the Top: CAOs, Presidents, and TrusteesChapter 5. Ground Level: How to Lead the Faculty as the First among EqualsChapter 6. The CAO as Planner: Strategic Planning and the Office of Institutional ResearchChapter 7. Difficult Change in the Provost's Domain in Curriculum, Faculty Appointments, and Teaching StrategiesChapter 8. The CAO and the Curriculum: Developing and Implementing Effective Programs for a Contemporary Student PopulationChapter 9. Technology and the Changing Classroom Experience: Best Practices for Curriculum, Resources, and PersonnelChapter 10. Academic Governance: The Art of Working with PeoplePart II: Essential Partners Chapter 11. The CAO and the Chief Financial Officer: Managing a Critical ConnectionChapter 12. The Academic Ask: Partnering Academic Affairs and Institutional AdvancementChapter 13. Working Effectively with the Senior Student Affairs OfficerChapter 14. What Provosts Need to Know About Enrollment ManagementChapter 15. Increasing Accountabilities: The Provost's Role in Intercollegiate AthleticsChapter 16. Keep Your Friends Close and College Counsel Closer: New Developments in Higher Education LawChapter 17. Building Bridges beyond the Quadrangle: The CAO and the External CommunityBibliographyList of ContributorsIndex

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Book SynopsisWhat does it really take to get a job in academia?Do you want to go to graduate school? Then you're in good company: nearly 80,000 students will begin pursuing a PhD this year alone. But while almost all new PhD students say they want to work in academia, most are destined for something else. The hard truth is that half will quit or fail to get their degree, and most graduates will never find a full-time academic job. In Good Work If You Can Get It, Jason Brennan combines personal experience with the latest higher education research to help you understand what graduate school and the academy are really like. This candid, pull-no-punches book answers questions big and small, including Should I go to graduate schooland what will I do once I get there? How much does a PhD costand should I pay for one? What does it take to succeed in graduate school? What kinds of jobs are there after grad schooland who gets them? What happens to the people who never get full-time professorships? What dTrade ReviewFew advice books come closer to presenting the truth, the whole truth, and nothing but the truth. Don't just read this book. Become it.—EconlibEconomist and strategist Jason Brennan delivers a data-driven, punchily practical guide to succeeding in academia, aimed at PhD students.—NatureDon't let anyone you know apply to grad school without first encouraging them to read Good Work If You Can Get It.—James G. Martin Center for Academic RenewalAmerica has needed a book like this for a long time and bravo to Johns Hopkins University Press for publishing it.—National ReviewGood Work If You Can Get It is a frank, realistic, and data-driven discussion of what it takes to succeed in academia. It's the kind of book every aspiring scholar should read.—ForbesTable of ContentsIntroduction. Unpleasant Truths about the World's Best JobChapter One. Do You Really Want an Academic Job?Chapter Two. Success in Graduate School Means Working to Get a JobChapter Three. How to Be Productive and HappyChapter Four. The Academic Market, Tenure, and the Job Market outside AcademiaConclusion. Exit OptionsAcknowledgmentsNotesBibliographyIndex

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Book SynopsisHow far does the idea of academic freedom extend to professors in an era of racial reckoning?The protests of summer 2020, which were ignited by the murder of George Floyd, led to long-overdue reassessments of the legacy of racism and white supremacy in both American academe and cultural life more generally. But while universities have been willing to rename some buildings and schools or grapple with their role in the slave trade, no one has yet asked the most uncomfortable question: Does academic freedom extend to racist professors?It's Not Free Speech considers the ideal of academic freedom in the wake of the activism inspired by outrageous police brutality, white supremacy, and the #MeToo movement. Arguing that academic freedom must be rigorously distinguished from freedom of speech, Michael Bérubé and Jennifer Ruth take aim at explicit defenses of colonialism and theories of white supremacytheories that have no intellectual legitimacy whatsoever. Approaching this question from two aTrade ReviewMichael Berube and Jennifer Ruth's 'It's Not Free Speech: Race, Democracy and the Future of Academic Freedom' addresses the question of what academic freedom does and should protect—and what it does not and should not protect. Drawing careful distinctions between free speech and academic freedom, they contend that an 'excessively libertarian' understanding of academic freedom, often confused with an absolutist position on free speech, needs to be rethought and replaced with less traditionally liberal policies....A provocative read, with practical suggestions for how to put faculty back in charge of defending academic freedom as well as preventing its abuses.—ForbesTable of ContentsAcknowledgmentsIntroduction1. Context Culture, or, a Few Cautionary Words Concerning the Politics of Interpretation2. Talking out of School: Academic Freedom and Extramural Speech3. What Is a Firing Offense?4. Who's Afraid of Critical Race Theory Today?5. The Limits of Academic Freedom6. The Future of Academic Freedom Works CitedIndex

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Book SynopsisA collection of essays that provides advice and strategies for BIPOC scholars on how to survive, thrive, and resist in academic institutions.Conditionally Accepted builds upon an eponymous blog on InsideHigherEd.com, which is now a decade-old national platform for BIPOC academics in the United States. Bringing together perspectives from academics of color on navigating intersecting forms of injustice in the academy, each chapter offers situated knowledge about experiencing—and resisting—marginalization in academia. Contextualized within existing scholarship, these personal narratives speak to institutional betrayals while highlighting agency and sharing stories of surviving on treacherous terrain. Covering topics from professional development to the emptiness of diversity, equity, and inclusion efforts, and redefining what it means to be an academic in our contemporary moment, this edited collection directly confronts issues of systemic exclusion, di

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Book SynopsisOver the last few decades, the decline of the public university has dramatically increased under intensified commercialization and privatization, with market-driven restructurings leading to the deterioration of working and learning conditions. A growing reserve army of scholars and students, who enter precarious learning, teaching, and research arrangements, have joined recent waves of public unrest in both developed and developing countries to advocate for reforms to higher education. Yet even the most visible campaigns have rarely put forward any proposals for an alternative institutional organization. Based on extensive fieldwork in Venezuela, The Alternative University outlines the origins and day-to-day functioning of the colossal effort of late President Hugo Chávez's government to create a university that challenged national and global higher education norms. Through participant observation, extensive interviews with policymakers, senior managers, academics, and students, as well as in-depth archival inquiry, Mariya Ivancheva historicizes the Bolivarian University of Venezuela (UBV), the vanguard institution of the higher education reform, and examines the complex and often contradictory and quixotic visions, policies, and practices that turn the alternative university model into a lived reality. This book offers a serious contribution to debates on the future of the university and the role of the state in the era of neoliberal globalization, and outlines lessons for policymakers and educators who aspire to develop higher education alternatives.Trade Review"In a world in dire need of alternatives to a neoliberal model that declared we no longer have any, Mariya Ivancheva reminds us that the semiperiphery has always taught the world-system important lessons. The book is a powerful plea for a radical response to commodified higher education, for treading carefully among the contradictions inherent to revolutionary projects and against presentism."—Manuela Boatcă, Albert-Ludwigs University of Freiburg"The Alternative University underscores the way that the neoliberalization and marketisation of higher education is a truly global process. This extremely powerful and ethnographically documented account of the inner workings of an alternative university poses some searching questions about university autonomy, the historical role of student movements, and the subsequent role of leaders of those movements in both the academy and politics."—John Gledhill, University of ManchesterTable of Contents1. The Political Life of a Higher Education Policy 2. The Rise and Fall of Academic Autonomy: The University as a Historic Battlefield 3. Evaluation Matters: Teachers' Training at an Alternative University 4. The Children of the Revolution and the Matrisociality of the Benevolent State 5. Generation(s) of Protests at a Revolutionary University Conclusion Epilogue: De(colonial) Silences in the Hierarchy of Global Knowledge Production

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Book SynopsisThis second edition of the classic Universal Design in Higher Education is a comprehensive, up-to-the-minute guide for creating fully accessible college and university programs. The second edition has been thoroughly revised and expanded, and it addresses major recent changes in universities and colleges, the law, and technology.As larger numbers of people with disabilities attend postsecondary educational institutions, there have been comparable greater efforts to make the full array of classes, services, and programs accessible to all students. This revised edition provides both a full survey of those measures and practical guidance for schools as they work to turn the goal of universal accessibility into a reality. As such, it makes an indispensable contribution to the growing body of literature on special education and universal design. This book will be of particular value to university and college administrators, and to special education researchers, teachers, and activists.

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Book SynopsisLGBTQ+ advocacy and support continues to be a priority in the U.S. higher education, and recent research shows this as a critical population who continues to be marginalized and mistreated on college and university campuses. Over the last few decades there has been significant research describing how LGBTQ students experience higher education and highlighting that these students are not graduating or succeeding at the same rates as the general population. However, few if any research studies or articles address LGBTQ advocacy on community college campuses. There are more than 1,000 community colleges in the U.S. Even with the extraordinary number of students that the community college system educates, approximately 15 institutions nationally have paid staff to provide LGBTQ services to students. That being said, community colleges are now putting a larger emphasis on understanding and supporting this community. For example, The California Community College (CCC) system's 116 colleges now require all campuses to create a plan on how to improve success rates of LGBTQ+ students. The CCC is the largest higher education system in the country serving over 2 million students. This comprehensive practitioner focused book will combine relevant research and guidance on practices to aid colleges in establishing services and programs to build effective LGBTQ+ services on their college campuses.Trade ReviewRead. This. Book! Our community college LGBTQ+ students are crying out for support and understanding. They want to thrive and succeed at our colleges and we need to develop our capacity to listen, learn and engage with this critical student population." — Lori M. Berquam, Mesa Community College"As President of the Association of California Community College Administrators (ACCCA), I see the value Queer and Trans Advocacy in the Community College adds to our call for equity and justice. This is an effective and practical tool for anyone who wants to understand how to be an advocate, accomplice, and ally to our LGBTQ+ family. Written with freshness, honesty, intensity, and power." — Wyman M. Fong, Association of California Community College Administrators (ACCCA)""I am thrilled to see new research on LGBTQ+ needs on Community Colleges. The number of LGBTQ+ Centers on university campuses have grown over the last 20 years but most colleges do not have LGBTQ+ Centers. This book expands the knowledge, dialogue, and efforts in LGBTQ+ services for students at Community Colleges. It is an exciting new resource for Community Colleges."" — Bruce E. Smail, Indiana University"Queer & Trans Advocacy in the Community College is good old fashion truth telling. An honest critique of the barriers systems impose on people and in particular those from the LGBT+ communities. The call to action is palpable and the guidance actionable. Community Colleges must welcome the challenge and aggressively respond to the pervasive needs of the Queer and Trans communities." — Melanie Dixon, Los Rios Community College District"Queer & Trans Advocacy in the Community College is a ground-breaking book. It offers valuable insights into the challenges that LGBTQ+ community college students face, and it provides concrete suggestions for how colleges can help this vulnerable population achieve their academic and career goals. This should be a must-read for every community college professional who is dedicated to improving the diversity, equity, and inclusion climate at their college." — Erika Endrijonas, Pasadena City College

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Book Synopsis“Reinvention is the playbook on redesigning a large urban college system.” — From the forewordReinvention chronicles an unprecedentedly comprehensive approach to community college reform and the leadership challenges encountered along the way. The book addresses cultural clashes over the role and purpose of community colleges and argues for an emphasis on success and access.As chancellor of the City Colleges of Chicago, Cheryl L. Hyman implemented an ambitious program of systemwide reform called Reinvention. The program’s impressive achievements included doubled graduation rates, improved transfer rates, and streamlined connections between college and careers. Informed by leading research on effective community college programs, Reinvention emphasized a shift in focus from access to outcomes, putting the priority on student success.Hyman’s background in business led her to a datadriven, goal-oriented approach informed by a strong sense of accountability—a cultural transformation that runs counter to established norms. Much of her work focused on creating collegeto- career pathways linked to industries where there is significant growth in good-paying jobs in the Chicago area.Hyman offers a wake-up call for community college leaders and those concerned with student success, arguing that a significant cultural and operational shift will be required for community colleges to fulfill this mission. The story of Reinvention—its failures as well as its nascent successes—offers an inspiration and a roadmap for those seeking to make change in higher education.

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Book SynopsisOn My Own: The Challenge and Promise of Building Equitable STEM Transfer Pathways is the first book of its kind to provide a detailed, on-the-ground examination of the difficult paths-curricular, interpersonal, and institutional-that students must chart through community college. The book follows 1,670 two-year college students over four years as they begin STEM programs in the Midwest and documents their educational and life experiences as they moved toward, or away, from the prospect of transfer to a four-year institution. Their stories reveal that they were on their own, left to navigate the pathways to transfer without meaningful institutional support. The students pursued one of four pathways, or momentum trajectories: linear upward, detoured, deferred, or taking a break. The preexisting and lasting disparities in their access to education and financial resources, their experiences with teaching and advising, and the conundrum between support from and for family, among others, propelled them onto different trajectories in their quest for transfer. As this book makes painfully clear, the current state of transfer acts as a mechanism that perpetuates and worsens inequities in educational outcomes. As Xueli Wang argues, to cultivate an equitable STEM transfer pathway, culturally relevant and responsive supports that are accessible, welcoming, and validating must be put in place at the institutional level and appeal to the talent, motivation, and unique needs of historically marginalized students. In doing so, two-year colleges will be better positioned to fulfill their promise as an equitable pathway to bachelor's degrees and beyond.

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Book SynopsisIn Creating Inclusive Learning Opportunities in Higher Education, Sheryl Burgstahler provides a practical, step-by-step guide for putting the principles of universal design into action. The book offers multiple ways to access, engage with, and transform the higher education environment: making physical spaces welcoming to students of all abilities; creating digital learning and assistive technology programs that meet the needs of all users; developing universal design in higher education (UDHE) syllabi, assessments and teaching practices that minimize the need for academic accommodations; and institutionalizing universal design supports and services. A follow-up to Universal Design in Higher Education, Burgstahler's new book will be a valuable resource for leaders, faculty, and administrators who are interested in acquiring the tools needed to create barrier-free learning environments. Filled with applications, examples, recommendations, and above all, a framework in which to conceptualize UDHE, this volume will help educators meet the design needs of all students and honor the principles of diversity and inclusivity.

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Book SynopsisIn this book, Carrie B. Kisker illustrates how community colleges can utilize design thinking to identify and evaluate entrepreneurial opportunities, and experiment with the internal changes necessary to optimize outcomes for stakeholders. Kisker outlines a process whereby college leaders can empower faculty and staff to think creatively about how to reduce their institution's dependence on state allocations in ways that are not only consistent with the college's mission and values, but also provide the greatest likelihood for institutional and student success. The book presents evidence drawn from case studies at four community colleges along with in-depth qualitative interviews with leaders, faculty, and staff who have been involved in their institution's entrepreneurial efforts. The featured colleges-Maricopa County Community Colleges (AZ), Tarrant County College (TX), North Iowa Community College, and Valencia College (FL)-all have long histories of engaging in entrepreneurial initiatives. By telling the stories of several influential community college leaders' experiences with entrepreneurialism-using design thinking as a framework for understanding their successes and failures-Kisker provides a roadmap for colleges to move beyond their historical pattern of incremental responses to external pressures, and instead begin to innovate in a creative, mission-oriented approach.

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Book SynopsisIn this timely collection, teacher-scholars of “the long eighteenth century,” a Eurocentric time frame from about 1680 to 1832, consider what teaching means in this historical moment: one of attacks on education, a global contagion, and a reckoning with centuries of trauma experienced by Black, Indigenous, and immigrant peoples. Taking up this challenge, each essay highlights the intellectual labor of the classroom, linking textual and cultural materials that fascinate us as researchers with pedagogical approaches that engage contemporary students. Some essays offer practical models for teaching through editing, sensory experience, dialogue, or collaborative projects. Others reframe familiar texts and topics through contemporary approaches, such as the health humanities, disability studies, and decolonial teaching. Throughout, authors reflect on what it is that we do when we teach—how our pedagogies can be more meaningful, more impactful, and more relevant. Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.Trade Review"Where do eighteenth-century teachers know from? True to its title, this remarkable collection shares the processes of some of the field's most gifted and creative teachers. Anyone still trying to woo (and serve) their students with the eighteenth century should read this in its entirety." -- Manushag Powell * coeditor of Women’s Periodicals and Print Culture in Britain, 1690-1820s: The Long Eighteenth Centur *"This collection provides timely, cogent advice at a time of disciplinary disruption. At once deeply personal and highly theoretical, each essay explores how our classrooms are being transformed by a changing academic environment. And although it is titled Teaching the Eighteenth Century Now, it is really about our disciplinary future and how our work in the classroom can provide a rubric for both continuity and positive change." -- Cynthia Richards * coeditor of Approaches to Teaching Behn’s "Oroonoko" *"This timely and stimulating collection asks what teaching means in this historical moment and questions the relevance of the period study. Founded on the premise that, as academics, 'teaching is in fact what we do most of the time,' the essays offer insights, provocations, and inspiration for us all." -- Catherine Ingrassia * author of Domestic Captivity and the British Subject, 1660-1750 *"Wallace and Parker's Teaching the Eighteenth Century Now includes an impressive collection of essays by scholars whose teaching is grounded in a deep understanding of eighteenth-century literary culture. This volume responds to the need for pedagogical models that show how many of today's most urgent critical debates and crises are rooted in questions that emerge from eighteenth-century art and culture." -- Patricia A. Matthew * editor of Written/Unwritten: Diversity and the Hidden Truths of Tenure *Table of Contents Introduction: Situating Teaching in/about/around the Eighteenth Century Kate Parker and Miriam Wallace 1 Creating Teaching Editions, Teaching through Editing Tiffany Potter 2 Performing against History: Teaching Behn’sThe Widdow Ranter Ziona Kocher 3 Let’s Talk about (Early Modern) Sex . . . Online Kate Parker 4 The Chocolate Project: Recontextualizing Eighteenth-Century Studies in a Time of Downsizing Teri Doerksen 5 Enlightened Exchanges: An Interdisciplinary Approach to Teaching the Scottish Enlightenment Christine D. Myers 6 Design, Pedagogy, and Pandemic Teaching Tools in an Interdisciplinary History of Science Course Diana Epelbaum 7 It Was Sickness and Poverty Together: Teaching Inequality and Health Humanities in Austen’s Emma Matthew L. Reznicek 8 Teaching Hurts Travis Chi Wing Lau 9 Anticolonial Approaches to Teaching Colonial Art Histories Emily C. Casey Coda: Teaching (in) the Eighteenth(-)Century Now Eugenia Zuroski Acknowledgments Bibliography Notes on Contributors Index

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Book SynopsisThe Dangerous Rise of Therapeutic Education confronts the silent ascendancy of a therapeutic ethos across the educational system and into the workplace. Controversial and compelling, Kathryn Ecclestone and Dennis Hayesâ classic text uses a wealth of examples across the education system, from primary schools to university and the workplace, to show how therapeutic education is turning children, young people and adults into anxious and self-preoccupied individuals rather than aspiring, optimistic and resilient learners who want to know everything about the world.Remaining extremely topical, the chapters illuminate the powerful effects of therapeutic education, including: How therapeutic learning is taking shape, now and in the future How therapeutic ideas from popular culture have come to govern social thought and policies How the fostering of dependence and compulsory participation in therapeutic activities thatTable of ContentsForeword; Preface; 1. In an emotional state; 2. The therapeutic primary school; 3. The therapeutic secondary school; 4. The therapeutic further education college; 5. The therapeutic university; 6. The therapeutic workplace; 7. Explaining the emotional state; 8. The therapeutic turn in education: a response to our critics

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Book SynopsisFocusing on a less well-known area of education, the Further Education (FE) sector, this book provides education studies students a chance to provoke reflection, analysis, and understanding, as well as personal and professional development in the area. Jim Crawley brings over 40 years' experience working in or with the FE sector, reflected in his committed and passionate approach alongside carefully balanced academic analysis and discussion.This book covers subsectors of FE including colleges, skills for life, work-based learning, and offender learning and cross-sector themes such as working and managing, social justice, equality, diversity, and sustainability. This book also supports independent study and complements other topics and themes across an education studies degree.This book is perfect for new and existing students of education studies, joint honours courses, teacher training, and those researching for a master's degree or doctorate. It is the definitive tex

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Book SynopsisSince its release in 2006, The College Administrator’s Survival Guide has been the bible of deans and department heads. This newly revised and updated edition guides rookies and veterans alike through today’s most pressing campus challenges, from difficult people to budget cuts, the hassles of social media, and the new demands of remote learning.Trade ReviewUniversity administrators have such hard jobs—lots of responsibility, limited power, and vexing people problems. If you have one of these crazy jobs, or are considering one, Tina Gunsalus is here to help. The College Administrator’s Survival Guide shows you how to avoid and get out of all kinds of common predicaments—it is useful, engaging, and, well, downright fun. -- Robert I. Sutton, Professor, Stanford University, and author of New York Times bestsellers The No Asshole Rule and Good Boss, Bad BossTina Gunsalus puts on a master class, skillfully weaving leadership theory, her significant administrative expertise, and a hefty serving of common sense in this practical guide. Drawing on a wealth of robust, familiar exemplars, Gunsalus offers tested tools and sound advice. Her writing is jargon-free, humorous, and conversational. Leading in higher education is not for the faint-hearted; this book is a must-read for anyone who hopes to survive the vagaries of academic administration. -- Ann Briggs Addo, former Chief of Staff and Assistant Vice Chancellor to the Executive Vice Chancellor of Academic Affairs, University of California, San DiegoThe College Administrator’s Survival Guide has long been required reading for department chairs and university leaders at our university. By tackling issues raised by the pandemic and the recent political reckoning over racism and sexual violence on campus, the revised guide is now even more essential for all university administrators. -- Kavita Pandit, Professor and Senior Advisor to the Provost, Georgia State UniversityI highly recommend the book to academic leaders at all levels. The contents transcend cultural barriers and institutional experience and are practical, readable, and enormously helpful to faculty who have been thrown into the deep end of academic leadership. -- Angela Goh, Emeritus Professor and former Associate Provost for Academic Affairs, Nanyang Technological UniversityIndispensable…If you or someone you know is new to administration, or about to become new to administration, consider it required reading. -- Matt Reed * Inside Higher Ed *

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