Higher education, tertiary education Books

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Book Synopsis'This book provides a welcome and highly relevant analysis of civic universities-academic institutions with particularly strong ties to their cities and regions in terms of research, teaching and civic engagement. These universities are especially relevant in the 21st century, and often forgotten by analysts and policy makers alike who are too busy chasing rankings. The conceptual framework as well as the case studies included in this book are equally valuable.'- Philip Altbach, Boston CollegeBy exploring a normative model of universities as institutions with a responsibility to contribute to the public good, this book addresses the leadership, management and public policy challenges of maximizing higher education's contribution to civil society. It codifies the extensive academic literature in this field and reviews higher education and other public policies that both drive and inhibit civic engagement both globally and locally.Comparing experiences and reports of an institutional developmental process undertaken in eight distinctive universities in four European countries and guided by the editors the book explores key questions such as: what is the Civic University, and how can we use this concept to understand higher education's engagement with the outside world in varying institutional and geographical contexts? What are the appropriate internal structures and mechanisms required for a university to effectively encourage and support civic engagement activity for the greatest societal impact?How can embedding civic engagement in individual institutions and wider systems be facilitated by changes in higher education and related policies at the sub-national, national and European level? Succinct and discerning, The Civic University will be of great interest to academics working in the fields of higher education, science and innovation studies and community and city development. It will also appeal to university leaders and organisers of institutional leadership development programmes along with city leaders and policy makers at national and international levels.Trade Review'Universities need to rethink what it means to be a public university in the 21st century, in part because of the loss of public funding and function but also because they need to make themselves relevant to the global challenges that threaten the future of humankind. This reformulation of an old idea, the civic university, challenges us to ensure that through teaching, research and civic engagement, university managers, staff and students place universities at the centre of the local-regional-global nexus, working on all three levels in order to make a difference. The civic university is a value statement as much as a new way of organising higher education; it is about encouraging universities to have souls, to nurture a normative commitment to improve the lives of communities, regions and nations.' --John D Brewer, Queen's University, Belfast, Northern Ireland'The (re)discovery of the Civic University mission is a welcome admission that universities are once again engaging with the cities in which they are located and shedding the pretence that they are placeless institutions. Drawing on 8 institutions in 4 countries, this book offers a fresh and admirably succinct analysis of the tensions inherent in the academy as universities try to strike a judicious balance between their traditional research and teaching missions and the ethical imperatives of a civic mission that has been rekindled by today's societal challenges.' --Kevin Morgan, Cardiff University, UK'The ''civic university'' is due for a comeback - if it ever went away. Historically, of course, it formed the bedrock of higher education - the great Victorian foundations in the north and midlands of England, the land-grant universities in the United States. But more recently they (or, more accurately, their values) have been shouted down by the drumbeat discourse of ''world-class'' universities. This book offers an overdue correction, a celebration of civic and community engagement as a fundamental responsibility of the contemporary university.' --Sir Peter Scott, UCL Institute of Education, UKTable of ContentsContents: Part I: Why the Civic University? 1. Introduction: Why the Civic University? John Goddard, Ellen Hazelkorn, Louise Kempton and Paul Vallance 2. The Historical Roots and Development of the Civic University Paul Vallance 3. Contemporary Debates Part I: Theorising Civic Engagement Ellen Hazelkorn 4. Contemporary Debates Part II: Initiatives, and Governance and Organisational Structures Ellen Hazelkorn 5. National Higher Education Systems and Civic Universities John Goddard Part II: The Civic Universities 6. Leading a Fundamentally Detuned Choir: University of Tampere, Finland – A Civic University? Markku Sotarauta 7. Aalto University – Art and Science Meet Technology and Business Martti Raevaara, Seppo Laukkanen, Markku Markkula and Esa Ahonen 8. From Colonisation to Collaboration: Challenges of Repositioning Trinity College Dublin, the University of Dublin, Within its Community Simone Cameron-Coen and Shane Allwright 9. Dublin Institute of Technology – Moving, Merging, and Managing the Civic Engagement Mission Julie Bernard and Catherine Bates 10. The University of Groningen: An Engaging University Han Borg, Annemieke J.B.E. Galema, Henk A.J. Mulder and Simone Steenbeek 11. The Civic University in Amsterdam Arne Brentjes and Selma Hinderdael 12. Newcastle University and the Development of the Concept of a World-class Civic University Chris Brink and John Hogan 13. University College London: Leveraging the Civic Capacity of ‘London’s Global University’ Jean-Paul D. Addie and James Paskins Part III: The Leadership and Management Challenges 14. Institutional Challenges and Tensions Louise Kempton 15. Postscript: The Civic University as a Normative Model? John Goddard, Ellen Hazelkorn, Louise Kempton and Paul Vallance Appendix A: Key institutional data Appendix B: Tools for understanding the civic university Index

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Book SynopsisTrade Review"Greenes' Guides have always been a source of great information and timely advice, and these new editions are no exception." -- Tina Segalla Grant, Director of College Counseling, Choate Rosemary Hall School

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Book SynopsisA bold call to deromanticize education and reframe universities as terrains of struggle between alternative modes of studying and world-making Higher education is at an impasse. Black Lives Matter and #MeToo show that racism and sexism remain pervasive on campus, while student and faculty movements fight to reverse increased tuition, student debt, corporatization, and adjunctification. Commentators typically frame these issues as crises for an otherwise optimal mode of intellectual and professional development. In Beyond Education, Eli Meyerhoff instead sees this impasse as inherent to universities, as sites of intersecting political struggles over resources for studying.Meyerhoff argues that the predominant mode of study, education, is only one among many alternatives and that it must be deromanticized in order to recognize it as a colonial-capitalist institution. He traces how key elements of education—the vertical trajectory of individualized development, its role in preparing people to participate in governance through a pedagogical mode of accounting, and dichotomous figures of educational waste (the “dropout”) and value (the “graduate”)—emerged from histories of struggles in opposition to alternative modes of study bound up with different modes of world-making.Through interviews with participants in contemporary university struggles and embedded research with an anarchist free university, Beyond Education paves new avenues for achieving the aims of an “alter-university” movement to put novel modes of study into practice. Taking inspiration from Black Lives Matter, Occupy Wall Street, and Indigenous resurgence projects, it charts a new course for movements within, against, and beyond the university as we know it.Trade Review "One of the book’s virtues is the sustained attention it gives to how levels-based schooling has been complicit in, or has actively contributed to, past and present social problems. Beyond Education makes a laudable contribution to critical educational studies."—Full Stop "What sets this book apart from other more polemic volumes (and there are dozens on both sides of the political spectrum) is the clarity of Meyerhoff’s writing, his use of individual narratives to make his points, and his references to similarly accessible works."—CHOICE "This book invites readers to imagine and create kinds of studying that are not anchored in the conventional academic world of universities but are instead created out of and for "alternative modes of study and worldmaking" (200)."—Theory & Event "A thorough and provocative book with plenty to say to our movement."—Against the Current

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Book SynopsisSince Tenured Radicals first appeared in 1990, it has achieved a stature as the leading critique of the ways in which the humanities are now taught and studied at American universities. Trenchant and witty, it lays bare the sham of what now passes for serious academic pursuit in too many circles. In this new edition, completely reset, Roger Kimball has brought the text up to date and has added a new Introduction. Those who have never read Tenured Radicals are in for a treat; others may find a second reading worth their while. “Mr. Kimball names his enemies precisely…. This book will breed fistfights.”—Roger Rosenblatt, New York Times Book Review. “All persons serious about education should see it.”—Allan Bloom, author of The Closing of the American Mind. “Tenured Radicals is a withering critique.”—Jonathan Yardley, Washington Post Book World. “A bravado performance of critical journalism…a vivid, up-to-the-minute account, alternately amusing and dismaying, of the takeover of the academy by ideology.”—Robert Alter, Newsday. “A stinging account…. The commonsense approach of Tenured Radicals provokes constant reflections and occasional laughter at the squirming victims.”—Roger Shattuck, author of The Banquet Years.Trade ReviewA stinging account...provokes constant reflection and occasional laughter. -- Roger Shattuck, author of The Banquet YearsA bravado performance of critical journalism...vivid, amusing, dismaying. -- Robert Alter * Newsday *All persons serious about education should see it. -- Allan Bloom, author of The Closing of the American MindA withering critique. -- Jonathan Yardley * The Instrumentalist *Mr. Kimball names his enemies precisely...this book will breed fistfights. * The New York Times *

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Book SynopsisFree markets made US universities world leaders in research. Economist Miguel Urquiola argues that in the late nineteenth century, entrepreneurial universities saw they could meet the industrializing country’s demand for expertise. They moved away from religiously inspired teaching, and market dynamics allowed them to surpass European competitors.Trade ReviewCharmingly written, instructive, and stimulating, Markets, Minds, and Money is a persuasive read about how the US higher education system evolved to become uniquely situated to lead the world in research. Economists will read it for the analytical core of the argument; others for the history of higher education. -- Michael McPherson, President Emeritus, The Spencer FoundationMiguel Urquiola is one of the most versatile minds in economics and a scholar who makes complicated concepts comprehensible thanks to his extraordinary clarity of thought and expression. In this volume, he deftly combines economic theory with historical analysis to compellingly argue how US universities came to rank so disproportionately at the top of the world, and where the future might take us. Like everything else Urquiola writes, this book is absolutely worth reading. -- David Figlio, Dean, School of Education and Social Policy, Northwestern UniversityAmerican research universities dominate the world’s most preeminent institutions of higher learning. This is a result of their remarkable contributions to advances in knowledge and discoveries that have changed our lives and those of people around the world. In an important and engaging book, which is very accessible to a large audience, Miguel Urquiola shows how market forces examined over the past century have influenced the growth of excellence. The argument is lucid, provocative, well-documented, and a must-read for those interested in why American universities remain the envy of the world—and why their position of preeminence may be in danger. -- Jonathan R. Cole, John Mitchell Mason Professor of the University and Provost and Dean of Faculties, Emeritus, Columbia University

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Book SynopsisA must read for all research students!âœThe core material in Professor Cryerâs previous editions is classic. I welcome this new edition setting it into current contexts.â â PhD supervisorâœWhen I was doing my own PhD, Pat Cryerâs book was my constant reference companion. Now I am recommending her latest edition to my own students.â â PhD supervisorInsightful, wide-ranging and accessible, this is an invaluable tool for postgraduate research students and for students at all levels working on research projects, irrespective of their field of study.This edition has been thoroughly revised to accommodate the changes in postgraduate education over recent years. Additional material and new emphases take into account: the QAA Code of Practice for Postgraduate Research Programmes recommendations of the Roberts Review the needs of the growing number of âoverseasâ research students employment issues (including undergraduate teaching) the InterneTable of ContentsList of figuresPreface to the third editionWhy and how to use this book Exploring routes, opportunities and funding Making an application Producing the research proposal Settling in and taking stock Interacting with supervisors Reading round the subject: working procedures Reading round the subject: evaluating quality Handling ethical issues Managing influences of personal circumstancesSucceeding as an 'overseas' research student Managing your skills development Planning out the work Getting into a productive routine Co-operating with others for mutual support Producing progress reports Giving presentations on your work Transferring registration from MPhil to PhD Coming to terms with originality in research Developing ideas through creative thinking Keeping going when you feel like giving up Job seeking Producing the thesis Handling the oral/viva/thesis defenceAfterwards! Appendix - Skills training requirements for research students: Joint Statement by the UK Research CouncilsIndex

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Book SynopsisThe leading authorities in the field produced this comprehensive resource, which provides strategies and methods for fostering Transformative Learning (TL) practice in a wide variety of higher and adult education settings. The book answers relevant questions such as: What are effective practices for promoting TL in the classroom? What is it about TL that is most helpful in informing practice? How does the teaching setting shape the practice of TL? What are the successes, strengths, and outcomes of fostering TL? What are the risks and challenges when practicing TL in the classroom?Table of ContentsPreface xi About the Authors xv PART ONE: INTRODUCTION 1 1 Fostering Transformative Learning 3Edward W. Taylor 2 Transformative Learning Theory 18Jack Mezirow PART TWO: TRANSFORMATIVE LEARNING AS HIGHER EDUCATION 33 3 Creating Alternative Realities: Arts-Based Approaches to Transformative Learning 35Shauna Butterwick, Randee Lipson Lawrence 4 Constructive Teaching and Learning: Collaboration in a Sociology Classroom 46Debra Langan, Ron Sheese, Deborah Davidson 5 Facilitating Transformative Learning: Engaging Emotions in an Online Context 57John M. Dirkx, Regina O. Smith 6 Fostering Transformative Learning in Leadership Development 67Joe F. Donaldson 7 Mentoring: When Learners Make the Learning 78Alan Mandell, Lee Herman 8 Transformative Approaches to Culturally Responsive Teaching: Engaging Cultural Imagination 89Elizabeth J. Tisdell, Derise E. Tolliver 9 Promoting Dialogic Teaching Among Higher Education Faculty in South Africa 100Sarah Gravett, Nadine Petersen 10 Transformative Palliative Care Education 111Rod MacLeod, Tony Egan PART THREE: TRANSFORMATIVE LEARNING AS WORKPLACE EDUCATION 123 11 Engaging Critical Reflection in Corporate America 125Stephen Brookfield 12 Charting the Course: How Storytelling Can Foster Communicative Learning in the Workplace 136Jo A. Tyler 13 Coaching to Transform Perspective 148Beth Fisher-Yoshida 14 The Transformative Potential of Action Learning Conversations: Developing Critically Reflective Practice Skills 160Victoria J. Marsick, Terrence E. Maltbia 15 Transformative Learning in Adult Basic Education 172Kathleen P. King, Barbara P. Heuer 16 From Tradesperson to Teacher: A Transformative Transition 182Patricia Cranton PART FOUR: TRANSFORMATIVE LEARNING AS COMMUNITY AND SOCIAL CHANGE 191 17 Fostering a Learning Sanctuary for Transformation in Sustainability Education 193Elizabeth A. Lange 18 Popular Education, Women’s Work, and Transforming Lives in Bolivia 205Catherine A. Hansman, Judith Kollins Wright 19 Promoting Personal Empowerment with Women in East Harlem Through Journaling and Coaching 216Susan R. Meyer 20 Breaking Out of the Egg: Methods of Transformative Learning in Rural West Africa 227Peter Easton, Karen Monkman, Rebecca Miles 21 Farmer Field Schools: A Platform for Transformative Learning in Rural Africa 240Deborah Duveskog, Esbern Friis-Hansen 22 Collaborative Inquiry in Action: Transformative Learning Through Co-Inquiry 251Lucia Alc ´ antara, Sandra Hayes, Lyle Yorks 23 Challenging Racism in Self and Others: Transformative Learning as a Living Practice 262European-American Collaborative Challenging Whiteness PART FIVE: REFLECTIONS 273 24 Looking Forward by Looking Back: Reflections on the Practice of Transformative Learning 275Edward W. Taylor, Jodi Jarecke Index 291

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Book SynopsisThis practical guide is full of advice on how to make the most of the PhD experience. It also includes a wealth of workshop activities to help students sharpen their focus and clarify their thoughts, and top tips for further development. This is an essential guide for all current and soon-to-be PhD students.

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Book SynopsisThe radical transformation that universities are undergoing today is no less far-reaching than the upheavals that it experienced in the 1960s. However today, when almost 50 per cent of young people participate in higher education, what occurs in universities matters directly to the whole of society.On both sides of the Atlantic curious and disturbing events on campuses has become a matter of concern not just for academics but also for the general public. What is one to make of the growing trend of banning speakers? What's the meaning of trigger warnings, cultural appropriation, micro-aggression or safe spaces? And why are some students going around arguing that academic freedom is no big deal?What''s Happened To The University? offers an answer to the questions of why campus culture is undergoing such a dramatic transformation and why the term moral quarantine refers to the infantilising project of insulating students from offence and a varietTrade Review"Universities used to promote social and personal transformation. They now confirm a socio-political demand for conformity: they will provide a safe space in which you can endorse and celebrate your already established boiler-plate identity, as victim of historical injustice. On top of this, universities have now reneged on any responsibility for changing the conditions which in turn has caused social injustice. Furedi gives a brilliant analysis of how, sociologically, we have permitted this to happen. It should be compulsory reading for anyone interested in what has happened to the university." - Thomas Docherty, Professor of English and of Comparative Literature, University of Warwick"Frank Furedi offers a lucid challenge to what he sees as limitations to free speech in the academy. Passionate and richly illustrated it provides an important starting point for debate." - Mary Evans, LSE Centennial Professor, London School of Economics"This is a remarkably brave, much needed, timely, and challenging analysis of the current state of higher education. Furedi reflects upon the infantilisation of the university from the growth of paternalism towards students, the increasing presence of intolerance, the curtailing of academic freedom to the less obvious demands for ‘learning outcomes’. Those with an invested interest in these processes will not like this book: all the better! It demands to be widely read." - Sandra Walklate, Eleanor Rathbone Chair of Sociology, University of Liverpool "Mr. Furedi, an emeritus professor at England’s University of Kent, argues that the ethos prevailing at many universities on both sides of the Atlantic is the culmination of an infantilizing paternalism that has defined education and child-rearing in recent decades. It is a pedagogy that from the earliest ages values, above all else, self-esteem, maximum risk avoidance and continuous emotional validation and affirmation. (Check your child’s trophy case.) Helicopter parents and teachers act as though "fragility and vulnerability are the defining characteristics of personhood."" - Excerpt from the article 'Free Thought Under Siege', by Daniel Shuchman, appearing in the Wall Street Journal, Nov. 2016. "What’s Happened to the University is a tour de force, offering the most insightful explanation I have seen of higher education’s abandonment of its fiduciary duty to foster intellectual freedom and the pursuit of truth. Furedi’s focus on the cultural, political, and psychological forces leading to "infantilization" captures the heart of the matter." - Donald A. Downs, University of Wisconsin-MadisonTable of ContentsIntroduction1. The Weaponisation of Emotions2. The Harms of the Academy3. Culture War4. Safe Space - Quarantine Against Judgment5. Verbal Purification- The Diseasing of Free Speech 6. Micro-aggression: The Disciplining of Manners and Thought7. The Quest for A New Etiquette8. Trigger Warnings: The Performance of Awareness9. Why Academic Freedom Must Not Be Rationed – An argument against the Freedom-Security Trade Off

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Book SynopsisThis book presents the background information and ideas for the practical application of contemplative practices across academic curriculum from the physical sciences to the humanities and arts. Contemplative pedagogy is more than a new, trendy technique to change the landscape of learning.Table of ContentsForeword vii Parker J. Palmer Preface xi Acknowledgments xvii The Authors xxi Part One Theoretical and Practical Background 1 1 Transformation and Renewal in Higher Education 3 2 Current Research on Contemplative Practice 21 3 Contemplative Pedagogy in Practice: Two Experiences 39 4 Teacher Preparation and Classroom Challenges 67 Part Two A Guide to Contemplative Practices 87 Introduction to the Practices 89 5 Mindfulness 95 6 Contemplative Approaches to Reading and Writing 110 7 Contemplative Senses: Deep Listening and Beholding 137 8 Contemplative Movement 159 9 Compassion and Loving Kindness 174 10 Guest Speakers, Field Trips, and Retreats 189 11 Conclusion 198 Afterword by Arthur Zajonc 205 References 207 Index 217

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Book SynopsisThoroughly revised and updated, the second edition of the landmark book Discussion as a Way of Teaching shows how to plan, conduct, and assess classroom discussions. Stephen D. Brookfield and Stephen Preskill suggest exercises for starting discussions, strategies for maintaining their momentum, and ways to elicit diverse views and voices.Table of ContentsPreface to Second Edition. Preface to the First Edition. Gratitudes. The Authors. 1. Discussion in a Democratic Society. 2. How Discussion Helps Learning and Enlivens Classrooms. 3. Preparing for Discussion. 4. Getting Discussion Started. 5. Keeping Discussion Going Through Questioning, Listening, and Responding. 6. Keeping Discussion Going Through Creative Grouping. 7. Discussion in Culturally Diverse Classrooms. 8. Discussing Across Gender Differences (Written with Eleni Roulis). 9. Keeping Students’ Voices in Balance. 10. Keeping Teachers’ Voices in Balance. 11. Understanding the Dynamics of Online Discussion. 12. Creating the Conditions for Online Discussion. 13. How Theory Can Inform Discussion Practice. 14. Discussion Groups as Democratic Learning Laboratories. 15. Evaluating Discussion. References. Index.

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Book SynopsisWhat is the role of a university in society? In this innovative book, Chris Brink offers the timely reminder that it should have social purpose, as well as achieve academic excellence. He book shows how universities can – and should - respond to societal challenges and promote positive social change.Trade Review"This is a profoundly original and inspirational book, written with erudition, wit and uncompromising integrity. It is a joy to read." Nicola Dandridge Chief Executive, Office for Students"A mathematician explains what is wrong with ranking universities. One day the leagues tables will be no more. Chris Brink takes us much nearer to that promised day." Danny Dorling, Halford Mackinder Professor of Geography, School of Geography and the Environment, University of Oxford"With deft clarity and deep humanity Professor Brink casts a logician's baleful eye over the current state of higher education. He demonstrates how misguided attempts to improve accountability have led to the unmeasurable being measured and the valuable being devalued. This is a modern morality tale which deserves the widest readership." Professor Sir Howard Newby, former Vice-Chancellor of Liverpool and former Chief Executive of HEFCE"Good books about universities are, alas, rare. This helps to fill something of a void. It is full of practical good sense and wisdom, all done with clarity and intellectual rigour." Lord Patten of Barnes (Chris Patten), Chancellor of the University of Oxford, and the last Governor of Hong Kong"Chris Brink has a very special record of service to higher education and its social relevance. His scholarship and vision speak for themselves. His devastating demolition of the current preoccupation with league tables is brave and timely." Frank Judd, former Labour Minister of State for Foreign and Commonwealth Affairs"This wide-ranging and erudite book manages to combine the ingredients of stories and insights, philosophy and practice, into a rich literary and intellectual dish. Chris Brink has brought his experience and his intellect to bear on a vital question of what universities are for in the modern world." Matt Ridley, author of The Evolution of Everything and The Rational Optimist"A brutal and honest analysis of the crisis facing universities and the reputation of British and global academia and a stark warning that universities must address their purpose as well as their aspiration" Dianne Nelmes, Newcastle University, Fellow of the Royal Television Society & Broadcast ConsultantTable of ContentsPrologue; 1.The Standard Model University; 2. Rankings and League Tables; 3. Quality in Higher Education; 4. Tales of Quality, Equality and Diversity; 5. Rank Order of Worth; 6. Linear Thinking; 7. Another Dimension; 8. Ideas of a World-class Civic University.

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Book SynopsisLeading figures in the digital humanities explore the field’s rapid revolutionTrade Review"Is there such a thing as ‘digital’ humanities? From statistical crunches of texts to new forms of online collaboration and peer review, it’s clear something is happening. This book is an excellent primer on the arguments over just how much is changing—and how much more ought to—in the way scholars study the humanities." —Clive Thompson, columnist for Wired and contributing writer for the New York Times Magazine "I look forward to the day when anxieties about the disruptive nature of ‘digital humanities’ fade into memory and the innovative methods, theories, and approaches championed by those who have contributed to this valuable volume are respected across academia for their rigor and utility. This book will go a long way toward clarifying the debates within and about digital humanities." —Siva Vaidhyanathan, author of The Googlization of Everything—and Why We Should Worry"Though Debates in the Digital Humanities is well over 500 pages in length, there is no fat in it; all essays contain important information and concepts relating to DH. Taken together, the book as a whole and every essay in it is a must-read for anyone who claims to be a digital humanist whether she or he works in theory, pedagogy, and/or practice." —Leonardo ReviewsTable of ContentsContentsIntroduction: The Digital Humanities MomentMatthew K. GoldPart I. Defining the Digital Humanities1. What Is Digital Humanities and What’s It Doing in English Departments?Matthew Kirschenbaum2. The Humanities, Done DigitallyKathleen Fitzpatrick3. This Is Why We Fight: Defining the Values of the Digital HumanitiesLisa Spiro4. Beyond the Big TentPatrik SvenssonBlog PostsThe Digital Humanities SituationRafael AlvaradoWhere’s the Beef? Does Digital Humanities Have to Answer Questions?Tom ScheinfeldtWhy Digital Humanities Is “Nice”Tom ScheinfeldtAn Interview with Brett BobleyMichael Gavin and Kathleen Marie SmithDay of DH: Defining the Digital HumanitiesPart II. Theorizing the Digital Humanities5. Developing Things: Notes toward an Epistemology of Building in the Digital HumanitiesStephen Ramsay and Geoffrey Rockwell6. Humanistic Theory and Digital ScholarshipJohanna Drucker7. This Digital Humanities which Is Not OneJamie “Skye” Bianco8. A Telescope for the Mind?Willard McCartyBlog PostsSunset for Ideology, Sunrise for Methodology?Tom ScheinfeldtHas Critical Theory Run Out of Time for Data-Driven Scholarship?Gary HallThere Are No Digital HumanitiesGary HallPart III. Critiquing the Digital Humanities9. Why Are the Digital Humanities So White?, or, Thinking the Histories of Race and ComputationTara McPherson10. Hacktivism and the Humanities: Programming Protest in the Era of the Digital UniversityElizabeth Losh11. Unseen and Unremarked On: Don DeLillo and the Failure of the Digital HumanitiesMark L. Sample12. Disability, Universal Design, and the Digital HumanitiesGeorge H. Williams13. The Digital Humanities and Its UsersCharlie EdwardsBlog PostsDigital Humanities Triumphant?William PannapackerWhat Do Girls Dig?Bethany NowviskieThe Turtlenecked HairshirtIan BogostEternal September of the Digital HumanitiesBethany NowviskiePart IV. Practicing the Digital Humanities14. Canons, Close Reading, and the Evolution of MethodMatthew Wilkens15. Electronic Errata: Digital Publishing, Open Review, and the Futures of CorrectionPaul Fyfe16. The Function of Digital Humanities Centers at the Present TimeNeil Fraistat17. Time, Labor, and “Alternate Careers” in Digital Humanities Knowledge WorkJulia Flanders18. Can Information Be Unfettered?: Race and the New Digital Humanities CanonAmy E. EarhartBlog PostsThe Social Contract of Scholarly PublishingDaniel J. CohenIntroducing Digital Humanities NowDaniel J. CohenText: A Massively Addressable ObjectMichael WitmoreThe Ancestral TextMichael WitmorePart V. Teaching the Digital Humanities19. Digital Humanities and the “Ugly-Stepchildren” of American Higher EducationLuke Waltzer20. Graduate Education and the Ethics of the Digital HumanitiesAlexander Reid21. Should Liberal Arts Campuses Do Digital Humanities?: Process and Products in the Small College WorldBryan Alexander and Rebecca Frost Davis22. Where’s the Pedagogy?: The Role of Teaching and Learning in the Digital HumanitiesStephen BrierBlog PostsVisualizing Millions of WordsMills KellyWhat’s Wrong with Writing EssaysMark L. SampleLooking for Whitman: A Grand, Aggregated ExperimentMatthew K. Gold and Jim

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Book SynopsisThe path of a doctoral student can feel challenging and isolating. This guide provides doctoral students with key ideas and support to kick-start a doctoral journey, inspire progress and complete their thesis or dissertation. Featuring observations from experienced supervisors, as well as the reflections of current and recent postgraduate researchers, this intimate and entertaining book offers vital insights into the critical moments in any doctoral experience. Bringing together the voices of doctoral supervisors and candidates past and present from around the globe, How to Keep your Doctorate on Track will be a trusted companion for any PhD, DBA or EdD student. Supervisors and those offering support and guidance to doctoral candidates will also glean valuable insight into fresh approaches and their own practice. Contributors include: A. Alecsandru, F. Archontoulis, C. Atkinson, A. Byrnes-Johnstone, J. Callahan, A. Casey, R. Cole, O.S. Crocco, M. Cseh, Z. Djebali, G. Dobson, J. Donaghey, D.C. Duke, U. Furnier, V.O. Gekara, T. Gray, T.W. Greer, A. Hallin, B. Harney, G. Henry, C. Hughes, P. Jordan, M. Knox, S.F. Lambert, A. Lee, Q.Y. Lee, A. Lobo, R. Markey, N.S. Mauthner, E. McDonald, L. McKerr, D. Nickson, K. Nimon, E. Partlow, H. Prescott, N. Reynolds, S. Riaz, A. Robertson, J. Robinson, K. Rosenbusch, G. Ryan, J.J. Saunders, M. Shirmohammadi, M.K. Tran, A. Trif, M. Valverde, P. Watson Black, V. Webster, R. Whiting, C.F. WrightTrade Review‘. . . anyone pursuing graduate work should have plenty of support and at least one practical guide, like How to Keep Your Doctorate On Track. While the primary audience is obviously those considering or undertaking doctoral work, one key secondary audience is supervisors themselves. Each section pairs the perspectives of supervisors/professors with those of students. As the editors themselves point out, the student perspectives can be eye-opening. Perhaps if more supervisors paused to reflect on the varied experiences presented in this text, they could help mitigate some of the anxiety and depression felt by students under their tutelage.’ -- Kelly A Harrison, Technical CommunicationTable of ContentsContents: 1 What we wish we had known: lessons learned to keep your doctorate on track 1 Rebecca Loudoun, Emily A. Morrison, Mark N.K. Saunders and Keith Townsend PART I GETTING INTO IT 2 Choosing your topic: a supervisor perspective 14 Jimmy Donaghey 3 ‘Begin at the beginning’: identifying ideas for a PhD 22 Graeme Dobson 4 ‘I want to do it because I want to do it’: boarding flight PhD 31 Jemma J. Saunders 5 Asking “the” question 34 Emily McDonald 6 Whose doctorate is it anyway? How students and supervisors can work well together 36 Carol Atkinson and Keith Townsend 7 When an orchestra misses its harmony (or how I learnt to work with my supervisors) 43 Mai Khanh Tran 8 ‘How much time do I get?????’ 52 Peter J. Jordan 9 Views from the top and views of the valley: the paths of dissertation literature reviews 55 Maria Cseh 10 Critically reviewing the literature: the ghosts of literature present, past and future 65 Linzi McKerr 11 Reading academic papers: visiting and re-visiting old friends 74 Jennifer Robinson 12 Research philosophies and why they matter 76 Natasha S. Mauthner 13 Getting your research philosophy clear 87 Rosanna Cole 14 Changing philosophy (aka the only PhD is a finished PhD) 95 Brian Harney 15 Designing and conducting a quantitative study: lessons learned from work, home, and school 97 Kim Nimon 16 Strategies for analysing qualitative data: how to get started with making sense of all that material you’ve collected 107 Anette Hallin 17 Discovering statistics and developing a quantitative research design 117 Ursula Furnier 18 Mirror, Mirror, on the wall, how am I making sense of it all? 125 Merrel Knox 19 Too much of a good thing – tradeoffs between training and completion? 135 Keith Townsend PART II GETTING ON WITH IT 20 Critical feedback: transforming criticisms into indispensable insights 142 Emily A. Morrison 21 ‘They think I’m stupid’: dealing with supervisor feedback 159 Amanda Lee 22 No book or resource has all the answers 167 Rebecca Loudoun 23 “Ok Google … since when did you join my supervision team?” 169 Adam Robertson 24 Embracing research ethics: from cognitive walk-through to reflexive journey 171 Rebecca Whiting 25 Gaining ethical approval 182 Nora Pillard Reynolds 26 But I am just going home: research ethics and student safety 191 Safa Riaz 27 Organizational governance: the final hurdles for research approval 193 Amy N.B. Johnston 28 Wearing skirts and writing like a woman: a winding road to gaining access to research 200 Ana Alecsandru 29 Gaining access to apparently easy informants 210 Mireia Valverde 30 Letters from a doctoral researcher to a data collection advice column … and the responses 213 Sharon F. Lambert 31 Addressing power differentials and managing egos: how to collect reliable qualitative data when researching ‘elites’ 228 Chris F. Wright 32 Time is waiting in the wings 238 Mark N.K. Saunders 33 Navigating the supervisory relationship: the case of the disappearing supervisors 248 Vicki Webster 34 Managing time and maintaining focus 256 Colin Hughes 35 Tightrope walking: balancing the dynamic tensions of the doctoral process 264 Andrea Casey 36 Keeping your life on track: living one spoon at a time 272 Emma Partlow 37 Opportunities and challenges of studying abroad 281 Aurora Trif 38 Keeping life and career on track as a non-traditional doctorate student 283 Vicki Webster 39 Finders, keepers, losers, weepers! A doctoral candidate’s reality of changing thesis advisors 285 Polly Watson Black 40 To leave or not to leave your Alma Mater 293 Raymond Markey 41 My journey 303 Gerard Ryan PART III GETTING IT FINISHED AND MOVING ON 42 Eat, sleep, redraft, repeat 308 Ana Lobo 43 Challenges in writing up qualitative findings 316 Victor Oyaro Gekara 44 The power to write 323 Melika Shirmohammadi 45 Writing your thesis quickly and well 325 Tara Gray 46 Rewriting and overcoming writer’s block 336 Grace Henry 47 Overcoming writer’s block (and submission anxiety) 344 Fiona Archontoulis 48 The final mile: avoiding and overcoming viva trip-ups 345 Dawn C. Duke 49 My viva voce examination: a rollercoaster! 356 Zeineb Djebali 50 Let me defend myself (or at least my thesis) 365 Qian Yi Lee 51 Networking with academics to solve your PhD puzzle 367 Adam Robertson 52 Are conferences worth attending as a graduate student? Reflections and lessons from a former graduate student 377 Tomika W. Greer 53 A tale of three dissertations: experiences of transforming mentored research into an article 387 Jamie Callahan 54 How can you publish from your dissertation? 398 Katherine Rosenbusch 55 Publishing from your thesis 408 Dennis Nickson 56 Getting the first academic job 410 Oliver S. Crocco 57 Beyond the doctorate: getting your first job 420 Holly Prescott 58 Publications, what publications? 429 Mark N.K. Saunders 59 Balancing act 431 Polly Watson Black Index 433

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Book SynopsisTable of ContentsPrefaceAbbreviationsChapter 1. University Financial Management Chapter 2. Principles of Accounting Chapter 3. IncomeChapter 4. ExpensesChapter 5. Capital AssetsChapter 6. BudgetsChapter 7. Financial ReportsChapter 8. Grants and ContractsChapter 9. Indirect CostsChapter 10. Institutional Financial StrategiesIndex

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Book SynopsisHigher education is broken, and we haven’t been able to fix it. Even in the face of great and growing dysfunction, it seems resistant to fundamental change. At this point, can anything be done to save it? The Instruction Myth argues that yes, higher education can be reformed and reinvigorated, but it will not be an easy process. In fact, it will require universities to abandon their central operating principle, the belief that education revolves around instruction, easily measurable in course syllabi, credits, and enrollments. Acclaimed education scholar John Tagg presents a powerful case that instruction alone is worthless and that universities should instead be centered upon student learning, which is far harder to quantify and standardize. Yet, as he shows, decades of research have indicated how to best promote student learning, but few universities have systematically implemented these suggestions. This book demonstrates why higher education must undergo radical change if it hopes to survive. More importantly, it offers specific policy suggestions for how universities can break their harmful dependence on the instruction myth. In this extensively researched book, Tagg offers a compelling diagnosis of what’s ailing American higher education and a prescription for how it might still heal itself.Trade Review"Any administrator who wants to distinguish his or her institution from others, can and should do so by creating a truly learning-centered educational program. In this book, Tagg lays out the challenges that will have to be dealt with in such an endeavor, and describes several tools for achieving the changes needed." -- L. Dee Fink * author of Creating Significant Learning Experiences *"The Instruction Myth is among the most well thought out and well-researched studies on the issues related to students’ learning in higher education and the continuing struggles higher ed has to move from being teacher and course centered to learner centered. John Tagg details the problems and offers solutions that every college should be interested in adopting. Everyone who works in higher education should read this book." -- Terry Doyle * author of Learner Centered Teaching: Putting the Research on Learning into Practice *"As a higher education diagnostician, John Tagg writes with wry acumen to prescribe the needed solutions, including some bitter pills that are clearly necessary given the logic presented in this important book." -- Jeff King * executive director, CETTL *"John Tagg boldly declares the emperor has no clothes. He lays out the myths and hidden assumptions that impede reform in higher education and offers key points of leverage change." -- Anton Tolman * coeditor of Why Students Resist Learning: A Practical Model for Understanding and Helping Students *"Many readers will be familiar with—and fans of—John Tagg’s work, as I am, and this new volume draws on and extends that work in fresh and generative ways. It’s full of big ideas, captivating examples, and a powerful vision of what it takes to create change in the complex ecology of higher education." -- Pat Hutchings * Senior Scholar at the National Institute for Learning Outcome Assessment (NILOA) *"Teaching quality in US higher education is a myth," by John Tagg * Times Higher Education *'The Chronicle of Higher Education 'Selected New Books in Higher Education' roundup" compiled by Ruth Hammondhttps://www.chronicle.com/article/Selected-New-Books-on-Higher/246484?key=M4Uz02RD-3jerweavC_IPHDsdSj4sLkLIhfQSzDWsVxUs6OvR_d7rFjljkbHmAI7Wi0zZzk5OC0tb1FnZjRGYmJYOXlHd05ZNDJxLVJXUGNlNWR2MmxSMVVaVQ * Chronicle of Higher Education *"The pandemic 'break' we have just experienced provides the opportunity for institutions to rethink evaluation. [The Instruction Myth] provide[s] [a] powerful lenses for that reflection." * Change: The Magazine of Higher Learning. *Table of ContentsContents IntroductionPart I: Where Are We and How Did We Get Here? 1 The Chronic Crisis 2 How Did It Get This Way?Part II: Why Is Change So Hard? 3 The Status Quo Bias 4 How the Status Quo Bias Defends Itself in Organizations 5 The Design of Colleges and the Myths of Quality 6 Framing the Faculty Role: Graduate School, Departments, and the Price of Change 7 The Myth of Unity and the Paradox of Effort 8 Faculty Expertise and the Myth of Teacher Professionalism 9 Trial Run: Changing the College, the Case of the Degree Qualifications ProfilePart III: Learning to Change, Changing to Learn 10 Seeds of Change 11 How Do People Learn to Change? 12 Diffusing Innovation by Making Peer Groups 13 Promoting Innovation Through Scholarly Teaching 14 Information Flow and Feedback—The Teaching Inventory and Portfolio 15 Information Flow and Feedback: The Outcomes Transcript and Portfolio 16 Changing the Faculty Endowment 17 Creating a Market for Education 18 Levers for Change: A New Accountability Acknowledgments Bibliography Index

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Book SynopsisThe BASICS College Curriculum presents a hands-on approach to learning essential life and study skills for college students with Autism Spectrum Disorder (ASD). This book focuses on the transition to college, developing key academic skills, navigating campus social life, and living away from home for the first time.Ideal as a textbook for ASD college programs run by disability support services and suitable for students to use for self-study, it teaches independence skills, self-advocacy, organization, stress management, and social skills. Each lesson provides valuable information and advice for the student, useful diagrams, practical exercises and workbook components that can be filled in at home or in class, and self-assessment tools.Trade ReviewThe BASICS curriculum is anything but basic. This comprehensive curriculum helps teachers, parents, and disability providers to apply detailed support to students with ASD with little preparation. It also serves as a self-paced workbook for students on the spectrum. The authors have created the perfect comprehensive tool kit for supporting students on the spectrum transitioning to college! -- Lisa Meeks, PhD, Director of Student Disability Services, Schools of Medicine, Dentistry and Graduate Studies, University of California, San FranciscoThis is a wonderful resource for colleges and universities starting programs for students on the spectrum or starting groups. From academic skills, career and major choices to social skills and hygiene, the authors have developed forms and diagrams that help students to understand the vague and non-verbal direction of college education. The 'BASICS' will help students to become self-aware, develop skills and graduate! -- Jane Thierfeld Brown, EdD, Director, College Autism Spectrum, Assistant Clinical Professor, Yale University, Child Study CenterTable of ContentsAcknowledgments. Introduction. 1. Transitions. Lesson 1: Life Skills Development. Lesson 2: Self-Advocacy. Lesson 3: Understanding Autism Spectrum Disorders. 2. Organization in Academics. Lesson 1: Planning Systems. Lesson 2: Managing Time and Assignments. Lesson 3: Setting Goals. 3. Communication in Academics. Lesson 1: Using a Syllabus. Lesson 2: Monitor your Progress. Lesson 3: Academic Communication. 4. Organization in Life. Lesson 1: Medical Health. Lesson 2: Daily Habits. Lesson 3: Self-Care. Lesson 4: Know Your Resources. 5. Communication in Personal Life. Lesson 1: Active Communication. Lesson 2: Sharing the Conversation. Lesson 3: Personal Space and Tone of Voice. 6. Stress Management. Lesson 1: Symptoms and Triggers of Stress. Lesson 2: Stress to Anger: Controlling your Emotional Response. Lesson 3: Coping Strategies to Reduce Stress. Lesson 4: Know your Resources. 7. Personal Responsibility in Academics. Lesson 1: Attendance. Lesson 2: Out-of-Class Assignments. Lesson 3: Group Work. Lesson 4: Study Habits. Lesson 5: Major/Work/Career. 8. Campus Social Life. Lesson 1: The Campus Social Structure. Lesson 2: Learning Opportunities. Lesson 3: Balancing It All. 9. Relationships. Lesson 1: Defining Relationships. Lesson 2: Recognizing Relationship Levels. Lesson 3: Sexuality and Gender Identity. Lesson 4: Non-Optional Social Compliance. Next Steps. Appendix A – BASICS Chart Student Example. Appendix B - Guided Discussion. References.

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Book SynopsisFrom award-winning higher education journalist and New York Times bestselling author Jeffrey Selingo comes a revealing look from inside the admissions office—one that identifies surprising strategies that will aid in the college search. Getting into a top-ranked college has never seemed more impossible, with acceptance rates at some elite universities dipping into the single digits. In Who Gets In and Why, journalist and higher education expert Jeffrey Selingo dispels entrenched notions of how to compete and win at the admissions game, and reveals that teenagers and parents have much to gain by broadening their notion of what qualifies as a “good college.” Hint: it’s not all about the sticker on the car window. Selingo, who was embedded in three different admissions offices—a selective private university, a leading liberal arts college, and a flagship public campus—closely observed gatekeepers as they made their often agonizing and sometimes life-changing decisions. He also followed select students and their parents, and he traveled around the country meeting with high school counselors, marketers, behind-the-scenes consultants, and college rankers. While many have long believed that admissions is merit-based, rewarding the best students, Who Gets In and Why presents a more complicated truth, showing that “who gets in” is frequently more about the college’s agenda than the applicant. In a world where thousands of equally qualified students vie for a fixed number of spots at elite institutions, admissions officers often make split-second decisions based on a variety of factors—like diversity, money, and, ultimately, whether a student will enroll if accepted. One of the most insightful books ever about “getting in” and what higher education has become, Who Gets In and Why not only provides an unusually intimate look at how admissions decisions get made, but guides prospective students on how to honestly assess their strengths and match with the schools that will best serve their interests.Trade ReviewA New York Times Book Review Editors' Choice and a New York Times Notable Book “A rare inside look… It’s amazing.” —CBS This Morning“[A] widely anticipated new book…Selingo was given extraordinary access to the selection process and the selectors at Emory University, Davidson College and the University of Washington. He uses it in his book to present one of the most nuanced, coolheaded examinations of the admission process that I’ve read. He explodes certain myths — for example, that SAT and ACT scores are absolutely pivotal — and confirms other suspicions, such as the ridiculous advantage conferred on middling students who play arcane sports.” —Frank Bruni, New York Times“In this meticulously researched and evenhanded book, the author provides a unique mix of in-depth reporting, insight, and advice that may save readers needless frustration and thousands of dollars. One of the best books on college admissions in recent memory.” —Kirkus Reviews (starred)“This absorbing book delves into the sometimes enigmatic world of college admissions…an invaluable tool for college-bound students and their families, guidance counselors, and college admissions personnel.” —Library Journal (starred review) “An illuminating and multisided view of admissions work…eye-opening and insightful.” —Booklist“Comprehensive and ultimately reassuring…Anxious parents and students will be buoyed by this richly detailed and lucidly written guide.” —Publishers Weekly“The college admissions process can seem like a locked vault, but Jeff Selingo has found the key. He unleashes the full force of his reporting and storytelling skills to demystify—and humanize—the journey from high school applicant to college freshman. Whether you’re a student, parent, or educator, this book is an illuminating and essential read.” —Daniel H. Pink, New York Times bestselling author of When, Drive, and A Whole New Mind“A fascinating, useful, and important book—fascinating because of its wealth of vividly reported detail on how the college-admission system works (for instance, why little Amherst College admits more athletes than mighty University of Alabama), useful because of its clear-eyed view of how students and families can calmly get through the winnowing process, and important because higher education has become so central to American opportunity and mobility.” —James Fallows, National Correspondent for The Atlantic“For nearly twenty years, Jeff Selingo has been one of America's most trusted voices on higher education. This is his finest work. He pulls back the curtain on all the code words, awkward secrets, and noble hopes associated with college admissions today. Each chapter can help college-bound families turn confusion into clarity.” —George Anders, Pulitzer Prize-winning author of You Can Do Anything and The Rare Find“In his fascinating and timely book Who Gets in and Why Jeff Selingo breaks the seal on college admissions to reveal what really goes on, who gets a special look and why, what the colleges have at stake, and how a student can put their best foot forward. Frank and reassuring, Selingo presents a thoughtful critique of an outmoded system along with sound advice for students and parents who have little choice but to play by these rules.” —Julie Lythcott-Haims, author of How to Raise an Adult“Jeff Selingo has done it again. Amid increasingly loud calls for transparency in college admissions, and a growing suspicion among the public that the process is unfair, Selingo has managed to lift the veil from the ‘inner sanctum,’ showing how admission officers deal with the challenges presented by talented and diverse applicants. From the committee rooms that Selingo has penetrated come stories of compassion for students balanced by institutional priorities and mandates. Who Gets In and Why offers a great insider’s view, making a complex process much easier to understand.” —Robert Massa, former Dean of Enrollment, Johns Hopkins University“A valuable outsider-as-insider’s eye view of the college admission process, spotlighting what applicants will never see. Pushing past the fairy tale of how a student's application is reviewed, Selingo finds more. For the dedicated professionals who do this tireless work, the students and parents trying to understand it, and anyone in between, there are great lessons to be learned here.” —Emmi Harward, Executive Director of the Association of College Counselors in Independent Schools“In Who Gets in and Why, Jeff Selingo addresses the tyranny of selective admissions and its inordinate social and emotional impact on the more than 90% of students who enroll in non-selective schools. He depicts the agony and the ecstasy of the selective admissions process, questions why we’re all hostage to it, and offers insightful ways to avoid getting caught in the madness. Bravo!” —Deborah Quazzo, Managing Partner of GSV Advisors“An important book that shines a clarifying light into the mystifying corners of the college admissions process. Jeff Selingo gives students and their families much-needed perspective on how things really work behind the scenes.” —Jill Madenberg, author of Love the Journey to College“Very accessible and quite accurate…Selingo’s backstage view of the process at Emory is particularly strong. He adeptly pinpoints how an institution's priorities, goals, and needs cause equally deserving applicants to frequently meet with different outcomes. This book will be a great resource for parents.” —Rick Hazelton, Director of College Advising, The Hotchkiss School

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Book SynopsisHow do adults learn? What is the task of the adult educator in adult education? What can adults do to take charge of their learning process? Learning means change and transformation. But in order to learn, argues Coenraad van Houten, we must first awaken our will. True adult education, he says, enables our spiritual ego to accomplish this. He describes the forms in which learning can be meaningfully structured, and offers advice and ideas to help overcome specific learning blockages. The book regards the business of adult education as a full profession, and it provides a theoretical and practical basis for its true task: an awakening of the will.

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Book SynopsisHigher education has seen better days. Harsh budget cuts, the precarious nature of employment in colleague teaching, and political hostility to the entire enterprise of education have made for an increasingly fraught landscape. Radical Hope is an ambitious response to this state of affairs, at once political and practice — the work of an activist, teacher, and public intellectual grappling with some of the most pressing topics at the intersection of higher education and social justice. Kevin Gannon asks that the contemporary university's manifold problems be approached as opportunities for critical engagement, arguing that, when done effectively, teaching is by definition emancipatory and hopeful. Considering individual pedagogical practice, the students who are the primary audience and beneficiaries of teaching, and the institutions and systems within which teaching occurs, Radical Hope surveys the field, tackling everything from impostor syndrome to cell phones in class to allegations of a campus 'free speech crisis'. Throughout, Gannon translates ideals into tangible strategies and practices (including key takeaways at the conclusion of each chapter), with the goal of reclaiming teachers' essential role in the discourse of higher education.Trade ReviewA must-read for pedagogues and theorists alike. Gannon's explorations into history, power, and academia place students and the environments in which they learn front and center for the rest of us to consider. This work isn't about reform, but transformation, and Gannon's book pushes us in the right direction." — JosÉ Luis Vilson, author of This Is Not A Test: A New Narrative on Race, Class, and Education"This is the book I needed to read—it was a fresh drink of water in a time of turmoil and despair in education. Gannon grounds his calls for radical hope in the work of educational scholars like Freire, hooks, and Giroux, and offers helpful examples and recommendations based on his years of teaching experience. He tackles real issues we are facing at our institutions head-on without capitulating to clichÉs or trendy solutions often offered in books about higher education." — Amy Collier, Middlebury CollegeTable of Contents Acknowledgments Introduction 1. Classrooms of Death 2. The Things We Tell Our Students 3. Cultivating Transformative Teaching 4. Teaching and Learning Inclusively 5. Making Access Mean Something 6. Encouraging Choice, Collaboration, and Agency 7. A Syllabus Worth Reading 8. Pedagogy Is Not a Weapon 9. Platforms and Power 10. I Don’t Know . . . Yet. Coda: Radical Hope, Even When It Seems Hopeless Notes Index

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Book SynopsisThis thoroughly revised second edition draws on the author’s decades of observations and experiences in academia, providing insight and responding to the challenges of fostering a successful academic career. Written in a clear and concise style, the book provides fully updated, forthright and practical counsel on achieving and maintaining a successful, balanced career amidst today’s intensifying institutional needs and demands. Iain Hay offers a deep understanding of academic career development from PhD to retirement and in this book addresses a wide range of areas such as writing compelling job applications, handling job offers, academic networking, preserving your public reputation, working with research teams, and how to undertake productive sabbatical leave. The breadth of coverage in this updated book ensures that it will be an excellent resource not only for students and early career academics striving to understand how to establish and cultivate an excellent career path, but also to more senior scholars who are mentoring post graduate students and junior colleagues whilst working to sustain their own careers.Trade Review‘The book’s new edition revisits and builds on the insightful and actionable advice previously given in the already solid first edition. Notably, it adds more nuance to its content, which will make it even more relevant to academics outside of higher education institutions located in English-speaking countries.’ -- Iván Farías Pelcastre, University of Birmingham, UK‘In the context of increasingly challenging and precarious times in higher education, this highly readable 2nd edition offers valuable and insightful advice based on experience and research for lecturers at any stage of their career to reflect upon as they seek to navigate and sustain rewarding and balanced academic careers.’ -- Ruth Healey, University of Chester, UK‘Written as an accessible and thoughtful guide, How to be an Academic Superhero is an essential resource for navigating the many stages of an academic career. From the pre-Ph.D. school selection stage through tenure and retirement, Iain Hay exposes the frequently hidden pathways and challenges of an engaged and successful academic career by emphasizing the importance of planning and imagining one’s individual trajectory while also highlighting the importance of maintaining broader life balance.How to be an Academic Superhero provides relevant examples, current resources and a concise set of strategies for successfully navigating each career stage. Although much is written about early career stages, many fewer resources exist for traversing mid-and-later career opportunities and challenges. Iain Hay leverages his deep experiences across multiple positions in the academy and clearly and concisely distils the essential elements of a well-rounded academic career.’ -- Holly Barcus, Macalester College, US‘An academic career is an increasingly challenging one, and professional success clearly requires a truly vocational level of commitment. In this comprehensive work, Professor Iain Hay, himself a decorated academic superhero, provides a comprehensive and practical guide to realizing excellence in the multiple and complex roles that an aspiring academic must fulfill.’ -- Michael Meadows, Nanjing University, China‘In this volume, Iain Hay, a highly successful scholar in his own right, methodically outlines the steps needed to make oneself into an academic star. This is well-considered advice about the do’s and don’ts of success in the world of researchers, intellectuals, and teachers for those who want to make a living from the life of the mind. In an era of budget cuts, widespread anxiety, and limited opportunities for aspiring scholars, this book offers insightful, practical, and inspiring guidance about how to realize one’s potential as a researcher and teacher. Hay confronts head-on the multiple challenges faced by today’s young academics, and the paths around or through them. I wish I had such a book back when I was a budding scholar.’ -- Barney Warf, University of Kansas, USTable of ContentsContents: 1 Making academic superheroes PART I SETTING OUT AS AN ACADEMIC SUPERHERO 2 Get qualified 3 Find a good adviser 4 Get mentors; get advice 5 Prepare a good CV PART II REFINING YOUR ACADEMIC SUPERHERO CREDENTIALS 6 Focus your powers 7 Make an early impact 8 Get informed and stay current 9 Get known and networked 10 Learn about local cultures and use ‘the system’ PART III APPLYING YOUR ACADEMIC SUPERPOWERS WHERE THEY ARE NEEDED 11 Cultivate high quality referee reports 12 Find the right job 13 Write a compelling job application 14 Perform well at job interviews 15 Manage job interview failure and success PART IV PERFORMING AS AN ACADEMIC SUPERHERO 16 Manage your career 17 Manage your time 18 Publish papers 19 Publish a book (or two) 20 Speak 21 Secure funding 22 Attract postgraduate students 23 Join or start a research team 24 Teach well 25 Think about university service and leadership positions 26 Find a voluntary role 27 Consider consulting 28 Get recognized PART V PRESERVING YOUR ACADEMIC SUPERPOWERS 29 Review your performance 30 Take sabbatical 31 Get refreshed 32 Sustain collegiality 33 Preserve your public reputation 34 Stay happy and healthy 35 Manage disruptions, interruptions and transitions successfully 36 Conclusion: acknowledging dual strands of success for your academic career References Index

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Book SynopsisBringing together cutting-edge research from over 50 leading international scholars, this forward-looking Research Handbook offers theoretical and empirical insights into the student experience in higher education. The team of expert contributors shed light on the diverse factors that can influence student participation, learning and engagement in higher education, drawing on multiple disciplinary lenses including history, philosophy, sociology, psychology, human development and educational studies. Examining contemporary research on university curricula and pedagogy, learning outcomes and transitions to careers, and issues of diversity and inclusion, chapters present a wide-ranging overview of the current state of knowledge in the field and offer critical insights into the emerging challenges for student learning across the globe. Bridging theory and practice, the Research Handbook demonstrates the diversity of students entering higher education and the diversity of their experiences. Providing in-depth analysis of student engagement and outcomes in a global context, this erudite Research Handbook will be an authoritative reference for higher education researchers and educators. Its timely and practical insights will support institutional leaders and policymakers to make evidence-based decisions to enhance the student experience.Trade Review‘What does it mean for a student to experience higher education in today’s world? This is the best one-stop-shop for an in-depth exploration of the student experience as it covers the critical topics, is written by esteemed scholars, and thus is the most valuable resource for those seeking to enhance the quality of education and support provided to students.’ -- John Hattie, University of Melbourne, AustraliaTable of ContentsContents: Preface xix PART I UNDERSTANDING THE STUDENT EXPERIENCE 1 What is ‘the student experience’? 2 Chi Baik and Ella R. Kahu 2 The ‘student experience’ in the history of English-speaking universities 13 James Waghorne 3 A theory of student agency in higher education 25 Manja Klemenčič 4 Four elements of higher education as student self-formation 41 Simon Marginson 5 Fostering student engagement: the importance of relationships and belonging face-to-face and online 58 Ella R. Kahu 6 Student wellbeing and students’ experiences in higher education 74 Chi Baik and Wendy Larcombe 7 Measuring and reviewing the student experience 89 Malcolm Tight PART II CURRICULUM, LEARNING AND PEDAGOGY 8 Understanding and enhancing the university student experience of learning: key aspects in a contemporary context 103 Robert A. Ellis and Michael Prosser 9 The importance of knowledge and curriculum in understanding students’ educational experiences of higher education 122 Paul Ashwin 10 Transition pedagogy for 21st-century student success 132 Sally Kift 11 Integrative learning: the lost opportunity in WIL curricula and what we can do about it 149 Calvin Smith 12 Learner-led approaches in higher education 166 Ann-Merete Iversen, Annie Aarup Jensen, Lone Krogh and Anni Stavnskær Pedersen 13 Self-regulated learning and the student experience in online higher education 179 Jaclyn Broadbent and Paula De Barba 14 The transformative potential of student-faculty partnerships 191 Alison Cook-Sather 15 Curricular service-learning by and for students 206 Lori E. Kniffin, Haden M. Botkin, Brandon C. Whitney, Patti H. Clayton, and Robert G. Bringle 16 How intergroup dialogue works: critical-dialogic foundations and extensions 223 Biren (Ratnesh) A. Nagda and Patricia Gurin 17 Generative pedagogy: learning to become response-able 237 Aliki Nicolaides and Chang-kyu Kwon 18 Academic advising and personal tutoring for student success 252 Kathryn Woods PART III LEARNING OUTCOMES AND CAREERS 19 Examining the effects of first-year high-impact practices on student outcomes 268 Matthew Mayhew and Eric McChesney 20 Assessing student learning outcomes of higher education 283 Ou Lydia Liu 21 The impact of diversity experiences on undergraduate student outcomes 296 Nicholas A. Bowman and Kari E. Weaver 22 Researching professional identity development: an arts-informed approach 312 Franziska Trede 23 The PhD: a time to develop career literacy to enhance mobility potential? 325 Lynn McAlpine PART IV DIVERSITY AND INCLUSION 24 A capability approach to undergraduate student experiences of race and belonging in South African higher education 345 Talita Calitz 25 Supporting Indigenous student persistence: empowering student’s cultural integrity while transforming higher education 360 Michelle Pidgeon 26 The international student experience in Australia 377 Sophie Arkoudis and Samantha Marangell 27 International student education in China and its connections with local and global society 392 Wen Wen and Die Hu 28 Modifying an integration framework to enhance refugee student engagement in settlement higher education contexts: the case of Australia 404 Sally Baker and Samah Shda 29 Ubuntu philosophy as a framework for disability-inclusive education in South Africa and Zimbabwe 420 Oliver Mutanga 30 LGBT+ students in higher education 437 Kristen A. Renn 31 Parent, partner, carer, breadwinner and student: the multi-layered identities of mature-age women returning to education 452 Cathy Stone 32 Being a student or becoming a graduate? Contemporary student experiences through the lens of ‘commuters’ 466 Liz Thomas 33 Being working class in higher education: class, place and feeling “at home” 482 Alexandra Coleman 34 Rural student experiences in higher education 494 Ashley Stone PART V CHALLENGING FUTURES 35 The student experience in times of major crises: key lessons from an international scoping review 507 Tracii Ryan, Samantha Marangell, Ben Symon, Karena Waller, Claudia Rivera Munoz, Jiadi Cai, Dina Uzhegova, Sophia Arkoudis and Chi Baik 36 Student experiences of higher education for sustainability and for intellectual independence 524 Kerry Shephard 37 The student in an age of anxiety: the case for agentic entanglement 538 Ronald Barnett Index 551

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Book SynopsisTrade Review"One of The Wall Street Journal's Best of the February Bookshelf""An engaging apologia for liberal education. . . . [Marks] blends humor with argument as he makes his case for a renewed vision of higher learning."---John J. Miller, Wall Street Journal"Marks’s vision of a newly energized liberal education is appealing, and Let’s Be Reasonable is an important and timely book. Blending anecdote and theory in a superb accessible style, Marks comes across as the professor we all wish we had: the one who gets students excited about Plato or Rousseau, who challenges them to think more deeply and often gets them to meet that challenge."---Andrew Pessin, Commentary"Instead of attempting to rule our opponents out of line, we might try reasoning with them. Thankfully [Let’s Be Reasonable] explains and models how to do it"---Damon Linker, The Week"A thoughtful . . . contribution to debates about the value of higher education." * Kirkus Reviews *"Jonathan Marks’s Let’s Be Reasonable: A Conservative Case for Liberal Education shows what higher education can be at its best. . . . Marks shows why academic freedom is worth fighting for – he documents what a liberal education can do."---Kenneth S. Stern, The Times of Israel"An important and timely book that should interest anyone, left, right, or center, concerned about higher education in general and the campus anti-Israel movement in particular. Let’s Be Reasonable is indeed a calming voice of reason amidst the frenetic shouting occurring both on and about campuses. Blending anecdote and theory in a superb and accessible style . . . Marks comes across as the professor we all wish we had."---Andrew Pessin, Times of Israel"Let’s Be Reasonable: A Conservative Case for Liberal Education is, indeed, a reasonable book. . . . Everyone needs to be exposed to his ideas on higher education’s ultimate purpose."---Jay Schalin, The James G. Martin Center for Academic Renewal"Marks’s dual status as both a man of the right and a longtime academic positions him well to argue that universities must commit themselves more fully to the task of shaping reasonable people and that, despite their present flaws, all is not lost. Marks can speak both to university insiders and to their outside (often right-leaning) critics."---Thomas Koenig, The Bulwark"In straddling both sides of the debate, Marks has his work cut out for him. It’s a tribute to his wit, good sense, and, indeed, reasonableness that he largely succeeds. . . . Marks’ hopeful argument is a timely rebuttal to the kind of scorched-earth conservatism now ascendant on the intellectual right."---Richard Aldous, American Purpose"Let’s Be Reasonable offers an incisive analysis of the terrain of the contemporary American university, one that anyone interested in understanding higher education should read."---Jenna Silber Storey, Society"Marked by good humor, engaging anecdotes, and reassuring evidence that all is not lost in higher education."---Matthew Stewart, University Bookman"Recommended." * Choice *

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Book SynopsisUniversities have historically been integral to democracy. What can they do to reclaim this critical role?Universities play an indispensable role within modern democracies. But this role is often overlooked or too narrowly conceived, even by universities themselves. In What Universities Owe Democracy, Ronald J. Daniels, the president of Johns Hopkins University, argues thatat a moment when liberal democracy is endangered and more countries are heading toward autocracy than at any time in generationsit is critical for today's colleges and universities to reestablish their place in democracy. Drawing upon fields as varied as political science, economics, history, and sociology, Daniels identifies four distinct functions of American higher education that are key to liberal democracy: social mobility, citizenship education, the stewardship of facts, and the cultivation of pluralistic, diverse communities. By examining these roles over time, Daniels explains where colleges and universities Trade ReviewThis is an exceptionally important, insistently reasonable, delightfully readable book.—The New York TimesAnyone concerned with higher education's role in the public good, especially researchers and practitioners, will find [What Universities Owe Democracy] well worth the read.—Higher EducationWhen the president of a major university publishes a deeply researched, closely reasoned, strongly argued powerful idea and call to the profession to respond to an urgent crisis in our national history, it is highly likely to become a classic in the literature of higher education. Ronald Daniels, president of Johns Hopkins University (co-authoring with colleagues Grant Shreve and Phillip Spector), has accomplished that with this new book.—New England Journal of Higher Education[A] forceful argument for universities as change-makers. Daniels wants the American university and its graduates to find more ways to challenge power.—Simona Chiose, University of Toronto, Globe and MailDaniels makes an important contribution to not one but two urgent and topical subjects: the weakening of American self-governance and the overall role of higher education in countering that dangerous trend. One hopes that Daniels's sterling academic reputation, and that of his institution, leads to a wide readership.—Mitch Daniels, President of Purdue University, Washington PostRonald J. Daniels, the president of Johns Hopkins University, makes a compelling case that American universities are failing to meet their civic duty.—Richard Haass, Project SyndicateDaniels recognizes that the public's willingness to support higher education's democratic mission depends on universities reengaging with the nation-state....Daniels's wager is that the end is not inevitable, that universities can reassert their centrality to the American liberal democratic project. I hope he's right.—Johann Neem, Public BooksThe fraying of democracy around the world that is the key premise of Ronald J. Daniels's important book, What Universities Owe Democracy....Daniels's book does two things that are desperately needed and that make it important reading for anyone working in or adjacent to higher education. First, it shows us how to contextualize the work we do in universities—and libraries, and as researchers and publishers....Second, it offers some direction of travel and an agenda in a moment when both feel urgently needed and in short supply.—Karin Wulf, The Scholarly Kitchen[Daniels] offers concrete, actionable and reasonable ideas for how universities can support liberal democratic values and goals. Students of the evolution of the university will learn much from reading this book....Compelling.—Joshua Kim, Inside Higher EdTable of ContentsPrefaceIntroduction1. American Dreams: Access, Mobility, Fairness2. Free Minds: Educating Democratic Citizens3. Hard Facts: Knowledge Creation and Checking Power4. Purposeful Pluralism: Dialogue across Difference on CampusConclusionAcknowledgmentsNotesIndex

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Book SynopsisHow to Manage Student Consulting Projects describes the key principles and tools needed by project advisors to manage student consulting projects in an academic setting. The authors highlight different approaches for managing student consulting teams, including an innovative model in which graduate students manage undergraduates. This model of experiential learning suggests that project advisors should include reflection of learning as a key outcome for any student consulting project. The book also emphasizes the importance of evaluating both team and individual performance in a project's overall success, and data are shown on the positive impact that student teams have had on clients. In addition to offering strategies that project advisors can use to improve project performance, the book provides information for program administrators and deans, as well as project managers in non-academic settings, to help in the development and running of project-based learning.Trade Review‘When designed and managed well, students consulting projects can lay and reify some of the strongest knowledge and professional foundations for our students. This book shows us how.’ -- Christina Kyprianou, Academy of Management Learning & Education'I've seen firsthand how effectively managing student consulting projects can provide a valuable experience for students and a high impact service for clients. As a former dean and provost at Babson, I witnessed the authors of this book take the student consulting program to new heights and transform it into one of the most meaningful experiential learning opportunities you will find anywhere. You will want to learn from them and adopt their principles in your own program.' --Dennis Hanno, President, Wheaton College, US>'The Boston Red Sox organization has benefited greatly from the work of the student consulting teams from Babson College for over 6 years. It is clear that the program at Babson provides the students with the ability to work closely with our organization while also making relevant, actionable recommendations. --Jason Lumsden, Director of IT, Boston Red Sox'The Babson student consulting teams were a valuable resource to me when I was Governor of New Hampshire. The teams brought an independent and innovative perspective to a number of state agencies. Prof. Joe Weintraub, George Lee and Arline MacCormack have written an important book that I highly recommend to faculty and institutions in higher education who want to give real-world experiences to students while providing meaningful advice to organizations from all sectors of the economy.' --The Honorable Craig R. Benson, CEO of Soft Draw Investments; former Chairman and CEO at Cabletron Systems Inc.; and former Governor of the State of New HampshireTable of ContentsContents: Introduction How to Manage Student Consulting Projects 1. Experiential Learning at Babson College 2. The Realities of Running Student Consulting Teams and Best Practices 3. Recruiting and Selecting Clients/Projects, Students, Project Advisors and Program Administrators 4. First Steps to Take in Managing Student Project Teams 5. Managing Student Project Teams Throughout the Semester 6. Evaluation, Learning, Virtual Teams and Recommendations Index

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Book SynopsisExamines the integration and reform of Islamic studies in universities across Germany, the UK, Turkey, Poland and Belgium

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Book SynopsisThe Credential Society by Randall Collins is a classic on higher education and its role in American society. Forty years later, its controversial claim that the expansion of American education has not increased social mobility, but created a cycle of credential inflation, has proven remarkably prescient.Trade ReviewRandall Collins's The Credential Society is a theoretical and empirical tour de force, a brilliant study of the expansion of schooling in twentieth-century America that goes well beyond its central topic to illuminate connections between educational change and the world of work, the nature of status, and the role of knowledge and technology in modern life. Discovering it in graduate school was a transformative experience, and I'm delighted that it is available once again to inspire new generations of students and scholars as it inspired me. -- Paul DiMaggio, New York UniversityForty years after its original release, The Credential Society remains a powerful tool to renew our understanding of crucial topics as diverse as cultural reproduction, opportunity hoarding, professional monopoly and meritocracy. At a time when analyses of the knowledge society are proliferating, Collins’ analysis remains as fresh and penetrating as ever. This visionary classic will keep its place on syllabi for years to come. -- Michèle Lamont, former president of the American Sociological AssociationRandall Collins is widely seen as one of the best sociologists of the last 50 years, and The Credential Society is filled with gems and wonderful insights. It is a classic book on a pressing topic that remains deeply relevant today. -- Annette Lareau, University of PennsylvaniaThis important book is an antidote to atheoretical work in contemporary studies of higher education and is a critical complement to the study of stratification. Technology has changed much about how we work. It has also changed a great deal about how our higher education institutions are organized. This book speaks to why those two domains are interrelated. Moreover, it provides a roadmap for the systematic study of higher education and inequality. -- From the foreword by Tressie McMillan CottomCollins’s insights are especially prescient, as the scholar Tressie McMillan Cottom notes in the new edition’s foreword, when considering how for-profit colleges have essentially preyed on the insecurities—and leeched off the loans and subsidies—of poor and working-class students. -- Hua Hsu * The New Yorker *Table of ContentsPreface to the Legacy EditionForeword, by Tressie M. Cottom Foreword, by Mitchell L. Stevens 1. The Myth of Technocracy 2. Organizational Careers 3. The Political Economy of Culture 4. The United States in Historical Time 5. The Rise of the Credential System 6. The Politics of Professions 7. The Politics of a Sinecure Society References Index

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Book SynopsisHow to help your kid navigate the college admissions process, month by month, girlfriend's-guide style.

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Book SynopsisMit seiner Allgemeine Staatslehre reiht sich Hans Kelsen in eine spezifisch deutschsprachige Tradition ein - und doch begründet er mit ihr etwas grundstürzend Neues. Denn das in der prominenten Reihe "Enzyklopädie der Rechts- und Staatswissenschaft" erschienene Werk markiert nicht nur die Auftaktschrift für den sog. Weimarer Richtungs- und Methodenstreit in der Staatsrechtslehre, die Carl Schmitt, Rudolf Smend und Hermann Heller ihrerseits zu Verfassungs- respektive Staatslehren provozieren wird. Sie stellt darüber hinaus - neun Jahre vor der 1934 publizierten Erstauflage der Reine Rechtslehre - die erste zusammenhängende Darstellung der von Kelsen begründeten und gemeinsam mit seinen Schülern ausgeformten "Reinen Rechtslehre" dar. Sie zeigt den 43jährigen Kelsen auf dem Zenit seines Wiener Wirkens und seine "Jungösterreichische Schule der Rechtstheorie" am Ende ihrer Formationsphase.Auf der Grundlage einer "durch Kants Vernunftkritik" bestimmten Methode legt Kelsen dar, dass die herkömmlich unter dem Sammelbegriff der Allgemeinen Staatslehre behandelten disparaten Fragestellungen "durchgehend Probleme der Geltung und Erzeugung einer spezifischen [Rechts-]Ordnung", sprich: Rechtsprobleme sind. Während er die Geltungsfragen, sozusagen den Staat in der Ruhelage, der (Nomo-)Statik zuschlägt, behandelt er die Erzeugungsfragen, also den Staat in der Bewegung, unter dem Aspekt der (Nomo-)Dynamik. Und während die früheren Monografien seine normativistisch-positivistische Lehre nur mittelbar, nämlich durch das Diapositiv der Dekonstruktion der tradierten Staatsrechtslehre erkennen ließen, präsentiert sie Kelsen hier erstmals als vollgültigen Gegenentwurf.

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Book SynopsisIn this book George Marsden responds to critics of his The Soul of the American University (OUP 1994), and attempts to explain how, without heavy-handed dogmatism or moralizing, Christian faith can be of great relevance to contemporary scholarship of the highest standards.Trade Review"A frank assertion that religious faith does indeed have a place in academia."--Kirkus Reviews "A lucid, thoughtful book even his toughest critics will find compelling."--Publishers Weekly "An exciting and thought-provoking work."--Commonweal "Marsden's arguments need to be read both off and on the campus."--Fort Worth Star-Telegram "Marsden's earlier book...established him as an astute student of today's academic culture. In The Outrageous Idea, Marsden expands his former inquiry into basic ideas about scholarship that create a climate that is pervasively hostile to religion....The book is not an instance of special pleading for Christians. The gravamen of Marsden's case is that the academy's hostility to religion undermines the very idea of the university as an institution dedicated to honest intellectual engagement. Academics both junior and senior should want to check out Marden's diagnosis and explore what they together might do about it, even at the risk of appearing outrageous."--First Things "Marsden presents his 'outrageous idea' with such calm, persuasive power and fundamental decency that it is hard to imagine any person of good will taking exception. He here reaffirms his status as one of our leading interpreters of religion and contemporary American culture."--Jean Bethke Elshtain, Professor of Social and Political Ethics, The University of Chicago, author of Augustine and the Limits of Politics." "A masterly explanation and defense of Christian learning in the contemporary world, displaying the learning it advocates."--Nicholas Wolterstorff, Noah Porter Professor of Philosophical Theology, Yale University "A frank assertion that religious faith does indeed have a place in academia."--Kirkus Reviews "In a lucid, thoughtful book even his toughest critics will find compelling, Marsden outlines specific ways that a scholarship informed by faith can, within the accepted rules of academic discourse, contribute new insights to the most sharply debated issues of the day, such as how to assert moral claims and affirm pluralism without lapsing into relativism."--Publishers Weekly "An exciting and thought-provoking work for anyone who cares about the future of the university and education today."--Commonweal "Marsden's arguments need to be read both off and on the campus."--Fort Worth Star-Telegram "For all those who take seriously the command to 'love the Lord your God...with all your mind,' Marsden's book is essential reading."--Christianity Today "Much is at stake in Mr. Marsden's program--not only the truth about the past, but a way of getting at issues often excluded in the present."--Robert Royal, The Washington Times "The Outrageous Idea of Christian Scholarship is a heavenward glance. The scholarly community, secular and Christian alike, cannot but be the better for it."--Glenn Tinder, The Christian Century "This study combines the virtues of competence in historical analysis with personal commitment and experience....This is a book that should be pondered by all thoughtful Christians, and should be read by ministers and seminary professors, as well as Christians working in colleges and universities."--Theology Today "Marsden paints the canvas of Academia with the foundational tools of faith, purpose, and meaning. To be a scholar (a true scholar) one must be Christian."--Eric Pratt, Anderson College "Excellent text. Marsden surveys the academic landscape and summarizes it well. His characterization is apt."--Mark Discher, Ottawa University, Kansas "Marsden's work provides an excellent and accurate overview of the status of the modern academy with its operating, theoretical frameworks. He offers carefully poised responses and critiques from a Christian perspective."--The Master's Seminary Journal

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Book SynopsisReframing Academic Leadership Reframing Academic Leadership is the go-to guide for deepening leadership commitment, capacity, and impact. Gallos and Bolman tease out the unique opportunities and challenges in academic leadership and present powerful ideas and tools to guide and assist college and university administrators in: Creating campus environments that facilitate creativity and commitment Forging vital alliances and partnerships in service of the mission Building campus cultures and shared vision that unite and inspire Crafting institutional structures and strategies that foster innovation and excellence In this updated edition, the authors integrate time-tested conceptual frameworks with rich and compelling real-world cases and tackle contemporary, high-impact issues such as changes in the professoriate and in student populations, funding shortfalls, equity and social justice, the doubTable of ContentsPreface About the Authors Part I: Leadership Epistemology: When You Understand, You Know What to Do 1. A Tale of Two Presidents: Opportunities and Pitfalls in Academic Leadership 2. Sensemaking and the Power of Reframing 3. Knowing What You’re Doing: Learning, Authenticity, and Theories for Action Part II: Reframing Leadership Challenges 4. Building Clarity and Capacity: Leader as Analyst and Architect 5. Respecting and Managing Differences: Leader as Compassionate Politician 6. Fostering a Caring and Productive Campus: Leader as Servant, Catalyst, and Coach 7. Keeping the Faith and Celebrating the Mission: Leader as Prophet and Artist Part III: Leadership Pragmatics: New Ideas for Old Challenges 8. Leading from the Middle 9. Managing Your Boss 10. Managing Conflict 11. Leading Difficult People Part IV: Leadership in a Changing World 2. Coping with a World in Motion 13. Leadership, Governance, and Institutional Survival Part V: Sustaining Higher Education Leaders: Courage, Hope, and Values 14. Sustaining Integrity: Ethics and Leadership 15. Sustaining Health and Vitality 16. Feeding the Soul Epilogue: The Sacred Nature of Academic Leadership References Name Index Subject Index

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Book SynopsisElgar Research Agendas outline the future of research in a given area. Leading scholars are given the space to explore their subject in provocative ways, and map out the potential directions of travel. They are relevant but also visionary. This timely Research Agenda provides in-depth analysis of emerging threats posed to academic integrity, alongside practical, evidence-based recommendations for creating cultures of integrity, demonstrating their importance within the commercialised field of higher education. Analysing the latest research on contract cheating, and how to identify and respond to it, this book explores the potential role of cyber-security research as arguably the next academic integrity frontier. Internationally renowned scholars from a range of disciplines and countries examine challenges surrounding academic integrity, offering advice to all higher education stakeholders. Chapters discuss the role of quality assurance, moving through specific cultural contexts and academic disciplines to provide insights into how to identify serious academic integrity breaches. This Research Agenda also looks at how to foster cultures of integrity, calling for further research on plagiarism, cheating and all forms of academic misconduct. The opportunities for future research in the book will make this a useful read for scholars examining higher education policy and practice. It will also be helpful to higher education teachers and professionals, policy-makers, and staff working directly with students, as the sector deals with growing concerns about breaches of academic integrity. Contributors include: P. Ayala-Enríquez, T. Bretag, J. Clare, G. Curtis, P. Dawson, D. Dlabolová, R. Dressler, S. Eaton, C. Ellis, T. Foltynek, N. Franco-Pérez, T.B. Gallant, I. Glendinning, J. Guerrero-Dib, R. Harper, D. House, E. Morris, G. Pizarro-Puccio, F. Prentice, A. Rogerson, K. Rundle, K. Seaton, K. van Haeringen, A. WhiteTrade Review‘In the acknowledgments, Tracey Bretag thanks “the hundreds of researchers from all over the world who have made academic integrity the focus of their research and scholarship”. She herself has contributed enormously to this topic and deserves extra credit for making academic integrity a “central to every aspect of education”.’ -- E. Denisova-Schmidt, Academy of Management Learning & Education'This book should be essential reading for everyone with an interest in authentic learning. By conceiving of academic integrity research as more than just self-reports by students, this collection will provide a research agenda and food for thought for scholars in a vast range of disciplines. Administrators, regulators, scholars of pedagogy, teachers, and everyone with an interest in civil society can find important lessons in this volume.' --David Rettinger, University of Mary Washington, US'With the massification of higher education and the burgeoning role of the internet, academic integrity has become one of the key issues faced by higher education practitioners and managers. This book offers a welcome and international overview of developments - from contract cheating to multilingual essay mills to cybersecurity - and responses to them.' --Malcolm Tight, Lancaster University, United KingdomTable of ContentsContents: 1. Introduction: Emerging issues in academic integrity research Tracey Bretag 2. The role of quality assurance and regulatory organisations to promote academic integrity Irene Glendinning 3. From moral awareness to academic integrity in Latin America Pablo Ayala-Enríquez, Nathalia Franco-Pérez, Jean G. Guerrero-Dib 4. Academic Integrity in Eastern Europe: Beyond Corruption and Plagiarism Tomáš Foltýnek and Dita Dlabolová 5. Leveraging the teachable moment: What, if anything, can students learn from cheating? Tricia Bertram Gallant 6. Impediments to reporting contract cheating: Exploring the role of emotions Felicity Prentice 7. Interactive approaches to learning about academic integrity: The role of fun and games Amanda White 8. Why students choose not to cheat Kiata Rundle, Guy Curtis, Joseph Clare 9. A changing focus: Re-considering research on contract cheating Erica Morris 10. Contract cheating at colleges and other non-university higher education providers Tracey Bretag and Rowena Harper 11. Technology, policy and research: Establishing evidentiary standards for managing contract cheating cases Cath Ellis, Karen van Haeringen and David House 12. Multilingual essay mills: The need for research beyond English language commercial providers Sarah Eaton and Roswita Dressler 13. The use and misuse of online paraphrasing, editing and translation software Ann M. Rogerson 14. Academic integrity in mathematics education: Breaking the silence Katherine Seaton 15. Cyber-security: The next academic integrity frontier Phillip Dawson Index

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Book SynopsisNavigating the Postqualitative, New Materialist and Critical Posthumanist Terrain Across Disciplines is an accessible introductory guide to theories, paradigm shifts and key concepts in postqualitative, new materialist and critical posthumanist research. Supported by its own website, this first book in a larger series is an essential companion to the primary texts and original sources of the theorists discussed in this and other books in the series. Disrupting the theory/practice divide, the book offers a postqualitative reimagining of traditional research processes. In doing so, it guides readers through the contestation of binaries, innovative concepts, and the practical provocations that make up the postqualitative terrain. It orients the researcher in the ontological re-turn also by considering Indigenous knowledges, African, Eastern and young children's philosophies. The style itself is postqualitative through diffractive engagements by the authors and the websiTable of ContentsIntroduction: Making Kin: Postqualitative, New Materialist and Critical Posthumanist Research; 1. Knowledge Matters: Five Propositions Concerning the Reconceptualisation of Knowledge in Feminist New Materialist, Posthumanist and Postqualitative Approaches 2. What Paradigmatic Perspectives Make Possible: Considerations for Pedagogies and the Doing of Inquiry 3. The ‘Missing Peoples’ of Critical Posthumanism and New Materialism 4. Eastern Ethico-Onto-Epistemologies as a Diffracting Return: Implications for Post-Qualitative Pedagogy and Research 5. A New Science of Contemporary Educational Theory, Practice and Research 6. Re-Turning to Embodied Matters and Movement through Postqualitative Inquiries 7. Rendering Each Other Capable: Doing Response-Able Research Responsibly 8. Reanimating Video and Sound in Research Practices 9. Rethinking Research ‘Use’: Reframing Impact, Engagement and Activism with Feminist New Materialist, Posthumanist and Postqualitative Research

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Book SynopsisProviding a comprehensive introduction to the philosophy of higher education this book steps nimbly through the field, leading it into new areas and advancing an imaginative ecological realism. Each chapter takes the form of a short essay, tackling a particular topic such as values, knowledge, teaching, critical thinking and social justice. It also examines key issues including academic freedom, the digital university and the Anthropocene, and draws on classic as well as contemporary texts in the field.Composed of five parts, the book travels on a compelling journey: Part one identifies foundations of the field, distinguishing between the ideas of university and higher education, Part two examines key concepts, including research, culture, academic freedom and reason, Part three focuses on higher education as a set of educational practices and being a student, Part four is concerned with the uniTrade Review"For several decades, Ron Barnett has been provoking those with an interest in higher education to think long and hard about the idea of higher education and prompting us to reflect critically and imaginatively on its contribution to society. This text is no exception. In his inimitable, imaginative, engaging and thought-provoking manner, he weaves a powerful and persuasive narrative that does not shy away from espousing a normative attitude, provoking consideration of big ideas as well as their practical implications for policy-makers, academics and students alike. The text invites us to become partners in the endeavour of creating ‘feasible utopias’, fostering ‘vibrant motion’ that continuously re-invents the best possible teaching, learning and leading opportunities for higher education for our uncertain times. It is vital that all concerned avail of his invitation to engage in this dialogue. Read it!"-Tone Dyrdal Solbrekke, Professor of Higher Education Pedagogy, Department of Education and Centre for Learning, Innovation and Academic Development University of Oslo "This new book is a breath-taking and essential overview of scholarship on higher education. Accessible to a range of readers, the work situates higher education within an imaginative, analytical, and practical framework that will appeal to philosophers, social scientists, graduate students, and professionals in the field."-Wesley Shumar, Professor, Department of Communication, Graduate Faculty in Communication, Culture & Media, Affiliated Faculty, School of Education, Drexel University, USA "Professor Ronald Barnett’s indispensable new guide to The Philosophy of Higher Education: Issues, Debates, Proposals is essential reading, a field-defining tour de force which is suited to multiple audiences, from postgraduate students to senior managers, academic developers and research experts. What sets this fascinating book apart is its comprehensive three-planar critico-imaginative realist perspective, which simultaneously embraces conceptual, social, realist, critical, ecological, imaginative, and practical aspects of higher education. Barnett’s excellent new synoptic resource is highly recommended – a wonderful read for all those wishing to learn more about the field of the philosophy of higher education."-Professor Jill Jameson, Chair of Leadership and Enterprise Research and Professor of Education, Institute of Lifecourse Development, Faculty of Education, Health and Human Sciences, University of Greenwich "In a world confronted by conflict, global pandemics, economic uncertainly and climate change, the role of universities and higher education have never been more important or prescient. Despite this, they have themselves become a site of conflict over ideas, possible futures and even the interpretation of history. In a timely, nuanced and insightful way, Ron Barnett provides universities and higher education a philosophical guide in not only confronting such issues, but also showing how they they can lead us to practical and inclusive solutions." -Professor James Arvanitakis, PhD, Pro Vice-Chancellor (Engagement & Advancement), Division of People and Advancement, Western Sydney University "The main task of the university is to teach and all those who work and study in such institutions ought to carefully consider what this obligation might mean to them. In this excellent book, Ronald Barnett introduces us to a philosophy of higher education. It is written for a wide audience of university non-specialists and addresses the challenges we face while seeking a theoretical basis for understanding practice. Ronald argues that the sector is not achieving its potential with respect to societal obligations in our turbulent and unpredictable world. We can always do better, and the field of higher education philosophy has something important to offer in support of transforming the way we think." -Tony Harland, Professor of Higher Education, Higher Education Development Centre, Chair of the Ecology Programme, University of Otago "The Philosophy of Higher Education. A Critical Introduction is a must-read for anyone concerned not only with the higher education past and present, but more importantly — its future. A short review is hardly able to do justice to the breadth of argument and richness of insights encountered throughout the volume. It truly serves its purpose set at the very beginning — turning to a wide set of audiences and making a strong case for a persistence of philosophy in the context of higher education. As such it is an invaluable resource not only to anyone who enters the subfield of philosophy of higher education but also to academic teachers who ponder how to incorporate more philosophical and theoretical themes into their curriculums in higher education research." - Jakub Krzeski, Higher Education (Springer) Table of ContentsPart One: Foundations 1. The philosophy of higher education 2. Higher education and university: conflicts on the three planes 3. Values and higher education, and ethical evolution 4. Knowledge and truth: matters of interest Part II: Key concepts 5. Research: towards an ecological transdisciplinarity 6. Culture: sighting a culture of constructive argument (CCA) 7. Academic freedom – and academic responsibility 8. Thought and reason - and their dilemmas Part III: Teaching, learning and the student 9. Teaching: a provocative matter 10. Curriculum - making it explicit 11. Being a student: a committed uncertainty 12. Critical thinking: the three crazy escalators Part IV: The university as an institution 13. The place of the university 14. The spirit of the university 15. Academic leadership and management – and keeping clear water between them 16. Time, space and the digital university Part V: Higher education and the world 17. Higher education and the university: two very public matters 18. The lure of engagement: traps for the unwary 19. Social justice - and onwards to ecological justice 20. Beyond the Anthropocene

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Book SynopsisThis useful guide for students combines all the guidance, advice and key tips needed to write successful research reports, theses or dissertations, exploring, in detail, each of the elements involved in writing an academic paper. The book will guide you through all the key sections of a report including the introduction, literature review, method, results, discussion and more. Each chapter contains instructions and advice aimed at three different levels of report writing experience The basics' covers the basic purpose and structure of each section as well as the most common mistakes, Refinements' helps you to develop your report writing skills beyond the basics, adding polish and depth, and Advanced' offers advice and insight into the most complex issues in report writing. In addition to the guidance, there are examples to show you the principles of report writing in action and exercises which allow you to test your understanding as you learn.An essential referTable of ContentsChapter 1 – OverviewChapter 2 – The introductionChapter 3 – The literature reviewChapter 4 – The methodChapter 5 – The resultsChapter 6 – The discussionChapter 7 – Abstracts, References and AppendicesChapter 8 – Desk-based researchChapter 9 – Academic writing

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Book SynopsisEVERYTHING YOU NEED TO HELP SCORE A PERFECT 5. Ace the AP Spanish Language & Culture Exam with this comprehensive study guide—including 3 full-length practice tests, thorough content reviews & strategies, access to online extras, and audio tracks for realistic listening practice.Techniques That Actually Work• Tried-and-true strategies to help you avoid traps and beat the test• Essential tactics to help you work smarter, not harder• Step-by-step instruction on how to crack each question typeEverything You Need for a High Score• Fully aligned with the latest College Board standards for AP® Spanish Language & Culture• Audio tracks for realistic practice on the speaking and listening sections—available to download or stream online• Translations for all practice test passages and questions• Access to study plans, a handy list of key terms and concepts, and

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