Higher education, tertiary education Books
Amazon Digital Services LLC - Kdp HR Insight
£14.36
Amazon Digital Services LLC - Kdp Dear Sun Why Do You Shine For Me
£14.55
Amazon Digital Services LLC - Kdp Rewired Minds
£14.56
Amazon Digital Services LLC - Kdp Mastering AI
£12.12
Independently Published Master the MMI Medical Interviews: Smash your Medicine Interview and get into Medical School
£19.99
Independently Published Master the Gamsat: Theory, Tips and Mock Questions from Gamsat Experts
£19.99
Independently Published The Ivy League Roadmap: Learn how my Clients 5x their Odds in Ivy League Admissions
£20.89
Independently Published Finances Publiques: Lien Entre Dette Publique Et Développement Economique
£11.87
Independently Published Ucas Bible: How to Secure Your Dream Offers
£15.00
Independently Published Counter Wokecraft: A Field Manual for Combatting the Woke in the University and Beyond
£13.92
Independently Published Learn English Through Stories: Volume 5
Book Synopsis
£11.52
Independently Published The Ultimate Healing Frequency Guide: All About Healing With Sound
£10.34
Notion Press, Inc. Ict & Higher Education
£19.31
Hybrid Pedagogy Inc. Undoing the Grade: Why We Grade, and How to Stop
£20.71
Elsevier - Health Sciences Division The Changing Role of Medical Students
Book SynopsisTable of ContentsStudent participation in the education programme The seven roles of medical students A student's perspective The student as a professional The student as a facilitator of their own learning The role of the student as an information processor The student as a curriculum collaborator The student as an assessor The student as a teacher The student as a scholar Student participation in practice: some final thoughts
£33.24
Elsevier Science & Technology Empowering Underrepresented Students in Science
Book SynopsisTable of Contents1. Who Needs STEM Support? 2. Developing a What? A STEM Identity? 3. Mentoring Networks: Are They Even Necessary? 4. Surely, There Aren’t Enough Research Experiences for all of us. Are there? 5. Of What Use is the STEM Community? 6. Could You Create a STEM Support System in Your Community?
£28.45
Taylor & Francis The Europa World of Learning 2020
Book SynopsisNow in its 70th edition, The Europa World of Learning is one of the world's leading reference works. Updated to the highest editorial standards, entries are sourced directly from the organizations to ensure accurate and reliable information. The accreditation status of every university and college is verified before its entry is approved.Every type of academic institution is covered, including over:7,800 universities and colleges 5,800 research institutes 3,400 museums and art galleries 5,000 learned societies 3,600 libraries and archives 850 regulatory and representative bodies Separate chapters for countries from Afghanistan to Zimbabwe each feature an introductory survey of the country's higher education system. A separate section covers international organizations concerned with higher education and scholarship.Subscribers may download these online at www.worldoflearning.com alongside an archive of essays from past editions.
£1,425.00
Taylor & Francis The Europa World of Learning 2022
Book SynopsisNow in its 72nd edition, The Europa World of Learning is one of the world's leading reference works. Updated to the highest editorial standards, entries are sourced directly from the organizations to ensure accurate and reliable information. The accreditation status of every university and college is verified before its entry is approved.Every type of academic institution is covered, including universities and colleges, research institutes, learned societies, libraries and archives, museums and art galleries, and regulatory and representative bodies. Separate chapters for countries from Afghanistan to Zimbabwe each feature an introductory survey of the country's higher education system. A separate section covers international organizations concerned with higher education and scholarship.The Europa World of Learning is also available online as an authoritative and regularly updated digital resource.
£1,330.00
Taylor & Francis Ltd Supporting Lifelong Learning Volume III Making
Book SynopsisThis volume of the Open University Reader for Supporting Lifelong Learning looks at policy development in lifelong learning at local, regional, national and supra-national levels. Using an international team of contributors, it explores and examines the policy context for lifelong learning, the policies themselves, and their effects when implemented.The book focuses on the role of lifelong learning policy in relation to issues of competitiveness, technological change and social inclusion. The provision of a range of chapters from around the globe uniquely establishes a comparative basis for the reader. This volume also encourages the student to evaluate lifelong learning as a response to globalising trends and the globalising of educational policy.Table of Contents1. Themes and Questions for a Research Agenda on Lifelong Learning 2. On a Contradictory Way to the 'Learning Society': A Critical Approach 3. Lifelong Learning and Underemployment in the Knowledge Society: A North American Perspective 4. Social Capital, Human Capital and the Learning Society 5. The Comparative Dimension in Continious Vocational Training: A Preliminary Framework 6. Post School Education and Training Policy in Developmental States: The Cases of Taiwan and South Korea 7. Lifelong Learning and Welfare Reform 8. Change of Address? Educating Economies in Vocational Education and Training 9. Breaking the Concensus: Lifelong Learning as Social Control 10. Governing the Ungovernable: Why Lifelong Learning Policies Promise so Much Yet Deliver so Little
£40.99
Taylor & Francis Ltd Comparative Inquiry and Educational Policy Making
Book SynopsisBuilding on an increasingly sophisticated body of research on policy borrowing' in education, this collection explores ways in which the foreign example in education has been and is being used by policy makers in a variety of settings, its principal aim being to assess the usefulness of foreign' experience in home' contexts.Table of Contents(1) Investigating Policy attraction in education. (2) Acting comparatively upon the educational world: puzzles and possibilities. (3) The influence of overseas examples on DES policy-making for the school system in England. 1985-1995. (4)Cross National policy borrowing and educational innovation: improving achievement in the London borough of Barking and Dagenham. (5) Educational Standards and the changing discourse on education: the reception and consequences of the PISA study in Germany. (6) Comparative research as an instrument or EU aid and development programmes. (7) Assumptions and Implications of cross-national attraction in education: the case of ‘learning from Japan’. (8) The economics of Policy borrowing and lending: a study of late adopters. (9) Comparing the trajectories of educational change and policy transfer in developing countires. (10) Global and cross-national influences on education in post genocide Rwanda.
£128.25
Taylor & Francis Ltd Guide to Publishing a Scientific Paper
Book SynopsisThis book provides researchers in every field of the biological, physical and medical sciences with all the information necessary to prepare, submit for publication, and revise a scientific paper. Trade Review"[Ann Korners' book is...] well written and offers much useful advice... It is rare that Korner's advice does not apply to any potential paper."--British Journal of Educational Technology"This is a brief book with some solid advice for scientists and their editors on how to prepare a successful journal manuscript. I would recommend it for your bookshelf."--Tom Warren, Technical Communication (November 2009), Vol. 56, No. 4:410-411Table of ContentsIntroduction 1. The Publication of Scientific Papers 2. Before You Start Writing 3. The Title Page 4. The Abstract or Summary 5. The Introduction 6. Materials and Methods 7. Human Subjects 8. Results 9. Discussion 10. Acknowledgements 11. References and Notes 12. Figures and Figure legends 13. Tables 14. Supplementary Information 15. The First Letter to the Editor of Your Target Journal 16. Submission of Your Paper 17. Letter from the Editor and Your Response 18. Second Letter to the Editor with Responses to Reviewers 19. Congratulations, Your Paper Has Been Accepted! Appendix. A Note About Writing Applications for Financial Support. Valedictory
£128.25
Bloomsbury Publishing PLC Fundamental Theology
Book SynopsisMatthew L. Becker is Professor of Theology at Valparaiso University, USA.Table of ContentsPreface Acknowledgments Abbreviations Introduction: Ways into Theology Part I: Christian Theology 1. Traditions of Christianity An historical overview The distribution of Christian traditions Apostolic tradition and the traditions of Christendom 2. Traditions of Christian Theology Ancient Greek theology Ancient Jewish theology Early and medieval Christian theology Reformation and post-Reformation theology Modern Christian theology The last century of Christian theology 3. What Is Christian Theology? Part II: The Subject of Christian Theology 4. The Natural Knowledge of God 5. Natural and Philosophical Theology 6. Atheisms Critiques of God and religion The issue of theodicy Skepticism about the skeptics The persistence of God in human experience 7. Special Revelation and Christian Faith The hidden God The gospel and Christian faith Special revelation in Christian theology Believing and knowing The basic structures of faith-statement 8. Sources and Norms of Christian Theology The issue of sources and norms Sources and norms of Christian theology 9. Interpreting the Scriptures Avoiding extremes Theological hermeneutics Excursus: Martin Luther, “Concerning the Study of Theology” 10. Jesus of Nazareth as the Center of Salvation History A salvation-historical approach to the Bible Sources for the historical Jesus The quest for the historical Jesus The actions and teaching of Jesus Opposition to Jesus, the death of Jesus, and his resurrection The re-creating Spirit and the new creation 11. Key Themes in Special Revelation God the Creator Christ the Redeemer The Holy Spirit Trinitarian theology The church Last things The promise of the gospel Part III: Christian Theology within the University 12. The Shape of Christian Theology as a University Discipline Placing Christian theology within a university Theological encyclopedia Dividing theology The aim of theology as a whole 13. The Sub-disciplines of Christian Theology Fundamental theology Historical theology Practical theology 14. Christian Theology and the Humanities Christ and culture Christian theology within the humanities 15. Christian Theology and the Sciences Modern encounters between theology and the sciences Theology and the human sciences The anthropic principle Creationism and Intelligent Design Rethinking the Christian doctrines of creation and sin Barbour’s four models Christianity and the ecological crisis Leading figures Postscript Glossary of Names Glossary of Terms Bibliography Biblical Index Index of Persons Index of Subjects
£32.99
Pearson Education A2 Core Mathematics for AQA
Book Synopsis
£46.39
Random House USA Inc Princeton Review AP Calculus AB Premium Prep 12th
Book Synopsis
£19.55
Random House USA Inc Princeton Review AP Physics 1 Premium Prep 12th
Book Synopsis
£19.55
Random House Children's Books The Best 391 Colleges 2026
Book Synopsis
£21.38
Random House USA Inc Princeton Review AP Computer Science A Premium Prep 9th Edition
£18.70
Random House USA Inc Princeton Review AP U.S. Government Politics
Book Synopsis
£999.99
iUniverse Noch Eins Tales From the Terrapin Keller
a huge range and FREE tracked UK delivery on ALL orders.
£10.99
Rowman & Littlefield Publishers Times of Grace Spiritual Rhythms of the Year at
Book SynopsisA follow-up to "Signs of Grace" which describes the spaces and places of the Notre Dame campus. This title explores ordinary moments of study and play, quiet times set aside for personal and academic reflection, and official university and Catholic holidays.Trade ReviewNicholas Ayo's Signs of Grace captured beautifully the scores of places on campus that mean so much to so many people who come from every walk of life and make Notre Dame a place of national pilgrimage. . . . In Times of Grace, Father Ayo introduces profound reflections on the different moments and events which are part of the academic year . . . he teases out of them their deeper meaning and relationship to everyday spiritual growth. . . . This book captures in a remarkable way the spiritual pulse of a school year at Notre Dame University. -- Richard V. Warner, C.S.C., Director of Campus Ministry, University of Notre DameTable of ContentsPart 1 PART I: AUTUMN Chapter 2 MORNING PRAYER Chapter 3 FIRST DAY OF CLASS Chapter 4 OPENING MASS OF THE ACADEMIC YEAR Chapter 5 OUR LADY, SEAT OF WISDOM Chapter 6 VOW PROFESSION DAY Chapter 7 DORM SUNDAY NIGHT MASS Chapter 8 SAINT EDWARD Chapter 9 ALL SAINTS DAY Chapter 10 VETERANS' DAY Chapter 11 SAINT ELIZABETH OF HUNGARY Chapter 12 CHRIST THE KING Part 13 PART II: WINTER Chapter 14 SAINT NICHOLAS Chapter 15 IMMACULATE CONCEPTION Chapter 16 OUR LADY OF GUADALUPE Chapter 17 INFORMATION OVERLOAD Chapter 18 CAMPUS CHRISTMAS Chapter 19 SILENT NIGHT Chapter 20 THE UNEXPECTED Chapter 21 CHURCH UNITY OCTAVE Chapter 22 SAINT AGNES Chapter 23 MARTIN LUTHER KING DAY and ROE VS. WADE ANNIVERSARY Chapter 24 SAINT THOMAS AQUINAS Chapter 25 SAINT BLAISE Chapter 26 VOCATION SUNDAY Part 27 PART III: SPRING Chapter 28 SAINT VALENTINE'S DAY Chapter 29 SOPHOMORE LITERARY FESTIVAL Chapter 30 JUNIOR PARENTS' WEEKEND Chapter 31 ASH WEDNESDAY Chapter 32 LENTEN SEASON Chapter 33 SPRING BREAK WEEK Chapter 34 SAINT PATRICK Chapter 35 STATIONS OF THE CROSS Chapter 36 SAINT JOSEPH Chapter 37 THE ANNUNCIATION OF THE INCARNATION Chapter 38 HOLY WEEK Chapter 39 ORDINATION DAY Chapter 40 THE FISHER REGATTA Chapter 41 FINAL EXAM WEEK Chapter 42 GRADUATION DAY Part 43 PART IV: SUMMER Chapter 44 ALUMNI REUNION WEEKEND Chapter 45 JUNE, JULY, AND AUGUST
£24.13
Edinburgh University Press The University of Edinburgh
Book SynopsisFrom a small city college in the sixteenth century the University of Edinburgh grew to be one of the world's greatest centres of scholarship, research and learning. Its history is told here by three of its leading historians with wit, verve and style.Trade ReviewAn urgent purchase for all concerned with and interested in the university! valuable and consistently readable! an extraordinary wealth of illustration! a fascinating set of glimpses into student life! This is a book to be welcomed. -- Ian Campbell An urgent purchase for all concerned with and interested in the university! valuable and consistently readable! an extraordinary wealth of illustration! a fascinating set of glimpses into student life! This is a book to be welcomed.
£29.45
Edinburgh University Press Get Set for Study Abroad
Book SynopsisThis is a guide-book for students who are thinking of studying outside the UK as part of their home degree and for others who want to know what is involved. It takes you through the whole process and explains what things you need to think about at each stage as you make your preparations and then carry out your studiesTrade ReviewAs a comprehensive survey of the subject, it will be valuable for students, parents, school advisers and indeed for Universities - International Officers, academic programme coordinators and others... It is a very readable book, with nice touches of humour and thoughtful, helpful insights into issues related to study abroad. -- J.E. Reilly, Director, UK Socrates Erasmus Council Tackles a complicated subject with some aplomb. -- John Alexander, International Office, University of Glasgow As a comprehensive survey of the subject, it will be valuable for students, parents, school advisers and indeed for Universities - International Officers, academic programme coordinators and others... It is a very readable book, with nice touches of humour and thoughtful, helpful insights into issues related to study abroad. Tackles a complicated subject with some aplomb.Table of ContentsAcknowledgements; 1. Introduction; 2. Study Abroad; 3. The Mechanics; 4. Exchanges; 5. Studying Abroad Outside Exchanges; 6. The European Programmes; 7. The USA; 8. Getting Advice and Applying; 9. Making Preparations to Go: Longer Term; 10. Making Preparations to Go: Shorter Term; 11. Arrival; 12. Registration; 13. Study Skills: The Requirements; 14. Studying in a New Environment; 15. Intercultural Communication; 16. Re-Entry; A Note on Websites and Resources; Glossary.
£18.99
Edinburgh University Press The Democratic Intellect
Book SynopsisThis is an Edinburgh Classic edition of George Davie's revolutionary account of the history of the movements which set Scotland apart from its neighbours, and of the great personalities involved. First published in 1961, it has proved seminal in restoring to Scotland a sense of the value of its cultural identity.
£22.79
Peter Lang Inc., International Academic Publishers Women Faculty of Color in the White Classroom Narratives on the Pedagogical Implications of Teacher Diversity 7 Higher Ed
£33.21
University of Exeter Press An American in Victorian Cambridge Charles Astor
Book Synopsis"An American in Victorian Cambridge" is a richly detailed account of student life in the Cambridge of the 1840s. The rationale for the book, which is as appealing today as it was then, is that this is pre-eminently a book about an American student at an English university. In this new edition, some substantial additions have been made. Trade Review ‘Bristed’s account provides under a new title an unusual and frequently very funny snapshot of Victorian Cambridge.’ ‘His intelligence and wit, and the peculiar sympathy of his character, make this an invaluable reprint of a unique and accessible account.’ (The Times Literary Supplement. No 5529, March 20, 2009) ‘Christopher Stray has done a brilliant job of unburdening and illuminating Bristed’s text. (…) Drawing copiously on his own expert knowledge both of Classics and Cambridge, his introduction and notes give ample context fro most of Bristed’s introverted obsessions and turn them into useful evidence for a better understanding of elite education in Victorian Britain.’ (Times Higher Education, 26, February 2009) ‘With much patience and skill, Stray has performed a…resurrection upon Bristed’s forgotten literary classic, and he has further refreshed it with the addition of contemporary illustration by John Lewis Roget (son of Thesaurus Roget). Roget’s pen and ink renderings, such as this oft-repeated…reinforce the literary portraiture with a simplicity of line that anticipates later English illustrators E.H. Shepard and C.G. Harper’ (Carlyle Studies Annual, 25, June 2010) Table of ContentsIllustrations Photograph of Charles Astor Bristed Foreword by Patrick Leary Introduction by Christopher Stray Bibliography Original dedication Original preface 1. First Impressions of Cambridge [1840] 2. Some Preliminaries, Rather Egotistical but Very Necessary [1835-9] 3. Introduction to College Life 4. The Cantab Language 5. An American Student's First Impressions at Cambridge and on Cambridge 6. Freshman Temptations and Experiences 7. The Boat Race [1841] 8. A Trinity Supper Party [1840] 9. The May Examination [1841] 10. The First Long Vacation [1841] 11. The Second Year [1841-2] 12. Third Year [1842-3] 13. Private Tuition 14. Long Vacation Amusements [1843] 15. A Second Edition of Third Year [1843-4] 16. The Scholarship Examination [1844] 17. The Reading Party [1844] 18. Sawdust Pudding with Ballad Sauce [1844] 19. On the Razor's Edge [1844-5] 20. How I Came To Take a Degree [1845] 21. The Polloi and the Civil Law Classes 22. The Classical Tripos [1845] 23. A visit to Eton. English Public Schools 24. Being Extinguished [1845] 25. Reading for a Trinity Fellowship [1845] 26. The study of Theology at Cambridge 27. Recent Changes at Cambridge 28. The Cambridge System of Education in its Intellectual Results 29. Physical and Social Habits of Cambridge Men. Their Amusements, &c. 30. On the State of Morals and Religion in Cambridge 31. The Puseyite Disputes in Cambridge, and the Cambridge Camden Society 32. Inferiority of our Colleges and Universities in Scholarship 33. Supposed Counterbalancing Advantages of American Colleges 34. The Advantages of Classical Studies, Particularly in Reference to the Youth of our Country 35. What Can and Ought We To Do for our Colleges? Charles Astor Bristed 1820-1874: An annotated bibliography Index
£999.99
University of Regina Press Tricky Grounds
Book Synopsis
£20.89
Hassell Street Press Intercompany Transactions in Relation to
Book Synopsis
£17.82
Taylor & Francis Ltd Education Crisis and Philosophy
Book SynopsisThis book brings together a discussion of educational philosophy, nihilism and humanity to rethink education in times of crisis, with a particular focus on teaching and learning in universities. The book argues that an educational crisis manifests when the value of academic institutions come under attack, looking closely at how higher education practices have been devalued. The book is situated in the context of three intertwined crises; the coronavirus pandemic, economic decline resulting in poverty and unemployment, and the crisis of human migration. It questions what the role of education is, or ought to be, in times of crisis and how our humanity ought to be cultivated during such turbulent times. This novel and timely text will be of great interest to researchers, academics and postgraduate students in the fields of educational philosophy, higher education and international education. Table of Contents1. Education reconsidered during turbulent times. 2. Education and the cultivation of humanity. 3. Deepening of crises and their implications for human living: In defence of global justice. 4. On the crisis of education: The explosion of online education. 5. Can philosophical thinking enhance educational encounters? 6. Can a spiritual life impede an educational crisis? 7. Does a concept of community offer a way to counteract a crisis? 8. Revisiting democratic citizenship education as a riposte to an educational crisis. 9. Against boredom: Cultivating a blissful academic space for happiness. 10. Reconsidering ubuntu: Towards an ethic of human flourishing that is "human, all too human".
£121.50
Taylor & Francis Ltd PlaceBased Spaces for Networked Learning
Book SynopsisWith the boundaries of place softened and extended by digital communications technologies, learning in a networked society necessitates new distributions of activity across time, space, media, and people; and this development is no longer exclusive to formally designated spaces such as school classrooms, lecture halls, or research laboratories. Place-based Spaces for Networked Learning explores how qualities of physical places make both formal and informal education in a networked society possible. Through a series of investigations and case studies, it illuminates the structural composition and functioning of complex learning environments.This book offers a wealth of key design elements and attributes for productive learning that educational designers can reuse in multiple contexts. The chapters examine how places are modified, expanded, or supplemented by networking technologies and practices in order to create spaces in which learners can collaboratively deveTrade Review"Networked learning research is clearly shifting its emphasis from ‘online’ towards the mixed-mode aspects of the digital and the physical, offline and online, and the meshed reality making the two inseparable. However, this has only now—with the publication of Place-based Spaces for Networked Learning—been captured and treated rigorously from a theoretical, analytical, and empirical perspective. This book will stand as a landmark and a turning point for research into networked learning, and I highly recommend it to researchers and practitioners."--Thomas Ryberg, Professor in the Department of Communication and Psychology at Aalborg University, Denmark, and Co-chair of the Networked Learning Conference"The initial rush to understand and implement virtual environments for teaching and learning left consideration of place by the wayside. This book marks a turning point in re-establishing the importance of place as a central constituent of learning activity, focusing much needed attention on the traditions and effects of natural spaces, material objects, and built environments in relation to learning and the design of learning experiences."--Caroline Haythornthwaite, Professor, SLAIS, The iSchool at the University of British Columbia, Canada"This is a timely and important book, given the impact of digital technologies and the ways in which they result in the boundaries of place being softened and extended. Learning in a networked society necessitates new distributions of activity across time, space, media, and people, and the well-known editors and authors of this volume are in an excellent position to critique this important issue."--Gráinne Conole, Professor of Education in the Institute for Education at Bath Spa University, UKTable of ContentsPrefaceAcknowledgementsChapter 1. Place, space and networked learningLucila Carvalho, Peter Goodyear and Maarten de Laat Chapter 2. Placing focus in the place-based spaces for networked learningDavid Ashe and Nina Bonderup DohnChapter 3. Educational design and birds on treesAna PintoChapter 4. A study of correspondence, dissonance and improvisation in the design and use of a school-based networked learning environment Pippa YeomanChapter 5. Finding the spaces in-between: learning as a social material practiceJos BoysChapter 6. Students physical and digital sites of study: making, marking and breaking boundariesLesley Gourlay and Martin OliverChapter 7. The sonic spaces of online, distance learnersMichael Sean Gallagher, James Lamb and Sian BayneChapter 8. Is there anybody out there? Place-based networks for learning: Netmap a tool for accessing hidden informal learning networks Maarten de Laat and Shane DawsonChapter 9. Networked places as communicative resources: a social-semiotic analysis of a re-designed university library Louise J. Ravelli and Robert J. McMurtrieChapter 10. Building bridges: design, emotion and museum learningMaree StenglinChapter 11. The O in MONA: reshaping museum spaces Lucila CarvalhoChapter 12. Practicalities of developing and deploying a handheld multimedia guide for museum visitors Nigel Linge, Kate Booth and David Parsons Chapter 13. Citizen CartographerJuliet Sprake and Peter RogersChapter 14. Designing hubs for connected learning: social, spatial and technological insights from Coworking, Hackerspaces and Meetup groups Mark Bilandzic and Marcus FothChapter 15. Spaces enabling change: x-lab and science education 2020 Tina Hinton, Pippa Yeoman, Leslie Ashor and Philip PoronnikChapter 16. Translating translational research on space design from the health sector to higher education – lessons learnt and challenges revealed Robert A. Ellis and Kenn FisherChapter 17. Conclusion – Place-Based Spaces for Networked Learning: Emerging Themes and IssuesPeter Goodyear, Lucila Carvalho, Vivien Hodgson and Maarten de LaatAuthor BiographiesIndex
£54.14
Bloomsbury Publishing PLC Change and Stability in Thesis and Dissertation
Book SynopsisExamining recent changes in the once stable genre of doctoral thesis and dissertation writing, this book explores how these changes impact on the nature of the doctoral thesis/dissertation itself. Covering different theories of genre, Brian Paltridge and Sue Starfield focus on the concepts of evolution, innovation and emergence in the context of the production and reception of doctoral theses and dissertations. Specifically concerned with this genre in the humanities, social sciences and visual and performing arts, this book also investigates the forces which are shaping changes in this high-stakes genre, as well as those which act as constraints. Employing textography as its methodological approach, the book provides multiple perspectives on the ways in which doctoral theses and dissertations are subject to forces of continuity and change in the academy. Analyses of the new humanities' doctorate, professional doctorates, practice-based doctorates, and the doctorate bTrade ReviewThis is a book that should be of interest to anyone seeking an in-depth understanding of the moving target we call the PhD thesis/dissertation genre in all its rapidly morphing, increasingly multimodal, disciplinarily diverse and complex manifestations. -- Diane D. Belcher, Georgia State University, USATable of ContentsList of Figures List of Tables Acknowledgments 1. Introduction 2. The Doctoral Thesis/Dissertation as an Evolving Genre 3.Investigating Change and Stability in Doctoral Theses and Dissertations 4. The Evolution of Thesis and Dissertation Types 5. The ‘New Humanities’ PhD 6. Professional Doctorates 7. Practice-based Doctoratesin the Visual Arts 8. Practice-based Doctorates in Music 9. Doctorates by Publication 10. Genre Evolution in Thesis and Dissertation Writing References Appendix Index
£90.25
Bloomsbury Publishing PLC Language Narratives and Shifting Multilingual
Book SynopsisWinner of the UKLA Academic Book Award 2024Shortlisted for the ASSAf Humanities Book Award 2024This open access book challenges monoglossic ideologies, traditional language pedagogies and dominant forms of knowledge construction by foregrounding multilingual and multicultural students' language narratives, repertoires, and identities. The research is based on a sixteen-year longitudinal study of a sociolinguistics course at an English language university and the language narratives produced by the first-year education students. The study was borne out of a need to create a critically inclusive course that would engage a cohort of students from socially and linguistically diverse backgrounds in contemporary South Africa. Drawing on data from over 5,000 students who have journeyed through this course, this book shows how a narrative heteroglossic pedagogy harnesses students' multilingual strengths. A close analysis reveals complex identity work by students located in the Global South. Trade ReviewMendelowitz, Ferreira and Dixon provide us with a compelling account of what critical English teacher education can look like in multilingual and highly unequal contexts. Meticulously and provocatively described and analysed, this is a courageous and honest account of 16 years of experience in “critical-creative” pedagogies that unsettle dominant language ideologies, and foreground the powerful language resources of multilingual African language speaking students. * Carolyn McKinney, Associate Professor of Language Education, University of Cape Town, South Africa *This searing treatise invites us to become good story tellers and students of society – once again. Troubling the stranglehold of traditional orthodoxy in language education pedagogical designs, this book is a long-awaited addition that deserves a space on the bookshelves of all social scientists committed to thinking and theorizing otherwise. * Finex Ndhlovu, University of New England, Australia *Based on students’ narrations about their lived experience of language and their perceptions of unequal power relations and social exclusion the authors cover a period of considerable social changes – something only very few titles can provide. With its orientation on decolonizing methodologies the book offers a much needed perspective from the global south. * Brigitta Busch, University of Vienna, Austria and Stellenbosch University, South Africa *This book unravels the complexity of language, power and identity with cogency, lucidity and courage. Through an analysis that combines theoretical rigor with a kaleidoscope of compelling personal narratives, Mendelowitz, Ferreira and Dixon dispel the myth that storytelling has no place in academic discourse by showing how it can promote inclusion and social justice in education. * Andrea Parmegiani, Professor, Bronx Community College of the City University of New York, USA and North-West University Vanderbijlpark, South Africa *Table of ContentsSeries Editors' Foreword Voices I Introduction 1. The Story of a Course 2. Narrative Ways of Knowing 3. Pedagogy in Motion Voices II 4. (Re)Constructing Identities in Relation to Powerful and Marginalised Languages 5. Juxtaposing Creative and Critical Genres in a Heteroglossic Pedagogy Voices III 6. Enacting the Critical Imagination 7. English and/in the Colonial Matrix of Power Final Voices References Index
£85.50
Bloomsbury Publishing PLC Culture and the University
Book SynopsisNot long ago, it was understood that universities and culture were intimately related. However, to a large extent, that understanding has faded. Culture and the University confronts this situation. Written by three leading scholars of higher education and the philosophy of higher education, the book opens the debate about the cultural purpose of universities and higher education. The authors argue that the university should be and can be an institution of culture, of great cultural significance in the digital age, and exercise cultural leadership in society. This wide-ranging and polemic text addresses a range of subjects including environmentalism, citizenship, post-truth, the ethical implications of technology and feminist philosophy. The authors build on the work of key philosophers of the university from Aristotle, Nietzsche and Heidegger to Donna Haraway, Terry Eagleton and Martha C. Nussbaum to conceive of an entirely modern vision of the university. This is a must-read fTrade ReviewThe cultures of universities are what allow them to be effective producers and disseminators of knowledge. Knowing what these cultures consist of, and how they are created, is therefore central to understanding universities’ roles in society. This book probes these important questions and challenges our thinking on what the university actually is. * Paul Temple, Associate Professor, IOE – UCL’s Faculty of Education and Society, UK *Universities continue to be institutions in a state of flux confronting multiple disruptions. Many have responded with slick marketing material which places style over substance. In this insightful book, the authors ask, ‘why do we exist?’ And in response, they unpack the cultural foundations of the university and chart an uncertain future * James Arvanitakis, Professor, Western Sydney University, Australia *This book fills an important gap in the literature by examining the varied and multifaceted intersections between culture and the university and comes at a critical moment as institutions of higher education grapple with the fact that they are not neutral players in society. * Professor David J Hornsby, Carleton University, Ottawa, Canada *A profound reconsideration of the university/culture relationship that reaches far beyond training for civil society or teaching fundamental values, the book brilliantly treats culture as the practice of searching, frictions, and openness leading us to new horizons. Maintaining three distinctive authorial voices, the book is both unified and exciting. * Davydd J. Greenwood, Goldwin Smith Professor of Anthropology Emeritus Cornell University, USA *This volume provides a detailed, nuanced, multifaceted exploration of the cultural purposes of the university. Both conceptual and practical in its approach, Culture and the University prompts us to think deeply about the roles and responsibilities of institutions of higher education in the 21st century. * Peter Roberts, Professor of Education, University of Canterbury, New Zealand *Table of ContentsIntroduction 1. Whatever Happened to the University for Culture? Part I: Warring cultures and a universal culture - (Ronald Barnett, University College London, UK) 2. The Cultural Crisis of the University 3. Culture Wars: Multiplication and (possible) Re-unification 4. A Common Culture - No and Maybe 5. For the University and the World: a Culture of the Earth Part II: Designing for cultural places - (Rikke Toft Nørgård, Aarhus University, Denmark) 6. Placeful Cultures and Cultural Places 7. The Atmospheric University and Cultural Atmospheres 8. Cultures for Collective Visioning and Future-Making 9. Future-Scaping Alternative Universities Part III: Within and beyond culture - (Søren Bengtsen, Aarhus University, Denmark) 10. Higher Education as Cultural Formation 11. Cultural Leadership 12. The Indivisible 13. Beyond Culture Part IV: Dialogical Imaginings 14. University Culture as Force, Coexistence, Endeavour and Entanglement Rikke Nørgård 15. A University of One’s Own Søren Bengtsen 16. An Ecological Culture for a Non-Comprehending World Ronald Barnett Endnote: Uniting the University and Even the Earth: the Twin Cultures Bibliography Index
£25.99
Bloomsbury Publishing PLC A Framework for Teaching Music Online
Book SynopsisA Framework for Teaching Music Online defines the current online learning landscape of music in higher education and then presents a cyclical teaching framework that describes how to practically develop an online music course. Each part of the framework takes the reader through the three main components of developing an online music course: communication, design, and assessment. Research-informed and practical, ideas and tools for faculty and students to implement into their current or future online teaching practice are explored. Johnson also considers future innovations, exploring knowledge sharing and professional learning networks.Trade ReviewIt is an immense challenge to author a book that maintains a healthy balance between theory, assessment of the evidence and research informed practice. This becomes even more challenging in the field of technology supported learning. In A Framework for Teaching Music Online, Carol Johnson not only has achieved this, but she has managed to produce a book that is exciting, engaging and critical. Many congratulations to Dr Johnson for this most excellent contribution to our field. * Evangelos Himonides, Professor of Technology, Education and Music, University College London, UK *The author wrote: "However, online music teaching is not a mere 'lift and shift' of Face-to-Face teaching design.” Dr. Carol Johnson has opened up the pedagogy and solutions of distance learning in music based on the history of distance learning and its theory. In a great way, she highlights the goals, opportunities, and ways of working in distance learning music. The knowledge provided by the book helps the reader to develop his or her own teaching work and to remove unnecessary preconceptions about the promotion of music education today. * Matti Ruippo, Senior Lecturer in Pedagogic Innovations and Culture, Tampere University of Applied Sciences, Finland *Table of ContentsIntroduction: Learning Music Online - The Current Landscape and Pedagogical Challenges Part I: Exploring the Framework 1. Presenting the Framework Overview 2. Communication 3. Communication: A Case Study 4. Design 5. Design: A Case Study 6. Assessment 7. Assessment: A Case Study Part II: Practical Application 8. Considerations for Teaching Music Online 9. Designing Your Online Teaching Space 10. Selecting Technology Tools to Use as Supportive Learning Mechanisms Part III: Future Innovations 11. Sharing our Knowledge 12. Creating Professional Learning Networks References Index
£90.25
Bloomsbury Publishing PLC Pursuing Teaching Excellence in Higher Education
Book SynopsisTeaching excellence is a topic of international significance, having importance for higher education worldwide, yet is generally considered to be poorly defined and understood. The current discourse of teaching excellence is narrowly framed, instrumental and performative, with an onus on measurement and quantification. Wood and Su investigate and rethink excellence in higher education, connecting this to the understanding of the role and purpose of higher education. Stakeholder perspectives on teaching excellence are explored, and the authors argue that it is through engaging with higher education constituencies, to examine teaching excellence from different angles and stances, that more inclusive understandings may be built. These stakeholder perspectives, which form the central chapters of the book, include higher education institutions, academics, students, employers and parents. The importance of a commitment to engaging with understandings situated in the diverse experiences and cTrade ReviewIn this thought provoking, contemporary and persuasive book, Margaret Wood and Feng Su call for a renewal of the promise of higher education as a public good and open up debates on the importance of more inclusive and pedagogically informed discourses and practices of teaching excellence. * Tanya Fitzgerald, Professor of Higher Education, The University of Western Australia, Australia *This book advances a convincing argument for an inclusive notion of excellence that recognizes the diversity of stakeholder perspectives and rejects the imposition of a single bureaucratically defined framework of outcome measures. * Jon Nixon, Visiting Professor, Middlesex University, UK *Through gathering perspectives on excellence from members of several stakeholder groups — higher education institutions, academics, students, employers and parents — Margaret Wood and Feng Su encourage us to wrestle with what excellence means not only according to members of these groups but also, importantly, at the intersections of their multiple perspectives. * Alison Cook-Sather, Mary Katharine Woodworth Professor of Education, Bryn Mawr College, USA *Table of ContentsAcknowledgements List of Acronyms Preface 1. Discourses of Teaching Excellence in Higher Education 2. Institutions’ Perspectives on Teaching Excellence 3. Academics’ Perspectives on Teaching Excellence 4. Students’ Perspectives on Teaching Excellence 5. Employers’ Perspectives on Teaching Excellence 6. Parents’ Perspectives on Teaching Excellence 7. Towards an Inclusive Perspective on Teaching Excellence Coda: Teaching Excellence in Challenging Times References Index
£28.99
Bloomsbury Publishing PLC Early Career Teachers in Higher Education
Book SynopsisEarly Career Teachers in Higher Education explores the experiences of Early Career Teachers (ECTs) through 13 personal teaching journeys from academics working across Africa, Asia, Australasia, Europe and South America. This edited volume contains the subjective narrative of each contributor''s entry into academia, their pedagogic practice and the development of their multiple teaching identities. Their personal narratives and testimonies presented here will provide a valuable resource for ECTs and academics around the world as they begin teaching in higher education. In addition, this edited book highlights contemporary issues, such as precarity, casualisation, fragmentation of academic responsibilities and intersectionality, that shape contemporary ECT workloads.Trade ReviewThis book provides unique perspectives and essential advice from individuals who share critical experiences of entering higher education establishments. The book provides both important insights and ways of negotiating this critical period of professional development. * Richard Rose, Professor of Inclusive Education, University of Northampton, UK *Far more than a mere collection of stories, this truly international book exposes the challenges and joys of teaching in higher education, from the perspective of those newest to the profession. Replete with inspirational examples of reflective and scholarly teaching, it is a must-read for all academic staff. * Kathryn Sutherland, Associate Professor in the Centre for Academic Development, Victoria University of Wellington, New Zealand *This powerful book integrates scholarly analysis with the voices of early career teachers from a wide variety of roles and contexts. By honoring the diversity, precarity, and agency of early career teachers, this book offers significant lessons for both those becoming academic teachers and everyone who works with them. * Peter Felten, Professor of History and Executive Director of the Center for Engaged Learning, Elon University, USA *Table of ContentsList of Figures Notes on the Contributors Foreword, N'Dri Therese Assie-Lumumba (Cornell University, USA) Acknowledgements Introduction: Early Career Teachers [ECTs] in Higher Education, Jody Crutchley (Liverpool Hope University, UK), Zaki Nahaboo (Birmingham City University, UK) and Namrata Rao (Liverpool Hope University, UK) Part I: Challenges of National/International Contexts 1. A Korean Stranger in a Japanese Classroom: Developing as a Teacher in a Foreign Country, Jongsung Kim (Hiroshima University, Japan) 2. Reverse Brain-drain and Early Career Frustrations in the Nigerian Higher Education: Aspirations, Compromises and Challenges of a Returnee, Amos Pofi (Federal College of Education, Pankshin, Nigeria) 3. My Anatomy Teaching Journey from India to Britain: A Reflection of a Teacher, a Seeker and a Constructivist, Mandeep Gill-Sagoo (King’s College London, UK) Part II: Precarious Intersectionality 4. Being a PhD Student and a Teacher in Two UK Universities: Challenges and Possibilities of Liminal Spaces of Belonging, Leah Burch (University of Leeds, UK) 5. Balancing Teaching, Culture and Gender in Japan: Prospects and Challenges as an American Female Teacher Abroad, Sarah R. Asada (Kyoritsu Women's University, Japan) 6. Othering and its Impact on Teaching Opportunities in Australia: Gendered, Classed and Raced Subject Positions, Clarissa Carden and Diti Bhattacharya (Griffith University, Australia) Part III: Disrupting Identities 7. (Dis)Empowering Spaces: Drawing on Disabling Experiences as an Early Career Teacher with Dwarfism, Erin Pritchard (Liverpool Hope University, UK) 8. What Has Sexuality Got to Do With It? Negotiating a Professional Identity as a Gay Early Career Teacher, Ben Colliver (Birmingham City University, UK) 9. Early Career Teachers as Entrepreneurs in American Higher Education: The Politician, Comedian, and Busker, Thomas Larsen (University of Northern Iowa, USA) Part IV: Pedagogical Predicaments 10. From Passionate Engagement to Chronic Boredom in Polish Academia: An Overview of Early-Career Motivation and Systemic Contributory Factors, Mariusz Finkielsztein (University of Warsaw, Poland) 11. Developing as a Critical Pedagogue in Brazil: Challenges, Reflections and Actions, Ana Zimmermann (Universidade de São Paulo, Brazil) 12. Learning from Learners in China: Teaching Public Policy to Continuing Education Students, Diwen Xiao (Sun Yat-sen University, China) 13. Transitioning from Teaching Young Learners to Trainee Teachers in International HE: Professional Identity Crises and Continual Development, Natalie Shaw (NHL Stenden University of Applied Sciences, the Netherlands) Part VI: Personal Narratives in Wider Perspective 14. Reflections on the Early Career Teachers’ Journeys: Challenges, Experiences and Strategies, Ann E. Austin (Michigan State University, USA) References Index
£28.99
Bloomsbury Publishing PLC The Value of English in Global Mobility and
Book SynopsisThis book offers a unique insight into the dynamics of the English language in higher education in Cyprus through the lens of universities situated on both sides of its geopolitical division. It takes an original perspective on ''value'' in the context of the sociolinguistics and political economy of English as a global language and as an apparent commodified entity. The problematic issues of value as they apply to language are dealt with from Marxist and Bourdieusean perspectives. The book also offers a helpful critique of the claims of alternative paradigms of English expansion, such as ELF, and their shortcomings in respect of the concept of value. Manuela Vida-Mannl puts forth a critique of the marketization of English and the complicity of higher education in the reproduction of linguistic hierarchies and social inequalities in Cyprus and, by implication, more generally. She presents a conception of English as a marketable attribute that does not necessarily require competence, whTrade ReviewWith this excellent book, Manuela Vida-Mannl offers a unique insight into the political economy of English on the divided island of Cyprus. Vida-Mannl’s book is an original and careful study which has important implications for debates about global linguistic inequality and social justice in international higher education contexts. * John O’Regan, Professor of Critical Applied Linguistics, UCL Institute of Education, University College London, UK *Rarely are all three approaches to how value is assigned to English—its ideological, communicative and economic value--treated together and as comprehensively as they are in this impressive and deeply researched book. It is a must-read for anyone interested in gaining a profound understanding of the role of English in today’s world. * Elizabeth R. Miller, Professor of Applied Linguistics, University of North Carolina at Charlotte, USA *Table of ContentsList of Figures List of Tables Acknowledgements List of Abbreviations Introduction 1. The Value of English and Its Three Layers 2. Assessing the Value of Language 3. Cyprus: A Case Study 4. The Value of English in Cyprus Higher Education 5. English in a Globalized World Conclusion Appendix References Index
£28.99
Bloomsbury Publishing PLC The Bloomsbury Handbook of Sustainability in Higher Education
Book SynopsisThis Handbook illustrates that universities per se and higher education in general are essential to catalyze and action the transformative change needed for sustainability and delivery of the Sustainable Development Goals. Part One shows how sustainability can be adopted as a driver of change within higher education institutions (HEIs), as they react and respond to influencing factors outside the academy. Part Two examines how a university working with and for sustainability can influence, effect and amplify change beyond the institution, working with and through others.International contributors explore regional, national and international perspectives, presenting a variety of critically assessed accounts case studies that reflect different local and national contexts, institutional archetypes and academic missions. Frameworks of sustainability-led transformation are illustrated at the level of the institution (executive/administrative), organization, culture, place-baseTrade ReviewSustainability requires of universities to re-imagine and re-position their role in society as agents and drivers of transformative change. It calls for engagement with societal challenges strategically intentional ways. This Handbook skilfully demonstrates how to critically think about sustainability and provides a wealth of examples of practical actions. * Tawana Kupe, Vice Chancellor and Rector, University of Pretoria, South Africa *Our only hope to achieve a sustainable future for the soon-to-be 10 billion of us on this planet is to ensure that the 200 million students currently pursuing some form of higher education understand the importance and complexity of the global sustainable development agenda, are provided the tools to positively participate in and shape it, and are inspired to make a difference. This Handbook, edited by Wendy Purcell and Janet Haddock-Fraser, provides an effective roadmap for institutions ready to step up to the challenge and play a role through education, research and as convenors of other actors. * Angel Cabrera, President of Georgia Institute of Technology, USA *With this Handbook, the editors have provided the right book at the right time. With scant time until 2030, we are not anywhere close to achieving the 17 SDGs. This comprehensive and diverse collection of cases should serve as a wake-up call to all HEIs to engage in transformational change. * Ellen E. Touchstone, Associate Dean, Responsible and Sustainable Business Education, International Business School Suzhou at XJTLU, China *Table of ContentsIntroduction, Wendy Purcell (Harvard University, USA) and Janet Haddock-Fraser (Manchester Metropolitan University, UK) Part I: Transformative Change from Outside to Inside the Academy Wendy Purcell (Harvard University, USA) and Janet Haddock-Fraser (Manchester Metropolitan University, UK) 1. Universities as Agents of Change: Green Academy to Ecological University, Steve Martin (University of Worcester, UK and University of the West of England, UK), Christopher D. Ives (University of Nottingham) and Barry Carney (University of the West of England, UK) 2. Collective Ambition for Global Action: Role for the Knowledge Sector, Melissa Brown Goodall (Yale University, USA) and Maria Ivanova (University of Massachusetts, USA) 3. Framing a University Research and Innovation Strategy around the SDGs, Alice Aitken, Joella Miller, Jennifer Morawiecki, Rochelle Owen and Tara Wright (Dalhousie University, Canada) 4. Experiencing Sustainability: Developing Students’ Global Leadership Skills, Lars Moratis and Jan Beyne (Antwerp Management School, Belgium) 5. Transformative Learning, Community and Leadership for Sustainability Action, Sally Randles, Helen Wadham, Roz Marron, Clare Hart, Samia Hoque, Helen Kettleborough, Rita Klapper, David Taylor, Liz Walley (Manchester Metropolitan University, UK) and Konstantina Skritsovali (Liverpool John Moores University) 6. Pedagogical Approaches to the SDGs in Fragile Contexts, Aram Yeretzian (American University of Beirut, Lebanon) 7. Nigerian Universities and Achievement of the SDGs, David C. Nwogbo and Kayode Kadiri (National Open University of Nigeria, Nigeria) 8. Universities and Green Innovations: Entrepreneurship in Uganda, Frederick Kakembo, (Ndeiji University, Uganda) 9. Driving Sustainability at the University of Hong Kong, Joy Lam Tsz Lok and Oles Kwong Yu Te (formerly Hong Kong University, Hong Kong, China) 10. Living Lab: Newton Smart Campus, Andréia Abrahão Sant’Anna and Leonardo Santos (Centro Universitário Newton Paiva, Brazil) 11. Sustainability Member Associations for Universities, Janet Haddock-Fraser (Manchester Metropolitan University, UK) Part II: Transformation from Inside to Outside the Academy 12. Sustainability Transformations at McGill, Blane Harvey, Stephanie Leite and Sarah Heiberg (McGill University, Canada) 13. Accelerating Response to a Changing Climate: Solutions Across Scales, Julie Newman (Massachusetts Institute of Technology, USA) and Shana Weber (Princeton University, USA) 14. University Leadership and Governance Enabling Sustainability and the SDGs, Wendy Purcell (Harvard University, USA) 15. University-City Partnerships for Sustainable Urban Transformations, Julio Lumbreras, Jaime Moreno-Serna, Guillermo Palau, Jordi Peris, Valentia Oquendo, Teresa Sánchez-Chaparro and Carlos Mataix (Universidad Politécnica de Madrid, Spain) 16. Transformational Change: Lessons from the University of Edinburgh, Dave Gorman and Michelle Brown (University of Edinburgh, UK) 17. SISSTEM: Sustainable Development on the Small Island State of Aruba, Anouk Mertens (University of Aruba, Aruba), Nadine Buys (KU Leuven, Belgium), Patrick Arens (University of Aruba, Aruba), Georges Gielen (KU Leuven, Belgium), and Eric Mijts (University of Aruba, Aruba), 18. Global Challenges and Opportunities for African Universities, Stephanie Burton, and Leti Kelyn (University of Pretoria, South Africa) 19. University-Community Partnership in Nepal, Purna B. Nepali (Kathmandu University, Nepal) and Prakash Baral Ministry of Land Management, Gandaki Province, Nepal) 20. Transformative Change for Sustainability: Wellington Plus Programme, Karen Smith, Andrew Wilks, Jane Fletcher, and Heather Gatley (Te Herenga Waka - Victoria University of Wellington, New Zealand) 21. Student Involvement in Environmental Management Activities, Sakiko Okayama (Chiba University, Japan) 22. Leveraging Excellence to Support Sustainable Development in Africa, Harro von Blottnitz (University of Cape Town, South Africa) 23. A University’s Transformational Change Agenda, Jim Longhurst, Georgie Gough, and Ian Brooks (University of the West of England, UK) 24. Role of Anchor Institutions towards Community Development, Ashish Joshi (City University of New York, USA) Conclusion, Wendy Purcell (Harvard University, USA) and Janet Haddock-Fraser (Manchester Metropolitan University, UK) Index
£123.50
Bloomsbury Academic Intellectual Leadership Higher Education and Precarious Times
Book SynopsisThis book draws on interdisciplinary social science and philosophical frameworks to offer new dimensions to debate about intellectual leadership and higher education. The chapters are focused on provoking readers to think critically about intellectual leadership in precarious times. The contributors frame critical questions about the unevenness, ambivalences, and disruptions that now mark everyday life and interactions. Rather than thinking about ''freedom from precarious times and precarity'' they consider ''freedom from within'' and how the sovereignty and autonomy of the individual to think and speak within the public realm might be retained, if not reclaimed. In the precarious present and in times of precarity, what has changed and why? What might now be the new social reality within which we work?Each of the contributors have been invited to take up their own perspective on what is precarious, and to examine the impacts on intellectual leadership. What does it mean to do intellectual work and be an intellectual leader? What are the implications for intellectual work and leadership if the academy itself is in precarious times?
£999.99
