Higher education, tertiary education Books

Book SynopsisFocusing on academic entrepreneurship in the university context, the authors explore how researchers, teachers, students, academic managers and administrators make sense of entrepreneurship and of the paradoxes and contradictions involved. The book investigates how these diverse entrepreneurial actors and their stakeholders interpret and analyse entrepreneurial activities within the university ecosystem.New Movements in Academic Entrepreneurship covers research commercialisation, academic start-up companies and entrepreneurship education, as well as university-society relationships more widely. With contributions from Europe, North America and Asia, this book helps to broaden our understanding of academic entrepreneurship using original theoretical insights and rich empirical data.Essential reading for students and researchers of entrepreneurial universities and ecosystems, this book provides fresh theoretical frameworks and an inclusive understanding of academic entrepreneurship.Trade Review‘This book expands the boundaries of the many different roles academics and academic institutions play in both furthering and hindering entrepreneurship (as construed in a variety of forms and methods) in a variety of contexts for a variety of individuals engaged in the practices of entrepreneurship. A major value of this book is that it challenges the academic ecosystem to consider a more expansive view of what entrepreneurship is, who is engaged in these different forms of entrepreneurship, and, to recognize that these varieties of entrepreneurs and entrepreneurship already exist and can flourish, if we are willing to let go of our misguided preconceptions and misunderstandings.’ -- William B. Gartner, Babson College, USTable of ContentsContents: Foreword xv 1 Introduction: from diversity of interpretations to sustainability of institutions 1 Päivi Eriksson, Ulla Hytti, Katri Komulainen, Tero Montonen and Päivi Siivonen HIGHER EDUCATION POLICY AND ADMINISTRATION ON THE MOVE 2 The role of European Union in creating Europe of knowledge 19 Luk Van Langenhove and Päivi Eriksson 3 Higher education marketization in England: employable or entrepreneurial graduates (or both)? 31 Michael Tomlinson, Päivi Siivonen and Hanna Laalo 4 Experimenting in the organisational periphery: introducing extra-curricular entrepreneurship education in traditional research universities 48 Juha Tuunainen, Kari Kantasalmi and Sari Laari-Salmela ENTREPRENEURIAL UNIVERSITIES CLAIMING THEIR FUTURE 5 The Third Mission of universities: a boundary object with interpretative flexibility 68 Tero Montonen, Päivi Eriksson and Kirsi Peura 6 Beyond the ecosystem metanarrative: narrative multiplicity and entrepreneurial experiences at the University of Waterloo 83 Ryan T. MacNeil, Santana Ochoa Briggs, Alisha E. Christie and Connor Sheehan 7 Identity work of a researcher in entrepreneurial university backyard research 103 Kirsi Peura, Anna Elkina, Kaisu Paasio and Ulla Hytti DISCOMFORTING AND DELIGHTING: THE STUDENT EXPERIENCE OF ACADEMIC ENTREPRENEURSHIP 8 The formation of and resistance to enterprising labouring subject in academia: a case study of a translation graduate entering the labour market 124 Katri Komulainen and Maija Korhonen 9 Doing gender in the student entrepreneurship society programme 143 Anna Elkina 10 Ability self makes a difference – university students’ perceptions of employability and entrepreneurship 163 Kati Kasanen and Hannu Räty ACADEMICS BECOMING ENTREPRENEURS 11 You never travel alone – challenging the masculine ethos of individualism in academic entrepreneurship 181 Tiina Suopajärvi, Minna Salminen-Karlsson and Oili-Helena Ylijoki 12 Social academic entrepreneurship: contextual understanding 202 Subhanjan Sengupta 13 Becoming credible? An alternative narrative of start-ups in an accelerator program 219 Jukka Moilanen, Outi-Maaria Palo-oja, Eeva Aromaa and Tero Montonen FUTURE MOVEMENTS 14 Understanding academic entrepreneurship as fields of moral orders: theoretical and methodological perspectives of positioning theory 235 Pasi Hirvonen and Luk Van Langenhove EPILOGUE 15 Stirring and disturb – urging the movement of academic entrepreneurship onwards 253 Daniel Hjorth and Chris Steyaert Index

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Book SynopsisShowcasing advanced research from over 30 expert sociologists, this dynamic Handbook explores a wide range of cutting-edge developments in scholarship on teaching and learning in sociology. It presents instructors with a comprehensive companion on how to achieve excellence in teaching, both in individual courses and across the undergraduate sociology curriculum.Divided into three distinct sections, the Handbook pinpoints critical aspects of teaching sociology: designing, teaching, and assessing core courses; advancing sociological literacy in topical courses; and engaging with high-impact practices across the curriculum. Chapters further solidify disciplinary understandings of the core elements of the sociology curriculum, as well as the essential concepts and skills that sociology students ought to learn.Offering extensive resources to help teachers think about and improve course and curricular design, their own teaching, and their students’ learning, this comprehensive Handbook is the definitive guide for achieving teaching excellence across sociology. Its timely and practical suggestions will prove invaluable to new instructors, seasoned faculty, and department chairs seeking to advance program quality.Trade Review‘Sergio Cabrera and Stephen Sweet’s Handbook of Teaching and Learning in Sociology offers a wealth of information about effective teaching from both established and rising voices in the discipline. While essential for those new to teaching sociology, anyone seeking to invigorate their courses will find an abundance of ideas here. An invaluable resource for SoTL scholars in sociology and related fields.’ -- Liz Grauerholz, University of Central Florida, US‘I taught a Ph.D. course called 'Teaching Sociology' for 20 years. My teaching would have been greatly enhanced by having access to the Handbook of Teaching and Learning in Sociology. This valuable resource provides a guide to both effective teaching in individual courses and creating impactful curriculum.’ -- Maxine Atkinson, North Carolina State University, USTable of ContentsContents: Preface xvii Introduction to the Handbook of Teaching and Learning in Sociology 1 Sergio A. Cabrera PART I THE CORE: THE STRUCTURE AND PURPOSE OF THE SOCIOLOGY MAJOR 1 The core: the Sociological Literacy Framework 11 Susan Ferguson and Stephen Sweet 2 Sociology within the liberal arts 26 Diane Pike 3 Developing an introductory course design that promotes sociological literacy 37 Kimberly B. Rogers 4 Designing and teaching the statistics core course 55 Batool Zaidi and Cameron T. Whitley 5 Designing core major courses: methods 72 Stephanie Medley-Rath 6 Social theory: what, who, how 85 Josh Seim 7 Teaching the undergraduate capstone course in sociology 96 Robert C. Hauhart 8 Curriculum mapping: pathways to improve program coherence 109 Stephen Sweet and Susan J. Ferguson PART II ELECTIVE COURSES AND THE ADVANCEMENT OF SOCIOLOGICAL LITERACY 9 Teaching the sociology of race and racial formations 128 Nikki Khanna 10 Integrating gender, sex, and sexuality throughout the curriculum 138 Alexa Trumpy 11 “Baby, you weren’t born that way”: Teaching sociological perspectives on identities 149 Travis Beaver 12 Painting in brighter colors: Creating holistic portraits in urban sociology courses 160 Deirdre Caputo-Levine and Vanessa Lynn 13 Teaching work and the economy: Essential topics 171 Patti Giuffre and Gretchen R. Webber 14 Practice what you teach: Medical sociology in action through pedagogy 191 Alexandra Nowakowski 15 Sociology of the body and embodiment 205 David J. Hutson 16 Crime and deviance within the sociology curriculum 220 Rena Zito 17 Teaching sociology of education: Recommendations for mini-units and full courses 232 Alanna Gillis 18 Environmental sociology and sociological animal studies 245 Cameron T. Whitley and Elizabeth Cherry 19 Using inclusive pedagogy to teach sociology of the family 259 Teresa Ciabattari PART III HIGH-IMPACT TEACHING PRACTICES IN THE SOCIOLOGY CURRICULUM 20 The science of learning and sociological instruction 271 Andrea Hunt 21 Disciplinary-specific critical thinking in sociology 282 Danielle Kane 22 Using group work across the sociology curriculum: Varieties, learning outcomes, challenges, and solutions 294 Renee A. Monson 23 Promoting sociological literacy through discussions 308 Jay Howard 24 Flipped learning: Approaches, successes, and challenges in sociology courses 319 Erin M. Whitesitt and Yvonne M. Luna 25 Community-based learning: Benefits of moving beyond the classroom 331 Joseph B. Johnston 26 Teaching first-year students: Enhancing academic success with compassionate sociological instruction 342 Sarah Epplen 27 Cornerstone courses and the sociology curriculum 356 Mellisa Holtzman and Sergio A. Cabrera 28 Developing career-readiness in the sociology major 367 Mary Scheuer Senter 29 Promoting undergraduate research 383 Jessica Crowe and Daniel Baltz 30 Teaching students to be better writers through the sociology major 398 Todd Migliaccio 31 Promoting public sociology in the sociology curriculum 410 Christopher J. Schneider 32 High-impact practices in community colleges 420 Katherine R. Rowell and Michelle A. Smith 33 Teaching to teach in sociology graduate programs 435 Julie Pelton Index

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Book SynopsisThis insightful Handbook is an essential guide to educational policy around the world. As shifting geopolitics, intensified climate change, and widening economic inequalities persist, the need for informed educational policy is critical.Bringing together a unique collection of international case studies by scholars and practitioners from over twenty countries, the Handbook highlights how the contextual nature of educational policy and its implementation acknowledges both global trends and local nuance. Chapters explore key contemporary topics including the effects of the COVID-19 pandemic on international educational policy; opportunities for academic modernization in Ukrainian society; gender equality in Korean and Japanese universities; and inclusive education policies throughout the world, including India, South Africa, and Uruguay. It further discusses the ways in which governmental, non-governmental, and global education specialists are shaping new agendas focused on equity and responding to global crises. Offering new perspectives on educational policy in a post-pandemic world, this comprehensive Handbook will be crucial reading for students and scholars of education policy, politics and public policy, sociology, and university management. It will also be beneficial for educational research associations and international development agencies, including UNESCO, the Asian Development Bank, and the World Bank.Trade Review‘The new Handbook of Education Policy edited by Postiglione, Johnstone and Teter is a welcome addition to the academic literature on the transformation of education policy in the aftermath of the Covid-19 pandemic. The 23 chapters of this well-researched book give a comprehensive analysis of how education policy must adapt to a radically changed world. Through a skilful combination of thematic pieces and case studies from a large range of countries, the chapter authors challenge us to embrace new education policy concepts, such as public value governance and knowledge democratization, that can foster innovation and accountability in times of uncertainty. Gerard Postiglione, Christopher Johnstone, and Wesley Teter should be congratulated for this excellent scholarly contribution that has the potential of influencing policy makers all over the world to design and implement more sustainable and innovative education policies.’ -- Jamil Salmi, Diego Portales University, Chile‘This Handbook combines an up-to-date overview with theoretically-informed analysis of global education policies. It is erudite, insightful and original. It will be a vital resource for education policy researchers and an excellent starting point for students, in any location.’ -- Stephen Ball, University College London, UKTable of ContentsContents: Foreword xvii List of abbreviations xix 1 Handbook of education policy: international perspectives in a pandemic age 1 Christopher Johnstone, Gerard A. Postiglione and Wesley Teter 2 Conceptualizing global educational policy-making in a (post) COVID-19 world: the past as prologue? 14 John C. Weidman 3 Education policies during the COVID-19 pandemic: scope, efficiency and gaps 31 Suguru Mizunoya, Garen Avanesian, Sakshi Mishra and Yixin Wang 4 From the revolution of dignity to a revolution of academic excellence? Paths taken and not taken in Ukraine 51 Anatoly Oleksiyenko 5 A complexity theory lens for education policy and its implications 68 Elizabeth Anne Eppel 6 Public value governance 81 Trygve Throntveit 7 Investing in education for the common good 99 Mona Khare 8 Fostering knowledge democratization even against prevailing policies: blurring boundaries of responsibility 116 Rodrigo Arocena 9 Policy enactment and innovation: the role of local actors 129 James H. Williams and Priyal Gala 10 Where is the school going? International trends in educational innovation 147 Francesc Pedró 11 Accountability for policies: introducing twenty-first-century skills goals into education systems 165 Esther Care 12 Accountability elasticity in relation to US federal legislation at the intersection of race and disability 181 Kathleen King Thorius and Alfredo J. Artiles 13 Inter-sectoral challenges in higher education policy: incentivizing cooperation and fairness through co-production 196 Nopraenue S. Dhirathiti 14 The challenges of organizing a sustainable interdisciplinary university curriculum: a research report on the 2012 Hong Kong broadening reforms 208 Florian Verbeek 15 International cooperation in education through multifaceted partnerships 229 Yuto Kitamura and Akemi Ashida 16 Education for Sustainable Development (ESD) in the context of transformative education 243 Philip Vaughter and Shinobu Yume Yamaguchi 17 Unpacking the impact of inclusion and equity policies in South Africa and Ghana 257 Reitumetse Obakeng Mabokela 18 Is gender equality a policy matter in Korean and Japanese universities? Challenges for academics in higher education institutions 273 Yangson Kim 19 Inclusive education: rhetoric or reality in Botswana, E-Swatini, Ethiopia, South Africa and Tanzania? 286 Sigamoney Naicker 20 Towards social justice and inclusion in education systems 301 Yulia Nesterova 21 Transnational policy-making on social and emotional learning in crisis-affected contexts 314 Jisun Jeong 22 Identity and invisibility in policy enterprises: cases of community colleges and global counterparts 334 Rosalind Latiner Raby and Edward James Valeau 23 Higher education policies and academic entrepreneurialism: conceptual linkages and a contextual approach 354 Hei-hang Hayes Tang 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 innovative Research Agenda critically reflects on the state of the art and offers inspiration for future higher education research across a variety of geographical, disciplinary and theoretical perspectives. It explores the impact of Covid-19, and the need to re-engage with the Global South and reconsider conventional paradigms and assumptions.Leading international contributors address a set of salient issues, ranging from research on macro-level themes to meso and micro-level phenomena. Chapters examine the changing patterns in globalization, Europeanization, challenges to mobility and open systems, and trends in system governance, funding, and quality assurance. Organizational change, research performance, university networks, curriculum improvement and global citizenship are also analysed. This forward-thinking Research Agenda aims to reach beyond the Western perspective on higher education and will be an insightful read for both seasoned scholars and newcomers with an interest in higher education policy and research in a changing global context.Trade Review‘A Research Agenda for Global Higher Education is a welcome addition to the academic literature on evolving perspectives to conceptualize and conduct research on universities. This outstanding book succeeds in challenging all the contributing authors to go beyond the classical framework for analyzing universities and explore new approaches that could be more relevant for university research in the rapidly evolving global context. The book presents, in a provocative manner, a comprehensive review of the growing number and variety of research issues related to the mission of universities and the many facets of operation that affect their performance and impact. Jeroen Huisman and Marijk van der Wende should be congratulated for putting this excellent book together. By proposing new research questions and recognizing emerging paradigms that may be more appropriate to understand recent trends affecting research on universities, including the multifaceted consequences of the Covid-19 pandemic viewed as “a global experiment”, this stimulating book provides a fresh intellectual perspective that is likely to become the new reference for guiding policy analysts and academics all over the world in thinking more holistically and critically about research on universities.’ -- Jamil Salmi, Diego Portales University, Chile‘Higher education, and higher education research, are extremely important and expanding areas of activity. This book offers elements of a contemporary research agenda for higher education across the globe, with specific reference to the impacts of the Covid-19 pandemic. It offers compelling and entertaining insights for all those concerned with the field and its future development, and should stimulate further work.’ -- Malcolm Tight, Lancaster University, UK‘This important book highlights the benefits to higher education research of increasing international cooperation. Contributors from different disciplines explore whether the key challenges are similar worldwide or specific to certain regions, countries or sectors of higher education. Growth and quality enhancement in this domain have not only contributed to concepts of typical academic consolidation, but have also led to growing interest in stimulating each other to explore jointly possible futures of higher education.’ -- Ulrich Teichler, University of Kassel, GermanyTable of ContentsContents: 1 Reflections on a global agenda: on variety, fragmentation, change, and the big questions ahead 1 Jeroen Huisman and Marijk van der Wende 2 Open systems in a changing global context 19 Marijk van der Wende 3 Researching governance in higher education: trends, issues and challenges 43 Jeroen Huisman and Futao Huang 4 Sustainable resourcing of higher education 61 Simon Roy 5 Researching quality assurance: accomplishments and future agendas 81 Lee Harvey and Bjørn Stensaker 6 Re-approaching Europeanisation: how to know the unknown? 97 Amélia Veiga 7 Rethinking international mobility 115 Jeyran Aghayeva 8 Researching research universities in Africa 131 Nico Cloete, François van Schalkwyk, Jos Winnink and Robert Tijssen 9 Re-engaging with the Global South: new directions for research into universities and their relations with society 153 Siew Fang Law and William Locke 10 Enduring the crisis or embracing the change? Impact of COVID-19 transboundary crisis on universities as organizations 175 Davide Donina and Dominik Antonowicz 11 Facing the change beyond COVID-19: continuous curriculum improvement in higher education using learning analytics 197 Isabel Hilliger and Mar Pérez-Sanagustín 12 Embedding global citizenship in the undergraduate curriculum: a case study from psychology 215 Madeleine Pownall, Richard Harris and Pam Blundell-Birtill Index

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Book SynopsisUnderscoring the complex relationship between civic engagement and education at all stages of life, this innovative Handbook identifies the contemporary challenges and best approaches and practices to encourage civic engagement within education.Chapters cover the theoretical and historical background of civic engagement and education, ideological and social movements, civic-oriented education, curriculum, and outcomes. Using empirical comparative data and unique context-specific studies, the Handbook explores ecopedagogy, education in emergencies, and the novel concept of social contract pedagogy. Addressing contemporary challenges to civic engagement in education, it examines polarization and extremism, accelerating planetary and societal changes, environmental crises, the digital divide, and post-Covid civic education. Ultimately, it finds that civic engagement is best supported by education practices that are characterized by humanizing, negotiated, collaborative, and dialogical approaches which encourage students to develop civic knowledge, critical thinking skills, and moral and ethical values.Interdisciplinary and international in scope, this Handbook will prove vital to students and scholars of sociology and education studies. Its holistic understanding of how civic engagement and education interrelate at local, regional, and global levels will also be useful to policymakers concerned with improving civic and student support, engagement, and participation in education.Trade Review‘A thought-provoking and significant contribution to the thinking on civic engagement and education that successfully integrates empirical knowledge with sophisticated theoretical perspectives. The editors should be congratulated for assembling such a stellar collection of authors. This book is an indispensable source for established scholars as well as students new to the field.’ -- Kjell Rubenson, University of British Columbia, Canada‘Since the Enlightenment, education’s influence on citizenship has been a constant topic of policy debate, theoretical reflection, and empirical research. As well as taking stock of our current understanding, this stimulating, interdisciplinary collection by outstanding scholars sheds new light on this complex relationship in a changing and often challenging global context.’ -- John Field, University of Stirling, UKTable of ContentsContents: Introduction: civic engagement and education 1 Richard Desjardins and Susan Wiksten PART I BACKGROUND AND THEORY 1 Civic education agendas: from popular education and nationalism to global efforts 12 Susan Wiksten 2 Habermas and civic education 28 Raymond A. Morrow 3 Seeking moral high ground – global citizenship education: the quest for a global planetarian ethics 42 Carlos Alberto Torres 4 Social contract pedagogy: enabling communication and governance for the negotiation of balanced outcomes 56 Richard Desjardins PART II SOCIAL MOVEMENTS AND ORIENTATIONS FOR SOCIAL CHANGE 5 Education as social movement tactic, target, context, and outcome 68 Tricia Niesz 6 Community engagement, feminist movements, and academia: the development of women’s studies in the United States 83 Sondra Hale 7 Ecopedagogy: teaching for socio-environmental civic actions through local, global and planetary lenses 94 Greg William Misiaszek and Syed Nitas Iftekhar 8 Global citizenship education to disrupt neo-nationalism 106 Amy Pojar, Yuqing Hou and Jason Nunzio Dorio PART III CIVIC-ORIENTED EDUCATION, CURRICULUM AND OUTCOMES 9 Civic education and voting 123 David E. Campbell 10 Education and tolerance: a review of recent research 133 Jan Germen Janmaat 11 Youth civic engagement 152 Xavier Mellet 12 Critical media literacy for civic engagement in the United States 162 Jeff Share and Trent M. C. McBride 13 Aims, concepts, and assessment of the citizenship education curriculum in northern Europe 173 Najat Ouakrim-Soivio and Jan Löfström 14 Politics and ethics of civic and citizenship education curricula in Denmark, Finland, Iceland, Norway and Sweden 182 Jan Löfström and Najat Ouakrim-Soivio 15 Intercultural citizenship education in university settings 191 Irina Golubeva PART IV STUDIES USING COMPARATIVE DATA 16 The IEA International Civic and Citizenship Education Study 211 Wolfram Schulz and Ralph Carstens 17 Review of International Civic and Citizenship Survey data analyses of student political efficacy 234 Eva Kosberg and Tessa Eriksen Grevle 18 Volunteer participation, STEM background, and basic skills among adults in the United States 247 Takashi Yamashita, Wonmai Punksungka and Phyllis A. Cummins PART V STUDIES IN SPECIFIC CONTEXTS 19 Civic and social engagement outcomes of education in emergencies: perspectives from varied contexts 265 Andrew Swindell, Brian McCommons and Kathlyn Elliot 20 Learning for change in health and social care: expertise by experience as a new form of civic engagement 279 Hanna Toiviainen and Elina Weiste 21 Civic engagement during the biographical transition to retirement in Germany 294 Bernhard Schmidt-Hertha and Veronika Thalhammer 22 Integral education in Brazil: the main elements of the debate applied to an adult and youth school in São Paulo 305 Aline Zero Soares Index

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Book SynopsisThe Research Handbook on the Transformation of Higher Education captures the complexities and paradoxes associated with higher education transformation. Drawing upon current empirical and theoretical scholarship, it identifies the drivers, actors, developments and outcomes of transformational processes within the field.Providing a multi-level outlook on higher education transformation, this timely Research Handbook identifies key aspects and methods of transformational change that leaders can apply to their own institutions. Through detailed analysis of the technological, socio-political and market forces that are currently transforming universities and colleges, chapters portray change within higher education as responsive to global academic challenges such as structural inequality, reductions in state funding and the pandemic-accelerated pace of digitalisation.Illustrating the scope, process and pace of higher education transformation, this comprehensive Research Handbook will be a valuable resource for academics and doctoral scholars studying educational policy, public administration and organization studies. Higher education administrators and those in leadership positions within colleges and universities will additionally find it to be an enlightening read.Trade Review‘Providing a multi-level outlook on higher education transformation, The Research Handbook on the Transformation of Higher Education is timely and useful as it identifies key aspects and methods of transformational change that leaders can apply to their own institutions. Through detailed analysis of the technological, socio-political and market forces that are currently transforming universities and colleges, chapters portray change within higher education as responsive to global academic challenges such as structural inequality, reductions in state funding and the pandemic-accelerated pace of digitalisation.’ -- James A. Cox, Midwest Book Review‘The book is timely and important. Different dimensions of the complex and at times confusing topic of higher education transformation are disentangled and discussed at various levels. It’s of particular value that the often neglected relations between these dimensions and levels are also illuminated.’ -- Georg Krücken, International Center for Higher Education Research, University of Kassel, Germany‘A state-of-the-art Research Handbook on a key institution of our societies. It is a must read for understanding the multiple dynamics of deep change in higher education systems and institutions. Conceptually and empirically rich, multiple perspectives from around the globe highlight the drivers, actors, processes, and effects of transformation in higher education.’ -- Jürgen Enders, University of Bath, UK‘This insightful Research Handbook critically addresses the promises and perils of the transformation of higher education. Grappling with the global, national and local continuities and entrenched interests reflected in higher education alongside the drivers of transformation, it discusses worldwide trends in the direction of privatization, the limits of diversity frames, the challenges of global templates, and growing inequalities within and between countries.’ -- Francisco O. Ramirez, Stanford University, US‘This inspirational book explores the local and global dynamics of university transformation which doesn’t only emerge from management initiatives but from grassroots staff engagement and outside companies too. The richness and scope of the book is such that academics, students, manager-academics and policy-makers will all find great ideas that support exciting, democratic, student-focused and inclusive transformations.’ -- Rosemary Deem, Royal Holloway, University of London, UK‘An essential book to update one's knowledge and analytical understanding of the worldwide most recent higher education transformations. From digitalization to new forms of institutional governance, the authors explore the concrete effects of change at individual, institutional and systemic levels, as well as the resistances counterbalancing them.’ -- Christine Musselin, SciencesPo and CNRS, France‘Change and transformation are often taken for granted and few scholars take up the challenge to unpack these concepts. This eclectic collection with thoughtful analyses and clear delineation of key actors involved will change our understanding of transformation in higher education.’ -- Jeroen Huisman, Ghent University, BelgiumTable of ContentsContents: List of contributors viii PART I UNDERSTANDING HIGHER EDUCATION TRANSFORMATION IN DIFFERENT HIGHER EDUCATION SYSTEMS 1 Conceptualizing higher education transformation: introduction to the research handbook on the transformation of higher education 2 Jay R. Dee, Liudvika Leišytė and Barend J.R. van der Meulen PART II CHALLENGES FOSTERING TRANSFORMATION IN HIGHER EDUCATION 2 The digitalisation of higher education: the transformative role of EdTech 23 Jamie Beaton, Xi Gao and Hamish Coates 3 Behind the ivory façade: capitalism, the post-truth condition, and epistemic authority 37 Sharon Rider 4 Markets in higher education: from systemic to institutional marketization 50 Pedro Nuno Teixeira 5 From transfer to transformation: adapting global templates to national, local, and institutional contexts 68 Gerardo L. Blanco 6 Managerialism with Soviet characteristics and global higher education: legacies and paradoxes of university transformations 81 Anatoly V. Oleksiyenko PART III THE KEY ACTORS AND INSTRUMENTS THEY USE IN HIGHER EDUCATION TRANSFORMATION 7 Evaluation and academic oligarchy in Latin American higher education: less or more power? 95 Mónica Marquina 8 Academic union voice and the transformations in/of higher education 111 Timothy Reese Cain 9 The emergence of academic resistance platforms against new public management: towards “new” forms of movement organizing? 126 Liudvika Leišytė and Clémentine Gozlan 10 Non-academic staff’s part in transforming academia: as irrelevant as their label suggests? 141 Andreas Kjær Stage and Stefan de Jong 11 Agencies in higher education: the neglected variable in the governance equation 160 Harry de Boer 12 University rankers: actors in the transformation of higher education management and managers 175 Miguel Antonio Lim 13 The role of industry in higher education transformation 188 Aleš Vlk 14 Capitalising the future of higher education: investors in education technology and the case of Emerge Education 203 Janja Komljenovic and Ben Williamson PART IV SALIENT HIGHER EDUCATION TRANSFORMATIONS RESPONDING TO THE CHALLENGES IN THE TWENTY-FIRST CENTURY SECTION A THE EFFECTS OF HIGHER EDUCATION TRANSFORMATIONS ON THE SYSTEM LEVEL 15 Privatization’s transformative effects on academia: promise versus products 220 Avery M. D. Davis and Christopher C. Morphew 16 Higher education access and racial equity for students 236 Ali Watts and Alicia C. Dowd 17 Women academics, identity capitalism, and the imperative of transformation 251 Leslie D. Gonzales, Regina H. Gong, Sanfeng Miao and Kristen Surla 18 Massification and quality of higher education: transforming quality enhancement of teaching and learning 264 Stephanie Marshall 19 The impact of digitalisation on higher education teaching in Germany 277 Katrin Stolz SECTION B THE EFFECTS OF HIGHER EDUCATION TRANSFORMATIONS ON THE ORGANIZATIONAL LEVEL 20 Entrepreneurial university conception: an instauration for the advancement and utilization of knowledge 292 Henry Etzkowitz and Chunyan Zhou 21 The organizational transformation of universities: using motivation theories to explain the micro–macro link 312 Uwe Wilkesmann 22 Organizational culture and the transformation of higher education institutions 328 Jay R. Dee, Hidehiro Nakajima and Ebru Korbek-Erdogmus 23 Passive and active resistance to performance pressures among academics in UK universities 346 Liudvika Leišytė 24 Digital transformation in higher education before and following COVID-19: a Scandinavian tale 361 Rómulo Pinheiro, Cathrine Edelhard Tømte, Vito Laterza and Michael Oduro Asante 25 Matrix hybridity: the complex realities of strategic councils 377 Stefan Lundborg and Lars Geschwind 26 New managerialism, academics’ working conditions, teaching input, and research emphasis in the East Asia context 393 Robin Jung-Cheng Chen and Sophia Shi-Huei Ho PART V CONCLUSION 27 Unpacking transformation in higher education and framing a future research agenda 411 Liudvika Leišytė, Jay R. Dee and Barend J.R. van der Meulen Index 425

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Book SynopsisMapping the uncertain landscape of education in the wake of the COVID-19 pandemic, Digital Learning in Higher Education examines how higher education (HE) institutions have moved to widespread digital learning in an effort to maintain the educational experience. The book navigates the possibilities that lie ahead, exploring the beginnings of a new future for HE. Reflections from HE practitioners on this rapid transition to digital and remote learning offer key perspectives on the new online learning mode, as experienced by students, teaching staff, and those in the wider field of education, including learning technologists, librarians, and publishers. Spurred on by the changes in thinking necessitated by the pandemic, the book highlights the possibilities facilitated by online learning, from enhanced inclusivity to making education accessible to wider audiences. It concludes with a proposal for how we might “build back better” and continue to evolve the sector. Timely and comprehensive, this book will support the pedagogical decision-making of HE practitioners both now and in the future. Offering an insight into what the “new normal” of education may soon resemble, it will also be beneficial to HE management and other educational professionals, helping to guide their policy and financial decision-making processes regarding digital technology.Trade Review‘This inspiring and reflective book documents how we have taught, lived and learnt in the pandemic, affirming the value of academic community at challenging times. I love that it explores the here and now and shares tentative perspectives on the future, as befits the fragile dawn of a new era.’ -- Agnes Kukulska-Hulme, The Open University, UK‘Digital Learning in Higher Education brings together the experiences of staff working in higher education during the COVID-19 pandemic. The transformative impact of digital is explored and how technology enabled students to continue their education despite unprecedented disruption. This book will inspire educators to continue to strive to innovate their practice with technology.’ -- Sarah Knight, Jisc, UK‘Digital Learning in Higher Education is a timely and stimulating view of the great education disruption wrought by COVID. Its well-told stories make sense of how technology and management are struggling to adjust to new lived experiences. It also offers illuminating ideas and pedagogies for a world beyond the pandemic.’ -- Mike Sharples, The Open University, UK, author of Practical Pedagogy: 40 New Ways to Teach and LearnTable of ContentsContents: Foreword xiii Diana Laurillard 1 Introduction: education’s liminal space 1 Matt Smith and John Traxler 2 Pandemics, policies and positionality: how COVID 19 makes the case for postdigital policy making in higher education 11 Sarah Hayes 3 FELTAG in rearview: FE from the past to the future through plague times 24 Howard Scott, Alison Iredale and Bob Harrison 4 Students’ agency in the emergency remote teaching landscape 37 Caroline Kuhn 5 Blended learning: impacts on the student experience 46 Elliott A. Lancaster 6 Covid-19 and UK higher education: library perspectives 57 Lis Parcell 7 Further non-teaching perspectives on aspects of the higher education sector impacted by COVID-19 69 Maren Deepwell, Rachel Crookes and Matt Smith 8 Collaborative survival: the Bloomsbury Learning Exchange’s response to the pandemic 77 Sarah Sherman, Shoshi Ish-Horowicz, Nancy Weitz and Julian Bream 9 To record or not to record? That was the question 86 Rachel Maxwell and Rob Howe 10 Initial teacher education during COVID-19: adopting, adapting and inventing 104 Matt Smith, Rachel Morgan-Guthrie and Christy Caddick 11 The use of technology in health professionals’ learning in a time of COVID-19 119 Trudie Roberts, Suzanne Bickerdike, Nancy Davies, Gareth Frith, Jananisree Ganapathy, Richard Gatrell, Charlotte Pettersen and Joshua Rowe 12 “Having your cake and eating it”: Arden University’s responses to the COVID-19 lockdowns 131 Helen Scott and Carmen Miles 13 Digital learning after the crises: the new normal? 144 John Traxler and Matt Smith Index

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Book SynopsisUniversities and faculty members play a vital role in providing education that helps build a strong foundation for a society where people are respected, treated equally, and get equal opportunities for upward social mobility. This book addresses the role of education in uplifting people out of poverty and oppression by imparting social justice education at the institution and community level. Including chapters dedicated to human rights education, the authors consider how educators can help to foster a sense of awareness among learners about the dignity of human life through various interventional programmes. Discussing human rights with respect to migrant workers, foster youth and prisoners in different countries, the chapters demonstrate how students from all levels can benefit from social justice education.Trade Review'The book is comprised of excellent papers on one of the most crucial concepts, that is, social justice, for humanity in a global context. The chapters show the value of equity, activism, gender equality and humanity from the views of not one part of the world, but Global South, Europe, Australia and North America. Social justice is stressed to be taught in different educational contexts, even in prisons. A great book with very-well practiced approaches to the needs of the world!' -- Serpil Meri̇ Yilan, PhD, Assistant Professor, School of Foreign Languages, Department of Interpretation and Translation, AICU, TurkeyTable of ContentsPART I. EDUCATION AS A FUNDAMENTAL RIGHTChapter 1. Introduction to international perspectives in social justice programs at the institutional and community level; Enakshi Sengupta and Patrick Blessinger Chapter 2. Education in human rights: changing the way we think and how we feel; Alan Vogelfanger Chapter 3. Bridges to Zambia–teaching human rights through immersion experience; Alia Sheety, Erin McLaughlin, and Susan Pierson Chapter 4. What next? Skill development for livelihood – a study of Bangladeshi immigrant workers in Kurdistan; Enakshi Sengupta Chapter 5. Prison education through open and distance learning: experiences from India; Umesh Chandra Pandey Chapter 6. Widening participation in service learning; Faith Valencia–Forrester and Bridget Backhaus PART II. PROMOTING SOCIAL JUSTICE AMONG STUDENTS Chapter 7. Flux of digital activism to leverage peace and human rights; Anil Shukla and Kshama Pandey Chapter 8. Promoting international human rights values through reflective practice in clinical legal education: a perspective from England and Wales; Irene Antonopoulos and Omar Madhloom Chapter 9. Bridging the gap: the case for implementing equity–minded academic and mentoring support services for foster youth within university writing programs; Paul Beehler and Rory Moore Chapter 10. Promoting gender equality in colleges of education in Ghana using a gender– responsive scorecard; Wisdom Kwaku Agbevanu, Hope Pius Nudzor, Sharon Tao, and Francis Ansah Chapter 11. Ethical issues and the Nordic education model: learning–driven ecosystems applied to international cohorts; Bruno F. Abrantes, Thomas D. Eatmon, and Charlotte Forsberg

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Book SynopsisThis comprehensive Handbook explores how best to understand, develop and practise educational leadership in an era of significant disruption to education. Contributors evaluate the latest developments in leadership in education and provide novel insights into key conceptual and methodological issues.Viewing leadership in education as a fractured field, this Handbook critically analyses traditional and emerging perspectives and arguments. It reveals the fluidity of educational leadership, identifying how different practices can contribute to diverse educational goals. Chapters examine leadership at every stage of education, from early years to higher education, drawing on diverse national and cultural contexts. Global experts give practical suggestions for improving both the research and practice of leadership in education, covering important topics including leading for social justice, indigenous knowledge, leadership development and leadership during the COVID-19 pandemic.The Handbook on Leadership in Education will be an invaluable resource for students and scholars of educational sociology, leadership, management and administration. It will also be an important guide for practitioners and policy-makers seeking to build inclusive and effective educational leadership structures.Trade Review‘This Handbook provides fresh, comprehensive and compelling insights into educational leadership. In so doing, it gives the field the serious attention it deserves and so often lacks – probing its ontological, epistemological and conceptual foundations. As such, it provides an indispensable set of thinking tools for scholars and students.’ -- Jane Wilkinson, Monash University, Australia‘This timely Handbook brings together more than 50 distinguished authors from 14 countries, to explore key concepts, principles and research on educational leadership from a truly global perspective. This text should be invaluable for scholars, policymakers and practitioners across the world.’ -- Tony Bush, University of Nottingham, UKTable of ContentsContents: Preface xviii 1 Introduction: leadership in education – an inherently fractured field? 1 Philip A. Woods, Amanda Roberts, Meng Tian and Howard Youngs PART I CONCEPTUAL ISSUES CONCERNING LEADERSHIP IN EDUCATION Amanda Roberts, Meng Tian, Philip A. Woods and Howard Youngs 2 Conceptualising the ‘leadership’ in leadership in education 16 Linda Evans 3 Re-conceptualising the “education” in educational leadership and management 30 Steve Myran 4 Leadership and management: a relevant distinction for leadership in education? 45 Deirdre Torrance, Alison Mitchell, Julie Harvie, Margery McMahon and Christine Forde 5 Embodied leadership: a perspective on reciprocal body movement 60 Helen Payne and Pauliina Jääskeläinen 6 Leading practices and middle leadership in education 74 Peter Grootenboer and Christine Edwards-Groves 7 Teacher leadership 89 David Frost 8 Student leadership: working within, between, and against institutional structures in education 102 Alison Cook-Sather and Ebony Graham 9 Accountability, autonomy and organisational practice: how principals of successful schools enact education policy for improvement 115 Qing Gu and Aly Colman 10 A complexity approach to leading in education: lessons from group analysis 129 Kevin Flinn 11 Leadership across partnerships and networks 143 Toby Greany 12 Ethics and leadership in education 157 Christopher Branson 13 Transactional, transformational, transformative leadership: a journey towards equity and emancipation 171 Carolyn M. Shields PART II SOCIAL JUSTICE AND LEADERSHIP IN EDUCATION Meng Tian, Amanda Roberts, Philip A. Woods and Howard Youngs 14 The “beyond” spaces of social justice leadership 190 Khalid H. Arar, Miguel A. Guajardo and Ira Bogotch 15 Leadership development for social justice 205 Deirdre Torrance, Christine Forde, Fiona King and Jamila Razzaq 16 Democratic leadership and education: the case of ‘learners lead’ 219 Carolyn (Callie) Grant 17 Gender and leadership in education 233 Rachel McNae 18 Green leadership in education 249 Kimberly Joy Rushing and Lisa A. W. Kensler 19 Trade unions, context and leadership in education 265 Martin Thrupp 20 Crises and traumas: challenges for leadership in education 277 Deniz Örücü 21 Challenging colonial constructions of leadership: early childhood education in Aotearoa (New Zealand) 291 Jenny Ritchie 22 Indigenous leadership in education: footprints of the past – transitioning to the future 305 Angus Macfarlane, Sonja Macfarlane and Melissa Derby 23 Socially just educational administration and leadership in Islamic cultures 319 Eugenie A. Samier 24 Leadership in education: perspectives in German-speaking cultures 331 Pierre Tulowitzki and Ella Grigoleit 25 Leadership in education: Spanish perspectives on social justice 345 Patricia Silva, Serafín Antúnez and Charles L. Slater 26 How rural principals motivate teacher professional learning in unfavourable environments: a mixed-methods study in China 359 Shengnan Liu and Daming Feng PART III RESEARCHING AND DEVELOPING LEADERSHIP IN EDUCATION Howard Youngs, Amanda Roberts, Meng Tian and Philip A. Woods 27 Leadership and knowledge construction in a networked perspective 379 Nóra Révai and Romuald Normand 28 Educational leadership research methods: a social reconstruction 394 Ira Bogotch 29 Using arts-based and embodied methods to research leadership in education 410 Suzanne Culshaw 30 Advances in reviewing and mapping research on educational leadership and management 424 Jasna Kovačević and Alisa Mujkić 31 Indigenous ways of developing leadership in education: creating a rights-based organizational consciousness 445 Peter Anderson, Angela Baeza Peña, Sun Yee Yip and Zane M. Diamond 32 The emergence and cultivation of leadership within early childhood education 458 Leanne Gibbs and Frances Press 33 Developing leadership for school education: constructions of system leadership 474 Alison Mitchell, Deirdre Torrance, Christine Forde, Julie Harvie and Margery McMahon 34 Developing leadership in higher education 491 Alan Floyd 35 Evaluating leadership in education 503 Livia Jesacher-Roessler and Esther Dominique Klein 36 Disrupted leadership in education 517 Howard Youngs, Amanda Roberts, Meng Tian and Philip A. Woods Index 537

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Book SynopsisAlthough quality assurance (QA) in higher education has been well established for many years, the world of QA is changing. This timely book takes an insightful look from a nonprofit sector perspective at how these changes are impacting accreditation of higher education institutions. Using empirical data on agencies within the European Higher Education Area (EHEA), Stefan Handke provides a thorough review of external assessments carried out by these agencies and reveals the transformation of nonprofit organisations with a public interest orientation into business-like organisations. The book further examines the negative impact on one of the most important functions of QA agencies: the creation of trust and how a change in the rules for external QA is required to alleviate this issue. Forward-thinking, the book also highlights the implications of these rule changes and the importance of them to ensure the survival of accreditation agencies. The expert analysis of the data within this book will be an invaluable resource for those working within QA agencies as well as stakeholders in higher education and researchers in the nonprofit sector. Students studying in the fields of public management and organisation studies will also find this book instructive and informative.Trade Review‘This consideration of quality assurance (QA) and accreditation bodies, primarily in the EHEA, posits a tension between the non-profit status of these organizations intended to serve the common good and their structures as business entities engaged in at least some commercial activity. By framing this tension and exploring its likely impact, Stefan Handke challenges the thinking of especially those who deem change in QA and accreditation as essential to effectively serving higher education institutions and society in the future.’ -- Judith S. Eaton, President Emeritus, Council for Higher Education Accreditation, US‘This is an interesting book, which is a valuable contribution to the literature on QA in higher education. The use of economic and business insights are relevant for the sector of HE. They lead to challenging thoughts on chances for QA-agencies to play a meaningful role in developing a stronger EHEA.’ -- Karl Dittrich, President of EQAR, BelgiumTable of ContentsContents: Preface 1. Get the show on the road: introducing higher education quality assurance and nonprofit organisations 2. Staking the claim: quality assurance in higher education 3. Taking stock: quality assurance from a (nonprofit) business perspective 4. Explaining trends: nonprofit QA agencies becoming business-like 5. Exploring dynamics: the future system of higher education quality assurance 6. Conclusion Index

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Book SynopsisThis insightful book explores the answers to two ongoing debates: how should societal impact of research be measured and to what extent are national research evaluation systems fit for purpose? In exploring these two questions, the selection of expert contributors provide thought-provoking cross-European analysis and establish a comparative perspective on “impact” in the twenty-first century. Bringing together important national case studies from social sciences and humanities (SSH), Accountability in Academic Life provides a detailed insight into the complexities faced ensuring that publicly-funded research creates true value for society. Furthermore, leading SSH experts provide policy recommendations and insights to navigate the contemporary research landscape and improve research methods. This book will be invaluable for scholars and students in science policy studies, providing both accessible stand-alone topics and greater in-depth discussions. Policymakers interested in the improvement of research evaluation leading to better scientific outcomes will also find this informative and illuminating.Trade Review‘The evaluation of the societal impact of the Social Sciences and Humanities remains a challenging undertaking. This edited book compiles and compares different national experiences underscoring the variety of impact processes, and the different ways in which “impact” is defined, understood and assessed. Providing in-depth analyses that improves understanding and clear guidelines for the development and implementation of impact evaluation approaches this is a recommended read.’ -- Jordi Molas-Gallart, Director INGENIO, (CSIC-UPV), Spain‘This fascinating book offers a timely analysis about how societal impact of social sciences/humanities research is evaluated in Europe. Historical and contemporary reflections are enhanced by critical accounts of how different countries assess and value societal impact in social science and humanities. A “must-read” for academics, policymakers and research administrators.’ -- Rosemary Deem, Royal Holloway, University of London, UK‘Accountability in Academic Life: European Perspectives on Societal Impact Evaluation gathers rich and insightful accounts of how social impact has been discussed and implemented in Europe. In combining a detailed analysis of specific national contexts with a broader historical, theoretical, and political discussion, the book offers unique insights into a key topic in contemporary research policy. It is highly recommended for anyone interested in social impact and the evaluation of research in the social sciences and humanities.’ -- Björn Hammarfelt, University of Borås, SwedenTable of ContentsContents: 1 Accountability in academic life: introduction to European perspectives on societal impact evaluation 1 Michael Ochsner and Zoe Bulaitis PART I PERSPECTIVES AND POLICYMAKING: SUMMARISING SOCIETAL IMPACT EVALUATION PRACTICES IN EUROPE 2 Manifesto for a better societal impact evaluation 10 Michael Ochsner, Zoe Hope Bulaitis, Corina Balaban, Elena Castro-Martínez, Ondřej Daniel, Aldis Gedutis, Elea Giménez-Toledo, Marlène Iseli, Stefan de Jong, Lai Ma, Jorge Mañana-Rodríguez, Reeta Muhonen, Julia Olmos-Peñuela, Ginevra Peruginelli, Eiríkur Smári Sigurðarson, Karel Šima, Jack Spaapen and Marc Vanholsbeeck 3 The need for historical inquiry into societal impact evaluation: towards a genealogy of the notion of useful research 30 Aldis Gedutis, Zoe Hope Bulaitis and Michael Ochsner 4 Beyond the frame: hard-to-assess research–impact nexuses in the Social Sciences and the Humanities 51 Alis Oancea 5 Considering international contexts in societal impact evaluation and SSH: a perspective from EASSH 60 Gabi Lombardo PART II NATIONAL PERSPECTIVES ON SOCIETAL IMPACT EVALUATION PRACTICES 6 Engaged scientists or public intellectuals: the disputed public role of SSH researchers within the French Community of Belgium 67 Marc Vanholsbeeck 7 Societal impact evaluation in SSH in the Czech Republic: in defence against the strong STEM application discourse 81 Karel Šima and Ondřej Daniel 8 Evaluation of societal impact of the Social Sciences and Humanities in Finland 96 Reetta Muhonen, Laura Himanen and Janne Pölönen 9 From moral panic to accountability: societal impact, evaluations, and bibliometrics in Iceland 114 Eiríkur Smári Sigurðarson 10 Responsible societal impact (without) evaluation: reflections from Ireland 127 Lai Ma 11 The Italian path to the evaluation of the Third Mission 139 Andrea Bonaccorsi and Ginevra Peruginelli 12 The (SSH) impact discourses in Lithuania: blissful impactlessness versus imminent impact? 155 Aldis Gedutis and Kęstas Kirtiklis 13 Formative evaluation in the Netherlands: an opportunity for the arts, humanities and social sciences 173 Stefan de Jong and Jack Spaapen 14 SSH knowledge transfer and societal impact in Spain: from recognition at the individual level to institutional initiatives 187 Elea Giménez-Toledo, Elena Castro-Martínez, Julia Olmos-Penuela and Jorge Mañana-Rodríguez 15 Societal impact, innovation, or public value? Switzerland’s approach to research impact evaluation and the SSH 204 Michael Ochsner, Corina Balaban and Marlène Iseli 16 Impact, innovation and the public humanities: evaluating the societal impact of research in the United Kingdom 224 Zoe Hope Bulaitis Index

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Book SynopsisEveryone wants their research to be read and to be relevant. This exciting new guide presents a broad range of ideas for enhancing research impact and relevance. Bringing together researchers from all stages of academic life, it offers a far-reaching discussion of strategies to optimise relevancy in the modern research environment. This book is crucial reading for advanced masters students, doctoral students and researchers in the social sciences wishing to grow the relevance of their research beyond academia. Senior researchers and educators offering doctoral courses will also benefit from its insight into the development of a generation of young researchers in the contemporary academic environment. Contributors include: T. Alfahaid, A. Aljarodi, C. Alvarez, S. Aparicio, E. Breit, A. Buhrandt, D. de Castro Leal, K. Ettl, S. Feldermann, I. Haase, J. Janisch, P. Köhn, T. Lopez, A. Löscher, A. Müller, M. Paschke, P.J. Ruf, J. Schnittker, C. Soost, D. Urbano, C. Weigel, F. WelterTrade Review'This book may become the beginning of a new movement as it encourages new researchers to examine the relevance of their work beyond the world of academic publications. As community engagement becomes an ever greater aspect of the work of universities, How to Make your Doctoral Research Relevant should become prescribed reading for any new researcher who wants their work to have meaningful impact for multiple stakeholders.' --Thomas M. Cooney, Technological University Dublin, Ireland'This is a very timely book addressing a pressing question of impact and relevance in research. Most importantly the book not only suggests relevance and impact to matter but embraces a challenge how to promote and sustain change in academia. This is done by inviting PhD students and junior researchers to discuss ways to identify relevant questions to be studied with relevant approaches and how to transfer our research results for the society. As such, the book actively aims at resisting ''publication frenzy'' and offers a way out to the more inspiring future in research!' --Ulla Hytti, University of Turku, Finland'This is a different book - unique regarding both the collection of contributors and their combined messages. Together the authors stress the importance of connecting their intellectual curiosity to value creation - for themselves, their academic institutions, and explicitly for society. By reflecting on their group discussions and then sometimes quite personal introspection, they promote the continued need for questioning assumptions and applying novel research methodologies. Overall, Welter and Urbano have worked with their early career contributors to craft an exploration of impact and relevance of academic research that makes me optimistic for the future.' --Patricia Greene, Babson College, USTable of ContentsContents: WHY SHOULD WE CARE ABOUT THE RELEVANCE AND IMPACT OF OUR RESEARCH? 1 Introducing the book: the what, why and how of relevance and impact 2 Friederike Welter, David Urbano, Turki Alfahaid, Abdullah Aljarodi, Elsa Breit, Andreas Buhrandt, Débora de Castro Leal, Sina Feldermann, Jonas Janisch, Philipp Köhn, Tatiana Lopez, Anne Löscher, Anna Müller, Max Paschke, Philipp Julian Ruf, Julia Schnittker and Christine Weigel HOW TO IDENTIFY RELEVANCE IN YOUR RESEARCH TOPIC: NEW DIRECTIONS IN ENTREPRENEURSHIP RESEARCH 2 Bring your background up and keep the context in mind to choose the right conversation 11 Sebastian Aparicio 3 Irrelevant or relevant: key learnings from an early career researcher for other early career researchers 13 Jonas Janisch 4 Schrödinger’s family firm: on the German legislator implicitly defining the family business and how he attempts to protect it 23 Andreas Buhrandt 5 Can you spare a dollar, please? Foreign exchange shortage as a persistent challenge to economic development 34 Anne Löscher HOW TO MAKE YOUR RESEARCH APPROACHES RELEVANT 6 Find your conversation and join it 48 Claudia Alvarez 7 The real deal: a researcher among practitioners 50 Inga Haase 8 From practice to practice: an example for the relevance of research (projects) and its implications 61 Julia Schnittker 9 Different approaches of context in quantitative entrepreneurship research 69 Abdullah Aljarodi, Tatiana Lopez and Turki Alfahaid 10 How to study context in quantitative entrepreneurship research 80 Christine Weigel and Christian Soost 11 Reflections of an activist-academic 92 Débora de Castro Leal HOW TO TRANSFER YOUR RESEARCH RESULTS 12 Be passionate about your research topics and share this passion 104 Kerstin Ettl 13 The life cycle of academia and its impact on early career researchers’ publishing behaviour 106 Philipp Julian Ruf and Philipp Köhn 14 Living under the restrictions of a ‘publish or perish’ culture 119 Christine Weigel and Anna Müller 15 Fighting for attention: early career researchers and the online scientific community 130 Inga Haase and Anna Müller 16 The value of business events for engaged scholarship 142 Elsa Breit 17 Bridging the gap: contextualization as a lighthouse 154 Max Paschke AFTERTHOUGHTS 18 An ongoing journey: developing relevance and impact dimensions of entrepreneurship research 167 Tatiana Lopez, Anna Müller and Max Paschke Index 174

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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.Adopting a multilevel perspective, this innovative Research Agenda offers a comprehensive and critical overview of research on all aspects of contemporary leadership education. Bringing together enlightening contributions from experienced scholars of leadership education along with a team of early career critical scholars, the book examines essential dimensions of leadership education processes and outcomes and interrogates the knowledge bases that shape these dimensions. It explores higher educational contexts, different types of leadership learners, key program design elements and pedagogies, and classic and critical research methodologies. Each chapter adopts a critical analysis approach to scrutinize existing research and identify key challenges, gaps, and tensions in the field of leadership learning and development. Providing a rationale for centering the future of leadership education in social justice, the book ultimately challenges the reader to prioritize innovation, inclusion, and equity in their research and practice going forward. This state-of-the-art Research Agenda will prove an essential resource for leadership educators and practitioners interested in advancing equity and social justice outcomes in their program delivery. Its overview of the cutting edge of research will also be foundational in introductory graduate leadership education programs.P>Trade Review‘Bringing together enlightening contributions from experienced scholars of leadership education along with a team of early career critical scholars, A Research Agenda for Leadership Learning and Development through Higher Education examines essential dimensions of leadership education processes and outcomes and interrogates the knowledge bases that shape these dimensions. A Research Agenda for Leadership Learning and Development through Higher Education will prove to be an essential resource for leadership educators and practitioners interested in advancing equity and social justice outcomes in their program delivery. Its overview of the cutting edge of research will also be foundational in introductory graduate leadership education programs.’ -- James A. Cox, Midwest Book Review‘Stressing the importance of understanding context, Susan Komives and Julie Owen provide leadership researchers a foundation for addressing the critical questions of not only what to study, using what method, but to what end does their research practice matter? Thus, this book works to make a crucial research shift in leadership studies through higher education towards a more equitable and justice-oriented approach, as authors collectively outline challenges, tensions, and possibilities for a more liberatory leadership.’ -- Antron D. Mahoney, Ohio Wesleyan University, US‘Higher Education seeks to prepare future leaders to navigate our world’s complex interdisciplinary problems through a focus on leader and leadership development, education, and practice. This book sets the context for the urgent need to create a social justice approach to leadership education which encompasses diversity, equity, and inclusive practices. To address this context, it lays out ideas related to developing and implementing an innovative qualitative and quantitative research agenda. Authors and editors of this book challenge faculty and staff engaged in leadership development, education, and practice to embrace such an innovative research agenda for the future. Faculty and staff, please accept this challenge, reflect on what you do now, make changes relevant to your context, and act!’ -- Sadhana Warty Hall, Former Deputy Director, Rockefeller Center for Public Policy, Dartmouth College, USTable of ContentsContents: Foreword xix Preface xxiii Acknowledgments xxxi 1 An equity-minded research agenda for leadership learning and development in higher education 1 Susan R. Komives and Julie E. Owen 2 Advancing collective scholarship through the National Leadership Education Research Agenda 23 Anthony C. Andenoro and Kristan Cilente Skendall 3 Social justice as the heart of leadership education 37 Vivechkanand S. Chunoo and Kathy L. Guthrie 4 International perspectives in leadership learning 57 Dennis C. Roberts and Aoi Yamanaka PART I LEADER AND LEADERSHIP DEVELOPMENT 5 The complexities of the leadership learner 83 Lindsay J. Hastings, Natasha T. Turman, and Kristan Cilente Skendall 6 Leadership in teams and other collectives 103 Valerie I. Sessa, David M. Rosch, Lauren Offermann PART II LEADERSHIP EDUCATION 7 Leadership learning 123 Benjamin P. Correia-Harker and Rian Satterwhite 8 Disciplinary perspectives 143 Matthew Sowcik and Corey Seemiller 9 Design and impact of student leadership programs 165 Paige Haber-Curran and Daniel Jenkins 10 Pedagogical practices through the lens of liberatory pedagogy 189 Melissa L. Rocco and Cameron C. Beatty 11 Leadership educator roles, identities, and preparation 209 Kerry L. Priest and Darren E. Pierre PART III CALL TO ACTION FOR CRITICAL AND INNOVATIVE RESEARCH 12 Classic and emergent approaches to researching leadership education and development 233 Krista M. Soria and Matthew R. Johnson 13 Insights from a critical qualitative inquiry in leadership scholarship 253 Lauren N. Irwin, Danyelle J. Reynolds, Adrian L. Bitton, Sharrell Hassell-Goodman, Trisha Teig, and Nicholas Tapia-Fuselier 14 Advancing liberatory leadership scholarship 271 Julie E. Owen and Susan R. Komives Index 293

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Book SynopsisThis ground-breaking Handbook examines the evolution of university autonomy and governance by tracking the changing relationship between higher education institutions and the state. Through unique historical analyses, contributors provide important insights into the position of students, academics, and universities in today’s society, mapping potential future directions of travel for the sector.Illustrating how governments have historically always tried to exert some degree of control over universities, this Handbook explores ways institutions have adapted to these changing pressures. Contributors review the diverse societal roles played by higher education institutions, including serving the Church, training public bureaucrats, building the nation- state, preserving national culture, promoting social mobility, and ensuring economic competitiveness. They focus in particular on recent developments in university governance, critically analysing the influence of neoliberal politics, academic capitalism, and the knowledge society on higher education.This Handbook will be an invaluable resource for students and scholars of education economics, management, policy and administration, as well as sociologists and political scientists. It will also be essential reading for leaders and administrators at higher education institutions seeking to design and implement effective higher education policies.Trade Review‘The massive expansion of higher education has been paralleled by a managerial and governance revolution of higher education institutions and systems. This Handbook reflects this development. It illustrates how research on higher education management and governance has emerged as an important research field. The editors have brought together a large group of intellectually attractive authors to cover key topics and developments. It will be an invaluable resource for scholars and students for many years to come.’ -- Ivar Bleiklie, University of Bergen, NorwayTable of ContentsContents: Introduction to the Handbook on Higher Education Management and Governance 1 Alberto Amaral and António M. Magalhães PART I THE UNIVERSITY IN THE MIDDLE AGES 1 The medieval university 15 Michael H. Shank 2 The autonomy of the university in medieval times 33 Barbara M. Kehm 3 The doctorate: from the Middle Ages to the research-based doctorate 42 Teresa Carvalho and Sónia Cardoso PART II THE EMERGENCE OF THE MODERN UNIVERSITY 4 The model of state control 59 Cristina Sin and Orlanda Tavares 5 Humboldt and the modern research university: the ivory tower? 71 Alberto Amaral and António M. Magalhães 6 The foundation of French universities: the long posterity of the Napoleonic order 88 Emmanuelle Picard 7 Management and governance of the modern university: variations in the United States 96 David D. Dill 8 Universities of the United Kingdom: numbers growing, visions venerable and visions variable 111 Guy Neave PART III THE UNIVERSITY AND THE WELFARE STATE 9 The university and the welfare state 129 Peter Scott 10 The reconfiguration of the relationships between the state and higher education: the shift from state control to state supervision 145 António M. Magalhães and Amélia Veiga SECTION A STUDENT ACCESS SYSTEMS 11 Massification and access: a slow-motion collision 159 Malcolm Tight 12 Social inequalities in higher education participation 171 Moris Triventi 13 Affirmative actions: policies that promote justice for students of low economic background 188 Júlio Bertolin SECTION B REGULATION. PROBLEMS OF DELEGATION AND THE USE OF MARKETS 14 Market regulation 202 Paul Temple 15 Delegation theories and a neoliberal paradox 214 Alberto Amaral SECTION C QUALITY ASSURANCE 16 The evaluative state, the evaluative society – and beyond 232 Peter Woelert and Bjørn Stensaker 17 Quality assurance as a tool for different kinds of actions: interplays with learning analytics approaches 244 Maria João Rosa and Sofia Bruckmann 18 Quality as a management tool 260 Maria J. Manatos and Cláudia S. Sarrico SECTION D FUNDING SYSTEMS 19 Changes in higher education funding: performance-based funding in the US and Europe 274 Agata A. Lambrechts and Benedetto Lepori 20 Cost-sharing and income dependent loans 292 Claire Callender 21 Examining the nexus between part-time work, government financial support and academic achievement for university students 310 Steve Agnew PART IV THE EMERGENCE OF THE KNOWLEDGE SOCIETY 22 The university in the knowledge society era: transformations, contradictions, and new responsibilities 325 Peter Streckeisen 23 Revisiting market-oriented higher education and academic capitalism 338 Carla Sá and Alberto Amaral 24 Crises and the production of multiple privatizations in UK higher education 357 Susan L. Robertson and Michele Martini 25 From key professionals to employees – are academics all together now? 373 Teresa Carvalho 26 Academics’ loss of control in universities 386 Roberto Moscati 27 Some reflections on the current roles and interventions of external governing board stakeholders in Portugal and the UK in a new managerialist context 399 Rosemary Deem and António M. Magalhães 28 The ruin of the ‘ivory tower’: the emergence of the stakeholder 415 Maarja Beerkens 29 The rise of the student estate 427 Manja Klemenčič 30 The role and influence of transnational organizations on higher education governance 447 Alma Maldonado-Maldonado and Rene-Manuel Delgado 31 Federalism and the complexities of higher education governance 466 Glen A. Jones and Alison Elizabeth Jefferson 32 Conclusions 480 Alberto Amaral and António Magalhães Index

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Book SynopsisAre business schools on the wrong track? For many years, business schools enjoyed rising enrollments, positive media attention, and growing prestige in the business world. However, due to the disruption of Covid-19, many previously ignored issues relating to MBA programs resurfaced. As a result, MBA programs now face lower enrollments and intense criticism for being deficient in preparing future business leaders and ignoring essential topics like ethics, sustainability, and diversity and inclusion. The Future of Business Schools discusses these issues in the context of three critical areas: complexity, sustainability, and destiny. How do we prepare students for a new and complex world, how can business schools focus on the planet's sustainability, and how will they shape a better future for everyone? The chapters present views and suggestions of business school professors, researchers, and leaders from different contexts and countries as well as ideas for business school stakeholders, on topics from program structures, course content, and teaching materials to research topics. In addition to examples of innovations, there are tools offered to help universities navigate complexity and prepare for uncertainty.The material will assist business school faculty, staff, and administrators as well as professionals, policymakers, and organizations in identifying new directions for business schools in this evolving field.Trade Review‘In a timely volume, Professors Baldegger, El Tarabishy, Audretsch, Kariv, Passerini, and Tan have demonstrated that the future of business schools is now. Business schools can and should play a critical role in economic and talent development worldwide, and this book shows us the path forward. Filled with strategic and operational insights, this is a book useful for all internal and external business schools stakeholders, including students, faculty, university leaders, alumni, governments, policymakers, and society at large.’ -- Herman Aguinis, The George Washington University School of Business, USTable of ContentsContents: Foreword xvii Marc Gruber Foreword xix Louis Jacques Filion Introduction to The Future of Business Schools 1 Rico Baldegger PART I SENSEMAKING IN BUSINESS SCHOOLS: NAVIGATING COMPLEXITY AND PREPARING FOR UNCERTAINTY 1 Building the business schools of the future with a strong focus on practical wisdom for a VUCA world 14 Wolfgang Amann, Agata Stachowicz-Stanusch and Shiv Tripathi 2 Post-COVID-19 future of hybrid education: internationalization, inclusion, opportunities 27 Mary Kate Naatus, Katia Passerini, Kevin Pon and Mark Somers 3 Expanding and renewing teaching and learning: towards Global Studies 40 Nicole Saliba-Chalhoub and Christophe Schmitt 4 A new call for Business Schools: breaking out of the paradox loop 52 Martine Boutary and Wafa Khlif 5 Designing disruptive-innovative business schools 69 Werner Krings, Michael Harrison and Roger Palmer 6 The case for enterprise risk management in business education 93 Norean R. Sharpe, Nancy Hubbard and Paul L. Walker PART II POSSIBLE FUTURE OF BUSINESS SCHOOLS WITHIN THE CONTEXT OF THE SUSTAINABLE DEVELOPMENT CHALLENGE 7 Shaping the new normal: business schools as an enabler for promoting a sustainable world – the example of CBS International Business School, Germany and IEDC Bled School of Management, Slovenia 110 Elisabeth Fröhlich, Anja Karlshaus and Danica Purg 8 Healing a hurt generation with humane entrepreneurship and creativity 129 Ayman El Tarabishy and Rosangela Feola 9 System changers – for a new era of value creation 147 Valeria Budinich, Fernande Raine and Diana Wells 10 Partners in learning 167 Heather Cairns-Lee and Alisée de Tonnac PART III PERFORMANCE OF BUSINESS SCHOOLS: RECENT TRENDS, VIEWS ON PERTINENCE AND USE OF MANAGEMENT EDUCATION 11 The manager of the future will either be resilient and empathetic, or not at all! 181 Inés Gabarret and Marcela Schweitzer 12 How do Business Schools interpret business values? 196 Paul G. Davies and Louisa Huxtable-Thomas 13 Bridging the gap: from instruction to co-construction in higher education 211 Gaby Probst and Laura Zizka 14 The imminent computational MBA degree 227 Mark Darius Juszczak 15 Is higher education hybrid-ready or not? An open call for business schools’ ongoing dual transformation 246 Francesca Pucciarelli, Francesco Rattalino and Francesco Venuti 16 Looking to the future: will male students underperform in the business school (too)? 261 Kristian J. Sund Index

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Book SynopsisProviding an in-depth and cutting-edge investigation into the rise of Asian research practices and paradigms, Mats Benner examines how this rise has been accomplished, what effects it has had, and how it has shaped universities across seven Asian countries.Broad and comprehensive, chapters analyse the research and education systems of China, Hong Kong, India, Japan, Macau, Singapore, South Korea, and Taiwan, considering how their universities operate, their models and policy priorities. Benner studies the historical, social and political causes behind the variations between these countries, before highlighting the effects of globalization on education, research and innovation. Assessing whether we are witnessing a tectonic shift in how and where education and research are carried out, the book ultimately concludes that regional disparities will remain, but that practices and priorities are becoming increasingly similar in the process of globalization.With Asia showing an increasingly marked presence in research and in scientific and technological capability, this timely book will be invaluable to university policy makers looking to innovate their education and research models, alongside students and scholars interested in Asian development, innovation and technology.Trade Review‘Mats Benner’s new book provides an expansive and much needed analysis on the campaign by Asian universities, and their governments, to be among the world’s most productive in research, with a laser focus on building nation-state economies. What sets Asia’s Rising Research Dominance apart is the nuance provided in the distinct national case studies – China, Hong Kong and Macau, Taiwan, India, Japan, South Korea. Here is a story of a dramatic trajectory, where the goal at first was simply quantity in research productivity, and now increasingly quality and economic impact.’ -- John Aubrey Douglass, University of California, Berkeley, US‘If you want to understand how the global balance of research power is rapidly shifting, then this is the book. Moving authoritatively across Asian “knowledge nations”, the emerging research landscape is expertly navigated, probed and explored. One is left convinced that research policy is crucially bound up with processes of nation-building, globalization and international power. Asia is ascending. And Mats Benner is the perfect analyst and guide. Highly recommended for anyone curious to learn more about the scientific rise of Asia – and to ponder what this will mean for universities, researchers and states across the world.’ -- Alan Irwin, Copenhagen Business School, DenmarkTable of ContentsContents: 1. Overture: A new academic landscape? 2. China: a global academic hegemon in the making? 3. India: the perils of institutional churn 4. Japan: resilient stagnation? 5. ‘Hospitality, not a country’: the anatomy of academic prominence in Singapore 6. South Korea: straddling tradition and modernity 7. Taiwan: resilient exceptionalism 8. Hong Kong and Macau: straddling and thriving in the shadow of hierarchy 9. Reprise: universities, state-building and globalization Index

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Book SynopsisTraditionally academia has been seen as an elite profession, for those with an academic background and from the middle/upper classes. This is what makes the life of a working class academic all the more interesting, rich and powerful. How have they become who they are in an industry steeped in elitism? How have they navigated their way, and what has the journey been like? Do they continue to identify as working class or has their social positioning and/or identities shifted? Iona Burnell Reilly presents a collection of autoethnographies, written by working class academics in higher education – how they got there, what their journeys were like, what their experiences were, if they faced any struggles, conflicts, prejudice and discrimination, and if they had to, or still do, negotiate their identities. Told in their own words the academics chart their journeys and explore their experiences of becoming an academic while also coming from a working class background. Although a working class heritage under-pins the autoethnography of each of the writers, the interlocking sections between class, race, gender and sexuality will also be relevant.Trade ReviewThis compelling anthology of stories from academics who identify as having a working-class background offers new insights into our understanding of the relationship between academia and class. Offering a substantial contribution to the body of research that uses autoethnography, the volume opens a platform for academic authors to reflect on their own lived experience through critical study of oneself and one’s own socio-cultural context. The book is a useful resource for autoethnographic research and readers who want to understand the lived experiences of becoming a higher education professional; they will see farther and more clearly through the authors’ lenses. Although a working-class heritage under-pins the autoethnography of each of the writers, the intersections of social class with race and gender are also explored, providing in-depth knowledge about personal journeys into academic life. While the legacy of elitism remains in higher education, and with very little history or class culture in the field of higher education to identify with, the volume can, give voice to and authenticate their experiences, and more importantly, challenge the dominant discourses that maintain and perpetuate elitism and exclusion within higher education. The collection provides a solid foundation for students and academics, of important questions being asked about transitioning into academic life. -- Professor Giorgia Doná, co-director of the Centre for Migration, Refugees and Belonging, University of East LondonThis book fully explores the developmental journey and experiences of working class academics, using an effective approach which brings together class, race, ethnicity, gender and the intersection between them. Class issues which have long been sidelined are finally foregrounded and examined through a critical conversation focusing on the lives of academics whose backgrounds diverge from the middle class norm. The book provides a platform for the authors to discuss who they are as academics, their family backgrounds and what it means to be a professional in the academy. Burnell Reilly invites working class academics to write about their careers in higher education. This use of autoethnography is important as it generates a profound understanding of the lived experiences of individuals. The work is compelling and makes a significant contribution to our insights into the predicament of working class academics. The book therefore has the potential to improve efforts to encourage more inclusive approaches to supporting the recruitment and advancement of those from less traditional backgrounds. -- Dr Victoria Showunmi, Associate Professor Institute of Education University College LondonThis inspirational book critically analyses and reflects upon the journeys of colleagues from a working class background into the perceived higher echelons of academia, using autoethnography as its methodology. The stories are honest and impactful as they describe the often not straight-forward routes into higher education. Instead, the routes meander through education, seizing opportunities as they arise. Many academics recognize the imposter syndrome and feelings of not-belonging in a certain arena, with notions of class, race, gender, sexuality, and identity firmly ingrained into the culture. However, the contributors to this book have demonstrated a tenacity and attitude towards learning that has led them to where they are now, warriors and champions of widening participation. This book will be useful to academics to reflect upon their own journeys but mainly to all who think that higher education and the world of academia is ‘not for them’, based upon their views and experiences of class, etc. Being the first in one’s family to attend higher education and then pursue a career in it may feel challenging and daunting and could be accompanied by a sense of loss (of identity) and betrayal (of background). This book acknowledges those feelings through its reflexive and often cathartic accounts while also demonstrating what can be achieved. -- Dr Jodi Roffey-Barentsen School of Education University of BrightonAs a postgraduate student, I have found this collection of autoethnographic studies to be an enlightening experience when considering my approach to my studies. The format of these autoethnographic findings has shown that there is another way possible, a way that allows a deeper examination of a subject that is so close to me and that allows me the scope to delve into it intensely. This collection has shown me the importance of personal power when discussing issues relevant to the self and how utilisation of that power can be cathartic while creating a deeper understanding from the perspective of the writer. This interesting compilation has been invaluable to me as I take my next steps along my educational path, giving a powerful insight into how others have used an auto ethnographical approach to critically examine a variety of subjects. The book has been able to show the scope of this method and its possible uses within my work and I am sure it will be a helpful starting point for other students who are considering the possible structure of their studies. -- Joanne McLeod Post Graduate Research Student MA Education: Culture, Language and Identity Goldsmiths, LondonTable of ContentsChapter 1. Navigating the Relational Character of Social Class for Capitalism in the Academy; Alpesh Maisuria Chapter 2. Mr. Airport Man & the Albatross: A reverie of flight, hope and transformation; Craig A. Hammond Chapter 3. Power, corruption and lies: fighting the class-war to widen participation in higher education; Colin McCaig Chapter 4. ‘Friends First, Colleagues Second’: A collaborative autoethnographic approach to exploring working-class women’s experiences of the neoliberal academy; Carli Rowell and Hannah Walters Chapter 5. Coming to terms with the academic self: place, pedagogy and teacher education; ML White Chapter 6. The Rubik’s Cube of Identity; Khalil Akbar Chapter 7. Uptown Top Ranking: From a Council Estate to the Academy; Marcia A. Wilson Chapter 8. One’s Place and the Right to Belong; Iona Burnell Reilly Chapter 9. Who do you think you are? The influence of working class experience on an educator in a process of becoming; Peter Shukie Chapter 10. John Constable was my first art teacher: Construction of desire in a working-class artist/academic; Samantha Broadhead Chapter 11. Class is a verb: lived encounters of a minority ethnic academic who self-identifies with aspects of working-class cultures in the UK; Stephen Wong Chapter 12. Reading the posh newspapers; Teresa Crew Chapter 13. Thames Estuary Academic; Jo Finch Concluding chapter: Tackling ‘the taboo’: the personal is political (and it’s scholarly too); Michael Pierse

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Book SynopsisOnly a few studies have dealt in depth with how, let alone why, Nordic academia and its learned cosmopolitan legacy were challenged and transformed as a consequence of the political claims of the patria. While studies of eighteenth-century learning have mainly pinpointed the role of enlightenment movements and ideas in the downfall of the early modern Republic of Letters, this study asserts the importance of universities by demonstrating that these centuries-old institutions were both the main carriers of ideas of learned cosmopolitanism and eventually also the main critics of this ethos. The work explores how new governmental reforms and growing patriotic sentiments consolidated the state and university in new shared endeavours of ‘utility for the fatherland’, and how this development gradually replaced the centuries-old European academic cohesion with a system of competing national academic entities. In doing so, this work adds to our understanding of the learned world in the Nordic region and its relation to concurrent societal and political developments in the long eighteenth century. The book complements the new and more dynamic approaches to the history of universities by combining prosopographical methods, quantitative analysis and geo-visualisations with institutional and socio-cultural source material from various universities. The work takes a comparative and ‘democratic’ approach, as it also deals with the less well-known members of the Nordic learned elite, with several universities in different political and cultural settings.Table of ContentsAcknowledgementsList of figures and tablesIntroductionPatriotism in the NorthNordic universities and university professors1. Structural foundation and institutional practice: from European similarities to regional differencesA universal foundation‘Our royal universities’Academic citizenshipThe economic foundation2. Academia as a socio-cultural communityTowards academic citizenship: domestic upbringing and early educationBecoming an academic citizen: matriculation and student lifeBeing an academic citizen: cultural representation and self-perception3. Consolidating State and UniversityPatriotic utility of science and educationSwedish reforms and a protective academiaDanish reforms and the crumbling academic autonomy4. Controlling academia: governmental needs for specialised knowledgePromoting new chairs and scientific sitesIntroducing specialised exams5. Nationalising academia: birthplace criteria and domestic precedenceThe academic degreesThe professor corpus6. Constraining academia: Nordic travels in a learned EuropeThe intellectual geography of Nordic travelsAcademic self-sufficiency and changing travel practices7. Endorsing patria, defending universitas: a learned patriotic estateFrom a learned estate to a learned stateTrapped between patriotic virtues and cosmopolitan notions?ConclusionBibliographyArchival sourcesPrimary sourcesSecondary sourcesAppendixProsopography of Nordic university professors 1700–1799Description of the use of the prosopography

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Book SynopsisTackling the pressing challenges that business schools face as they deliver the UN Sustainable Development Goals (SDGs), this How To guide provides rich insights into how to create and sustain the business schools of the future.The SDGs are ubiquitous and this signals that business schools need to embark on an urgent paradigm shift to embed the SDGs into their research, education and operations. Taking an integrated approach to sustainability, this work provides rich insights into how business school leaders, academics, students and professional staff can create the business school of the future; one that has close collaborative relationships with its stakeholders, that is inclusive and advances responsible management education, and ultimately generates positive societal benefits. The authors consider the drivers for sustainability and the roles of accreditation and rankings’ bodies, and how through their research, educational offerings and governance, business schools can develop new modus operandi to embed sustainability.Accessible yet rigorous, the combination of theory with real-life examples in this research-based book will prove invaluable to leaders and managers in business schools as well as all those with an interest in shaping their agenda and activities, including students, scholars and all stakeholders interested in creating more sustainable futures. Trade Review‘While business schools were heralded as the success story of 21st Century higher education, this book argues that a paradigm shift in governance is now required. Going beyond well-rehearsed criticisms of business schools and programmatic calls for incremental change, Ambrosini and colleagues argue that business school leaders must change the raison d’être of their organisations to focus on sustainability. The authors’ skilful marshalling of evidence and insight convinces of the need for transformation. Their deep appreciation of the institutional context surfaces many barriers to progress. For those who are brave enough to try to address these challenges, this book will provide an authoritative source of inspiration.’ -- Martin Kitchener, Cardiff University, UKTable of ContentsContents: 1. Introduction: business school context and globalization 2. Stakeholder engagement 3. Responsible management and leadership education and learning 4. Research impact 5. Accreditations, rankings and business school governance 6. Equality/equity, diversity and inclusion 7. Reflection and conclusion References Index

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Book SynopsisThis Handbook is an essential starting point for cross-national examinations, comparisons, and discussions about state-of-the-art practices in higher education accessibility and service delivery support for disabled students. Spanning a broad geographical range, the topics addressed are examined within the context of the practice and philosophy of different countries.With trends and practices varying from country to country, each topic is explored from a range of international perspectives. Structured into three distinct sections, the Handbook first addresses how students with disabilities and their families can prepare for the transition to postsecondary education, before moving to present an overview of the types of support and services available to students with disabilities. The final chapters then explore a variety of topics related to higher education and disability, including assistive technology, disability culture and social justice, emerging trends and promising practices, self-determination and universal design.This accessible Handbook will prove an invaluable reference tool for researchers, academics and students with an interest in the sociology of education from health, education and welfare policy perspectives, as well as for higher education policymakers and funding and governance bodies.Trade Review‘The Handbook of Higher Education and Disability is an expertly curated collection of crucial information and perspectives offering a refreshing and interesting international point of view on many topics. The Handbook is a joy to read – each chapter telling its own unique and important story. A great addition to your personal or institutional library!’ -- Stephan J. Smith, Association on Higher Education And Disability (AHEAD), US‘The underlying message of this book is that regardless of country and culture, investment in legislation, research, and resources for students with disabilities may have broader systemic benefits we are only beginning to understand.’ -- Wendy S. Harbour, Association on Higher Education And Disability (AHEAD), USTable of ContentsContents: 1 Handbook of Higher Education and Disability: an introduction 1 Joseph W. Madaus and Lyman L. Dukes III PART I PREPARATION BEFORE AND FOR COLLEGE 2 Key considerations in the preparation and transition to college 8 Elizabeth Evans Getzel 3 Preparing for postsecondary education in Canada as a student with a disability 24 Marie McCarron, Allyson Harrison and Beth Pollock PART II OVERVIEW OF SERVICES IN POSTSECONDARY EDUCATION 4 Overview of disability services in higher education in Japan 37 Peter Bernick, Tomone Takahashi, and Kiriko Takahashi 5 Supports and services for students with disabilities in postsecondary education in Canada 52 Allyson G. Harrison and Marie McCarron 6 A journey to include students with disabilities in Taiwan higher education 64 Tsu-Hsuan Hsu and Juliet H. Fried 7 Implementation of inclusion in Vietnam higher education: current practices and challenges 75 Tsu-Hsuan Hsu, Hang Le and Juliet H. Fried 8 An overview of accessibility services for students with disabilities in higher education in the United States 87 Christopher Esposito, Joseph W. Madaus and Lyman L. Dukes III 9 Disability services in higher education: an Australian perspective 101 Alison Nuske, Matthew Brett and Elizabeth Knight 10 Culture-based development model of inclusive higher education in Mainland China: history, current situation, and the future 115 Yuexin Zhang, Sandra Rosen, Siqi Huang, and Lu Han PART III Emerging Ideas and Practices SECTION A LOOKING BACKWARD, AROUND AND FORWARD: TRENDS, PROMISING PRACTICES, DEVELOPING ISSUES, EMERGING IDEAS AND THE FUTURE OF HIGHER EDUCATION 11 Changing times: emerging technologies for students with disabilities in higher education 131 Catherine S. Fichten, Natalina Martiniello, Jennison Asuncion, Tim Coughlan and Alice Havel 12 Debunking the myth that LD and online don’t mix 149 Manju Banerjee, Adam R. Lalor, Michelle Deal and Denise Jaffe 13 Accessibility as an emerging field 165 Boris Vukovic 14 Higher education and labor integration: Spanish graduates with disabilities and professional competence 177 Dr Ingrid Sala-Bars and Dr Cristina Mumbardó-Adam SECTION B WHO IS SEEKING AND RECEIVING SERVICES? DESCRIPTIONS OF “TRADITIONAL” AND EMERGING STUDENT POPULATIONS 15 The neurodiversity paradigm and the future of higher education 189 Sara J. Renzulli and Nicholas W. Gelbar 16 Higher education for students with intellectual disability: expanding research, policy, and practice 201 Meg Grigal, Clare Papay and Michelle L. Bonati 17 Inclusion of people with intellectual disability in university in Australia: impetus for change 215 Fiona Rillotta and Mary-Ann O’Donovan 18 The trainee-mentor relationship in graduate and postdoctoral training in Canada for trainees with disabilities 229 Mahadeo Sukhai and Ainsley Latour SECTION C PROMOTING SELF-DETERMINATION AND SELF-ADVOCACY IN HIGHER EDUCATION 19 Self-determination assessment and promotion in Spanish higher education students: current situation and future challenges 248 Cristina Mumbardó-Adam, Eva Vicente and Ingrid Sala-Bars 20 Self-determination theory, research, and practice in the U.S.: promoting personal growth in a standardized culture 261 David R. Parker and Sharon Field SECTION D HIGHER EDUCATION AND DISABILITY AS DIVERSITY AND SOCIAL JUSTICE 21 Disability as diversity: inclusion in Canadian higher education 279 Tina Doyle, Ben Poynton, Mahadeo Sukhai and Jennifer Sinclair 22 A social justice perspective on disability in higher education 298 Ellen M. Broido, Nancy J. Evans and Kirsten R. Brown SECTION E TECHNOLOGY/ASSISTIVE TECHNOLOGY 23 Access to technology for students with disabilities in higher education 312 Sheryl E. Burgstahler 24 The cart before the horse: accessibility practice comes before accessibility research 324 Catherine S. Fichten, Alice Havel, Marc Tremblay, and Rosie Arcuri 25 Higher education and disability: digital accessibility and assistive technology in the UK 339 Louise Carleen Grimmett, Desiree Tan, and Zachary Walker SECTION F UNIVERSAL DESIGN FOR LEARNING/INSTRUCTION 26 Universal design in Canadian higher education 353 Boris Vukovic, Jodie Black, Lynne N. Kennette, Patti Dyjur, Alice Havel, and Dale Lackeyram 27 Universal design for learning: a challenge and an opportunity for Spanish universities 366 Ingrid Sala-Bars and Anabel Moriña 28 Universal design for learning policy in tertiary education in Ireland: are we ready to commit? 378 Dr Richard Healy, Dr Joanne Banks and Dara Ryder 29 UDL in American colleges and universities: a common pathway to success 393 Kirsten Behling and Allison Posey 30 Disability and universal design for learning: experiences and perspectives for accessible higher education in Germany 408 Janieta Bartz and Ramona Thümmler Index

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Book SynopsisThis timely book offers a detailed, multidisciplinary view on the radical changes in higher education caused by the COVID-19 pandemic. Chapters carefully investigate how the pandemic led to massive disruption in the sector, examining the contentious politics involved, and managerial and policy changes that stemmed from this unprecedented crisis.Dually focused on recent events and imminent futures, this insightful book addresses questions raised about the nature of post-pandemic learning, for instance interrogating digital changes and their permanency. Institutional changes are observed on three different levels: micro, meso and macro. Ultimately this book successfully recounts past events and hypothesizes potential future developments within the sector.Building the Post-Pandemic University will be crucial for students engaging in critical university studies, education policy, digital sociology and higher education studies. It will also be of interest for university policy makers seeking to understand the impact of COVID-19 on the higher education system.Trade Review‘Wow! Carrigan, Moscovitz, Martini and Robertson have gone straight to the cutting edge. Starting from the down curve of the pandemic and with a close eye on the digital, they take us all the way through the algorithmic academy and out the other side. Never has the neoliberal university looked more dated and inadequate; and these chapters show that while post-truth conspiracies, ecological blindness, platform capitalists and big five publishers loom ever larger the potentials of knowledge socialism are continuing and irrepressible. As Michael Peters says in his foreword, “there is always the contestation, dissent, and creative appropriation of technology that keeps the idea of the university alive.”’ -- Simon Marginson, University of Oxford, UK‘Building the Post-Pandemic University is one of those rare scholarly achievements consolidated at a time of considerable transformation both in global political cultures and in the way we comprehend “crises” in and through Higher Education (HE). How are universities meant to re-imagine and respond to multiple political crises, both manufactured and real, and most particularly after a global pandemic? This collection, edited by a very fine set of transdisciplinary scholars seeking to comprehend HE, crises and transformation, represents a one of a kind account of the university seeking to rebuild itself in the face of a global pandemic. Its many contributions sound out the complexity of such an unexpected task and elicit creative scholarly ways to imagine such a thing called the post-pandemic university. It is timely, absorbing and provides a genuine contribution to Sociology, the Humanities, the Arts and to all those interested in how to comprehend the very notion of a university in a post-pandemic world. This book will not disappoint.’ -- Jo-Anne Dillabough, University of Cambridge, UK‘This book is as important as it is timely. For higher education sectors to move forwards – and take their workforces along with them - the contours and legacies of the pandemic need to be much better understood. The contributors to this sensitively curated volume bring insight and evidence about what really happened to higher learning during Covid. The collection is more than the sum of its chapters; it goes beyond critique to offer a shared blueprint for what might come next. The neoliberal university embraces individualism and entrepreneurialism in the name of competition; this collection prompts us to advocate for a new settlement based on fairer and more humane values.’ -- Steven Jones, University of Manchester, UKTable of ContentsContents: Foreword: Biopolitics, truth, and collective intelligence in the era of viral modernity xv Michael A. Peters, Beijing Normal University Introduction to Building the Post-Pandemic University 1 Mark A. Carrigan, Hannah Moscovitz, Michele Martini and Susan L. Robertson PART I IMAGINING THE POST-PANDEMIC UNIVERSITY 1 Scenarios as a device for forming common futures: plurality and the post-pandemic university 20 Matt Finch and Richard Sandford 2 Really useful knowledge in a postdigital age 38 Petar Jandrić 3 The cloud campus: imagining and investing in the digital future of higher education 60 Ben Williamson 4 Ghosts in the machine: re-imagining the digital as a new form of materiality for post-pandemic education 78 Annouchka Bayley 5 The future of online learning and higher education in the post-pandemic world 92 Anastasia Olga (Olnancy) Tzirides, Matthew Montebello, Bill Cope and Mary Kalantzis PART II CONTESTING THE POST-PANDEMIC UNIVERSITY 6 Re-imagining hybrid pedagogies: lessons from the pandemic using the Diffusion of Innovation model 111 Emma Thirkell and Dale Munday 7 Expectations of Ecuadorian higher education in a time of uncertainty: a comparison between the perceptions of students and teachers during the COVID-19 pandemic (2020/21) 136 Anne Carr, Monica Martinez and Patricia Ortega 8 The plague years in Australian higher education 169 Matthew Krehl Edward Thomas and Ben Whitburn 9 Tweeting the pandemic: universities and epistemic leadership in times of crisis 186 Michele Martini 10 Technocultural politics of the academic office in the age of endemic COVID-19 and what follows 202 Jeremy Hunsinger PART III MATERIALIZING THE POST-PANDEMIC UNIVERSITY 11 Enacting Compassion during the pandemic: academic staff experiences of a No Detriment Policy on pass/fail assessment 217 Vikki Hill 12 Post-pandemic expressions of (digital) ujamaa: the case of the State University of Zanzibar (SUZA) 235 Maryam Jaffar Ismail, Said A.S. Yunus and Michael Gallagher 13 Let’s change the narrative: using podcasting to plot(twist) the future of the university 257 Simone Eringfeld 14 The rules that govern digital learning spaces: how learning platforms regulate the way we teach 276 Bernd Justin Jütte and Giulia Schneider 15 The varieties of online learning experience: a study of the infodemic 293 J.J. Sylvia IV Conclusion to Building the Post-Pandemic University 310 Mark A. Carrigan, Hannah Moscovitz, Michele Martini and Susan L. Robertson Index

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Book SynopsisThis insightful How to guide is expertly crafted to assist mid-career academic and non-academic researchers in preparing for new and innovative ways of working in international multidisciplinary environments.

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Book SynopsisIssues related to teaching and learning information systems (IS) concepts have received keen interest from IS academics since the discipline’s inception over 60 years ago. Bringing together cutting-edge research from over 30 international experts, Teaching Information Systems presents a timely assessment of critical issues associated with the IS curriculum, the learner, and the learning environment.Chapters take a contemporary look at the key issues related to the teaching of IS across the globe, addressing the challenges of virtual learning environments, the drawbacks of relying solely on textbooks, and current thinking on how to align the curriculum with industry needs. Drawing lessons from faculty reflection and empirical evidence, the book provides valuable insight to IS professors and administrators invested in delivering high-quality IS education, demonstrating how instructors can design and implement a relevant and practical curriculum to meet the needs of modern-day students.Exploring non-technical skills and non-traditional instructional materials, this erudite teaching guide will prove an essential resource for instructors in information systems, computer science, information science, and related disciplines. Its practical insights will also benefit researchers and consultants interested in applying IS research findings to practice.Trade Review‘This book is a great reference for information systems educators and administrators, providing strategies on how to teach IS for the fast-changing field. With wide coverage and international perspectives, it spans many different aspects of IS teaching, from curriculum design and ideas to understanding different characteristics of IS learners and learning environments.’ -- Dr. Hongjiang Xu, Butler University, USTable of ContentsContents: PART I INTRODUCTION 1 Teaching information systems: history and current issues 2 Mark I. Hwang PART II CURRICULUM AND INSTRUCTIONAL MATERIALS 2 Addressing students’ writing challenges with the case development genre through explicit instruction: lessons learned from a design-based research project 19 Maria Pia Gomez Laich, Divakaran Liginlal, Thomas Mitchell and Silvia Pessoa 3 Go beyond the technology: emphasizing soft skills in IT/ IS capstone classes 44 Jack Zheng, Zhigang Li and Lei Li 4 Cross-disciplinary curricula in Bachelor of Information Systems education: a case study in Indonesia 68 Tjibeng Jap and Sri Tiatri 5 Directing the eye: enhancing cybersecurity education through media 87 Jacob Young, Sahar Farshadkhah and Tyler Smith 6 The tyranny of the textbook: an 8-step program on how to stop using the textbook 115 David R. Firth, Theresa Floyd and Emily Plant PART III THE LEARNER CHARACTERISTICS 7 Exploring educational settings and projects for a balanced gender representation in undergraduate information technology education 136 Dorian Stoilescu and Andreea Molnar 8 Developing career-focused curriculum to improve high school perceptions of information systems careers 159 Rohan Genrich, Mark Toleman and Dave Roberts 9 Academic integrity in digital learning 193 Khanyisa Malufu, Siduduziwe Malufu and Christinah Dlamini PART IV THE LEARNING ENVIRONMENT 10 Virtual Learning Environments: early identification of students at risk 220 Kem Z.K. Zhang, Michael Dohan, ShiKui Wu and Wesley Floriano Willick 11 The synergy of the Information Systems curriculum between academic and industry perspectives: the case in Indonesia 243 Yohannes Kurniawan and Erwin Halim 12 Transitions in Information Systems education: confronting technological and societal change in the face of global realities and disparities 264 Abdisalam M. Issa-Salwe, Nasrullah K. Khilji and Stephen A. Roberts Index 299

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Book SynopsisBusiness Teaching Beyond Silos focuses on the application of business education to the teaching of other subject areas and how other subject areas inform business teaching. It outlines the benefits of using inter- and multi-disciplinarity to enhance business education and to influence and inform business practice within other disciplines. Drawing on case studies and the contributors’ own experiences, the book showcases what cross-, inter- and multi-disciplinary learning and teaching means, and how it impacts academia and the real world. Chapters explore interdisciplinarity in STEM, as well as the humanities and social science areas, examining key topics including business teaching philosophies, cultivating business skills and team coaching. Presenting examples of where interdisciplinary teaching has been both successful and challenging, the book will enable practitioners to understand and utilise the worked examples to adapt their own practice. This practical book will be a useful resource for higher education teachers and academics who are interested in the teaching benefits of educating students with interdisciplinary knowledge and skills.Trade Review‘Traditional academic silos have developed refined pedagogies to enable knowledge transfer from the classroom to the workplace. Yet, in these silos, we’ve lost connections that facilitate greater learning opportunities for our students. Traczykowski, Goddard, Knight, and Vettraino bridge STEM, business, and the arts and humanities pedagogies and remind us to put the learner at the heart of what we do.’ -- Anthony R. Wheeler, Widener University, USTable of ContentsContents: Foreword: reflecting a diverse community in the curriculum xxiii Helen E. Higson and Hannah Bartlett Introduction to Business Teaching Beyond Silos 1 Lauren Traczykowski, Alan D. Goddard, Gillian Knight and Elinor Vettraino PART I INTERDISCIPLINARITY IN STEM 1 People management for techies: the challenges of teaching leadership and people management to technically-focused apprentices 13 Jude Preston 2 Effectively leveraging business teaching philosophies across engineering 24 Iftakar Hassan Abdulla Haji and Uche Ogwude 3 Embedding business skills through the Bioscience placement year 37 Alan D. Goddard, Stuart D. Greenhill, Alice J. Rothnie, James Heritage, Lucy Holder and Joanne R. Gough 4 Shaping design entrepreneurs in higher education: the development of a UK integrated master’s degree programme – MSci Design, Enterprise and Innovation 49 Wei Liu, Simon Finley and Lyndon Buck 5 Exclusive online delivery to work-based learners: the good, the bad, and the promising 61 Alina Patelli PART I CASE STUDIES 6 Embedding sustainable development (SD) and interdisciplinary project based learning (PBL) in the EPS: an opportunity to break down silos in engineering 75 Goudarz Poursharif, Tamer Panagiotis Doss, Rebecca Broadbent and Gillian Knight 7 A case study: post-graduation, post-formation support through facilitated peer group learning 79 Rosy A. Jones and Greg J. Sandford PART II BRINGING BUSINESS TO INTERDISCIPLINARITY 8 Moving from the why to the what: the role of the arts in executive and consulting education 84 Elinor Vettraino, Warren Linds and Leah Vineberg 9 Making the case for theory in the accounting classroom: invoking the self when teaching accounting and accountability 99 David Yates 10 Teaching accounting with inspiration from moral philosophy (ethics) 109 Richard Kenyon 11 Cultivating business skill development in healthcare courses 121 Saira Hussain 12 Teaching the business of sport (beyond the disciplinary boundary) 132 Daniel Fitzpatrick and Johan Rewilak 13 Engagement and empathy in teaching economics to non-specialists 144 Dean Garratt, Matthew Olczak and Robert Riegler PART II CASE STUDIES 14 International business in a foreign language: developing linguistic and intercultural competencies 156 Céline Benoit and Aurélia Robert 15 Team coaching as an interdisciplinary learning medium 160 Aimee Postle and Jordan Shaw PART III BEYOND BUSINESS: INTERDISCIPLINARITY FROM THE HUMANITIES AND SOCIAL SCIENCES 16 Multidisciplinary foundation years as an entry to higher education 166 Darren Campbell 17 Multidisciplinary teaching of business and law: getting the focus right 176 Daniel Cash and Adam Shaw-Mellors 18 Islands in the (learning) stream: why multidisciplinary teams are more than just the sum of their parts 186 Paul Dale, Elizabeth Dolan, Basma Ikram, Wendy Leadbeater, Kris Lines and Claire Stocker PART III CASE STUDIES 19 Using interdisciplinary teaching within a Living Lab to embed the UN Sustainable Development Goals into higher education 199 Caroline Coles 20 Clinical legal education: utilising a law clinic in an interdisciplinary setting 204 Laura Hyde Afterword 208 Ruth Ayres Index

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Book SynopsisAs Middle Eastern countries strive to develop and achieve excellence across their higher education systems, meeting and exceeding international standards, such as quality assurance and accreditation, have become vital targets for higher education institutions in the region. Featuring case studies from Egypt, Iraq, Lebanon, Saudi Arabia, and United Arab Emirates, chapters highlight institutional arrangements designed to prioritise quality assurance and the challenges faced in these countries’ quality-seeking experience. Offering critical perspectives and recommendations to guide future academic leaders, chapters also provide ways to ensure better practices and assist in the development of the quality assurance process. An essential resource for institutional leaders across the Middle East, as well as those invested in the development of higher education in the region, Quality Assurance in Higher Education in the Middle East acts as a unique contribution for propelling the progress of higher education in the Middle East.Table of ContentsChapter 1. Introduction to Quality Assurance in Higher Education in the Middle East: Practices and Perspectives; Sameerah T. Saeed and Karwan H. Sherwani Chapter 2. Quality Assurance Breaking Down Barriers with External Stakeholders: An Investigation of Current and Potential Roles of Stakeholders; Bassam Alhamad Chapter 3. Online Learning Quality Assurance and Accreditation in Egyptian Higher Education Institutions; Bavly Hanna and Andrew Hanna Chapter 4. What Makes a High-Quality Medical Education and Graduate? The Saudi Arabia Labour Market’s Perspective; Danah AlThukair and Julie Rattray Chapter 5. Learning from Curriculum Development for Employability and Entrepreneurship in the Middle East; Karin Oerlemans, Carlos Alberto Montana-Hoyos, and Elke Stracke Chapter 6. Quality in Online Education in Lebanon during the Pandemic: Challenges, Opportunities, and Lessons Learned; Nael H. Alami and Latifa K. Attieh Chapter 7. Riding the Waves of Covid-19: A Holistic Approach to Accreditation in Higher Education; Safiya Mukhtar Alshibani, Atiya Bukhari, Renu Sharma, and Norah Ali Albishri Chapter 8. Quality Assurance in Iraq and the Kurdistan Region: Impacts and Challenges; Sameerah T. Saeed, Mohammed Hussein Ahmed, and Karwan H. Sherwani Chapter 9. A Comprehensive Practical Framework for Assessing Academic Programs in Higher Education; Zeinab Amin

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Book SynopsisThis comprehensive Handbook offers an in-depth exploration of the relationship between the educational system and the labour market. It examines the role of education in generating skills for work and life, the needs and expectations of the labour market, and the ways in which social inequalities permeate the link between school and work.

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Book SynopsisCompiling insights from leading scholars across the globe, this cutting-edge Handbook presents an overview of comparative education. It crucially distinguishes the field from other subdisciplines of educational studies, addressing key areas of debate within both scholarship and professional practice.

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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 SynopsisCo-edited by the president of Georgia Tech, one of America’s leading research universities, Higher Education and SDG17: Partnerships for the Goals demonstrates how higher education institutions are uniquely positioned to act as catalysts, conveners, and supporters of key partnerships to help advance the United Nations’ Sustainable Development Goals. Featuring authors from higher education institutions, educational networks, and governing bodies around the globe, chapters provide case studies, inspiration, reflections, and critical perspectives from a variety of geographies, disciplines, and partners on how HEI partnerships can rapidly accelerate progress on the goals. Responding to an urgent need for a mind shift towards collaboration and collective action, this is a uniquely global roadmap for higher education leaders, students, faculty, staff, and other partners, to take on the immense challenge of achieving the Sustainable Development Goals. Higher Education and the Sustainable Development Goals is a series of 17 books that address each of the SDGs in turn specifically through the lens of higher education. Adopting a solutions-based approach, each book focuses on how higher education is advancing delivery of sustainable development and the United Nations global goals. The series is edited by Wendy Purcell, Professor with Rutgers University and Academic Research Scholar with Harvard University; Emeritus Professor and University President Emerita.Trade ReviewThis is a timely book, which will provide a concrete support to the debate on SDG17 and on the actions which the higher education community should take in order to pursue its implementation. -- Walter LealAs a book series, Higher Education and the SDGs will make an important contribution to accelerating delivery against the global goals. To start the series with the book on Partnerships for the Goals, possibly the most decisive SDG, makes perfect sense and is highly symbolic since accomplishing the sixteen other ones largely depends on cooperation and collaboration among all relevant stakeholders. This book impressively shows the important role of higher education in teaming up with actors from various other sectors to meet the ambitious aims of the Agenda 2030 collectively. -- Prof. Andreas KaplanThe book series Higher Education and the SDGs will make a valuable contribution to policy dialogue and higher education practices in achieving the SDGs. This first book in the series on Higher Education for Partnerships for the Goals highlights a range of partnerships, discusses some successful partnership cases and explore ways to enhance the impact of higher education partnerships to accelerate progress towards SDGs. -- Qudsia KalsoomTable of ContentsChapter 1. Introduction; Ángel Cabrera and Drew Cutright Chapter 2. SDG 17 and the Role of Universities; Nikhil Seth Chapter 3. Mobilizing Higher Education Action on the SDGs: Insights from System Change Approaches; Tahl S. Kestin, Julio Lumbreras, and María Cortés Puch Chapter 4. Towards Global Equity in Higher Education; Joanna Newman Chapter 5. Rethinking Partnerships in our Lived Spaces: A Key to Achieving the SDGs; Susan T.L. Harrison and Maano Ramutsindela Chapter 6. The Power of Intergenerational Partnership: Students, Universities, and SDG 17; Sam Vaghar, Summer Wyatt-Buchan, Shriya Dayal, Srijan Banik, and Ayushi Nahar Chapter 7. Global Shared Learning by Tecnológico de Monterrey: An International Partnership for Sustainable Development Education; Luz Patricia Montaño-Salinas and José Manuel Páez-Borrallo Chapter 8. Drawdown Georgia Business Compact: A Partnership Advancing Collective Action for Climate Mitigation; Marilyn A. Brown, Jasmine Crowe, John Lanier, Michael Oxman, Roy Richards, Jr. and L. Beril Toktay

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Book SynopsisEmbarking on a journey to Africa, Southeast Asia, South America and beyond, Critical Reflections on the Internationalisation of Higher Education in the Global South explores how postcolonial structures and global power dynamics are shaping the internationalisation of higher education.Challenging the Eurocentric status quo that has long dominated the discourse on internationalisation, this edited collection goes beyond mere discussions of student mobility to address the multifaceted potential that internationalisation holds, ranging from academic partnerships and collaborative research to scholarly publications. Drawing from case studies across the Global South, contributors interrogate not only conventional paradigms, but also pose vital questions. How can institutions in these regions partake equitably in the global exchange of knowledge? What steps can be taken to foster genuine and balanced collaborations between the Global South and North? As a compelling call to

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Book SynopsisTheories Bridging Ethnography and Evaluation, the first of two volumes, examines connections between ethnography and evaluation in educational spaces, wrestling with pressing justice issues while elucidating three themestransformative, intersectional, and comparativefor guiding contemporary inquiry committed to realizing equity.

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Book SynopsisThe first edition of this book received widespread praise for providing clear and accessible examples of problems with current practices, along with recommendations for improving practice. Those examples have been enhanced in the second edition of this text.

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Book SynopsisFeaturing compelling case studies illustrating how universities are harnessing the power of AI to innovate in teaching, learning, and research, Academic Identity in the Age of AI offers valuable insights for educators, institution leaders, and policymakers seeking to navigate the ever-changing terrain of AI in education.

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Book SynopsisIn this volume of Theory and Method in Higher Education Research, the international authorship stemming from the UK, Germany, Belgium, the Netherlands, Austria, Norway and Italy provide rich and varied forum for higher education discussions around issues of theory and method.

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Book SynopsisThe new challenges in healthcare education require new methodological approaches and transparent integration of technology enhanced learning approaches. Technology-Enhanced Healthcare Education promotes the best practices and lessons learnt from COVID-19 and highlights the importance and impact of using information systems to increase levels of health literacy. The chapter authors cover processes such as augmented or virtual reality to allow for distraction and decreased anxiety of the patient and services such as telemedicine and tele-consultation in the follow-up of non-acute patients. These are just a few ways in which health professionals can utilise information systems and transformative technology to increase the quality of health care, levels of health literacy and, thus, increase the health outcomes of their patients. Technology-Enhanced Healthcare Education is an innovative volume for health specialists, educators, higher education medical experts, medical school students and health management professionals. It is key reading for those looking to learn more about the latest developments on active and transformative learning within health education and medical technology (MedTech).Table of ContentsChapter 1. How Digital Health Gives Clues for a Better Health Literacy Patient Experience; Cristina Vaz De Almeida Chapter 2. Forty Definitions and Metaphors for Active and Transormative Learning in Chat Gpt Times: Chat Gpt as an Active and Transformative Technology Enhanced Learning Boost in Healthcare Education; Miltiadis D. Lytras Chapter 3. Mental Health and Higher Education Institutions. Next Steps To Well - Being; Isabel Maria Abreu Rodrigues Fragoeiro Chapter 4. Digital Library in Hospital the Case of Digital Neurotic Library to Achieve Better Health Literacy of Patients and Caregivers; Berta Maria Jesus Augusto, Carlos Manuel Santos Fernandes, and Sérgio Filipe Silva Abrunheiro Chapter 5. The Importance of Therapeutic Education on Chronical Diseases: The Potential of Digital Education; Cristina Valadas and Ana Matilde Cabral Chapter 6. Health Literacy and Diabetes: Challenges and Trends; Dulce Nascimento Do Ó, Ana Rita Goes, João Filipe Raposo, and Isabel Loureiro Chapter 7. Digital Health Literacy and Young People - A Network of Mutual Influences; Patrícia Martins, Diogo Franco Santos, and Cristina Vaz De Almeida Chapter 8. Walkingpad: The Patient Experience In Peripheral Artery Disease; Ivone Fernandes Santos Silva and Susana Pedras Chapter 9. Chronic Pain And Strategies To Improve Patient Health; Raul Marques Pereira Chapter 10. Acp Model – Assertiveness, Clarity, And Positivity – The Competencies of The New Era; Cristina Vaz De Almeida Chapter 11. Patient Safety Education And Digital Technology Contributes; Ana Marinho Diniz, Susana Ramos, Karina Pecora, and José Branco Chapter 12. The Economy & The Digital: Investments To Improve The Student Experience; Eduardo Manuel de Almeida Leite and Ana Miguel Ramos Leite Chapter 13. The Flipped Classroom The Flipped Classroom in Higher Education: A Bibliometric Review; Andreia De Bem Machado, Maria José Sousa, and Helena Belchior Rocha Chapter 14. Transformative Learning as a Bold Strategy for The Vision 2030 in Saudi Arabia: Moving Higher Healthcare Education Forward; Basim S. Alsaywid, Sarah Abdulrahman Alajlan, and Miltiadis D. Lytras

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Book SynopsisToday’s world is fraught with perils and pandemics. Education offers structure, stability, and hope for the future, supporting conflict resolution, peacebuilding efforts, and scientific research that can help prevent and mitigate both natural and manmade disasters. With these values in mind, how can universities apply their experiences from the COVID-19 pandemic to other emergency situations? How can they ensure accessibility to education under any circumstances without compromising on quality? With diverse contributions from Afghanistan, Turkey, Lebanon, Pakistan, Kenya, India, Saudi Arabia, and Bangladesh, Higher Education in Emergencies: International Case Studies challenges educators to design curriculums that focus on resilience and equip staff with the capability to navigate future scenarios, and students with the skills they need to someday solve them. Avoiding prescriptive standards and advocating for programmes that address the needs of individual campuses, chapters feature evidence-rich case studies that identify both the gaps in addressing vulnerabilities as well as exemplary responses that have led the way in promoting institutional adaptability. Championing a variety of the lessons taken from across the globe, Higher Education in Emergencies: International Case Studies provides a critical toolkit for preparing universities for the next pandemic, earthquake, or civil conflict.Table of ContentsPART I: PEDAGOGICAL APPROACHES – HIGHER EDUCATION IN EMERGENCIES Introduction to Higher Education in Emergencies: International Case Studies; Enakshi Sengupta Chapter 1. Rectifying the Deterioration of EFL Tertiary Students’ Speaking Skills in Emergency Times; Farah Sabbah Chapter 2. Education in Emergencies and Changing Landscape of Higher Education in Bangladesh: Cultural Transformation for Policy and Practice; M. Mahruf C. Shohel, Md. Ashrafuzzaman, Arif Mahmud, Farhan Azim, and Md Shahadat Hossain Khan Chapter 3. Differences in the Digital Divide, Educational Level and Gender in Turkey During the Covid – 19 Pandemic: A Comparison of Turkish Tertiary -Level Sophomre and Junior Students Views on Online Learning; Serpil Meri-Yilan Chapter 4. Crossword Puzzle Games, Short Stories, and Mind Maps. Assignments as Innovative Online Teaching Methods: Three Promising Applied Experiences During the Covid – 19 Pandemic; Shimaa Mohammad Yousof PART II: EXPECTATIONS OF HIGHER EDUCATION IN EMERGENCIES Chapter 5. Students’ Perceptions, Attitudes and Experiences of Higher Education in Emergencies across Developing Countries Amid Covid- 19; Ahmad Samarji, Enakshi Sengupta, Sarwat Nauman, and Farah Sabbah Chapter 6. Lebanese Instructors’ Satisfaction with Online Teaching and Learning Amid Covid - 19; Ahmad Samarji and Reem Ghaddar Chapter 7. Perceptions of Faculty Officials on Online Learning in Kenyan Institutions of Higher Education During the Covid – 19 Pandemic: A Rapid Qualitative Study; Stephen Okumu Ombere and Agnetta Adiedo Nyabundi

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Book SynopsisThis book contains an Open Access chapter. Building Communities in Academia poses important questions, providing extensive insights that scholars and practitioners can use when developing community-related activities to enhance connection in academia.

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Book SynopsisHigher education research is a developing field internationally, which is attracting more and more researchers from a great variety of disciplinary backgrounds within and beyond higher education institutions. As such, it is an arena within which a wide range of theories, methods and methodologies is being applied. This volume of Theory and Method in Higher Education Research explores theories such as student development theory, critical race theory applied to international students, critical language theory and linguistic approaches to higher education research. Additionally, methodological contributions include chapters on quasi-experimental methods, arts-based research and reflective dialogues. Including contributors from Sweden, Finland, Japan, the US, and the UK, the chapter authors present international perspectives on the application and development of theory and methodology in researching higher education.Table of ContentsChapter 1. Toward the consolidation of student development theory: Development, issues, and critiques; Toru Kawai Chapter 2. Not a citizen but a student: International student critical race theory (IntlCrit) framework; HyeJin Tina Yeosss Chapter 3. Quasi-experimental methods: Principles and application in higher education research; Heeyun Kim and Paula Clasing-Manquian Chapter 4. Research as an experience: A reflective exploration of art-based research and poetry for researching experiences; Felipe Sánchez Chapter 5. Prioritising respondents’ concerns, beliefs and perceptions over those of researchers: Constructivist theory and research methods; Marie-Louise Österlind, Pam Denicolo, and Britt-Marie Apelgren Chapter 6. Internationalization and language protection through the lens of the critical language theory; Anna Björnö Chapter 7. Using reflective dialogues to explore pedagogies in higher education; Lauren Clark Chapter 8. From translanguaging to transknowledging: Exploring new epistemological and linguistic approaches in higher education research; Jane Andrews, Richard Fay, Zhuo Min Huang, and Ross White Chapter 9. The development of higher education journals, 2000-2020; Malcolm Tight

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Book SynopsisCalling for intentional, inclusive, and, above all, immediate action, this collection cuts through the dynamic education landscape to highlight its material contribution and actions needed to achieve Quality Education'.

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Book SynopsisWinner of the 2017 Award for Significant Research on International Higher Education (CIHE/ASHE) Winner of the 2018 American Publishers Awards for Professional & Scholarly Excellence: Education Theory In The Century of Science, a multicultural, international team of authors examine the global rise of scholarly research in science, technology, engineering, mathematics, and health (STEM+) fields. This insightful text provides historical and sociological understandings of the ways that higher education has become an institution that, more than ever before, shapes science and society. Case studies, supported by the most historically and spatially extensive database on STEM+ publications available, of selected countries in Europe, North America, East Asia, and the Middle East, emphasize recurring themes: the institutionalization and differentiation of higher education systems to the proliferation of university-based scientific research fostered by research policies that support continued university expansion leading to the knowledge society. Growing worldwide, research universities appear to be the most legitimate sites for knowledge production. The chapters offer new insights into how countries develop the university-based knowledge thought fundamental to meeting social needs and economic demands. Despite repeated warnings that universities would lose in relevance to other organizational forms in the production of knowledge, these findings demonstrate incontrovertibly that universities have become more—not less—important actors in the world of knowledge. The past hundred years have seen the worldwide triumph of the research university.Trade ReviewThe Committee was impressed by the longitudinal scope of the study, the rigorous application of econometric methods, and the attention to both intra-national and cross-national analyses in the volume. The combination of these elements makes the volume truly innovative, and holds great potential for future research. -- ASHE Book Awards CommitteeA multicultural team of education scholars and other social scientists examine the global rise of scholarly research in science, technology, engineering, and mathematics, with case studies from Europe, North America, East Asia, and the Middle East. Their topics include higher education expansion and the growth of science: the institutionalization of higher education systems in seven countries 1945-2015, science production in the US: an unexpected synergy between mass higher education and the super research university, the rise of higher education and science in China, science production in Taiwanese universities 1980-2011, and scientific journal article production and the emergence of a national research system in Qatar 1980-2011. -- Annotation ©2017 * (protoview.com) *Table of ContentsThe Worldwide Triumph of the Research University and Globalizing Science Higher Education Expansion and The Growth of Science: The Institutionalization of Higher Education Systems in Seven Countries, 1945-2015 The European Center of Science Productivity: Research Universities and Institutes in France, Germany, And The United Kingdom Science Production in The United States: An Unexpected Synergy Between Mass Higher Education and The Super Research University Changing Science Production in Japan: The Expansion of Competitive Funds, Reduction of Block Grants, and Unsung Heroes The Rise of Higher Education and Science in China Science Production in Taiwanese Universities, 1980-2011 The Growth of Higher Education and Science Production in South Korea Since 1945 "A Fever of Research": Scientific Journal Article Production and The Emergence of a National Research System in Qatar, 1980-2011 Stem+ Productivity, Development, and Wealth, 1900-2012

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Book SynopsisDriven by European Union policy challenges, this cutting-edge book focuses upon the Regional Innovation Impact (RII) of universities, to analyse the socioeconomic impact that universities in Europe have on their hometowns, metropolitan areas and regions.By developing a conceptual model of RII, and by applying a mixed-method 'narrative with numbers' analytical framework, the case studies presented in this book describe the RII potential and performance of twenty research-active universities throughout Europe. The findings and lessons learned are framed within the context of RII-related policy challenges within the European Commission, and possible EC funding instruments for incentivising RII within universities. Key features include an analysis of EU policy instruments and assessment frameworks for regional leadership, human capital development and knowledge transfer.Insightful and original, the lessons provided within this book will be beneficial to European, national and regional policy makers interested in approaches to incentivise universities to contribute more to regional innovation systems. It will also be of interest to university leaders and administrators who wish to develop strategies to orient their organisations towards increasing their RII.Trade Review‘The approach proposed in this book offers the opportunity to grasp empirical elements to sustain innovation in regional economies. It provides a solid basis for the implementation of a system of evaluation (or self-evaluation) and monitoring of the university RII.’ -- Dave Mobhe Bokoko, Journal of Innovation Economics and Management‘Universities are key innovation actors, progressively acquiring new roles and engaging with their surrounding environments in ways that are increasingly complex. As it becomes more important to understand these roles, it becomes also more difficult to monitor them. This book develops a powerful method to assess the regional impact of universities and illustrates its application. It will become a necessary reference for all scholars and practitioners seeking to understand the multifaceted contributions that universities make to society.‘Table of ContentsContents: Foreword Preface PART I REGIONAL INNOVATION IMPACT: AN INTRODUCTION 1. Universities in Europe and local engagement 2. RII analytical framework 3. The bigger picture PART II RII CASE STUDIES 4. Case studies of universities in Europe 5. Regional orientation, strategic development and knowledge infrastructure 6. Education and human resources development 7. Research, knowledge creation and technology transfer 8. Support to enterprise development and entrepreneurship education PART III TOWARDS IMPLEMENTATION 9. Realities and complexities of RII analytics and assessment 10. Policy development and strategic implications 11. Final reflections PART IV APPENDICES: UNIVERSITY SELF-APPRAISAL REPORTS Index

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Book SynopsisStudent-run ventures, actual businesses that students enroll in as a course and run themselves, are changing the ways in which students learn by offering valuable hands-on experience. Many universities around the US have some form of student-run venture operating on campus, but how learning is reinforced and integrated into the classroom varies widely, as does the meaningfulness of the overall student experience. Most universities operate these ventures as one-offs, disconnected from formal academic instruction and as a side project that never gets full faculty or student attention.This book examines six exemplar student-run ventures in depth. These ventures span disciplines from all across campus (arts, humanities, technology) and have known track-records of success, not only from a revenue perspective, but also in terms of pedagogy and learning. Readers learn the inner workings of all six student-run venture courses first-hand from the faculty teaching the course and from students who have taken the course.For instructors looking to start a student-run venture on their campus this book is a must-have roadmap that is sure to help them sidestep obstacles and to accelerate success. The insights contained here show you how you can enhance student engagement and learning by incorporating elements of 21st century entrepreneurship education into the classroom.Trade Review'Student-run ventures, such as found at Millikin University, may be the optimal way to teach developing entrepreneurship. As you will see in this book, students go beyond work in the classroom and gain first-hand knowledge of how to act entrepreneurially. This book offers clear insight into a myriad of student-run ventures and has the potential to influence the broader field of entrepreneurship education.' -- - James D. Hart, Southern Methodist University, US'Entrepreneurship in Action: The Power of Student-Run Ventures is a much-needed addition to the field of entrepreneurship education by giving concrete examples and steps of how to empower our students best to take the proverbial plunge into entrepreneurship.' -- - Christoph Winkler, Iona College, USTable of ContentsContents: Foreword ix PART I CONTEMPORARY PERSPECTIVES ON STUDENT-RUN VENTURES 1 Entrepreneurship in action: the power of the student-run venture 2 Mark Tonelli 2 Student-run ventures and interdisciplinary entrepreneurship education 7 Eric Liguori and Lee Zane 3 Creating a culture for student-run ventures 12 Julienne Shields 4 Role clarity in SRVs: students, faculty, and administrators 25 Julienne Shields, Eric Liguori, and Mark Tonelli 5 Student-run venture outcomes 35 Julienne Shields and Mark Tonelli 6 The Millikin University SRV model: frequently asked questions 42 Julienne Shields and Mark Tonelli 7 Reacting to crisis: how student-run ventures pivoted following the 2020 COVID-19 pandemic 53 Mark Tonelli PART II STUDENT-RUN VENTURE CASE SUMMARIES 8 Pipe Dreams Studio Theatre 63 Sara Theis 9 Art Circus 77 Dave Burdick 10 Blue Satellite Press 88 Stephen Frech 11 MU Performance Consulting 104 RJ Podeschi 12 Blue Connection Art Gallery 116 Kate Flemming 13 Arts Café 133 Mark Tonelli Index

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Book SynopsisSince the onset of the UK's Research Excellence Framework in 2014, the environment for academic research has changed dramatically. Competitive Accountability in Academic Life goes behind the scenes of the 'impact' policy agenda for higher education research and interrogates the effects of the new framework on academic research. Richard Watermeyer dissects how a new requirement to evidence the economic and societal impact of research has created a culture of intense competitiveness in UK universities. Through the eyes of both those responsible for the REF and those working under its gaze, the author locates the gross deceit spawned from a culture of competitive accountability in UK universities. This challenging book reconceptualises the public role of researchers, posing a new effort to progress the neoliberal malaise by signposting peripheral zones of participation - and non-participation - as viable intellectual alternatives to the university. Both groundbreaking and provocative, Watermeyer's book is critical reading for academics working not just in the UK, but also internationally. The author's crucial insight into modern higher education will also prove indispensable to higher education policy makers looking to innovate and refine education policy, and to university administrators overseeing performance management systems.Trade Review‘Watermeyer’s book encourages academics all over the world to reflect on both the potentials and down-sides of these accountability systems. The underlying analysis is provocative, as it fundamentally questions taken for granted ways in which research is assessed, not only in the UK but also in many other Western countries. Scholars in public policy, education policy and public management and accounting can benefit from taking notice of this book.’ -- Jan van Helden, Journal of Higher Education Policy and Management‘Where this book fares really well in comparison with others is its focus on the complicity and hypocrisy among academics themselves, thereby making the competitive practices even more entrenched. The latter is of particular importance because while change is necessary, it is only possible if the problem is appreciated in full.’ -- Ignas Kalpokas, LSE Review of Books'Competitive Accountability in Academic Life is a challenging text that will appeal to academics and research scientists across different discipline areas. Drawing on UK REF-impact empirical data over a three-year period, a comprehensive sociological analysis accounts for how academics' public citizenship has been regulated, controlled and hollowed out. By showing how political, economic and cultural dimensions of intellectual life is influenced and informed by competitive accountability, Richard Watermeyer paints a compelling picture of what academics ''have (albeit unwittingly) allowed themselves to be used for''. This thought-provoking text provides a strong rationale for reconceptualizing the public worth of academics and reasserting their social value.' --Richard Winter, The Australian National University, Australia'Competitive Accountability in Academic Life is an ambitious book charting the dispiriting, corrosive effects of contemporary academic managerialism. An impressive intellectual tour de force, Watermeyer awakens new possibilities for engaged and impactful academic practices. This book is essential reading for everyone interested in understanding and repairing today's toxic university governance.' --Paul Benneworth, Western Norway University of Applied Sciences, NorwayThis witty, subversive and well-informed book provides an essential guide to the effects of performance measurement in universities. Predictable consequences include growing job insecurity, more stressful working conditions and declining quality of academic life. Even more serious is the loss of incentive for independent original thought and the stifling of debate on controversial social and political issues.' --Mark Casson, University of Reading, UKTable of ContentsContents: 1. The noose of competitive accountability 2. Policy permutations and the elusiveness of a fair system of accountability 3. A shortfall of resistance: peripheral yet powerful zones of (non)participation 4. Producing competitive accountability 5. Evaluating competitive accountability 6. Recognising competitive accountability 7. Declaiming competitive accountability: pay and pensions 8. Paradoxes of competitive accountability References Index

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Book SynopsisExamining the modern day challenges faced by academics throughout their working lives, this timely book investigates the ways in which academic careers are changing, the reasons for these changes and their potential future impacts. Contributors with experience of work in both traditional and contemporary institutions utilise theoretical and empirical methods to provide international perspectives on the key issues confronting modern day academics. Split across three chronological parts this book guides the reader through the phases of an academic's working life and the unique challenges encountered at each stage. For those entering academia key issues considered relate to career paths and motivations and transitions from industry to academia. During academia chapters study the understanding of external examiners, questions surrounding student supervision, work-life balance, use of technology and the trade off between teaching and research. Upon leaving academia concerns turn to the difficulties of working past retirement age and emeritus roles. Exploring how academics survive and thrive in the modern higher education arena, this analytical book will be a useful tool for new and established academics and policy makers working in higher education as well as for programme leaders in educational management. Contributors include: A. Agarwal, D. Anderton, K.E. Andreasen, M. Antoniadou, W. Chambers, C. Cook, M. Crowder, P. Cureton, E. Epaminonda, M. Gibson-Sweet, J. Haddock-Fraser, J. Jones, A. Karayiannis, H. Kogetsidis, P.D. Ktoridou, S.-J. Lennie, B. Longden, S. Marriott, M. Mouratidou, T. Proctor, A. Rasmussen, C. Rees, S.K. Rehbock, K. Rowlands, P.J. Sandiford, J. Stewart, S. WellsTrade Review'This is a timely and welcome book, providing both fascinating insights into the changing role of academics and an articulate discussion of the impact of these changes on universities around the world. By highlighting the various challenges that academics navigate over the course of their careers, from managing workloads to engaging in emotional labour through to adopting new technologies, it provides a critical and valuable basis for future debates over the evolving role of academics and indeed their universities.' --Anna Sutton, University of Waikato, New ZealandTable of ContentsContents: Introduction xvii PART I ENTERING ACADEMIA 1 Living the dream … but for how long? Being an early-career academic in the context of ‘excellence’ 2 Marilena Antoniadou 2 Career transitions from industry to academia 16 Mark Crowder and Maria Mouratidou 3 Career issues, paths and motivations: career stories of four UK academics 31 Maria Mouratidou 4 Three scholars at work: making sense of the twenty-first century academy 44 Peter John Sandiford, Ankit Agarwal and Sam Wells PART II DURING ACADEMIA 5 Get me a job! Thinking about student employability 67 Dane Anderton and Sue Marriott 6 From euphoria to letting go: experiences of cross-cultural adaptation of international academics in UK higher education 82 Marilena Antoniadou 7 Exploring perceptions of academic management roles in the undergraduate student experience 99 Marilena Antoniadou, Mark Crowder and Jim Stewart 8 External examiners: what do they do and how does someone become one? 120 Mark Crowder 9 ‘Signature of mediocrity’? Variability and uncertainty associated with PhD assessment processes in the UK 135 Christopher J. Rees and Kate E. Rowlands 10 Providing research supervision: a personal polemic 152 Jim Stewart 11 The effects of control on academic engagement, work–life balance and work–life conflict: is how we manage and what we measure actually contributing to what we strive to pursue? 168 Caryn Cook, Joanna Jones and Monica Gibson-Sweet 12 The balance between teaching and research: challenges and contradictions in the context of the modern university 183 Annette Rasmussen and Karen E. Andreasen 13 Caring and coping: an interpretative phenomenological analysis of lecturers’ emotional labour in the context of higher education commercialisation and the consequences for staff and student wellbeing 196 Sarah-Jane Lennie 14 The unseen pressures of academia 211 Janet Haddock-Fraser 15 Apps and smartphone technology acceptance: lecturers’ likelihood of using interactive polling systems in the lecture theatre 226 Dane Anderton 16 Being an academic in an era of rapid technological change and distance learning education: views of faculty members of a business school 238 Harry Kogetsidis, Despo Ktoridou, Epaminondas Epaminonda and Achilleas Karayiannis 17 Academic leadership: challenges and opportunities for leaders and leadership development in higher education 252 Stephanie K. Rehbock 18 Institutional research: unintended consequences in higher education 265 Bernard Longden PART III LEAVING ACADEMIA 19 Academics moving from higher education institutions: careers of PhDs after graduation 286 Annette Rasmussen and Karen E. Andreasen 20 Retirement: a valediction to work? 300 Peter Cureton 21 Working past retirement age: from the point of view of a business and management academic 312 Tony Proctor 22 But I don’t like golf: emeritus roles 324 William Chambers Conclusion: time for a change 349 Index 353

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Book SynopsisThere is often little guidance available on how to teach in universities, despite there being increasing pressure to raise teaching standards, as well as no official requirement for academics to have any specific teaching qualification in many countries. This invaluable book comprehensively addresses this issue, providing an overview of teaching in a business school that covers all stages of student learning. This book demonstrates various ways to engage students and offers techniques to enhance teaching practice, focusing on particular challenges such as large group teaching, increasing attendance and engagement, and successful professional development. All the contributors have current experience of teaching in a business school, allowing them to offer honest, personal assessments of what is effective in practice. Chapters address specific topics such as technology enhanced learning, while useful 'thoughts' provide creative and innovative suggestions on improving participation and outcomes. Learning and Teaching in Higher Education will be an important resource for those teaching in a business school setting, as well as having significant value to anyone teaching in higher education more generally.Trade Review'This is an intensely practical and practice-inspired book aimed at the new, and not so new, HE instructor. Illustrations, thoughts, reflections and tips for the practitioner are generously provided throughout. Old and new tools and techniques, from storytelling to the virtual classroom, are brought to life; challenging and encouraging the reader to broaden their practice.' --Ann Davis, University of Sydney, Australia'This conversational collection offers an array of practical tips, personal anecdotes and examples for teaching in business and management contexts. Lecturers who are new to teaching will no doubt find it very useful to get started, while more experienced colleagues may want to dip into it for fresh ideas.' --Alison James, University of Winchester, UK'This is an essential resource for anyone teaching and supporting learning in a business school. The variety and richness of practical approaches, pedagogic reflections and initiatives presented in the context of business and management education is simply outstanding. Well done for this must-read collection of inspirational ideas and tried and tested approaches that will inspire us all to get more creative in the business classroom.' --Sally Everett, King's College London, UKTable of ContentsContents: Preface Foreword Introduction 1. Theorising about learning and knowing Keith Schofield Engaging Students 2. How to engage students Alison Lindon and Michael Butler 3. Icebreakers for business school students Ilias Basioudis Thought 1 Alison Lindon and Michael Butler 4. Trumping Truancy: Maintaining student attendance and engagement Gayatri Patel Thought 2 Kathy Daniels 5. Helping our students to think critically Elaine Clarke Thought 3 Daniel Cash 6. How to introduce and integrate creativity Bimal Arora 7. How to invigorate group presentations Matthew Olczak Thought 4 Gayatri Patel 8. Bridging the Gap: Writing in Higher Education Daniel Cash Enhancing Teaching Practice 9. Getting the most out of large group teaching Caroline Elliott and Jon Guest 10. Storytelling as a technique for teaching Sudeshna Bhattacharya Thought 5 Geetha Ravishankar 11. Experiential learning: Use of business simulations Clive Kerridge Thought 6 Kris Lines 12. How to do a confident presentation Chris Jones Thought 7 Caroline Elliott and Jon Guest 13. Making teaching relevant for the business student Kathy Daniels 14. Problem based learning Chris Owen Thought 8 Alison McPherson 15. Teaching students struggling because English is not their first language Pieter Koornhof 16. How to teach students from a range of different countries Uche Ogwude Thought 9 Matthew Olczak 17. Teaching small groups Alison McPherson Technology Enhanced Learning 18. Technology enhanced learning activities and student participation Bahar Kazmi and Umair Riaz Thought 10 Elaine Clarke 19. Cultivating students’ digital literacy Soumyadeb Chowdhury, Oscar Rodríguez-Espindola, Ahmad Beltagui and Pavel Albores-Barajas Thought 11 Uche Ogwude 20. Designing and teaching an online module Jon Taylor, Richard Terry and Matt Davies Thought 12 Soumyadeb Chowdhury, Oscar Rodríguez-Espindola, Ahmad Beltagui and Pavel Albores-Barajas 21. Successful teaching in virtual classrooms Richard Terry, Jon Taylor and Matt Davies Thought 13 Soumyadeb Chowdhury, Oscar Rodríguez-Espindola, Ahmad Beltagui and Pavel Albores-Barajas 22. Managing online learning Nicholas Theodorakopoulos, Teaching Content 23. The use of short in-class games Jon Guest, Maria Kozlovskaya and Matthew Olczak 24. Teaching maths to non-mathematical standards Geetha Ravishankar Thought 14 Pieter Koornhof 25. How to embed CSR in teaching Muhammed Al Mahameed and Umair Riaz 26. Teaching Law to business students Adam Shaw-Mellors and Pieter Koornhof Thought 15 Adam Shaw-Mellors 27. Practitioner module partnership and sponsorship Keith Glanfield Assessment 28. Demystifying the assessment criteria Gayatri Patel Thought 16 Bimal Arora 29. Using posters in academic assessments Kris Lines 30. Writing effective multiple choice questions Simon Finley Thought 17 Kathy Daniels 31. Peer assessment Elaine Clarke 32. Providing effective feedback Jon Guest Index

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