Higher education, tertiary education Books
Taylor & Francis Ltd Critical Thinking on Youth Participatory Action Research
This book draws together insightson the past, present, and future of youth participatory action research (YPAR) through interviews with ten scholars whose work has been central to the field. In this critical moment, itallows readers to hear from scholars who have been foundational to the visioning and enacting of YPAR projects, as they reflect on the fundamental tenets and boundaries of their work.By engaging directly with leaders in the field, the book allows readers to explore many of the nuances, roots, and tensions of youth participatory action research. Throughout their conversations with scholars, Albright and Brion-Meisels pose three questions: What is the purpose of YPAR, and how does it get defined? What makes for authentic participation, both on the research team itself and in the process of the research? And how, if at all, does YPARinvestigate and seek to dismantle existing power structures within schools and communities? In taking an intentionally dialectical app
£38.99
Taylor & Francis Ltd Supporting the Mental Health and Wellbeing of
Book SynopsisThis comprehensive guide provides practical strategies and essential insights for anyone working with young adults, revealing the importance of nurturing mental health and wellbeing needs of students in the post-16 education sector.An invaluable resource for understanding and addressing the unique challenges faced by learners, many of whom will be transitioning into adulthood, this book covers key areas such as stress management, building resilience, and fostering positive self-esteem, and equips readers with the knowledge and practical strategies needed to support the mental health and overall wellbeing of post-16 learners. It offers detailed real-life case studies, practical advice and the latest research to support academic and student-services staff to effectively engage with students. It also addresses issues such as anxiety, depression, exam stress and peer pressure and provides evidence-based strategies that can be implemented in both the classroom and one-to-one sett
£26.99
Taylor & Francis The Routledge International Handbook of Constructivist Grounded Theory in Educational Research
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£45.59
Taylor & Francis World Yearbook of Education 2026
Book SynopsisThe World Yearbook of Education 2026 discusses the shifting geopolitics of Higher Education, directly engaging with an urgent call to theorize the academy as a site of power, politics, protest, and possibility.The volume brings together leading and new generations of thinkers from across the globe who draw on theoretical resources from sociology, politics, international relations, geography, gender studies, cultural studies, and post- and decolonial studies. Taken together, the chapters show how these epistemic resources can help us understand the current state of affairs in higher education and beyond. They reflect key dimensions of shifting geopolitics and their impact on higher education: multipolar superpower rivalry, autocratic populism, decolonial justice, and digital transformations. By anchoring the study of higher education in prevailing geopolitical tensions, the volume seeks to uncover the critical role of the university in contemporary global politics.By exploring higher education as a central institution caught within competing visions of world order; one rooted in international cooperation, another asserting the nation state, and yet another challenging the very notion of the university as territorially fixed, the book offers a perspective on the university, which is in line with pivotal global developments. It is a must-read book for anyone interested in the new geopolitics of higher education and the future of the university globally.
£137.75
Taylor & Francis Ltd Amplifying Black Undocumented Student Voices in
Book SynopsisThis book centers a qualitative study exploring the experiences of 15 Black undocumented students and the author's own experiences as a Black DACA (Deferred Action for Childhood Arrivals) recipient, highlighting the invisibility and lack of belonging Black undocumented students face in the undocumented community and the United States at large.Access and success within higher education for undocumented students cannot be achieved unless those implementing policies understand the full context of the community. Through both an interpretative phenomenological approach and biographical memoir, this volume makes meaning of the experiences of undocuBlack students, a group who do not often see themselves being represented in the immigrant narrative. It argues that without visibility, undocuBlack students are rarely the beneficiaries of advocacy and become targets of overcriminalization. The stories told here examine the intersection of race and identity in determining positioning wit
£38.99
Taylor & Francis Transforming Traditional Teaching for Todays
Book Synopsis
£33.24
Taylor & Francis Ltd Innovative Approaches to Teaching and Assessing
Book SynopsisThis guide will help instructors better understand the skills that underlie effective teamwork, offer strategies for structuring group projects, and provide advice on imparting the knowledge and support that students need to develop highly functional, advanced teamwork skills.Even instructors with a great deal of experience in structuring collaborative learning projects may recognize the gap that exists between their current efforts in providing students with teamwork experiences and effectively training students' teamwork skills. By drawing on literature from the fields of organizational teamwork and teamwork pedagogy in higher education, the authors identify the processes associated with effective teamwork, relate these processes to teamwork in student teams, and distill and organize strategies for developing students' teamwork knowledge, skills, and attitudes.Featuring evidence-informed tools, case studies, and best practices, this highly practical text provides eveTable of ContentsPART I: What is Teamwork, Why Does Teaching it Matter?1: Why Develop Students’ Teamwork Skills?2: What is Teamwork in the College Classroom and When to Use It3: The Challenges of Group Work and Teaching Teamwork SkillsPART II: Strategies and Approaches for Teaching Teamwork4: Designing Successful Teamwork Interventions5: Establishing Viable Teams6: Optimizing Student Teamwork7: Addressing Other Relevant Issues in Student Teams8: Virtual TeamsPART III: Assessing Teamwork Outcomes: Understanding When Our Efforts Are Successful9: Considerations in Assessing Teamwork10: Approaches to Assessing Teamwork Competency11: Tools for Assessing Teamwork SkillsPART IV: Epilogue12: What’s Next For Teamwork
£31.99
Taylor & Francis Ltd The Blended Course Design Workbook
Book SynopsisThis user-friendly workbook equips faculty and administrators with best practices, activities, tools, templates, and deadlines to guide them through the process of revising traditional location-based courses into a blended format.Providing a step-by-step course design system that emphasizes active learning and student engagement, this book walks readers through the development of course goals and learning objectives, assignments, assessments, and student support mechanisms with an eye toward technology integration. New to this edition are the most up-to-date research on blended courses, fresh templates, tips on the latest pedagogical trends related to artificial intelligence, and two additional chapters on facilitation strategies and group work and collaboration. The authors engage in equity-minded approaches to supporting student success throughout and address the needs of specific groups, such as students with disabilities, working students, and students who are parents or caregivers.Offering detailed instructions for each stage of course design, this book is a must-have for college instructors looking for a blended course design blueprint.
£31.99
Taylor & Francis Developing HighImpact Course Design Institutes
Book SynopsisDrawing on the authorsâ extensive experience and robust survey data, this critical resource unpacks the inner workings of one of the most powerful mechanisms for improving teaching and learning in higher education: the course design institute (CDI).CDIs are intensive, often multi-day facilitated experiences where instructors design or redesign a course based on learning-focused and equity-minded teaching and learning principles. This resource offers a comprehensive introduction to CDIs, discussing both key elements and why they are worth the time and investment to design, implement, and assess. The chapters cover the values, structures, and approaches that designers use to develop CDIs, along with evidence of their transformative impact on instructors and institutional teaching cultures. The book also provides institutional leaders the rationale and evidence needed to support investment decisions.Developing High-Impact Course Design Institutes is a playbook prov
£33.24
Taylor & Francis Ltd Strengthening Campus Communities Through the
Book SynopsisThis edited volume encourages and informs the transformational steps needed for a better, more equitable future for all. These efforts, being led by higher education institutions, complement existing diversity, equity, and inclusion initiatives and are part of the W. K. Kellogg Foundation's national Truth, Racial Healing, and Transformation effort.The American Association of Colleges and Universities is partnering with higher education institutions to develop TRHT Campus Centers dedicated to erasing barriers to equal treatment and opportunity on campuses, in communities, and throughout the nation at large. The narratives in this book include case study essay contributions from current TRHT Campus Centers that offer practical examples for translating the TRHT Framework into replicable strategies to inform constructive change. Contributions are drawn from a breadth of institution types including community colleges, liberal arts colleges, HBCUs, minority-serving institutions, fa
£31.99
Taylor & Francis Ltd Reframing Community Engagement in Higher
Book SynopsisThis timely book addresses assumptions and challenges inherent within community engagement as a catalyst for developing students' sense of civic responsibility at a time of rampant social polarization.Promoting academic development and life skills through the high-impact practice of service-learning, the book explores a new ecological framework for reflecting on and improving practice. This book describes new models such as the #CaliforniansForAll College Corps, offers advice on coalition building, and presents the narratives of community-engaged professionals and faculty, offering a sense both of tensions inherent in this work and examples of initiatives in local contexts. Chapters primarily reflect on what action is required for fulfilling our public purpose and what's holding us back.This book provides guidance, examples, and benchmarks for best practices in community engagement that are particularly relevant to this time of crises and unrest and will be relevant toTrade Review"Many books that advance community-campus engagement focus on a narrow aspect of practice in hope of making simple what is a wonderfully complex body of work. Reframing Community Engagement in Higher Education honors the multiplicity of forms and people that animate engagement practice but returns, again and again, to the central role of relationship-oriented changemaking. This book provides valuable portraits of varied practice but keeps the endeavor of seeking a more democratic, inclusive, and thriving world as its center point. In doing so, the chapters combine to provide a cogent, compelling explanation of current-day community engagement in higher education."Lina Dostilio, Vice Chancellor of Engagement and Community Affairs, University of Pittsburgh, USA“California is a world leader in both higher education and service. This book describes the ways in which #CaliforniansForAll College Corps advances state and national priorities by connecting Californians of different backgrounds with enriching service opportunities while making college more affordable for our future leaders. Reframing Community Engagement in Higher Education illustrates California Volunteers’ years of impact and shows how programs like the College Corps can be replicated across the nation.”Gavin Newsom, Governor of California, USA"Civic-minded undergraduates with community service encoded into their DNA will have a very positive impact locally, regionally, and around the globe. Reframing Community Engagement in Higher Education provides us with many examples of programs and tools we can use to help these young people in their efforts. I can hardly wait to see the positive change they will create."Walter R. Jacobs, Provost and Vice President for Academic Affairs, California State University East Bay, USA, Author of Sparked: George Floyd, Racism, and the Progressive IllusionTable of Contents1. Introduction PART 1: Enacting Social Justice: Current Contexts and Community Engagement 2. Community Engagement Strategies for Responding to Sociopolitical and Racial Challenges Facing American Society and Higher Education 3. Mapping our Capacities to Facilitate Change: Applying the Ecosystem of Critical Feminist Praxis for Community Engagement Professionals 4. Reclaiming the Mission of the Community College: Civic, Community, and Political Equity Reimagined 5. Social Media and Youth Climate Activism: Community Engaged Learning for the 2020s PART 2: Building a Movement: Establishing Infrastructure for Community Engagement 6. Coalition Building for Transformation and Change in Higher Education 7. And So Goes The Nation: California Gets To Work 8. A Presidential Perspective: Place-Based Community Engagement in Faith-Based Higher Education PART 3: Reconceptualizing Roles: Faculty, Staff and Partnerships in Community Engagement 9. Community Engagement Professionals and Transformational Education 10. The Tensions and Rewards of Community Engagement for Faculty Members 11. Community-Engaged Partnerships When Healthy Relationships are The Priority 12. Ode to Education that Lifts Us Higher 13. Conclusion
£31.99
Taylor & Francis Evaluating Educational Development
Book Synopsis
£30.39
Taylor & Francis The Academic Trumpists
Book SynopsisMatt Dawson and David L. Swartz discuss The Academic Trumpists on the New Books in Sociology podcastReviewed by Scott McLemee in Inside Higher Ed'Donald Trump wants to dismantle the Department of Education. Some professors would welcome it', by David L. Swartz in SalonThere has been an outpouring of research on populist conservatism since the advent of the Trump presidency and extreme right movements in Europe. Much less studied, however, is the growing political conservatism in the American academy and how it relates to populist sentiment. The Academic Trumpists addresses a gap in the research literature by looking at
£35.99
Taylor & Francis Using Generative AI Effectively in Higher Education
Book SynopsisUsing Generative AI Effectively in Higher Education explores how higher education providers can realise their role and responsibility in harnessing the power of generative artificial intelligence (GenAI) ethically and sustainably.This rich collection of established and evaluated practices from across global higher education offers a practical guide to leading an agile institutional response to emerging technologies, building critical digital literacy across an entire institution, and embedding the ethical and sustainable use of GenAI in teaching, learning, and assessment. Including reflections from stakeholders testifying to the value of the approaches outlined, the book examines how higher education can equip staff and students with the critical-digital literacy necessary to use GenAI in work, study, and social life responsibly and with integrity. It provides an evidence-based resource for any kind of higher education (HE) provider (modern, college-based, and research-focused) looking for inspiration and approaches which can build GenAI capability and includes chapters on the development of cross-institutional strategy, policies and processes, pedagogic practices, and critical-digital literacy.This resource will be invaluable to educational leaders, educational developers, learning developers, learning technologists, course administrators, quality assurance staff, and HE teachers wishing to embrace and adapt to a GenAI-enabled world.
£19.99
Taylor & Francis Ltd Becoming and Being a Physician
Book Synopsis
£43.69
Taylor & Francis Learning Analytics for Achieving Quality
Book SynopsisThis book explores Learning Analytics (LA) programmes and practices in Malaysia as well as looking at the underlying forces, dilemmas and policy challenges for quality assurance in higher education institutions (HEIs). This chapters provide a comprehensive discussion of trends in academic quality assurance in higher education. It articulates a combination of theoretical issues and empirical analysis and offers a comprehensive guide to stakeholders in Management and Faculty on LA implementation in HEIs where the model in this book can be used to pave the way for a successful LA initiative. Learning Analytics is an emerging multidisciplinary technological practice with the ultimate goal of producing effective learning to improve studentsâ achievement in the tertiary level. The Learning Analytics model of Quality Assurance in this book is an essential guide for any faculty or manager in higher education, or researchers in higher education and learning analytics.
£56.86
Taylor & Francis AIEnhanced Pedagogies
a huge range and FREE tracked UK delivery on ALL orders.
£40.84
Taylor & Francis Ltd Engineering Education for Sustainable Development
Book SynopsisThis book demonstrates how the theoretical concepts of the capabilities approach can be applied in the context of engineering education, and how this could be used to add nuance to our understanding of the contribution higher education can make to human flourishing. In demonstrating the usefulness of the capability approach as a lens through which to evaluate the outputs of engineering education, the author also shows how the capability approach can be informed by, and informs, the concept of sustainable development' and discusses what pedagogical and curricula implications this may have for education for sustainable development (ESD), particularly in engineering. As such, the book builds on the work of scholars of engineering education, and scholars of university education at the nexus of development and sustainability.Engineering employers, educators and students from diverse contexts discuss both the capabilities and functions that are enlarged by engineering eTrade Review"Mathebula’s book is extremely timely and important. In the South African context it echoes many of the questions that South African students and proactive educators have been raising in the engineering education space for the past decade. The perspective that this book presents on the pivotal contribution of engineering education for sustainable development is an essential contribution to global discussions about technical autocracy and the need for empathy among engineers. This book is essential for all students and educators engaged in the engineering education system, employers seeking to hire millennial engineers and those looking to use technology for sustainable development." — Wiebke Toussaint, Co-founder Engineers Without Borders (EWB) South Africa, Board member EWB InternationalTable of ContentsChapter 1: Sustainable human development: the overarching goalChapter 2: A capabilities lens on researching engineering educationChapter 3: Becoming a public-good engineer: students’ perspectivesChapter 4: Teaching for public-good engineering: lecturers’ perspectivesChapter 5: Public-good engineering: employers’ perspectivesChapter 6: Advancing sustainable human development through engineering educationChapter 7: Being a public-good engineer and doing socially-just engineering
£137.75
Taylor & Francis Ltd Embedding Service Learning in European Higher
Book SynopsisService learning brings together students, academics and the community whereby all become teaching resources, problem solvers and partners. In addition to enhancing academic and real-world learning, the overall purpose of service learning is to instil in students a sense of civic engagement and responsibility and work towards positive social change within society.Embedding Service Learning in European Higher Education promotes service learning as a pedagogical approach that develops civic engagement within higher education. It both describes and assesses the most recent developments and contextual positioning of service learning in European higher education and considers if and how the pedagogy is responding to European Union policy and the strategy of higher education institutions and towards engagement with broader societal issues. With case studies from 12 universities across Europe, this book draws on existing practice, shares knowledge and develops bTable of ContentsACKNOWLEDGEMENTS; Introduction; Section I Foundations of Service Learning within Europe; CHAPTER ONE What Is Service Learning? Making Sense of The Pedagogy and Practice; CHAPTER TWO The Changing Face of Higher Education - Economic and Democratic Imperatives; CHAPTER THREE Youth Life Purpose - Evaluating Service Learning via Development of Lifelong ‘Radar’ for Community Contribution; Section II Europe Engage – Approaches to Service Learning; CHAPTER FOUR Europe Engage - Developing a Culture of Civic Engagement through Service Learning within Higher Education in Europe; CHAPTER FIVE Service Learning, Civic Competencies and Work-Life Skills; CHAPTER SIX Understanding the Evolution of Service Learning at European Universities - Insights From Actor-Network Theory; CHAPTER SEVEN Identified Service Learning Practices in European Higher Education; Section III European Higher Education Practice – Case Studies; CHAPTER EIGHT National University of Ireland, Galway – Developing Service Learning as an Ethos and Practice; CHAPTER NINE Service Learning in Teacher Training – A Case Study of the Autonomous University of Madrid; CHAPTER TEN Promoting Civic Engagement through Service Learning at the University of Bologna; CHAPTER ELEVEN Service-Learning in Post-Communist Countries - Lithuania and Croatia; CHAPTER TWELVE European Student Reflections and Perspectives on Service Learning; Section IV Future Considerations for Service Learning in Europe; CHAPTER THIRTEEN Institutionalisation of Service learning in European Higher Education; CHAPTER FOURTEEN Considerations for Service Learning in European Higher Education
£35.14
Taylor & Francis Ltd The Corporatization of the Business School
Book SynopsisWith business schools becoming increasingly market-driven, questionable trends have emerged, such as the conflation of academic and corporate management, and the notion that academics and students are market players, who respond rationally to market signals. Using individual studies from leading scholars in a variety of disciplines and countries, this book identifies the global pressures behind these trends. It focuses on the debates surrounded the commercialization of business schools, and the rise of different methods of measuring their success. In their unique approach, the authors and editors discuss the impact of the confrontation between the timeless values embodied by Minerva, the Roman goddess of Wisdom, and the hard realities of competition and corporatization in modern society. This book will be compelling reading for students and academics in critical management studies, organizational studies, public management and higher education, as well as forTrade Review'A trenchant and timely analysis exposing growing tensions between academic ideals and the pressures of corporatism; and how these result in paradoxical and unintended practices. It is essential reading for everyone concerned about the future of business schools and higher education.' - Rajani Naidoo, Director, International Centre for Higher Education Management, University of Bath, UK'This book on business schools makes an important contribution to the increasing number of studies of universities. The focus of this book is on the emergence and significance of business schools in the contemporary university. The editors have assembled a set of essays which are critical, thoughtful and which pose significant challenges to the nature of university business schools. A must read for anyone interested in the phenomenon of the business school; especially for scholars who work in and around university business schools.' - Irvine Lapsley, Professor of Accounting Emeritus, University of Edinburgh Business School, UKTable of Contents1. Exploring and Experiencing the Corporate Business School Tony Huzzard, Mats Benner and Dan Kärreman 2. Business Schools in Their University Setting: a historical perspective Mats Benner 3. A Mania for Assessment: How an audit culture undermines the purpose of universities Dennis Tourish, Russell Craig and Joel Amernic 4. The University/Bureaucracy Complex: Accreditation, globalization and the corporatized business school Alexander Paulsson 5. How to Become Less Excellent Nick Butler and Sverre Spoelstra 6. (Un)Conditional Surrender? Why Do Professionals Willingly Comply with Managerialism? Mats Alvesson and Andre Spicer 7. Uncreative Destruction: Competition and positional games in higher education Mats Alvesson and Dan Kärreman 8. Being Branded by the Business School Tony Huzzard and Allanah Johnston 9. From Consumer to Brand: Exploring the commodification of the student in a university advertising campaign Consuelo Vasquez, Sophie Del Fa, Viviane Sergi and Benoit Cordelier 10. The Rise and Fall of a Management Education Programme: The tension between academic and vocational education in business schools Jens Rennstam and Peter Svensson 11. Against Idle Complicity: Challenging the employability agenda in teaching and daily academic life Ekaterina Chertkovskaya and Peter Watt 12. Being Edited: Academic journals and knowledge corporations Martin Parker 13. Mixing Oil and Water: On the co-production of professional and disciplinary goals in the modern business school Alan Irwin 14. Minerva Meets the Market: From managerialism to critical reflexivity Mats Benner and Tony Huzzard
£37.99
Taylor & Francis Ltd Teaching Practices in a Global Learning
Book SynopsisThis book examines teaching practices in international education, focusing on two significant meanings of the notion of practice': the concrete activities used by university lecturers and the role of education as a platform for transferring particular skills or approaches. In addition to discussing techniques involved in programme design, curricular development, course activities, multicultural teamwork and examination, the author explores the idea of the lecturer as an actor communicating practices, considering the role and responsibility of academic staff in the development of successful international education. With attention to the importance of the context of internationalisation, the book draws on research from two major research projects, presenting extensive interview material with teaching staff engaged in international education and projects of internationalisation. Combining the approaches of pragmatism' and practice theory, as developed by Bourdieu and SchTrade Review"In a provocative blend of Bourdieu’s sociology and the practice turn in contemporary theory, Hanne Tange reframes the debate over international education. Explicitly taking practices as a category of analysis in the field of international education, Tange writes with insight of the "hidden curriculum" whereby international teaching involves the transfer of practical knowledge from academic staff to students. Her emphasis on tacit as well as formalised types of knowledge is a welcome corrective to the often sterile debate concerning "intercultural competence" which too often occludes critical analysis of the concrete course activities and the socialisation processes involved in the field of international education. Read this book and profit!" Professor Anthony Elliott, Dean of External Engagement and Executive Director of the Jean Monnet Centre of Excellence at the University of South Australia"At last, a book that treats university lecturers as key thinkers and shapers of the internationalisation of higher education! Nested in a scholarly analysis of the linguistic, disciplinary, institutional and policy features of a global learning environment, this book uses rich empirical data from three major studies to give voice to the teachers engaged in curriculum and module design, classroom activities, multicultural teamwork, and assessment – the practices that have transformed international education in the last decades. An added advantage is that the study’s semi-peripheral location in Europe offers a refreshingly critical perspective on the traditional US/UK nexus of ‘globalisation’."Susan Wright, Professor of Educational Anthropology, Danish School of Education, Aarhus University, Denmark"This book provides a substantial tool for understanding internationalisation in higher education in a larger context: its development, incentives, political and institutional backgrounds, essentially by insisting on the role of academic staff as central agents. The author’s historical, social and didactic overview together with a clear methodological approach provides a transdisciplinary analysis of concepts too often left undefined, despite their high strategic value. The author questions the role of macro-level trends such as a global market for higher education, cheap technology and travel, Englishisation, and benchmarking schemes rewarding institutions for international education and research. Based on a thorough understanding of teaching and education, this book places individual actors’ enactment of teaching at the heart of international education.University managers implement a policy of strategic internationalisation in order to raise their institution’s stakes in the global competition, suggesting a rather passive role for academic staff. However, the movement could be the opposite, recognising the role of academic staff as agents driving the globalisation of higher education and research. Internationalisation at two extremes: as a strategic goal, recruiting students for financial reasons and with an understanding of own superiority, fuelling deficit discourses and exam failure; or as a learning process for all, taking inclusion for granted and treating dissonances as learning situations. New pedagogies, variation, collaboration with international office staff and learning consultants: Give back the responsibility to academics for internationalisation.The originality of the book is to provide a more profound understanding of the interaction between policy level, organisational culture, and academic staff and students as agents and co-creators of knowledge." Professor Hanne Leth Andersen, Vice-Chancellor for Roskilde University, Denmark"In a provocative blend of Bourdieu’s sociology and the practice turn in contemporary theory, Hanne Tange reframes the debate over international education. Explicitly taking practices as a category of analysis in the field of international education, Tange writes with insight of the "hidden curriculum" whereby international teaching involves the transfer of practical knowledge from academic staff to students. Her emphasis on tacit as well as formalised types of knowledge is a welcome corrective to the often sterile debate concerning "intercultural competence" which too often occludes critical analysis of the concrete course activities and the socialisation processes involved in the field of international education. Read this book and profit!" Professor Anthony Elliott, Dean of External Engagement and Executive Director of the Jean Monnet Centre of Excellence at the University of South Australia"At last, a book that treats university lecturers as key thinkers and shapers of the internationalisation of higher education! Nested in a scholarly analysis of the linguistic, disciplinary, institutional and policy features of a global learning environment, this book uses rich empirical data from three major studies to give voice to the teachers engaged in curriculum and module design, classroom activities, multicultural teamwork, and assessment – the practices that have transformed international education in the last decades. An added advantage is that the study’s semi-peripheral location in Europe offers a refreshingly critical perspective on the traditional US/UK nexus of ‘globalisation’."Susan Wright, Professor of Educational Anthropology, Danish School of Education, Aarhus University, Denmark"This book provides a substantial tool for understanding internationalisation in higher education in a larger context: its development, incentives, political and institutional backgrounds, essentially by insisting on the role of academic staff as central agents. The author’s historical, social and didactic overview together with a clear methodological approach provides a transdisciplinary analysis of concepts too often left undefined, despite their high strategic value. The author questions the role of macro-level trends such as a global market for higher education, cheap technology and travel, Englishisation, and benchmarking schemes rewarding institutions for international education and research. Based on a thorough understanding of teaching and education, this book places individual actors’ enactment of teaching at the heart of international education.University managers implement a policy of strategic internationalisation in order to raise their institution’s stakes in the global competition, suggesting a rather passive role for academic staff. However, the movement could be the opposite, recognising the role of academic staff as agents driving the globalisation of higher education and research. Internationalisation at two extremes: as a strategic goal, recruiting students for financial reasons and with an understanding of own superiority, fuelling deficit discourses and exam failure; or as a learning process for all, taking inclusion for granted and treating dissonances as learning situations. New pedagogies, variation, collaboration with international office staff and learning consultants: Give back the responsibility to academics for internationalisation.The originality of the book is to provide a more profound understanding of the interaction between policy level, organisational culture, and academic staff and students as agents and co-creators of knowledge." Professor Hanne Leth Andersen, Vice-Chancellor for Roskilde University, DenmarkTable of ContentsPart 1 1. Introduction 2. Researching Teaching Practices 3. Theories and Practices Part 2: Structures in a Global Learning Environment Introduction 4. A Global Field of Higher Education 5. Internationalising The Disciplines 6. Global and Local Teacher 7. The Languages of Internationalisation Part 3: Teaching Practices in International Education Introduction 8. Designing International Education 9. Roles, Rules and Routines 10. Curricular Contexts and Concerns 11. Multicultural Teamwork 12. Exam Successes and Failure Part 4 13. Constructing a Global Practice Scape
£128.25
Taylor & Francis Ltd Qualitative Inquiry in Neoliberal Times
Book SynopsisQualitative Inquiry in Neoliberal Times is written from the perspective that the scholarly lives of academics are changing, constantly in flux, and increasingly bound to the demands of the market a context in which the university has increasingly morphed into a business enterprise, one that treats students as consumers to be marketed to, education as something to be purchased, and research as something to be capitalized on for financial gain. The effects of this market-orientation of scholarly life, especially on those in the social sciences and humanities, are ones that demand serious examination. At the same time, qualitative inquiry itself is changing and evolving within and against the rhythms of this new normal'.This volume engages with these emerging debates in qualitative research over new materialism, ''data'', public policy, research ethics, public scholarship, and the corporate university in the neoliberal age. World-renowned contributors from the United STrade ReviewQualitative Inquiry in Neoliberal Times is an extremely important and necessary book in our current post-anthropocentric neoliberal condition, a circumstance in which a rhizomatic, immanent capitalism has changed everything. To quote Harry Torrance, author of chapter 5, "neo-liberalism already operates with a more sophisticated theory of change than empirical social science." The multiplicities, diversities, and unthought possibilities embedded within qualitative research serve as points from/through which this all invasive performance can hopefully be countered and challenged.Gaile S. Cannella, Independent Critical Qualitative Research and Policy Studies Scholar and Research Professor at Arizona State UniversityMarket based values permeate audit culture with its performance metrics that increasingly infiltrate higher education. This collection might help us negotiate what is already here with the threat of more to come if we recognize the stakes: the place of the university in the politics of knowledge and the forms of governmentality we will abide. We incalculable subjects have much work to do.Patti Lather, Professor Emerita, Ohio State University. Author of (Post)Critical Methodologies: The Science Possible After the Critiques (Routledge, 2017)Table of ContentsIntroduction Norman K. Denzin & Michael D. GiardinaSection I: Theory, Data, and Entanglements1 Qualitative inquiry, research marketplaces, and neoliberalism: Adding some +s (pluses) to our thinking about the mess in which we find ourselves Julianne Cheek 2 Post qualitative research: The next generation Elizabeth Adams St.Pierre 3 Qualitative methodology and the new materialisms: ‘A little of Dionysus’s blood?’ Maggie MacLure 4 The importance of small form: ‘Minor’ data and ‘BIG’ neoliberalism Mirka Koro-Ljungberg, Anna Montana Cirell, Byoung-gyu Gong, & Marek Tesar 5 Be careful what you wish for: Data entanglements in qualitative research, policy, and neoliberal governance Harry TorranceSection II: Ethics, Politics, and Resistance6 Feminist poststructuralisms and the neoliberal university Bronwyn Davies, Margaret Somerville, & Lise Claiborne 7 Leaky privates: Resisting the neoliberal university and mobilizing movements for public scholarship Michelle Fine 8 Assembling a we in critical qualitative inquiry Stacy Holman Jones 9 Trickster as resistance: Impacts of neoliberalism on Indigenous research and Indigenous methodologies Roe Bubar & Doreen E. Martinez 10 Turning against each other in neoliberal times: The discourses of Othering and how they threaten our scholarship Kristi Jackson 11 Communicative methodology and social impact Aitor Gomez Coda All I really need to know about qualitative research I learned in high school: The 2016 Qualitative High commencement address Johnny Saldaña
£37.99
Taylor & Francis Ltd The University Challenge
Book SynopsisIs the rhetoric of a ''free'' market in higher education matched by the reality of choice? In her bench mark study of higher education markets and pupil choice, Lesley Pugsley demonstrates how policy initiatives to restructure higher education in the United Kingdom have been shaped by consumer ideologies and market principles. Based on qualitative data generated from some of the last cohort of students who entered higher education under the Robbins banner of ''free'' education, Pugsley tracks groups of students from different schools as they engage in the process of selecting universities .This provides a vivid account of the ways in which students, their families and their schools engage with the choice process. It illustrates the significance and the impact of social class within a highly differentiated and increasingly market-orientated higher education sector and argues that for many young people the lack of class based competencies remain the real university challenge.Table of ContentsContents: Setting the scene; Change and the academy; Patterns of participation; Choice and class; Schools and choice; Families and choice; Parental roles, locality and choice; Myths, monsters and moving on; Exploring choice; Glossary of terms; Bibliography; Index.
£29.99
Taylor & Francis Ltd Crossing Borders in University Learning and
Book SynopsisUncovering aspects of university culture which are often hidden or misunderstood, this book brings together international perspectives, showing the matches and mismatches between experience and expectation, as both staff and student face new academic cultures. Drawing on the stories of students and members of staff in the higher education sector as starting points for analysis, this book considers aspects such as the dynamics and pragmatics of university settings, from tutorial to lecture; the assignment and multiple text types from reflective logs to essays; different interpretations of grades, grading and feedback. Topics are explored with examples from critical incidents and narratives in international contexts both where staff or students cross cultures and borders, and where they are functioning within the university culture with which they are most familiar. Ideal both for those new to learning and teaching in higher education, and those seeking toTable of Contents1. Crossing study borders: from discomfort to noticing. 2. Being a student: who am I as a learner?. 3. Being a higher education teacher: who am I as an educator?. 4. Ways of learning: how do I learn?. 5. Ways of knowing: what does it mean to know something?. 6. Learning events: what happens in learning/teaching events?. 7. Learning spaces: how do I experience campus and virtual spaces. 8. Kinds of assessment: what do learning and assessment activities mean?. 9. Kinds of feedback: what does feedback mean?. 10. Crossing study cultures: from noticing to learning maps.
£24.99
Taylor & Francis A Practical Guide to Action Research and Teacher
Book SynopsisThis accessible guide will be an invaluable resource for early years practitioners looking to make a positive difference in their settings by using action research or teacher enquiry. Guiding readers through the practical steps, issues, and potentials of conducting research in a variety of early childhood settings, the book will increase practitionersâ confidence, enabling them to bridge the gap between recognising room for improvements and instigating necessary changes.Divided into easy-to-follow sections, A Practical Guide to Action Research and Teacher Enquiry: Making a Difference in the Early Years offers clear definitions and explanations of action research along with explanations of how it can be applied in early years settings to effectively and efficiently improve outcomes for children. Chapters outline a clear rationale for engaging in action research, highlight purposes and potentials of various approaches, and provide a helpful step-by-step discussion of theTable of ContentsAcknowledgements Foreword by Dr Guy Roberts-Holmes Introduction Part One: Action Research – Theory and Practice Introduction What is Action Research? How Did Action Research Develop? The development and application of action research in education Why engage in Action Research in the Early Years? What is in it for me? Professional Development Team development Children’s development Evidence-informed practice Making the difference: Planning your project with Impact Evolution Input- or output-based evaluation Ethical Considerations Summary Part Two: The Phases of Action Research Introduction Identifying a focus Ask a question Planning and Implementing a change Innovate Evaluating Impact How will you know you have been successful? Considering the future Summary Part Three: The Projects Introduction Project 1: Mindful Yoga in a Nursery School Project 2: Developing the outdoor area to support early numeracy Project 3: Storytelling Project 4: Continuing professional development policy Project 5: Personal, Social and Emotional Development at lunchtime Project 6: Talking Partners at Primary Project 7: Parental Engagement Project 8: Early writing Project 9: Promoting a love of reading Project 10: 0–2-year-old room Conclusion References Appendices Appendix I Identifying a focus Appendix II Collating evidence Appendix III Planning for impact Appendix IV Planning for impact Appendix V Evaluating impact Appendix VI: Considering the future
£24.99
Taylor & Francis Ltd Understanding Education Research
Book SynopsisUnderstanding Education Research, 2nd Edition is designed to help students learn to read educational research articles carefully, systematically, and critically. Readers will learn how to categorize titles, decode abstracts, find research questions, characterize research arguments, break down methods and procedures, explore references, apply analysis strategies, and interpret findings. This textbook and quick reference guide allows students to easily develop the skills they need to become research literate and the 2nd edition has been updated throughout to offer simple guidelines for qualitative, quantitative, and statistical approaches and up-to-date information on complex and confusing methodologies.Table of Contents1. The Role of Research 2. Research Literacy and the Research Critic 3. Basic Approaches in Educational Research 4. Types of Research Articles 5. Understanding Titles and Abstracts 6. Understanding Rationales and Purposes 7. Understanding Questions and Arguments 8. Understanding References 9. Understanding Methods and Procedures 10. Understanding Quantitative Results and Findings 11. Understanding Qualitative Results and Findings 12. Understanding Discussions and Conclusions 13. Advanced Concepts and Techniques 14. The Research Path Appendix A: Guidelines for Article Evaluation Appendix B: Dissecting an Article
£31.99
Taylor & Francis Ltd Educational Administration Innovation for
Book SynopsisThe International Conference on Research of Educational Administration and Management (ICREAM) held on October 17, 2017 in Bandung, West Java, Indonesia. The aim of ICREAM is to provide a platform for educators, administrators, managers, leaders, policy makers, researchers, scholars, principals, supervisors, graduate students, practitioners, academicians, professionals and teachers from different discipline backgrounds to present and discuss research, developments and innovations in the fields of educational administration. It provides opportunities for the delegates to exchange new ideas and application experiences, to establish business or research relations and to find global partners for future collaboration.Table of ContentsEducational Administration, Policy and Leadership; Administration and Management in E-Learning; Geographic Information Systems in Education; Human Resource Development in Education Organization; Internet Technologies in Education; Administration and Management in School; Teacher Education; Total Quality Management in Education; Quality Assurance in Education; EconomicS and Finance in Education; Research on Education Administration and Management
£199.50
Taylor & Francis Ltd The Routledge International Handbook of Higher Education
Book SynopsisThis volume is a detailed and up-to-date reference work providing an authoritative overview of the main issues in higher education around the world today. Consisting of newly commissioned chapters and impressive journal articles, it surveys the state of the discipline and includes the examination and discussion of emerging, controversial and cutting edge areas. Trade Review" . . .Four of the sections—teaching and learning, course design, the student experience, and quality—are exceptionally exhaustive and valuable compendia of what is currently known about approaches to learning; how to organize, deliver, and assesss curriculum; how to deal with increasing diversity of learners with diverse needs, and how to measure quality in higher education."—Review of Higher EducationTable of ContentsList of ContributorsSection I: Introduction1. Editorial Introduction, Malcolm TightSection II: Teaching and LearningSection Introduction 2. Approaches to Learning, Jennifer M. Case and Delia Marshall3. Student Learning Research: A Broader View, Tamsin Haggis4. Conceptualising Teaching and Learning Interactions in Researching Higher Education, Paul Ashwin5. International Students from Asia, David Kember6. Study Success of Students from Ethnic Minority Backgrounds: an Overview of Explanations for Differences in Study Careers, Sabine Severiens and Rick WolffSection III: Course DesignSection Introduction7. Curriculum, Kelly Coate8. Problem-based Learning, Anna Kwan9. "An Alignment of the Planets": Mapping the Intersections Between Pedagogy, Technology and Management in Australian Universities, Ilana Snyder, Simon Marginson and Tania Lewis10. Diverse Student Groups: Teaching with a Goal of Inclusivity, Marybeth Gasman and Julie VultaggioSection IV: The Student ExperienceSection Introduction11. Tertiary Education in the Noughties: the Student Perspective, Naomi White12. Tuition Fee Policies in a Comparative Perspective: Theoretical and Political Rationales, Pamela Marcucci and Bruce Johnstone13. From Senior Student to Novice Worker: Learning Trajectories in Political Science, Psychology and Mechanical Engineering, Madeleine Abrandt Dahlgren, Håkan Hult, Lars Owe Dahlgren, Helene Hård af Segerstad and Kristina Johansson14. Postgraduate Research Students’ Experience: It’s All About Balancing Living, Coralie McCormackSection V: QualitySection Introduction15. What Can Students’ Perceptions of Academic Quality tell us? Research Using the Course Experience Questionnaire, John T. E. Richardson16. Grading Student Achievement in Higher Education: Measuring or Judging? Mantz Yorke17. National Monitoring of Higher Education: Motives, Methods and Means, John Taylor18. Still Balancing Improvement and Accountability? Developments in External Quality Assurance in the Nordic countries 1996-2006, Trine Danø and Bjørn Stensaker 19. A Global Survey of University Ranking and League Tables, Alex Usher and Massimo SavinoSection VI: System PolicySection Introduction20. Reflections on the Reform of Higher Education in Central and Eastern Europe, Peter Scott21. Globalisation and Higher Education Restructuring in Hong Kong, Taiwan and Mainland China, Ka-Ho Mok22. Performance-based Funding as an Instrument of Competition in German Higher Education, Dominic Orr, Michael Jaeger and Astrid Schwarzenberger23. Shifting Roles and Approaches: Government Coordination of Post-Secondary Education in Canada, 1995-2006, Theresa Shanahan and Glen Jones24. Bachelor Graduates on the Labour Market: a Cross-National Comparison of the Employers’ Viewpoint, Bettina AlesiSection VII: Institutional ManagementSection Introduction25. Institutional Structures: where Legitimacy and Efficiency Meet, Colin Pilbeam26. The Shaping of the Departmental Culture: Measuring the Relative Influences of the Institution and Discipline, Jenny J. Lee27. Economies of Scale and Mergers in Higher Education, Colin Green and Geraint Johnes28. University-based Economic Growth, Iryna Lendel, Phil Allen and Maryann Feldman29. Building Democracy’s University: University-Community Partnerships and the Emergent Civic Engagement Movement, Matthew Hartley and David SooSection VIII: Academic WorkSection Introduction30. Interpreting Changing Academic Roles and Identities in Higher Education, Kerri-Lee Krause31. Academic Development, Ranald Macdonald32. The Changing Nature of Academic Work, Jan Currie and Lesley Vidovich33. Understanding Academic Freedom: the Views of Social Scientists, Gerlese S. Åkerlind and Carole KayroozSection IX: KnowledgeSection Introduction34. Academic Research in Contemporary Society, Angela Brew35. Disciplinarity, Ruth Neumann36. Out with Humboldt and in with the Knowledge Society: On the Consequences of the Redefinition of the Role of Higher Education and Research, Merle Jacob37. The University, Neoliberal Reform and the Liberal Educational Ideal, Tony HarlandIndex
£46.54
Taylor & Francis Ltd Designing Learning
Book SynopsisBridging the gap between theory and practice, this fully updated new edition of Designing Learning offers accessible guidance to help those new to teaching in higher education to design and develop a course. With new considerations to the higher education context, this book uses current educational research to support staff in their endeavour to design and develop modules and degree courses of the highest quality. Offering guidance on every stage, from planning to preparing materials and resources, with a focus on the promotion of learning, this book considers: Course design models and shapes, and their impact on learning How the external influences of learning and teaching are translated by different institutions How to match the content of a course to its outcomes Frameworks to enable communication between staff and students about expectations and standards Taking into account thTable of ContentsList of Figures; List of Tables; Series Editor Introduction; Foreword; Chapter One: The Higher Education Context; Chapter Two: How your teaching fits into the big picture; Chapter Three: What are you students supposed to learn and be able to do?; Chapter Four: Matching your content to outcomes – and not the other way around; Chapter Five: Selecting the appropriate teaching and learning methods; Chapter Six: Designing Assessment and Feedback Opportunities; Chapter Seven: Learning materials and resources for diverse learners; Chapter Eight: Supporting your learners; Chapter Nine: Managing your course; Chapter Ten: Engaging your students and creating a learning community; Chapter Eleven: Does the course work? Evaluating and Evidencing your Practice; References
£26.99
Taylor & Francis Ltd Strategies and Tactics of Behavioral Research and
Book SynopsisStrategies and Tactics of Behavioral Research and Practice focuses on the most effective methods for measuring and evaluating changes in behavior. The authors provide the rationale for different procedures for measuring behavior and designing within-subject comparisons between control and intervention conditions. The text explains the strengths and weaknesses of methodological alternatives for every topic so that behavioral researchers and practitioners can make the best decisions in each situation.This classic text has been extensively revised to be more accessible and practical. Not only does it feature much more discussion of how research methods are relevant to today's practitioners, it also includes additional examples based on field research and service delivery scenarios. With expanded coverage on creating experimental designs, as well as new chapters on behavioral assessment, the statistical analysis of data, and ethical issues associated with research methodTable of ContentsPREFACEPART ONE THE NATURAL SCIENCE OF BEHAVIOR1 DISCOVERY IN RESEACH AND PRACTICE2 BEHAVIOR AS A SCIENTIFIC AND PRACTICAL SUBJECT MATTER3 ASKING QUESTIONS: WHAT DO YOU WANT TO KNOW?PART TWO MEASUREMENT4 SELECTING AND DEFINING TARGET BEHAVIORS5 DIMENSIONS OF BEHAVIOR AND UNITS OF MEASUREMENT6 OBSERVING AND RECORDING7 BEHAVIOR ANALYTIC ASSESSMENT 8. EVALUATING MEASUREMENTPART THREE DESIGN9 BEHAVIORAL VARIABILITY10 STEADY STATES AND TRANSITIONS11 DESIGNING BEHAVIORAL COMPARISIONS12 SINGLE BASELINE DESIGNS13 MULTILE BASELINE DESIGNSPART FOUR INTERPRETATION14 GRAPHICAL ANALYSIS OF BEHAVIORAL DATA15 GROUP RESEARCH DESIGNS AND STATISTICAL ANALYSES16 INTERPRETING RESEARCH AND PRACTICAL PROJECTS17 BEHAVIOR ANALYSIS RESEARCH ETHICSGLOSSARYREFERENCES
£82.64
Taylor & Francis Ltd Handbook of Multiple Source Use
Book SynopsisThe Handbook of Multiple Source Use draws on theory and research within cognitive and educational psychology, the learning sciences, disciplinary education, information literacy, reading psychology, and social psychology, to present the first comprehensive research volume on this topic. Many learners both in and out of school have almost instantaneous access to an enormous range of information sources at present. In this book, broken into six sections, international scholars come together toward understanding factors that influence how individuals cope with the challenge of building knowledge from diverse, often conflicting, information.Trade Review"Understanding, interpreting, and then integrating multiple pieces of information, across multiple formats and sources, is among the most important and difficult tasks facing individuals in the current information age. The editors of this volume have compiled the leading experts on this topic for a must-read handbook for anyone interested in comprehension, learning, critical reasoning, or problem-solving, and in particular, the challenging questions that surround the use of multiple sources: why it is crucial, how it happens, when it fails, and how to improve it."—Danielle McNamara, Professor in the Department of Psychology, Arizona State University, USATable of ContentsChapter 1. Introduction to research on multiple source use (Jason L. G. Braasch, Ivar Bråten, Matthew T. McCrudden) Section 1. Theoretical Frameworks Chapter 2. Representations and processes in multiple source use (M. Anne Britt, Jean-François Rouet, and Amanda Durik) Chapter 3. Cold and warm perspectives on the Cognitive Affective Engagement Model of multiple source use (Alexandra List and Patricia A. Alexander) Chapter 4. Towards a New Literacies perspective of synthesis: Multiple source meaning construction (Douglas K. Hartman, Michelle S. Hagerman, and Donald J. Leu) Chapter 5. A social psychology perspective on multiple source use: Elaboration and persuasion (Duane T. Wegener, Kathleen M. Patton, and Curtis P. Haugtvedt) Section 2. Individual Differences, Cognitive Mechanisms, and Contextual Factors in Multiple Source Use Chapter 6. Individual differences in multiple document comprehension (Sarit Barzilai and Helge I. Strømsø) Chapter 7. Potential challenges of Internet use among readers with dyslexia (Øistein Anmarkrud, Eva Wennås Brante, and Anette Andresen) Chapter 8. Strategic processing in accessing, comprehending, and using multiple sources online (Byeong-Young Cho, Peter Afflerbach, and Hyeju Han)Chapter 9. The role of validation in multiple documents comprehension (Tobias Richter and Johanna Maier) Chapter 10. Text relevance and multiple source use (Matthew T. McCrudden) Chapter 11. The role of conflict in multiple source use (Ivar Bråten and Jason L. G. Braasch) Section 3. Multiple Source Use in Specific Content Areas Chapter 12. Multiple source use in history (Emily Fox and Liliana Maggioni) Chapter 13. Functional scientific literacy: Disciplinary literacy meets multiple source use (Iris Tabak) Chapter 14. The role of sourcing in mathematics (Keith Weber) Chapter 15. Multiple source use when reading and writing in literature/language arts in classroom contexts (David Bloome, Minjeong Kim, Huili Hong, and John Brady) Section 4. Multiple Source Use Beyond the Classroom (section editor: Matt) Chapter 16. The provenance of certainty: Multiple source use and the public engagement with science (Rainer Bromme, Marc Stadtler, Lisa Scharrer) Chapter 17. Non-academic multiple source use on the Internet (Ladislao Salmerón, Yvonne Kammerer, and Pablo Delgado) Chapter 18. Updating of character information when reading multiple sources for pleasure (Amalia M Donovan and David N. Rapp) Chapter 19. Self-regulated learning processes and multiple source use in and out of school (Jeffrey A. Greene, Dana Z. Copeland, Victor M. Deekins, and Rebekah Freed) Section 5. Multiple Source Use Interventions (section editor: Ivar) Chapter 20. Effects of instructional conditions on comprehension from multiple sources in history and science (Jennifer Wiley, Allison J. Jaeger, and Thomas D. Griffin) Chapter 21. Learning to read while reading to learn: The central role of multiple documents in two instructional programs (Lowry Hemphill and Catherine Snow) Chapter 22. Promoting multiple text comprehension through motivation in the classroom (John T. Guthrie) Chapter 23. Instruction to promote information-problem solving on the Internet in primary and secondary education students: A systematic literature review (Saskia Brand-Gruwel and Johan L. H. van Strien) Section 6. Assessment of Multiple Source Use (section editor: Ivar) Chapter 24. Complementary methods for assessing online processing of multiple sources (Lucia Mason and Elena Florit) Chapter 25. Scenario-based assessment of multiple source use (John Sabatini, Tenaha O’Reilly, Zuowei Wang, and Kelsey Dreier) Chapter 26. Assessment of multiple resource comprehension and information problem solving (Susan R. Goldman, Alyssa Blair, and Candice M. Burkett) Chapter 27. Assessing online collaborative inquiry and social deliberation skills as learners navigate multiple sources and perspectives (Julie Coiro, Jesse R. Sparks, and Jonna M. Kulikowich) Chapter 28. Computer-based assessment of essays based on multiple documents: Evaluating the use of sources (Joseph P. Magliano, Peter M. Hastings, Kristopher Kopp, Dylan Blaum, and Simon Hughes) Chapter 29. Reflections and future directions (Jason L. G. Braasch, Matthew T. McCrudden, and Ivar Bråten)
£99.75
Taylor & Francis Ltd Intercultural Competence in Higher Education
Book SynopsisIntercultural Competence in Higher Education features the work of scholars and international education practitioners in understanding the learning outcomes of internationalization, moving beyond rhetoric to concrete practice around the world.Devoted exclusively to exploring the central learning outcomes of internationalization efforts, this edited volume contains a refreshing combination of chapters and case studies from interdisciplinary and cross-cultural contributors, including: cutting-edge issues within intercultural competence development, such as intersectionality, mapping intercultural competence, and assessment; the role of higher education in developing intercultural competence for peacebuilding in the aftermath of violent conflict; facilitating intercultural competence through international student internships; interdisciplinary and cross-cultural contributions from over 19 countriesTrade ReviewJos Beelen - Amsterdam University It will definitely be an asset to have a book in which the latest developments are discussed. I would agree with the proposer that there is a fairly wide range of market audiences within HEis, such as educational developers, quality assurance officers, policy advisors and, foremost, specialists in ICC that assist colleagues to implement this concept into programmes of studies. In my experience, these specialists have a crucial role in curriculum (re)design. The book can be expected to remain valuable for a number of years as the issues it describes have been around for a while. The editor is undoubtedly a leading authority in the field. Ken Cushner - Kent State University College I am certain that there is interest in the book proposed by Deardorff and Arasaratnam-Smith, and I believe the interest will continue to grow in the years ahead. I see two principal markets in the USA, Britain, Australia, Canada: 1) as a textbook for graduate level classes in programs such as higher education administration as well as departments of teacher education and/or curriculum and instruction to enhance already existing courses in multicultural and international education; and, 2) as a resource for higher education administrators working in offices of international affairs (e.g., education/study abroad, international student services). Given this, I do agree with the author’s evaluation of potential markets. Thus, if used in graduate level classes, I see it being used as a main text for courses in international higher education administration, as a supplementary text in courses in curriculum and instruction (multicultural or international/global education), and as a reference text for offices of international education as well libraries. Table of ContentsForeword Introduction Part One: Introduction to Intercultural Competence 1. Intercultural competence: An overview 2. Rethinking intercultural competence: Cultural humility in internationalizing higher education 3. The role of empathy in fostering intercultural competence 4. Towards transformative reciprocity: Mapping the intersectionality of interdisciplinary intercultural competence 5. The role of higher education in developing intercultural competence for peacebuilding in the after math of violent conflict Part Two: Development and Assessment of Intercultural Competence 6. Intercultural competence development in higher education 7. Critical intercultural competences in higher education in South Africa: Power, privilege and the decolonization of education 8. Intercultural competence in international higher education: A Chinese perspective 9. Mapping intercultural competence: Aligning goals, outcomes, evidence, rubrics, and assessment 10. The big picture of intercultural competence assessment Part Three: Application of Intercultural Competence Introduction to Case Studies: 29 Case Studies from around the world CS1. Intercultural seminars: An educational intervention with sojourners at a Portuguese university CS2. "Intercultural competence in practice:" A peer-learning reflection-based university course to develop intercultural competence CS3. Intercultural competence through global citizenship CS4. The VCU global bridge: Closing academic and cultural spans in first-year courses CS5. English for specific purposes course for Russian medical students: Focus on intercultural competence CS6. An online-learning journey of diversity and bias CS7. Intercultural competence for classes of mixed discipline students in New Zealand CS8. Weill Cornell Medicine-Qatar strides to instill cultural competence training in medical curriculum CS9. Intercultural communication for international mobility CS10. Intercultural competency at TCU CS11. Intercultural communication and engagement abroad CS12. GQ+CQ+SQ+EQ = Global synergy CS13. Intercultural development program (IDP) CS14. Development of intercultural communicative competence: A course for pre-service EFL teachers CS15. Making cultural diversity work CS16. Facilitating intercultural competences through international student internships: Making links to future professional selves CS17. Teaching intercultural competence to undergraduate international students in Vietnam CS18. Comprehensive and integrated intercultural development: A model for institutional change CS19. Global learning at Agnes Scott College CS20. From intercultural adaptation experience to intercultural competence in a multicultural classroom CS21. Issues in global displacement: Exploring community-based language learning CS22. "Intercultureality" at work CS23. Introducing intercultural awareness in a lifelong learning process: Reflections on a formal setting course CS24. Integrating diversity in academic teaching CS25. Developing intercultural competence through international travel experience at Spelman CS26. A collaborative volunteer project in Vietnam CS27. Inclusion through changing the conversation: A case study on NorQuest community dialogue on inclusion CS28. The Businet international weeks CS29. (Dis)connecting Mayan and Mexican Interculturidad with social justice in a U.S. graduate preparation program 11. Intercultural competence in international higher education: Emerging themes, issues, implications and future directions
£34.19
Taylor & Francis Ltd How to be a Better Scientist
Book SynopsisUnderstanding the fundamentals of conducting good science, that will have an impact, is the goal of every aspiring scientist. Providing a wealth of tips, How to be a Better Scientist is the book to read if you want to succeed in this competitive field. Helping readers gain an insight into what good science means and how to conduct it, this book is ideal to read cover-to-cover or dip into. It includes easily accessible guidance on topics such as: What characteristics should a scientist have? Understanding the hypothesis Integrity in science Lack of confidence and the embarrassment factor Time management Coping with rejection Interacting with the science community With its broad focus, this friendly guide will enthuse, inspire and challenge, and is an essential companion for all aspiring scientists. Trade ReviewChock-full of helpful advice and written by two highly experienced scientists in an engaging and amusing style, this book will be a boon to all early career researchers, whether just starting a PhD or building a first research group.Essential advice and good sense for early career and indeed late career scientists.Sir Charles Godfray FRS, Director, Oxford Martin School, Oxford UniversityI found the advice in ‘How to be a Better Scientist’ very insightful and honest. I wish this book had existed (and that I had read it) long before now! It really will be so helpful, comforting and enlightening for early career scientists like me.Steph Chaousis, Final year Ph.D. student, Griffith University, AustraliaScience has never been more important to society than it is at present and I am confident it will be even more important in future. It is essential that scientists are trusted and that their work has integrity. There are many ways scientists can become good at their art but this is largely defined by the personalised journey travelled by each through their career. For many of us it is a wonderful learning experience but we all need guidance about how to navigate its methodological, social and cultural intricacies. Leaving this to instinct, or the hard lessons learned from trial and error, is wasteful. In the past, the guidance of strong mentors and role models was what we sought but more is needed. This timely and welcome book, written by hardened and successful professionals in the art, will help the budding generation of scientists to be better than the last.Ian Boyd, Chief Scientist of DefraChock-full of helpful advice and written by two highly experienced scientists in an engaging and amusing style, this book will be a boon to all early career researchers, whether just starting a PhD or building a first research group.Essential advice and good sense for early career and indeed late career scientists.Sir Charles Godfray FRS, Director, Oxford Martin School, Oxford UniversityI found the advice in ‘How to be a Better Scientist’ very insightful and honest. I wish this book had existed (and that I had read it) long before now! It really will be so helpful, comforting and enlightening for early career scientists like me.Steph Chaousis, final year Ph.D. student, Griffith University, AustraliaScience has never been more important to society than it is at present and I am confident it will be even more important in future. It is essential that scientists are trusted and that their work has integrity. There are many ways scientists can become good at their art but this is largely defined by the personalised journey travelled by each through their career. For many of us it is a wonderful learning experience but we all need guidance about how to navigate its methodological, social and cultural intricacies. Leaving this to instinct, or the hard lessons learned from trial and error, is wasteful. In the past, the guidance of strong mentors and role models was what we sought but more is needed. This timely and welcome book, written by hardened and successful professionals in the art, will help the budding generation of scientists to be better than the last.Ian Boyd, Chief Scientist at the Department for the Environment, Food and Rural Affairs, UKTable of Contents1. What do we mean by science and 'being a better scientist'?; 2. What characteristics should I have as a scientist and am I that person?; 3. Understanding the hypothesis; 4. How do I find my way?; 5. Integrity in science; 6. Lack of confidence and the embarrassment factor; 7. The basics of doing an experiment; 8. Time management; 9. Giving a presentation or a poster; 10. Writing a (good) scientific paper; 11. Writing grant proposals; 12. How to cope with rejection; 13. Interacting with the science community through social media; 14. When things aren’t going well; 15. How to be a better supervisor; 16. Wider aspects of science management; 17. Final thoughts
£21.99
Taylor & Francis Ltd Essentials of Online Course Design
In spite of the proliferation of online learning, creating online courses can still evoke a good deal of frustration, negativity, and wariness in those who need to create them. The second edition of Essentials of Online Course Design takes a fresh, thoughtfully designed, step-by-step approach to online course development. At its core is a set of standards that are based on best practices in the field of online learning and teaching. Pedagogical, organizational, and visual design principles are presented and modeled throughout the book, and users will quickly learn from the guide's hands-on approach. The course design process begins with the elements of a classroom syllabus which, after a series of guided steps, easily evolve into an online course outline.The guide's key features include: a practical approach informed by theory clean interior design that offers straightforward guidance from page one clear and jarg
£34.99
Taylor & Francis Ltd Student Politics and Protest
Book SynopsisDespite allegations of political disengagement and apathy on the part of the young, the last ten years have witnessed a considerable degree of political activity by young people much of it led by students or directed at changes to the higher education system. Such activity has been evident across the globe. Nevertheless, to date, no book has brought together contributions from a wide variety of national contexts to explore such trends in a rigorous manner. Student Politics and Protest: International Perspectives offers a unique contribution to the disciplines of education, sociology, social policy, politics and youth studies. It provides the first book-length analysis of student politics within contemporary higher education comprising contributions from a variety of different countries and addressing questions such as: What roles do students' unions play in politics today? How successful are students in bringing about change? <Trade Review In many parts of the world it has become a commonplace to decry young people’s lack of political engagement, and especially to lament the decline of student-led political and social movements. Student Politics and Protest offers a most welcome insight into the presence, vibrancy and impact of contemporary student politics around the globe, and shows how higher education participation, policy and associational life profoundly shape young people as political actors today. Brooks’ outstanding collection is just the conversation changer we need in the debate about youth politics. Professor Anita Harris, Alfred Deakin Institute for Citizenship and Globalisation, Deakin University, Australia Student Politics and Protest brings together research from 19 countries to provide an extraordinarily rich reflection of how politics is enacted by students across the globe today. Each contribution is rooted in original empirical research – covering participation in formal organisations such as students’ unions through to informal activism in mass campaigns and protest movements – while the editor’s illuminating concluding reflections provide fresh insight into the commonalities and differences in student activism across both space and time. Professor Hilary Pilkington, School of Social Sciences, University of Manchester, UK Student Politics and Protest provides a much-needed analysis of the ways in which higher education students have engaged politically over the past few years. By drawing on a wide variety of empirical examples from across the world, it explores the different ways in which students have mobilised, the causes they have championed and how wider society has responded to their actions. It is an important and engaging text for scholars of contemporary higher education. Professor Claire Callender, Birkbeck and UCL-Institute of Education, University of London, UK While most important in providing activists as well as ideas for contentious politics, student movements have rarely been studied. Proposing innovative theoretical frameworks and covering a broad range of empirical cases of contemporary protests in institutions of higher education, this important volume contributes to our knowledge on politics and policies in times of austerity. Professor Donatella della Porta, Scuola Normale Superiore, Florence Table of Contents1. Student Politics and Protest: an Introduction. 2. Campaigning for a Movement 3. Student Struggles and Power Relations in Contemporary Universities. 4. Neoliberal Discourses and the Emergence of an Agentic Field: the Chilean Student Movement 5. Affinities and Barricades. 6. Student Politics and the Value(s) of Public Welfare 7. The Politics of Higher Education Funding in the UK Student Movement 1996-2010 8. Student Power in 21st Century Africa 9. Students’ Associations 10. ‘If Not Now, Then When? If Not Us, Who?’ Understanding the Student Protest Movement in Hong Kong 11. Student Mobilization during Turkey’s Gezi Resistance: From the Politics of Change to the Politics of Lifestyle 12. Network Formation in Student Political Worlds 13. Conclusion
£34.19
Taylor & Francis Ltd Rethinking Case Study Research
Book SynopsisComparative case studies are an effective qualitative tool for researching the impact of policy and practice in various fields of social research, including education. Developed in response to the inadequacy of traditional case study approaches, comparative case studies are highly effective because of their ability to synthesize information across time and space. In Rethinking Case Study Research: A Comparative Approach, the authors describe, explain, and illustrate the horizontal, vertical, and transversal axes of comparative case studies in order to help readers develop their own comparative case study research designs. In six concise chapters, two experts employ geographically distinct case studiesfrom Tanzania to Guatemala to the U.S.to show how this innovative approach applies to the operation of policy and practice across multiple social fields. With examples and activities from anthropology, development studies, and policy studies, this volume is written for researcherTable of ContentsAcknowledgments1 Follow the Inquiry: An Introduction2 Case Studies: An Overview3 Horizontal Comparison4 Vertical Comparison5 Tracing the Transversal6 Follow the Inquiry: Reflections on Comparative Case Study ResearchIndex
£34.19
Taylor & Francis Ltd The Educators Guide to Producing New Media and
Book SynopsisDigital video, audio, and text have never been more popular, and educators need to know how to make new media work in all types of learning environments. The Educator's Guide to Producing New Media and Open Educational Resources provides practical advice on how to produce and use open access resources to support student learning. This realistic how-to guide is written for education professionals in any discipline seeking to transform their instruction with technology.Trade Review"Brown and Green have spent a quarter of a century creating and sharing digital resources for teaching and learning. In this book, they do an outstanding job discussing a variety of ‘new media’ (digitally produced pieces that combines images, sound, and/or interactivity) and ‘open educational resources.’ They provide practical advice on how to produce media, including ways for using, creating, editing, distributing, and embedding them. This book will benefit any instructor looking to integrate technology into their teaching."—Florence Martin, Associate Professor in Instructional Systems Technology, Department of Educational Leadership, University of North Carolina, Charlotte, USA"Brown and Green have done it again. Their conversational tone sets the reader at ease as they effectively break down concepts many consider difficult. This book is a valuable resource for both the novice and experienced educator who wants to create and share open educational resources."—John H. Curry, Associate Professor of Educational Technology and EdD Program Coordinator, Morehead State University, USATable of ContentsChapter 1: New Media and Open Educational Resources DefinedChapter 2: Digital VideoChapter 3: Digital AudioChapter 4: Digital TextChapter 5: Curated Digital MediaChapter 6: Copyright ConsiderationsChapter 7: Instructional Media Production and EvaluationReferences
£28.99
Taylor & Francis Exploring Complexities in College Student
Book SynopsisThis book explores how college students address life challenges and develop the self-authoring capacities needed to deal with the ambiguities and complexities of life after graduation.Based on the in-depth interview portion of the Wabash National Study of Liberal Arts Education, this book draws on almost 1,000 interviews with a diverse cohort of 315 students from six institutions over 4 years. It traces these studentsâ journeys, documenting the wide variety of pathways they followed, the range of contexts in which their experiences took place, the liberal education outcomes associated with these experiences, and the factors that affected quality and impact. The authors critique current student development theory and offer a new interactionist model to guide future study in the field, inviting readers to adopt five habits of mind to guide their praxis and practice to promote student development.This valuable resource is written for educators working in higher education institutions â both faculty and student affairs professionals â who want to help students get the most out of their college experience.
£39.89
Taylor & Francis Ltd Transforming Medical Education for the 21st
Book SynopsisDrawing on key international reports and input from leading healthcare practitioners and educators worldwide, this ground-breaking book closely examines the real issues facing medicine and medical education. With a wide-ranging, evidence-based approach, the author identifies key drivers of change in both the developing and developed world.He examines national and international medical education priorities, suggests practical educational development and change management strategies to translate reforms into reality, and reviews the role of the medical profession as part of the wider healthcare community. This highly detailed, full-colour text offers thought-provoking reading for all healthcare educators and professionals.Healthcare managers and policy makers will find invaluable the practical, specific guidance for change. Healthcare students too, will find the accessible advice for personal direction and development both eye-opening and inspirational.With commentaries by experts who participated as members of The Lancet Commission on Education of 'Health Professionals for a New Century: Transforming Education to Strengthen Health Systems in an Interdependent World' Lord Nigel Crisp, House of Lords, London, United Kingdom Professor Patricia J. Garcia, Dean, School of Public Health and Administration, Cayetano Heredia University, Lima, Peru Professor Afaf I. Meleis, Margaret Bond Simon Dean of Nursing, University of Pennsylvania, United States and an epilogue on 'Leadership in Medicine and Healthcare for the 21st century' by Dr Ruth Collins-Nakai, former president of the Canadian Medical Association and chair of the Canadian Medical Foundation, Ontario, CanadaTrade Review"Dr Lueddeke is very well placed to write this book as he has worked in both secondary and higher education, including medical, in remote and large urban communities, in both Canada and the United Kingdom. His expertise in educational development has also brought him to different corners of the world. I am confident that you will find this book an enjoyable and informative companion." — Manuel M Dayrit, in his Foreword"Speaking for myself who has worked in various contexts – healthcare institutions, rural villages, government bureaucracies –with the goal of improving the health of people, this book allows me to look back at my experiences with new eyes and enables me to look at future challenges with imagination and new inspiration."— Dr Manuel M Dayrit, Director, Department of Human Resources for Health, World Health Organisation (previously Minister of Health for ThePhilippines)"This book could be transformative and a turning point in medical education specifically and healthcare education generally. It is a step in the right direction and should be required reading for educators, students/trainees and managers in medicine, nursing, public health and other health/social care professions. It is a driver and facilitator in advancing progress in interprofessional education."— Professor Afaf I. Meleis, Margaret Bond Simon Dean of Nursing, University of Pennsylvania, United States"Undoubtedly, the book will challenge many to rethink healthcare, health systems and health/medical education in a global context that is changing with unprecedented speed and scope."— Dr Catherine Michaud, Consultant, The China Medical Board, Boston, Massachusetts, United States"Global developments set the scene for the radical changes in the education and training of health professionals. Ultimately, it is transformation in how health professionals work, and most fundamental of all, in how they think and how they understand the world that will lead to improvements in health and healthcare. "— Lord Nigel Crisp, House of Lords, London, United Kingdom"I LOVE IT. This book is amazing and your input is excellent, brilliant and smashing - it is lived and real leadership!!!! Congratulations."— Professor Dr. med. Björn Brücher, Professor of Surgery, Medical Director Peritoneal Surface Malignancies Center of Excellence & Chief, Division of Cancer Research, BSNCI Bon Secours National Cancer Institute, United States; Founder of the Theodor-Billroth-Academy University of Tübingen, Germany"This book will be of interest to all because it offers more than just a discussion of changes in the education of health professionals; it offers suggestions to real enabling actions."— Professor Patricia J Garcia, Dean, School of Public Health and Administration, Universidad Peruna Cayetano Heredia, Lima, Peru"I've read your book, thoroughly enjoyed it, and have now shared it with others. Thanks for this terrific synthesis and contribution to the field."— Dr Joseph Kolars, M.D. Senior Associate Dean for Education and Global Initiatives at the University of Michigan Medical School"I continue to use your book which is excellent....and seminars here would be a good idea."— Professor Geoff McColl, Consultant Rheumatologist, deputy dean of Medicine, Dentistry and Health Sciences, and director of Melbourne University's Medical Education Unit, Melbourne, Australia"I like your book...lots of innovative thinking" (to be translated into Polish) "... recommended to members of the European Public Health Future Research Working Group (Director General Research of the European Commission)— Dr Miroslaw J. Wysocki, Director General, National institute of Public Health - NIPH, Warsaw, Poland"This book is useful to anyone interested in the advancement of healthcare. It joins a growing body of titles exploring the future of medical education — but what sets it apart is the full circle exploration of where we have been to where we should be on a local and global level."— Dana Abbey, MLS, Health Information Literacy Coordinator National Network of Libraries of Medicine, University of Colorado Anschutz Medical Campus, United States"I have gone through your book and find it very informative as it provides a comprehensive analysis of health/social care issues facing the developed and developing worlds and highlights the need for strengthening medical/healthcare education and training - coping with emerging needs and global developments. I am optimistic that this manuscript will pioneer a new thought process and will be useful in scaling up human resources for health and increasing their productivity in line with the Global Health Workforce Alliance strategy for 2013-2016: 'advancing the health workforce agenda within universal coverage."— Dr Muhammad Mahmood Afzal, Head of Country Facilitation Team, Global Health Workforce Alliance (GHWA), Geneva, Switzerland"I have indeed read your new book and recommended it to a number of AMA colleagues. It is an excellent summary of the state of medical/health care education today and issues for the future.— Susan E. Skochelak MD, MPH, Vice President, Medical Education, American Medical AssociationTable of ContentsForeword. Commentaries by members of The Lancet Commission on Education's Health Professionals for a New Century. Preface. About the author. Acknowledgements. Figures and tables. Introduction. Key drivers of change. Changing demographics and redefining health priorities. Social determinants of health. Obesity: 'a diet to disaster'. Malnutrition: 'the face of worldwide hunger'. Impact of rising costs on healthcare. Improving health literacy. Global health: 'putting families and communities at the hub'. Scientific megatrends in healthcare and information technology. Breaking down inter/trans-professional barriers. The Lancet Commission report and concluding comments. National reviews of medical education. Common issues and concerns in medical education. National reports and the possible need to 'dig deeper'. Balancing primary care and the specialties. Barriers to achieving reforms. Educational priorities in medical education. A synthesis of key educational priorities in medical education. Systemic problems in medical education. Curriculum reform in medical education: returning to first principles? Main purpose of restructuring healthcare education and training. Competencies for the twenty-first century. Refocusing medical education: from teaching to learning. Considering Confucian and Socratic learning philosophies. Educational challenges in implementing 'transformative' learning. Enhancing understanding and acquisition of professional skills. Medical education: learning systems review and development. Rationales for change: a recap. Three approaches to planning and operating educational systems. Reconceptualising healthcare education and training. Mapping population health and competency needs using the DACUM process. Benefits of applying DACUM in healthcare curricula. Case examples: learning systems implementation. The University of the Philippines Manila School of Health Science: 'where health workers are trained to stay and serve.' From competencies to learning outcomes. A case study in curriculum mapping of core medicine. Adapting healthcare curricula to the twenty-first century. Learning outcome components. Learning systems design: ensuring patient safety and learning effectiveness. An example of creating an interprofessional, innovative and engaging learning environment. Learning that lasts: the 'law of cumulative ignorance.' Medical education and the management of change. Improving postgraduate education: lessons from a national study. National Health Service cultures and organisational performance: research findings. The adaptive-generative development model to guide change and innovation. Enacting change: think globally, act locally. Building an action culture. Interactional leadership: valuing emotions and social interaction. Implications of applying the leadership framework in healthcare. Toward professional standards in healthcare education. 'Choosing' to lead. The physician - patient contract. Changing physician - patient relationships. Public perceptions of physicians. Toward a new physician - patient contract. Professional as 'authority': a patient's story. Defining patient rights to good medical practice in the twenty-first century. Professional as 'partner': a junior doctor's story. Realising the aims of medicine in the twenty-first century. Patients in the twenty-first century. Role of medicine: cure illness, extend life or 'medicalise' society? Developed nations: cutting costs - prioritising patients and resources? Developing nations: key ingredients for success? Healthcare by 2020 and beyond: 'back to the future?' From academic centres to academic systems and longitudinal integrated rotations or clerkships. Remote care requirements for NASA and community-based medicine. Reducing costs, yet safer and more efficient treatment? 'What's Past is Prologue': Revitalising Medication Education and training for the 21st Century. Transforming medical education: seizing the moment. Factors underpinning long-term, highly successful organisations. Organisational reorientation: shifting the paradigm. Expanding from local and national to global health systems. Toward new curriculum models for healthcare education and training. Building teamwork, not 'team work.' Future technological advances and healthcare. Managing the change process. Facing limitations and challenges: broadening the field of medicine and medical education in the twenty-first century. Human population growth and global carrying capacity. Finding solutions to emerging needs and problems. International 'beacons of change and innovation' in medical education. Medical and healthcare education at a crossroad. A closing word and the 'pale blue dot.' Epilogue: Leadership in medicine and healthcare for the 21st Century. References. Index.
£46.54
Cambridge University Press The European and American University Since 1800
Book SynopsisThe essays in this book discuss how universities work and have worked, in relation to other parts of a higher education 'system'. The authors are particularly interested in 'complexity' as it affects universities, the professions and government, and exercise comparative analysis in assessing the functioning, the success and the significance of universities.Trade Review"...the essays in The European and American University Since 1800...provide important assessments of how ideas and policy interventions by governments brought about change." Campbell F. Lloyd, Journal of Urban History"...the various chapters provide useful insights....it is hard to imagine the reader who would not find some new insights in a collection of papers as diverse as this one." East/West Education"...a serious historical and sociological overview of the subject....worth browsing through, if only to gain some understanding of the widely different fundamental assumptions underlying European and American universities." Journal of Academic Librarianship"The topics addressed in this volume hold considerable importance for contemporary public policy and university politics, just as they represent key dynamics in the shaping of the modern university....Consumed slowly and deliberatley, it constitutes a satisfying meal. The richness and complementary flavors may be difficult to appreciate second-hand, but the patient, highly motivated reader should find the intellectual investment worthwhile." Janet Rasmussen, Scandanavian Studies"This book ...takes history very seriously and is the sworn enemy of oversimplified assessments of university development, past and present...This is a substantive anthology." Histoire socialeTable of ContentsNotes on the contributors; Introduction: universities and 'higher education' Sheldon Rothblatt and Björn Wittrock; Part I. Fact and Ideals in Liberal Education: 1. The limbs of Osiris: liberal education in the English-speaking world Sheldon Rothblatt; 2. In search of Isis: general education in Germany and Sweden Sven-Eric Liedman; Part II. The State, the University, and the Professions: 3. The transformation of professional education in the nineteenth century Rolf Torstendahl; 4. From practise to school-based professional education: patterns of conflict and accommodation in England, France and the United States Michael Burrage; Part III. The Ambiguities of University Research in Sweden and the United States: 5. Universities, research, and the transformation of the state in Sweden Aant Elzinga; 6. Research, graduate education, and the ecology of American universities: an interpretative history Roger Geiger; Part IV. Complexity: 7. The problem of complexity in modern higher education Burton R. Clark; 8. Comparative perspectives on British and American higher education Martin Trow; Part V. The Ironies of University History: 9. The modern university: the three transformations Björn Wittrock; Index.
£41.79
Cambridge University Press The Cambridge Apostles 18201914 Liberalism Imagination and Friendship in British Intellectual and Professional Life
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