Although credit is a well-established feature of the higher education sector in the USA, it is a relatively recent and radical phenomenon in the UK. Credit is a vehicle for widening access and student choice, for curricular flexibility and mobility of learning. Credit provides a transparent,
enabling framework within which students can be supported and sustained through their learning journey. Yet much of the conservative 'university establishment' in the UK university sector has been hostile to the credit project, hence credit in the UK is both championed and condemned, celebrated and
feared, embedded and rejected in different settings.
This book provides an introductory overview of credit, chronological chapters which trace the narrative of the history of credit in the UK higher education (decade by decade) from the ground-breaking Robbins Report of 1963 to the present day and a commentary on the developments of the past
half-century. Everyone involved, or with an interest, in Higher Education should read this book, including educators (curriculum developers, tutors, assessors) and administrators, institutional leaders and student advisors. Debates about the focus, funding and future of the UK university sector is
at the forefront of political and educational discourse; this book could not be more timely. Furthermore, there are no comparable books in the market. This is the first history of credit in the UK HE sector.
The Institutional Research profession is currently experimenting with many strategies to assess institutional effectiveness in a manner that reflects the letter and spirit of their unique mission, vision, and values. While a "best-practices" approach to the measurement and assessment of
institutional functions is prevalent in the literature, a machine learning approach that synthesizes these parts into a coherent and synergistic approach has not emerged.
A Machine Learning, Artificial Intelligence Approach to Institutional Effectiveness in Higher Education presents a practical, effective, and systematic approach to the measurement, assessment, and sensemaking of institutional performance. Included are instruments and strategies to measure and assess
the performance of Curriculum, Learning, Instruction, Support Services, and Program Feasibility as well as a meaningful Environmental Scanning method. The data collected in this system are organized into assessments of institutional effectiveness through the application of machine learning data
processes that create an artificial intelligence model of actual institutional performance from the raw performance data. This artificial intelligence is visualized through five organizational sensemaking approaches to monitor, demonstrate, and improve institutional performance. Thus, this book
provides a set of tools that can be adopted or adapted to the specific intentions of any institution, making it an invaluable resource for Higher Education administrators, leaders and practitioners.
Current conventions in school evaluation focus on accountability, control and compliance. New Zealand offers a distinctive, systemic alternative to school self-evaluation, with developmental and negotiated approaches ingrained throughout the education system, from school inspection to major
government schooling improvement initiatives. In New Zealand there is no national testing, other than a Ministry-sponsored (voluntary) formative assessment system designed for school and teacher self-evaluation. This is a form of professional and program evaluation where there is shared power and
responsibility between evaluators and those being evaluated. Through a detailed national case study of New Zealand, together with commentaries from international specialists, this volume examines the successes and challenges of this approach to programme evaluation and its generalizability to other
educational and professional review settings, and show how education systems can recover a balance between an achievement agenda and a focus on educational quality.
Academic mobility promotes the development of joint research activities, broadens the horizons of researchers, lecturers and professors, and promotes knowledge flows between institutions. This book offers a contemporary perspective on the mobility of academics across the globe with contributions by
authors based in Australia, Germany, Ireland, Israel, South Africa, Spain, Turkey, the United Arab Emirates, the United Kingdom and the United States. With a focus on the context for and experience of academic mobility in Africa, Australia, Europe, the Gulf and the United States, issues such as
historical perspectives and contemporary reflections, the impact of English as the 'lingua franca' of academe in South Africa, the motivations and experiences of international academics working in the United Arab Emirates, the integration of foreign-born faculty within Israeli academia, academic
mobility within the US, and, the legal status of academic mobility, this volume is both comprehensive and relevant.
Research indicates change is complex and difficult, and requires considerable time to achieve, sometimes years or even decades. This book presents major findings from a research study exploring the leadership needed to enact rapid change – defined as three years or less – in various
school contexts, overtly including the perspectives of leaders, teachers, students, parents, community members, and district leaders. We challenge many of the assumptions in current scholarly literature about how fast, complex change can or should be wrought within educational environments; indeed,
our premise is that rapid, complex change is not only possible but may be highly desirable and successful given the right leadership approach. We present a pragmatic ‘rapid change’ model emerging from in-depth explorations of successful leadership approaches that accelerated the
change agenda in these schools. We outline the theoretical underpinnings to the model and overtly articulate the pragmatic approaches leaders found to be effective in implementing fast-paced change. We also present case studies of successful change in schools with descriptions and advice elicited
from leaders and stakeholders.
This edited collection illuminates the benefits, drawbacks, challenges, opportunities of the push to widen access to success and social mobility through university and other post-secondary education experiences in the UK and internationally. It examines a range of particular case studies, and
addresses issues including the role of part-time study, the experiences of BAME students, increasing access within rural communities, issues faced by those with mental health problems, and the role of employers.
There has been some progress in some countries; increased access and enhanced success for some targeted populations, but not for others; and improvements in some regions of particular countries, but not for others. Efforts to improve access to success and social mobility, to strengthen the
identification and nurturing of talent in every community and every corner of our societies, is, like the ‘curate’s egg’, only good in parts. This collection demonstrates that educational inequalities, unfairness and injustices still remain.
Academic promotion doesn't come easy: a successful application requires you to demonstrate continued growth in every area of your role as a researcher, educator and member of the academic community. Furthermore, the detail of the promotions process varies from one country to another and even from
one institution to another. So where does an ambitious academic start?
Achieving Academic Promotion demystifies the process by bringing together international perspectives - both personal accounts and reflections on the structures and processes of promotion in different contexts - to help you understand the steps you can take at any stage of your career to move up the
ladder. Featuring compelling and encouraging personal stories of success, as well as practical tips and takeaways, this timely book is essential reading for the academic who wants to be promotion-ready.
The potential for research evidence to improve educational policy and practice is immense. Yet internationally, research used by teachers and governments is currently sporadic rather than systematic. In response, this book brings together seven chapters that encompass a range of research projects
and ideas in relation to evidence-informed policy and practice (EIPP) in education. These projects and ideas all share a single overarching purpose: providing insight into how EIPP in education can be achieved.
Underpinning each chapter is the notion that the world is complex. If we are to introduce change in any meaningful way into it, we therefore have to understand and respond to this complexity. This means then that we cannot simply assume that, because it seems rational or common sense for teachers
and policy-makers to use research to help improve their decision making or acts of praxis, that they will do so.
Correspondingly, the book represents a holistic journey of discovery and experimentation: of an engagement with the work of thinkers and authors from Eco to Flyvbjerg, via Habermas, Foucault and Aristotle; of ideas ranging from phronesis to trust and social relations; and with diverse research
methodologies, including social network analysis and decision tree predictive modelling.
The result is both descriptive and prescriptive: as well as outlining the research and its findings, practical suggestions and strategies for achieving evidence use both in educational policy and practice are provided throughout.
Action Research (AR) is an ideal methodology to enable practical and emancipatory outcomes, as well as to generate relevant and authentic theory. Consequently, it has gained popularity worldwide. However, this emerging paradigm of AR in the Social Sciences has been widely misunderstood and misused
by researchers, educators and practitioners.The integration of Action Learning with Action Research deepens understanding and contributes to new knowledge about the theory, practice and processes of Action Learning (AL) and Action Research (AR). It clarifies what constitutes AL/AR in its many forms
and what it is not. AL and AR enable participants to effectively approach increasingly complex global challenges confronting humankind in this twenty-first century, collectively achieve practical, emancipatory and sustainable outcomes and generate relevant, authentic theory. This book, written by
internationally renowned experts, is the first to provide a comprehensive overview of the main genres and approaches of AL/AR. They explain the genre of their expertise, reflect on their rich experiences with it, and consider both the common features shared across the AL/AR paradigm and what is
distinctive about the particular genre they overview. This book discusses the what, why and how of their particular approach and will prove invaluable for researchers and practitioners alike.
Dr Anastasia Misseyanni, Dr Christina Marouli, Dr Paraskevi Papadopoulou, Miltiadis D. Lytras
In the era of the 21st century knowledge society, higher education can play an important role as a driver for innovation, leadership and creativity, as it helps develop not only well informed and knowledgeable citizens but also responsible and creative individuals. The challenges of globalization,
tightly linked with rapid developments in Information and Communication Technologies (ICT) and the need to address issues of quality and inclusiveness for a better quality of life and a sustainable future, have become drivers of change in higher education institutions. We are experiencing a shift
towards more interdisciplinary curricula and a more integrated and student-centred approach to teaching. Instructors increasingly use active learning and other pedagogies of engagement as a means to increase learning and improve student attitudes.
This book explores best practices for effective active learning in higher education. Experienced instructors from different disciplines and countries share their experiences and reflect on best practices, as well as on the theoretical underpinnings of active learning. Contributors share their
thinking on strategies based on different active learning methods such as the use of ICTs, collaborative learning and experiential learning, as well as their implications for teaching, assessment, curriculum design and higher education administration.
Active learning provides skills for real life problem solving and prepares students to become responsible and active citizens. This book will be a very significant resource for educators who are interested in making a difference in students' lives.