Although it is vital that the incorporation of ICT into academic culture is effective and lasting, the very nature of higher education, with its long ties to tradition and academic values, does not lend itself easily to emerging ICT strategies. This book asks how we, as educators, can shift
mind-sets, practices, policies, and attitudes in higher education in order to serve society and meet the educational needs of today.
Tackling the critical question of how to manage knowledge for value creation in the higher education environment, the authors draw attention to smart ICT use for knowledge creation and sharing. Serving up a mixture of case studies, examples, questions and tools, they also deliver insights on the
human element involved in both ICT and higher education. By providing a conceptual model for implementing Knowledge 4.0 in educational environments, this book ultimately facilitates a dialogue within higher education institutions that brings forth emerging practices and examples of cultural
Confronting the idea that innovation brings chaos to institutions steeped in tradition, this edited collection is a must-have guide for those interested effecting technological change in educational environments while also sustaining academic quality and delivering meaningful learning outcomes.
Although Lean Six Sigma (LSS) and its popularity in the context of larger manufacturing and service organizations has long been recognized, it is not widely recognized in the context of Higher Education (HE).
This book serves as a practical and systematic roadmap for developing, implementing, sustaining and deploying LSS in any higher education institution. Including various case examples and studies carried out by leading research scholars and practitioners in the field, plus a dedicated chapter on the
tools and techniques which can be utilised for problem solving in the HE sector – the contributors illustrate the power of LSS methodology and its relevant tools in the HE context.
By demonstrating a clear need for LSS, and guiding the reader through practical implementation solutions, this book, edited by a globally recognised leader in LSS methodology, is a must-have resource for academics and continuous improvement professionals who are interested in applying LSS as a
process improvement methodology within the university sector, as well as trainers and consultants who would like to develop LSS training material for their university clients.
Samantha Broadhead, Rosemarie Davies, Anthony Hudson
Access education has been through many changes since its beginnings in the late 1960s. Recent shifts in the academic landscape including standardization, grading, and new tensions in higher education raise difficult questions for educators regarding the future of access education. This book
critically examines various aspects of Access education from a historical perspective. It proposes that there are particular 'Access' values that are shared by practitioners that can be at odds with the needs of higher education. Wider questions concerning funding and accountability underpinned by
neoliberalism have also had an impact on Access education. The authors, practitioners and researchers of Access education, gather their insights in this timely book, grounded in authentic experience. They explore the ways in which policies and procedures have been developed in light of these
tensions. By drawing particular attention to the voices of Access practitioners and highlighting the current constraints around curriculum design this book will prove invaluable for leaders, administrators, researchers and practitioners in further and higher education.
Featuring a Prologue by Professor Penny Jane Burke, and Epilogue by Dr Ciaran Burke
The often-changing definitions of widening participation groups in UK higher education has the potential to lead to inequitable experiences for students who do not fit into traditional typologies. This book considers the experiences of students who care for children while studying (CCS), a group
often discussed only broadly in existing research, to shine a light on the unique barriers and experiences they face.
Problematising ‘who’ is recognised in widening participation and equalities policy, Samuel Dent presents an Institutional Ethnographic study, involving 16 CCS students at a research-intensive UK University and collected over two academic years, to gain further insight into their
institutional experiences. Unearthing the complex reality that CCS students’ experiences vary in proportion to a diverse range of individual circumstances, Dent identifies a consistent theme in which these students experience a pattern of institutionally ‘othering’,
‘individualisation’, and ‘passing’ behaviours. Dent ultimately concludes by tackling the important question of how these patterns of experiential imbalance might be challenged.