Enakshi Sengupta, Patrick Blessinger, Milton D. Cox
£92.49
Book + eBook
How can a library engage students and pro-actively create information literacy? What impact might that have? These vital questions are addressed, at an international level, in this timely new book. Delving into various real-life case studies of interventions in colleges and universities from Canada
to India, the chapters in this edited collection showcase relevant examples of efforts to improve engagement with library resources. The authors highlight instances of specifically designed student-centered workshops, a university partnership with a writing center, the role of a library in Africa as
a source of socio-economic transformation, and many more examples of innovations and collaboration between libraries and students. The experiences shared by authors in this book are a valuable resource for librarians and researchers across the world interested in how their collaborative efforts can
promote the value of information literacy and help create opportunities for students to build their library practice skills.
Enakshi Sengupta, Patrick Blessinger, Craig Mahoney
£86.24
Book + eBook
Universities are no longer functioning in isolation but are preparing to be agents of social change by actively involving students in community life beyond the classroom. This book explores social responsibility and education, looking to social ethics theory and the value proposition of higher
education institutions.
Understanding that pedagogies that are based on the inculcation of social responsibility can lead to social and economic benefits for students and society at large, the authors present case studies of policies and practices used in institutions across the globe to give readers an insight into how
social responsibility is embedded into the curriculum. While no one approach is prescribed as the benchmark, the chapters help readers to understand the practices that academics are implementing across cultural environments, in India, Nigeria, Canada, New Zealand and in the US.
Enakshi Sengupta, Patrick Blessinger, Taisir Subhi Yamin
£92.49
Book + eBook
The world’s leading international agencies are promoting and stimulating the intellectual debate towards incorporating sustainability in main stream education with the help of thought leaders. This volume highlights innovative pedagogy, discusses the learning methods which can help us to
address the world’s current sustainability challenges, and offers solutions to meet these. The case studies featured, offering international insight from Malaysia to Australia, discuss curriculum development and integrating sustainability within the core philosophy of the university. The
authors explore how leadership education needs to innovate to effectively respond to current sustainability challenges. This topical volume contextualizes the heightened interest in sustainable education across the globe and will be of interest to researchers, university leaders, and students
interested in a sustainable future for universities and society as a whole.
Carol Camp Yeakey, Robert T. Teranishi, Walter R. Allen, Loni Bordoloi Pazich, Marcelo Knobel
£127.49
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Now more than ever, the issue of access to higher education for all is a matter of global importance. As colleges and universities worldwide increasingly extend their academic programs abroad, develop internationally mixed research teams and create international curricular initiatives, it is
essential to ensure that equitable access to a high quality education remains a key component of the research and policy agenda transnationally. In this book, leading scholars from around the globe offer the most current knowledge about postsecondary access and success, offering fertile ground for
new directions in higher education. A critical read for scholars, practitioners, and policymakers, this book offers interdisciplinary perspectives on key priorities and action steps for the higher education community to help mitigate economic, social, and political inequality.
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.
Across many countries, national, federal and district level governments are increasingly pursuing approaches to school improvement that seek to achieve so-called ‘bottom-up’ change. That is, improvements to teaching and learning that are generated by teachers, and subsequently shared
horizontally and vertically within educational systems. Often such change relies on educators engaging in ‘evidence-informed practice’: improvements to teaching in learning that are grounded in data and research.
Within this context, this handbook examines how to bring about more consistent, evidence-informed practice in education globally. To do so, chapter authors have employed Hood’s (1998) social regulation/cohesion matrix, combined with an institutional theory analytic lens, to provide detail on
their specific contexts, including perspectives from every continent. Insights are subsequently analysed comparatively to provide generalisable insights that can be applied to any country, across the globe.
Generating understanding into how to more routinely foster evidence-informed teaching practice globally, this ground-breaking handbook is vital reading for educational researchers, and especially those working close to practice, in all settings. It is hoped that there are also lessons from education
that can be applied to other areas such as social care, justice or health.
Higher education research is a developing field internationally, which is attracting more and more researchers from a great variety of disciplinary backgrounds within and beyond higher education institutions. As such, it is an arena within which a wide range of theories, methods and methodologies is
being applied. Theory and Method in Higher Education Research I contains contemporary contributions to international debates regarding the application and development of theory and methodology in researching higher education.
Higher education research is a developing field internationally, which is attracting more and more researchers from a great variety of disciplinary backgrounds within and beyond higher education institutions. As such, it is an arena within which a wide range of theories, methods and methodologies is
being applied. This volume of Theory and Method in Higher Education Research contains contemporary contributions to international debates regarding the application and development of theory and methodology in researching higher education. Amongst the theories discussed are actor-network theory,
institutional logics, strategic positioning and threshold concepts. In terms of method and methodology, contributions consider validity in qualitative research, measuring competences, international-comparative research, shadowing, participatory research and participant-centred approaches to
interviewing.
Higher education research is a developing field internationally, which is attracting more and more researchers from a great variety of disciplinary backgrounds within and beyond higher education institutions. As such, it is an arena within which a wide range of theories, methods and methodologies
are being applied.
This volume of Theory and Method in Higher Education Research contains analyses and discussions of, amongst others, relational working, corpus linguistics, data dialogues, instrumental variables, participatory pedagogy, diverse participation, policy discourse, quality management and knowledge
structures of research.
Universities are facing budget crises and growing competition, with many leaders clinging to older methods of leadership. This results in institutions with unprecedented deficits, decreased enrolments, and low graduation rates. What tools are necessary to succeed in the ever-changing and
diversifying higher education market? In this book, the authors provide a model for leading universities in rapidly changing environments. Using the University of Houston as their case study, examining the institution’s explosive growth under the transformative leadership of President
Renu Khator and her team. The President’s success in the realms of fundraising, organizational architecture, development, crisis management, and building campus culture are all facets of a revolutionary leadership model that can be replicated as a new style of academic governance.
Transformational University Leadership presents a model of leadership for higher education institutions in the 21st century.
With a special focus on gender and culture, the authors explore the leadership tactics and strategies university presidents use to uplift the University from a regional campus to a tier 1 research powerhouse. Offering strategies, anecdotes, and transferable methods for university leaders seeking to
elevate their institution and thrive in the 21st century academic market.