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.
Binary gendered leadership definitions are threatening to leaders whose styles do not match these narrow understandings, and do not leave room for trans, non-binary, and intersex leaders who do not fit within this binary that does not predict leadership styles. Through 34 interviews with women and
men serving as presidents, deans, and provosts at some of the United States' top colleges and universities, this book explores what degendered leadership looks like in an academic setting.Higher educational settings have seen more women in leadership roles than in corporate and governmental
settings, making this a prime setting for the study of the intersection of gender and leadership. Through interview analysis, the author addresses the following questions: What role does gender play in the narratives of women and men leaders? How might leaders’ gendering of leadership
reproduce gender stereotypes? What strategies might leaders and institutions of higher education use to degender leadership? and What might degendered leadership look like?
This timely and important book creates a path for inspired, talented, and qualified leadership that is not reduced to gender norms and stereotypes. Institutions that wish to see leadership diversity and that strive toward creating inclusive academic communities need to pay attention to leadership
expectations associated with stereotypes that encompass all identities including race, sexuality, ethnicity, age, and religion. This book is a tool for promoting leadership diversity.
Enakshi Sengupta, Patrick Blessinger, Mandla Makhanya
Humanistic education developed several decades ago as a reaction to unhealthy environment and exposure to detrimental condition in education. This book has authors from across the globe writing about theories concerning humanizing of pedagogy, exploring the impact of service learning among
undergraduates and emphasizing the development of responsibility and to promote critical thinking, through pedagogical appropriate interventions. The intention of this book is to contribute to an understanding of an educational shift that is prevalent in our society toward creating humanizing
conditions though pedagogy, that will seek co-existence within the lines of policy while influencing system-wide change.
Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes reports on a variety of innovative approaches taken in universities in a number of nations of their experience in bringing together learning in courses with learning in co- and extracurricular activities. Topics range
from study abroad programs to service-learning. Also covered are community-based learning, cross-disciplinary collaborations, and peer-mentoring. This volume will introduce you to research and many interesting contexts, such as the U.S. Naval Academy, where promoting ethical leadership to cadets has
been an important focus. Frame-breaking approaches, such as having university business students and circus performers collaborate, are explained within the context of the literature. The leveraging of Somali immigrant education programs for student learning is a stimulating activity that is also
covered. Another inventive issue explored is the reformatting of traditional co-curricular transcripts to reflect a wider indication and measure of students' skills and abilities.
Enakshi Sengupta, Patrick Blessinger, Milton D. Cox
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, Taisir Subhi Yamin
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.
Learning for Organizational Development presents how to design, deliver and evaluate effective learning and development (L&D) programmes. This definitive guide to L&D's function in enhancing individual performance and organizational success is a core text for those studying for L&D
qualifications such as the Chartered Institute of Personnel and Development (CIPD) Intermediate level as well as a useful handbook for L&D professionals looking to further their understanding of the latest developments.Complete with case studies and reflective questions to aid comprehension,
Learning for Organizational Development considers the strategic business function of L&D for communicating the vital contribution that it makes to both individual performance and organizational success. It explores the role of L&D in talent development, showing how to support line managers
in developing their people to drive retention and attraction. It also addresses the importance of developing the leadership capability within the organization, and provides practical guidance and examples of what works.
This volume takes a look at the emergence of open education as a concept, a production process and a delivery preference in the world of education and learning. Drawing on early lessons from around the globe the book lays out how formal education, workplace learning and lifelong learning have been
impacted so far by open education and how they stand to be further impacted by a landscape that is still changing. The book examines the social and economic consequences of open education and provide an insight into the way open education could contribute to a higher level of digital inclusion and
to the establishment of new and innovative services of high social and economic merit. Featuring case studies of initiatives, practices and projects this volume illustrates theoretical concepts and emerging models of open education in the context of the latest academic studies and entrepreneurial
Personalized Principal Leadership Practices includes practical solutions to problems principals encounter as they endeavor to solve vexing problems with the underachievement of students of color.
Featuring principals which lead schools where 80% or more of African American and Latinx students are proficient on State’s standardized English and Math assessments, McLaughlin examines the strategies expert principals utilize: personalizing data by amplifying student academic stories,
conducting ORID data chats, developing principal-directed student equity learning goals and increasing teachers’ cultural proficiency. Readers are introduced to equity audits, equity focused classroom walkthroughs, student-led equity discussion panels and affinity groups, school-wide
intervention programs, including a system for Not Handed ins (NHIs) for missed assignments, and strategies for building trusting relationships with families of color.
Dr Tom Bourner, Dr Asher Rospigliosi, Dr Linda Heath
Increasingly, the purpose and function of Western universities is being challenged and put under pressure to demonstrate value for students, policy, and society at large. Concurrently, the management and leadership of universities differs by institution and often prioritises one need other others.
The three main goals that have persisted across the development of Higher Education in the Western world are; the higher education of students, the advancement of knowledge and service to those outside the university. In the history of the Western university one of these goals has always
A university cannot function fully if it must interpret two of its goals in ways that serve a third. The Fully Functioning University introduces the concept of a 'post-Humboldtian university' which values each of these goals in its own right, and the 'fully functioning university' as one which
expresses the three goals entirely.
The authors outline the sort of higher education that a fully-functioning university would offer, the implications of the concept of a ‘fully-functioning university’ for its contribution to the advancement of knowledge, and the contribution of the fully-functioning university to the
service part of the tripartite mission. This timely book will be relevant for senior managers and leaders in higher education in the UK and internationally, as well as for higher education researchers and postgratudate students.