Marian Mahat, Joanne Blannin, Caroline Cohrssen, Elizer Jay De Los Reyes
£21.24
Book + eBook
The COVID-19 pandemic undoubtedly tested the resilience of academics in higher education. Many universities were severely affected by reduced student enrolment, with widespread job losses reported across universities. For many academics, the impact of the pandemic has been worrying, financially
crippling and overwhelming.
The virus has also exposed academic inequalities and impacted heavily on vulnerable people. The individual and collective heroic spirit of many academics has been nothing short of extraordinary. Overcoming the initial hurdles of COVID-19 takes one kind of energy; the resilience needed to remain
engaged despite the continuing changes and uncertainties is quite another challenge. It is one that demands sustained resilience.
This timely book provides perspectives across disciplines, career stages and global contexts on how to develop resilience in academia. These personal stories may empower others not only to survive, but to thrive in times of adversity.
The Teaching Excellence Framework (TEF)’s aims, implementation and effect on the English higher education sector remains a controversial and often contested subject. This text offers a stimulating and wide-ranging interdisciplinary discussion of the implications of the TEF on the UK’s
fast-moving policy environment, and increasingly neoliberal higher education sector.
Questioning the basic premise of the TEF, the authors tease out how students and staff are affected in different and often unfair ways by its implementation. Whilst acknowledging that the TEF has focused management attention on ways in which a diverse student population is, or is not, supported in
their learning, this book highlights how it remains problematically silent on other kinds of diversity in the system such as specialised courses, diverse teaching styles, and varying institution sizes.
Offering readers ways of rethinking and resisting ‘teaching excellence’, this book provides a timely examination of how, in various ways, the TEF, treated as an exclusionary quality assurance system, is likely to reinforce extant structural inequalities and competitive hierarchies in the
sector.
Learning through dialogue brings a powerful opportunity for individuals to connect to colleagues, navigate professional demands, and meet the challenges posed by a turbulent world. Written for all who mentor or coach in universities, this book addresses a critical question: how can mentoring and
coaching conversations be effective and accessible ways to support researcher and academic development?
Drawing on their wide range of experiences of coaching and mentoring, and designing and leading institutional programmes and policy, Guccione and Hutchinson provide an insight into the founding principles of reflective ethical practice, as well as a pragmatic and easy to navigate toolkit supporting
you to understand the needs of the people you want to develop. Including bite-sized chapters packed full of applied solutions, the authors help you to design, re-design, or troubleshoot your mentoring or coaching approach, and offer up go-to guidance for building and enhancing a culture of
developmental dialogue at the individual, programme and organisational level.
Delivering E-Learning describes a new and better way of understanding e-learning. The author looks at overcoming objections to e-learning and acknowledging poor past practice before presenting a new strategic approach. It places the emphasis firmly on learning, not the technology, de-mystifying the
jargon and de-bunking industry myths.The current way most people look at e-learning is flawed, and this means they are missing its full potential. This book provides a clear framework to better understand e-learning. Proposing a strategic approach to implementing e-learning, the author demonstrates
how to align e-learning strategy with learning and business strategies. It offers a complete resource for applying e-learning to any organization.
Events in recent years, including instances in which academics have been jailed for protesting against corrupt political regimes, have demonstrated that the concept of academic freedom is under threat. Presenting case studies which reveal real-life examples of enforced silence, this book examines
the concept of academic freedom in the context of globalization and outlines the challenges posed to the development of higher education.
Offering a balanced view, which also showcases positive improvements in transparency and accountability, the authors examine the role of racial and gender biases, paired against rights and responsibilities, to highlight the drivers of restrictions on academic freedom. Including case studies from
Turkey, Iraq, Pakistan and Hungary, along with examples of interventions and programmes intended to uphold freedom values, this volume provides a comprehensive overview of the challenges and potential solutions to securing and practicing academic freedom.
We live in an increasingly interdependent and interconnected world. The COVID-19 crisis has provided a stark reminder of the enormous educational inequities within and across countries around the globe. Featuring international language and literacy researchers who apply various tenets of global
meaning making to disrupt and interrogate contradictions and tensions in global scholarship, Global Meaning Making focuses on a model of interrogating international literacy research and pedagogical pursuits with the ultimate goal of transforming how we engage in global endeavours.
Organized around three major themes: Literacy Programs, Policies and Curriculum; Language of Instruction Policies and Practices and Engaging in Global Literacies, chapter authors reimagine global approaches that respect the histories, ways of knowing, needs, hopes and values of voices beyond the
western, including those from the Global South: Asia, Africa, Oceania, and South and Central Americas. Each chapter outlines research the chapter authors are conducting or have conducted and describes implications for how their work utilizes tenets of global meaning making.
The digital transformation of higher education has the same reputation as the higher education sector itself: rigid and reluctant to change. Covid-19 has radically changed this rigidity, with thousands of Universities compelled to go 100 percent online in just a few days. Threatened by edtech
start-ups, big tech corporations increasingly interested in academia, as well as venture capitalists attracted by the sector's high profit margins, Universities need to change their way of doing business to stay in business.
Higher Education at the Crossroads of Disruption: The University of the 21st Century looks at the various areas of higher education that will likely undergo radical changes. Learning and teaching approaches will increasingly move into the digital sphere; advances in artificial intelligence as well
as (big) data availability, will change the way academia works. This books examines how teaching formats will vary, and how curricula and course content will evolve. Higher education will most likely focus on skills development, with a stronger emphasis on inter- and multidisciplinary study content,
and a steady turn toward society's well-being and sustainability.
This is essential reading for those holding a leadership position in higher education, researchers with a focus on higher education, and to anyone interested in the evolution and future of higher education.
Payal Kumar, Tom Elwood Culham, Richard J. Major, Richard Peregoy
£100.00
Book + eBook
Addressing the topic of emotions in the classroom is largely done by education and psychology scholars, not those in management fields. Occupying this gap, the chapter authors emphasize self-awareness and management of emotions to strengthen student engagement, well-being and performance in complex
and ambiguous societal and economic VUCA environments.
Honing Self-Awareness of Faculty and Future Business Leaders prepares 21st century managers and teachers in business schools and other higher education institutions – not only be able to deal with emotions that arise in the classroom, but to emanate heightened emotional intelligence themselves
– aiding personal and interpersonal development and forming the foundation of leader self-awareness.
With competition to get into Oxbridge now so fierce, this book goes beyond standard application technique to focus on long-term development of intellectual potential including insight into the power of positive decision-making; how to practise independent and critical thinking skills; and how you
can develop extra-curricular knowledge in genuine and impressive ways to stand out from the crowd. The book includes practical and insider knowledge that can't be found elsewhere - like how to strategically choose your college to boost your chances of admission, and how to interpret and respond to
interview questions in a way that demonstrates your intellectual curiosity and academic potential. You'll find sample personal statements; examples of interview questions for all subjects; practical advice on fees and funding; and how to manage parents and peers. There is also a chapter dedicated to
International Students.Online supporting resources for this book include a table including collect selectors for Oxford and Cambridge.
Connecting the constructs of meaning and experience in the fields of English education, teacher education, literacy and narrative inquiry, Making Meaning with Readers and Texts materializes new insights for advancing teacher education research, broadening understandings of teachers’ use of
literacy practices for making meaning from classroom events.
Exploring new possibilities for framing and reframing learning to teach, Edge advances teacher education research through longitudinal inquiry into beginning teachers’ meaning making from classroom events. Novel applications of theory combined with field-based research advances the development
of conceptual and practical frameworks for teaching and teacher education. Documenting meaning-making as prospective teachers transition into teaching, extending seminal theories from language arts, reading, and literacy to teacher education, Making Meaning with Readers and Texts advances a new
theory for how teachers can fully utilize literacy skills in and for their teaching practices.
Reconsidering well-documented problems in preparing teachers and reimagining teaching as reading and composing—curriculum, identity, relationships – Making Meaning with Readers and Texts is crucial reading for teacher educators, English educators, and literacy scholars.