This book asks how we can reclaim the university for the public good. The editors and contributors argue that the sector is in crisis, accelerated by the passing of the UK Higher Education Research Act in 2017 and made visible during the University and College Union strikes in April 2018. In response to this, there are widespread demands to reclaim the university and protect education as a public good, using co-operative structures. Taking an interdisciplinary and social justice perspective, the editors and contributors offer concrete examples of alternative higher education: in doing so, analysing how the future of the university can be recovered. This intersectional volume discusses a broad range of approaches to higher education while disseminating new ideas. It will be of interest and value to those disenchanted with the current state of higher education in the UK and beyond, as well as activists and policy makers.

This book applies and expands upon the concept of the 'learning conference' as a site of learning and development, using the paradigm and methodologies of participatory action learning and action research (PALAR). Making a significant contribution to the field, this is the first book to outline the characteristics and development of a learning conference culture in theory and practice. It demonstrates how application of the learning conference concept can maximise learning opportunities and successful research outcomes to bring about sustainable professional, organizational and community development. An international team of contributors offer their diverse perspectives on conferences and the practical and theoretical work conducted at these events. They contextualize these reflections in the light of global developments in this increasingly troubled twenty-first century marked by greater complexity through technology, globalization, neo-liberalism, climate change and other sources of practical and ideological change, all of which enhance the conceptual and practical utility of the learning conference.

Originally published in 1982. This book is concerned with the new kinds of demands on our reading ability made by the work we undertake for A-level, or in college, or at university, or indeed at work. It is not a speed reading book, or a reading skills book. Anyone with a lot of reading to get through may not want to read all of it quickly. Some things can be skimmed through; others take a lot of reading. This book helps readers discriminate and gives techniques to assume responsibility for their own reading. The book takes the form of a reading workbook, and consists of a number of exercises together with an interleaving commentary, along with suggestions for further work. It can be used by the individual student, by students in groups or with a teacher, and as a sourcebook for courses in study skills.

Rethinking Pedagogy for a Digital Age examines contemporary issues in the design and delivery of effective learning through a critical discussion of the theoretical and professional perspectives informing current digital education practice. This third edition has been thoroughly revised to address socio-cultural approaches, learning analytics, curriculum change, and key theoretical developments from education sciences. Illustrated by case studies across disciplines and continents for a diversity of researchers, practitioners, and lecturers, the book is an essential guide to learning technologies that is pedagogically sound, learner-focused, and accessible.

Jerold W. Apps draws on twenty-five years of experience researching and teaching leadership and leadership development to provide adult educators with a blueprint for developing a profoundly different approach to leadership--one that is all-embracing of ideas and people, capitalizes on diversity, and remains open and responsive to change.

New material focused on reading skills for online sources - increasingly important in a time of increased online learning Presents a unique visual approach to academic writing and composition specifically tailored to the needs and learning preferences of dyslexic students in Higher Education Uses a unique system of visual diagrams and icons which have been designed specifically with dyslexic students in mind. Considers how dyslexic students can learn the basic principles of grammar through visual strategies, which is something no other dyslexia / study guide currently does. Dedicates an entire chapter to editing and proofreading strategies - something never seen in study guides / academic writing guides Underpinned by extensive experience in teaching academic writing, professional academic writing and publishing, a year-long research project into dyslexia, provision for dyslexic students within Higher Education, and visual academic writing strategies for dyslexic students. Data from the UK Higher Education Statistics Agency show that the number of students with a 'known disability' increased by 49.75% from 2013-2019

In 2015, the Journal of Education for Teaching celebrated 40 years of original contributions on the subject of international teacher education with the publication of an anniversary virtual special issue. Its unique contribution to debates about the preparation and lifelong learning of teachers in a variety of fields, including medical education and language education, have been expressed in a variety of formats and international contexts. These include high quality academic papers using innovative qualitative and quantitative methodologies, symposia in the form of Platonic dialogues, and even critical positions expressed in verse. This virtual special issue was freely available online throughout 2015 but the strong demand for the papers has prompted their re-publication in this volume, with the addition of several more articles. Taken together, this collection will allow the reader to experience the variety of the dozen or so international contexts represented in the journal and its academic quality. Included in the volume is the original Editorial from the first issue of the journal. The fact that the points made in this forty-year-old piece still ring true suggests that the threats to high quality teacher education remain much the same as they did four decades or more ago. The Journal of Education for Teaching continues to provide an indispensable platform for colleagues to make their voices heard in what appears to be an increasingly shrill evidence-free environment. Long may it do so.

While much has been written about science education from pre-K through to postgraduate study, interaction with science and technology does not stop when schooling ends. Moving beyond scholarship on conventional education, this book extends the research and provides an original in-depth look at adult and lifelong learning in science and technology. By identifying the knowledge and skills that individuals need to engage in self-directed learning, the book highlights how educators can best support adult learners beyond the years of formal schooling. Through case studies and empirical analysis, the authors offer a research-based exploration of adults' self-directed learning and provide tools to support adults' learning experiences in a wide range of environments while being inclusive of all educational backgrounds.

Fully revised and updated, this second edition of Participatory Action Research (PAR) provides new theoretical insights and many robust tools that will guide researchers, professionals and students from all disciplines through the process of conducting action research 'with' people rather than 'for' them or 'about' them. PAR is collective reasoning and evidence-based learning focussed on social action. It has immediate relevance in fields ranging from community development to education, health, public engagement, environmental issues and problem solving in the workplace. This new edition has been extensively revised to create a user-friendly textbook on PAR theory and practice, including: updated references and a comprehensive overview of different approaches to PAR (pragmatic, psychosocial, critical); more emphasis on the art of process design, especially in complex social settings characterized by uncertainty and the unknown; developments in the use of Web2 collaborative tools and digital strategies to support real-time data gathering and processing; updated examples and stories from around the world, in a wide range of fields; critical commentaries on major issues in the social sciences, including stakeholder theory, systems thinking, causal analysis, monitoring and evaluation, research ethics, risk assessment and social innovation. This modular textbook provides novel perspectives and ideas in a longstanding tradition that strives to reconnect science and the inquiry process with life in society. It provides coherent and critical treatment of core issues in the ongoing evolution of PAR, making it suitable for a wide range of undergraduate and postgraduate courses. It is intended for use by researchers, students and working professionals seeking to improve or rethink their approach to co-creating knowledge and supporting action for the well-being of all.

Learning for the Age of Artificial Intelligence is a richly informed argument for curricular change to educate people towards achievement and success as intelligent machine systems proliferate. Describing eight key competences, this comprehensive volume prepares educational leaders, designers, researchers, and policymakers to effectively rethink the knowledge, skills, and environments that students need to thrive and avoid displacement in today's technology-enhanced culture and workforce. Essential insights into school operations, machine learning, complex training and assessment, and economic challenges round out this cogent, relatable discussion about the imminent evolution of the education sector.

This book aims to isolate specific success factors for underrepresented minorities in undergraduate engineering programs. Based on a three-phase study spearheaded by the National Action Council for Minorities in Engineering, the findings include evidence that hands-on exposure to problem-based courses, research, and especially internships are powerful catalysts for engineering success, and that both college adjustment and academic skills matter, in varying degrees, to minority success. By encompassing an unusually large number and range of programs, this research adds to the evidence base for the importance of hands-on exposure to the work of engineering.

While much has been written about science education from pre-K through to postgraduate study, interaction with science and technology does not stop when schooling ends. Moving beyond scholarship on conventional education, this book extends the research and provides an original in-depth look at adult and lifelong learning in science and technology. By identifying the knowledge and skills that individuals need to engage in self-directed learning, the book highlights how educators can best support adult learners beyond the years of formal schooling. Through case studies and empirical analysis, the authors offer a research-based exploration of adults' self-directed learning and provide tools to support adults' learning experiences in a wide range of environments while being inclusive of all educational backgrounds.

Originally published in 1982 Resource-Based Learning for Higher and Continuing Education was written with the needs in mind of educationists who are responsible for the support of resource-based learning in higher and continuing education. The rationale for this mode of learning is explored and the implications for an institution seeking to provide teaching and learning resources which may well be used by an individual student. To place the reviews of the techniques that follow into a working context, a brief case-history of the Dundee College of Education Learning Resources Project, a major implementation of resource based learning in higher education is presented. The accent throughout the book is on the practical aspects of resource provision. Special attention is given to the problems inherent in the initial preparation by teaching staff of such items as manuscripts for printed works and shooting scripts for visual materials. Economic methods of production and reliable and effective means of presentation for audio-visual materials are also considered, both for use within institutions as well as by home-based students.

Originally published in 1983, this book not only dissects the intrinsic and oppressive sexism of conventional adult and continuing education, but also argues the case for women-centred education with a powerful and compelling logic. A challenging and controversial book of the time, mixing provocative theories with details of practice in a wide-ranging and readable debate, it addresses the process through which women's rights to educational equality can be guaranteed. "Arguably the first feminist analysis of adult education" Daniel Schugurensky

Adults' literacy is a topic of great interest to multiple audiences and scholarly fields but research into it is fragmented across disparate disciplines and hence lacks coherence. In particular, an impasse exists between cognitive science researchers and economists on the one hand, and critical theorists writing in the social practice tradition. This book acknowledges the importance of these fields, then builds on them and on other scholarly traditions by locating its discussion of literacy and orality within a media ecology framework. Based on in-depth interviews within successive literacy research projects in industry and community settings with trade apprentices, their supervisors and managers, industry training coordinators, literacy tutors, and adults of liminal (threshold) literacy, this book reveals the importance of oral-experiential ways of learning, knowing and communicating that exist in complex relationships with literate practices. The tradition of media ecology as exemplified in the writings of Walter Ong, Harold Innis, Marshall McLuhan, Michel de Certeau, Eric Havelock and a collection of contemporary scholars, provides new insights into literacy and orality. The book in exploring the everyday workplace and community environments of adults with liminal literacy demonstrates how a media ecology perspective allows adult literacy and orality to be reimagined within a deeper and more holistic way than possible within disconnected disciplinary areas.

Originally published in 1987 Restructuring Universities uses Aston University as a case study of the internal restructuring taking place in universities. Aston lost one third of its funding in 1981 and was told to reduce its student numbers by one fifth within three years. The university has a balanced financial budget, well oversubscribed courses, and the average A level scores of entrants are over the national average in all subjects taught. The books looks at the ways in which the university dealt with rapid change, looking particularly at the decision making processes within the university and the ways in which internal power and politics influenced decisions made. Previous models of decision making are discussed and a new political model outlined. The book provides a useful and informed analysis of the context, politics and management of change in the university system.

Originally published in 1984, The Crisis of the University looks at the way in which changes to intellectual life relate to the development of the different institutions that make up higher education. It examines the evolution of the liberal university that flourished in the 19th and early 20th centuries into the modern university that has grown up since 1945. It also looks at the more detailed experience of British higher education, with separate chapters on what the Robbins expansion meant for the universities and why it was thought necessary to construct an alternative in the shape of the polytechnics. Looking to the future, the book argues first that the present structure of British higher education needs reform and speculates on the future intellectual and social demands that may be made of higher education.

Originally published in 1990, A Higher Education was commissioned by the Council for National Academic Awards to commemorate its silver jubilee. The book covers the history of a period of rapid expansion in higher education outside the universities, mirrored in the growth and development of the CNAA. The Council was established with the role of awarding degree courses in polytechnics and colleges, and so its successes and strengths - as well as its problems and difficulties - reflect very closely the preoccupations and events of higher education since 1964. The book describes how the CNAA helped to broaden the range of degree courses beyond the traditional subjects, the way it maintained and enhanced standards in a swiftly changing academic world, and its part in widening access to higher education. The book draws on interviews as well as extensive records of the CNAA and some of its institutions.

The topic of immigration has become increasingly volatile in U.S. society, and undocumented college students play a central role in mobilizing and politicizing a critical mass of activists to push forth a pro-immigration agenda, in particular the Development, Relief, and Education for Alien Minors (DREAM) Act. The DREAM Act is the only federal legislation that would grant conditional citizenship and some financial aid assistance to undocumented students who have completed two years of college or enlist in military service. Since the DREAM Act failed to pass, undocumented students have moved from peaceful marches to acts of civil disobedience, seeking to disrupt the public discourse that positions undocumented students as living in the shadows of our system. Undocumented college students have created public forums in which they "come out" from these invisible images and pronounce themselves as "undocumented and unafraid".

Published in 1983. The concept of education has generally been assumed to relate to childhood and it is only with more recent developments in the field of adult learning that it has been recognised that education can take place at any stage in life. One of the main intentions of this book is to examine the concept of education from the perspective of the education of people in a wide variety of professions. It is suggested that education be defined as any planned series of incidents, having a humanistic basis directed towards the participants' learning and understanding. The aims, curricula and methods of appraisal of professional education in the light of this definition are then considered. Although dealing with professional forms of learning for the most part, this book should be of interest to all educators, trainers and administrators responsible for the implementation of educational policies and programmes in higher, further and continuing education.

This book is about foreign language learning in non-formal Online Tandems. The collected papers by contributors who have expertise in the field of Language Pedagogy and Foreign Language Acquisition gather information on online interactions, such as the initiation of tandems, the mentoring of online activities and learners' interaction, as well as the assessment of the processes at hand. The handbook targets stakeholders, institutions of higher education, language teachers and tandem trainers at educational institutions that want to set up Online Tandems especially designed for third language learners. The book is the result of the three-year project L3TASK carried out at five universities in Austria (Wien), Germany (Jena) and Spain (Alicante, Barcelona, Madrid) and associated partner institutions in China. It was funded by the European Commission in the frame of the Life Long Learning Programme.

Learning takes place both inside and outside of the classroom, embedded in local practices, traditions and interactions. But whereas the importance of social practice is increasingly recognised in literacy education, Numeracy as Social Practice: Global and Local Perspectives is the first book to fully explore these principles in the context of numeracy. The book brings together a wide range of accounts and studies from around the world to build a picture of the challenges and benefits of seeing numeracy as social practice that is, as mathematical activities embedded in the social, cultural, historical and political contexts in which these activities take place. Drawing on workplace, community and classroom contexts, Numeracy as Social Practice shows how everyday numeracy practices can be used in formal and non-formal maths teaching and how, in turn, classroom teaching can help to validate and strengthen local numeracy practices. At a time when an increasingly transnational approach is taken to education policy making, this book will appeal to development practitioners and researchers, and adult education, mathematics and numeracy teachers, researchers and policy makers around the world.

This book is an authoritative text that explores best classroom practices for engaging adult learners in beginner-level foreign language courses. Built around a diverse range of international research studies and conceptual articles, the book covers four key issues in teaching language to novice students: development of linguistic skills, communicative and intercultural competence, evaluation and assessment, and the use of technology. Each chapter includes teaching insights that are supported by critical research and can be practically applied across languages to enhance instructional strategies and curriculum designs. The text also aims to build intercultural competence, harness technology, and design assessment to stimulate effective learning in formal instructional settings, including colleges, universities, and specialist language schools. With its broad coverage of language pedagogy at the novice level, this book is a must read for graduate students, scholars, researchers, and practitioners in the fields of language education, second language acquisition, language teaching and learning, and applied linguistics.

Organisations today operate in a fascinating world where change is constant, fast and continues to accelerate. It is the combination of evolving developments such as technological advancements, globalisation and new ways of communicating through multimedia technologies that drive us to reorganise how we live, how we work, how we create value, and how we learn. These developments call for a Learning & Development policy and practice that supports professionals to be or become successful in this fascinating changing world. In other words: one of the core goals of Learning & Development is to support sustainable employability. Creating Impact through Future Learning introduces a model for High Impact Learning that Lasts (HILL) that is very much in synch with the demands of an agile organisation. The HILL model is about the learning of young adults, professionals, and experts. It is about the many possibilities to inspire and to support adults in their continuous learning and development process, aiming to create value for today's and tomorrow's society. It is about how designers of learning programmes - be it L&D officers or teachers in vocational and higher education preparing adults for professional life - can take a step forward to build the future of learning. A new mindset is needed to create a real impact.

New edition of a classic community work textbook Contains all new practice examples and a new chapter redefining the concept of neighbourhood. Includes chapters on starting work, data collection, goals and priorities, making contacts, forming groups, supporting ongoing work, working with people and leaving a neighbourhood.