Beyond McDonaldization provides new concepts of higher education for the twenty-first century in a unique manner, challenging much that is written in mainstream texts. This book undertakes a reassessment of the growth of McDonaldization in higher education by exploring how the application of Ritzer's four features efficiency, predictability, calculability and control has become commonplace. This wide-ranging text discusses arguments surrounding the industrialisation of higher education, with case studies and contributions from a wide range of international authors. Written in an accessible style, Beyond McDonaldization examines questions such as: Can we regain academic freedom whilst challenging the McDonaldization of thought and ideas? Is a McDonaldization of every aspect of academic life inevitable? Will the new focus on student experience damage young people? Why is a McDonaldized education living on borrowed time? Is it possible to recreate the university of the past or must we start anew? Does this industrialisation meet the educational needs of developing economies? This book brings international discussions on the changing world of higher education and the theory of McDonaldization together, seeking to provide a positive future vision of higher education. Analysing and situating the discussion of higher education within a wider social, political and cultural context, this ground-breaking text will have a popular appeal with students, academics and educationalists.

This new text is the only resource out there to address the needs of todays early years students/trainees and support them through every stage of the early years research process. Research in the Early Years contains case study material in the form of four fictional students experiences, which run through the book. Readers follow these example students through their dissertation module as they address common problems, issues and pitfalls. Clear explanations and a step-by-step approach are balanced with sufficient depth and rigour to challenge those on undergraduate courses or following graduate programmes such as EYPS.

Higher Education as Ignorance is a perspective not solely of education, but rather a cultural analysis based on the Mexican American. This book looks at the consequences of an Anglo Pedagogy and the clash it imposes on Mexicans who are from the U.S. and hence an American-born population, but are of a different race, culture, and mindset, and still living in Northern Mexico. This book compares and contrasts White and Mexican customs as a parallel story of how the home education of centuries based from a rancho culture is forcefully imposed by utilizing the cultural elements dear to a Mexican such as a mother, food, language, and history. All done in the name of education, but whose culture and edification is being progressed and digressed. The volume does not solely vilify Anglo hegemony, but also it examines the great divide that exists among Mexican Americans and Mexican immigrants that hunger for some form of advancement, are allowed to do so, and then critique America's Mexicans as if they are to blame alone for their misfortune. Also, a critique of gender and the amalgamation of Latinos is included because for Mexican Americans who are desert U.S. born people to be merged and blended with new immigrants from Central, South America, and the Caribbeans demonstrates the racism visible in society. To piece a U.S. born population albeit desert brown with newcomers from other countries simply because they "look" the same is another indication of ignorance and blatant racism (that somebody like Julian Camacho even though born in California is still somehow related to people he has never met reveals the truth.) An unwanted population within the U.S.

This new text is the only resource out there to address the needs of today's early years students/trainees and support them through every stage of the early years research process. Research in the Early Years contains case study material in the form of four fictional students' experiences, which run through the book. Readers follow these example students through their dissertation module as they address common problems, issues and pitfalls. Clear explanations and a step-by-step approach are balanced with sufficient depth and rigour to challenge those on undergraduate courses or following graduate programmes such as EYPS.

The Victorian College of the Arts was founded in 1972 to provide education and training in all the visual and performing arts within the one institution. Since 2009, however, it has been headline news as a training institute in crisis, a situation fed by government intervention, the press and disputes with the University of Melbourne which now administers it. As the college begins its restoration, the author presents the case in a wider context for repositioning the VCA as a centre of artistic invention.

In this book, Tjeu van den Berk examines C. G. Jung's personal perspective on art and how his work intensely engages with this theme. It analyses Jung s profound reflections on artistic considerations such as how we experience art, the specific qualities in the perception of beauty, the nature of the creative process and the aesthetic attitude.

Jung on Art considers Jung's feelings about art simply being 'art' rather than reducing it to a moral, political, religious or psychological product. It also discusses Jung s notion that the artist is only a breeding ground for a piece of art, and once complete, the piece has an independent existence.

Topics covered include:

• symbolism
• the difference between art and aesthetics
• Jung's ideas about himself as an artist
• the psychology of art
• Jung's perspective on modern art and surrealism.

This book will be of great interest to all Jungian scholars, as well as those interested in the meeting of Jung and art.

This book focuses on current policy discourse in Higher Education, with special reference to Europe. It discusses globalisation, Lifelong Learning, the EU's Higher Education discourse, this discourse's regional ramifications and alternative practices in Higher Education from both the minority and majority worlds with their different learning traditions and epistemologies. It argues that these alternative practices could well provide the germs for the shape of a public good oriented Higher Education for the future. It theoretically expounds on important elements to consider when engaging Higher Education and communities, discussing the nature of the term 'community' itself. Special reference is accorded to the difference that lies at the core of these ever-changing communities. It then provides an analysis of an 'on the ground project' in University community engagement, before suggesting signposts for further action at the level of policy and provision. This book is relevant to United Nations Sustainable Development Goal 4, Quality education -- .

From the day they arrive on campus, college students spend four years-or sometimes more-making decisions that shape every aspect of their academic and social lives. Whether choosing a major or a roommate, some students embrace decision-making as an opportunity for growth, while others seek to minimize challenges and avoid risk. Practice for Life builds a compelling case that a liberal arts education offers students a complex, valuable process of self-creation, one that begins in college but continues far beyond graduation. Sifting data from a five-year study that followed over two hundred students at seven New England liberal arts colleges, the authors uncover what drives undergraduates to become engaged with their education. They found that students do not experience college as having a clear beginning and end but as a continuous series of new beginnings. They start and restart college many times, owing to the rhythms of the academic calendar, the vagaries of student housing allocation, and other factors. This dynamic has drawbacks as well as advantages. Not only students but also parents and faculty place enormous weight on some decisions, such as declaring a major, while overlooking the small but significant choices that shape students' daily experience. For most undergraduates, deep engagement with their college education is at best episodic rather than sustained. Yet these disruptions in engagement provide students with abundant opportunities for reflection and course-correction as they learn to navigate the future uncertainties of adult life.

Race, Gender, and Curriculum Theorizing: Working in Womanish Ways recognizes and represents the significance of Black feminist and womanist theorizing within curriculum theorizing. In this collection, a vibrant group of women of color who do curriculum work reflect on a Black feminist/womanist scholar, text, and/or concept, speaking to how it has both influenced and enriched their work as scholar-activists. Black feminist and womanist theorizing plays a dynamic role in the development of women of color in academia, and gets folded into our thinking and doing as scholar-activists who teach, write, profess, express, organize, engage community, educate, do curriculum theory, heal, and love in the struggle for a more just world.

Critical thinking is a major and enduring aspect of higher education and the development of criticality in students has long been a core aim. However, understandings of criticality are conceptually and empirically unclear. The book combines a well developed conceptual discussion of the nature of criticality appropriate for the twenty-first century, the extent to which it is attainable by arts and social science undergraduates, and the paths by which it is developed during students' higher education experiences. Drawing upon empirical accounts and case studies of teaching and learning in different disciplines, this book critically analyses higher education curriculum and policy documentation to explore higher educational processes, encouraging a re-evaluation of practice and educational values, and enabling the development of curricula which incorporate systematic attention to the development of student criticality. This book proposes a rounded conceptual vision of criticality in higher education for the twenty-first century.

They're everywhere in the academy: young, bright women mentored by older scholars, usually men, who attempt to mold them into their own masculine ideals. Janice Hocker Rushing's study of over 200 women and their life transformations is the subject of this eloquent book. Using the tropes of mythology and Jungian psychology, the author characterizes the many paths these women's academic lives take: as Muse for a faltering older scholar, as Mistress or wife, as the dutiful academic daughter. Their resistance to this power differential also takes many forms: as a Veiled Woman, silent in public but active in private, or the Siren, using her sexuality to beat the system. Ultimately, Rushing arrives at the myth of Eros and Psyche, where women's self understanding and personal development turns her erotic mentoring into an autonomous, whole, and free life, unfettered by any man. These women's stories and Rushing's literary and literate framing of their lives will ring true to many in the university.

Critiques and calls for reform have existed for decades within music education, but few publications have offered concrete suggestions as to how things might be done differently. Motivated by a desire to do just that, College Music Curricula for a New Century considers what a more inclusive, dynamic, and socially engaged curriculum of musical study might look like in universities. Editor Robin Moore creates a dialogue among faculty, administrators, and students about what the future of college music instruction should be and how teachers, institutions, and organizations can transition to new paradigms. Including contributions from leading figures in ethnomusicology, music education, theory/composition, professional performance, and administration, College Music Curricula for a New Century addresses college-level curriculum reform, focusing primarily on performance and music education degrees, and offer ideas and examples for a more inclusive, dynamic, and socially engaged curriculum of applied musical study. This book will appeal to thoughtful faculty looking for direction on how to enact reform, to graduate students with investment in shaping future music curricula, and to administrators who know change is on the horizon and seek wisdom and practical advice for implementing change. College Music Curricula for a New Century reaches far beyond any musical subdiscipline and addresses issues pertinent to all areas of music study.

Writing a doctoral thesis can be an arduous and confusing process. Writing a Watertight Thesis helps you to demystify many doctoral concerns and provides a clear framework for developing a sound structure for your thesis, making your thesis watertight, clear, and defensible. Now with the added experience of Mark A. Fabrizi, the authors draw on their extensive experience of supervising and examining numerous doctorates from an internationally diverse and multicultural student body around the world, including in Australia, Canada, China, Hong Kong, Saudi Arabia, the UK and the USA. The chapters on preparing a research proposal, the viva process, and developing publishable articles out of your thesis have all been updated, and new chapters have been added to demystifying common concerns: Do I have what it takes to do a doctorate? What is doctoral originality? Is my work of doctoral quality? What kind of relationship should I cultivate with my supervisor/advisors? Throughout the book you'll find examples showcasing central research questions and the sub-research questions derived from them, descriptions of different ways that doctoral students have achieved success, and exercises that will enable you to apply what you are reading directly to your own thesis.

This book argues a new and more complex interpretation of the development and manifestations of the liberal arts movement in American higher education during the 1930s, 40s and 50s. Specifically, the book elucidates the under-explored yet formative role that the University of Virginia and its 1935 'Virginia Plan' played, both in fostering the liberal arts movement, and as a representative institution of the broader interaction colleges and universities had with this movement.
The Virginia Plan challenged contemporaries elective curricula by promoting the development of a prescribed great books and honors tutorial course of study. It also introduced 'Oxbridge'-style honors tutorial programs to American public higher education, a development that has been essentially ignored by educational historians. The importance of this book comes from building upon and improving the historical literature on the liberal arts movement in specific, and higher education curricular reform in general. By including, for the first time, mathematical and scientific classics, the Virginia Plan fundamentally altered the content of the western canon, and in doing so, changed the notion of what was considered a 'great book'.

"What a delight to read David Gooblar's book on teaching and learning. He wraps important insights into a story of discovery and adventure." -Ken Bain, author of What the Best College Teachers Do College is changing, but the way we train academics is not. Most professors are taught to be researchers first and teachers a distant second, even as scholars are increasingly expected to excel in the classroom. There has been a revolution in teaching and learning over the past generation, and we now have a whole new understanding of how the brain works and how students learn. The Missing Course offers a field guide to the state-of-the-art in teaching and learning and is packed with insights to help students learn in any discipline. Wary of the folk wisdom of the faculty lounge, David Gooblar builds his lessons on the newest findings and years of experience. From active-learning strategies to ways of designing courses to get students talking, The Missing Course walks you through the fundamentals of the student-centered classroom, one in which the measure of success is not how well you lecture but how much your students actually learn. "Warm and empirically based, comprehensive but accessible, student-centered and also scientific. We're so lucky to have Gooblar as a guide." -Sarah Rose Cavanagh, author of The Spark of Learning "Goes beyond critique, offering a series of activities, approaches, and strategies that instructors can implement. His wise and necessary book is a long defense of the idea that a university can be a site of the transformation of self and society." -Los Angeles Review of Books "An invaluable source of insight and wisdom on what it means to work with students. We've needed this book for a long time." -John Warner, author of Why They Can't Write

This book outlines successful transformation strategies and efforts that have been developed to assist the South African higher education system in moving beyond its post-apartheid state of being. Through case studies authored by South African higher education scholars and scholars affiliated with South African institutions, this book aims to highlight the status of transformation in the South African higher education system; demonstrate the variety of transformation initiatives used in academic institutions across South Africa; and offer recommendations to further advance this transformation. Written for scholars and advanced students of higher education in international settings, this volume aims to support quality research that benefits the demographic composition of South African academics and students, and offers lessons that can inform higher education transformation in similarly multicultural societies.

This title offers an engaging look at the debates surrounding the benefits and dangers of the increasing use of technology in eduaction. "New Technology and Education" explores the benefits and dangers of the increasing use of technology in education, drawing on different cultural perspectives from across the globe to consider a variety of viewpoints. The reader is encouraged to engage with each facet of the debate considering the philosophical, psychological and sociological implications of the relationship between technology and education. Recent debates and developments are considered, including: What is the relationship between creativity, education and new technology? Are subject boundaries blurred by the use of new technologies? How do we plan for technologies becoming redundant? Reflective exercises, interviews, chapter summaries and useful websites encourage and support student learning and the application of new concepts. This series presents an authoritative, coherent and focused collection of core texts to introduce the contemporary issues that are covered in Education Studies, and related programmes. Each book develops a key theme in contemporary education, such as: Multiculturalism; The social construction of childhood; Urban education; eLearning and multimedia; and, Language and literacy. A key feature of this series is the critical exploration of education in times of rapid change, with links made between such developments in wider social, cultural, political and economic contexts. Further, contextualised extracts from important primary texts, such as Bourdieu, Piaget and Vygotsky, will ensure students' exposure to dominant contemporary theories in the field of education. Grounded in a strong conceptual, theoretical framework and presented in an accessible way with the use of features such as case studies, activities and visual devices to encourage and support student learning and the application of new concepts, this series will serve well as collection of core texts for the Education Studies student and lecturer.

Language and Decoloniality in Higher Education brings together a collection of diverse papers that address, from various angles, the issue of decoloniality, language and transformation in higher education. It reflects the authors' cumulative years of experience as educators in higher education in different southern contexts. Distilled as case studies, the authors use a range of decolonial lenses to reflect on questions of knowledge, language and learning, and to build a reflexive praxis of decoloniality through multilingualism. Besides a number of decolonial persepectives which readers will be familiar with, this volume also explores a conceptual framework, Linguistic Citizenship, developed over the past two decades by scholars in southern Africa. In this collection, Linguistic Citizenship is used as a lens to 'think beyond' the inherited colonial matrices of language which have shaped this region (and many other southern contexts) for centuries, and to 're-imagine' multilingualism - and semiotics, more broadly - as a transformative resource in the broader project of social justice. Although each chapter has firm roots in the South African context, these studies have much to offer others in their 'quest for better worlds'. Of particular interest to global scholars are the authors' recounts of how they have grappled with leveraging the country's multilingual resources in the project of promoting academic access and success in the face of historical hierarchies of language and social power.

There is a myth that lingers around legal education in many democracies. That myth would have us believe that law students are admitted and then succeed based on raw merit, and that law schools are neutral settings in which professors (also selected and promoted based on merit) use their expertise to train those students to become lawyers. Based on original, empirical research, this book investigates this myth from myriad perspectives, diverse settings, and in different nations, revealing that hierarchies of power and cultural norms shape and maintain inequities in legal education. Embedded within law school cultures are assumptions that also stymie efforts at reform. The book examines hidden pedagogical messages, showing how presumptions about theory's relation to practice are refracted through the obfuscating lens of curricula. The contributors also tackle questions of class and market as they affect law training. Finally, this collection examines how structural barriers replicate injustice even within institutions representing themselves as democratic and open, revealing common dynamics across cultural and institutional forms. The chapters speak to similar issues and to one another about the influence of context, images of law and lawyers, the political economy of legal education, and the agency of students and faculty.

This book offers eight clear-sighted essays critical of racial "diversity" preferences in American higher education. Unlike more conventional books on the subject, which are essentially apologies for racial reverse discrimination, this volume forthrightly exposes the corrosive effects of identity politics on college and university life. The fact-filled and hard-hitting chapters are by Heather Mac Donald, Peter N. Kirsanow, Peter W. Wood, Lance Izumi and Rowena Itchon, John Ellis, Carissa Mulder, and the editors Gail Heriot and Maimon Schwarzschild.

Decolonizing University Teaching and Learning considers apprehensions around decolonizing and offers a summary of key arguments within critical discussion around its meaning and value through engagement with a growing body of literature. The contextually based and complex discussions concerning decolonization means one cannot be guided through the process in a particular way. Therefore, the text is not intended to be read as a handbook for decolonizing teaching and learning, nor is it an anthropologically oriented text. Drawing on Critical Race Theory, the book highlights the benefits of decolonizing teaching and learning for all students and staff. This book offers up the TRAAC model as an entry point for challenging conversations. By bringing together questions raised within existing scholarly discussions, the TRAAC model provides prompts to instigate deeper reflections around decolonizing by way of supporting colleagues to start a productive dialogue. Through these critically reflective and reflexive conversations, action-oriented discussions can simultaneously take place. The value of this book lies in the contributions from authors based across a number of universities and disciplines. Reflecting on personal experiences, staff and student relationships, subject specific challenges, and wider issues within HE, the contributions are grounded in the employment of the TRAAC model as a mode of entry into discussing particular issues around decolonizing teaching and learning.

This book links theory, policy and practice in a critical examination of the relationship between the professional identity, knowledge, learning needs and research experience of teacher educators. The book concludes by drawing these themes together as a means to support the induction and further professional development of teacher educators. Teacher educators have, until relatively recently, been invisible in the eyes of policy makers with little attention given to their induction and professional learning needs. This book draws on a growing body of research on this diverse profession within a context where, in many countries, the school practicum plays an increasing role in the training and education of teachers. The recent policy gaze of the European Commission has added further momentum to the attention being given to teacher education, its educators and the role they play in pupil achievement. However for many beginning teacher educators little support is offered at the start of their new career trajectories in schools, colleges or universities. This book examines some of the issues surrounding these career transitions and the implications they have for professional learning. It serves as an invaluable yet accessible source of knowledge for all those interested in the professional learning needs and recognition of this heterogeneous occupation.

While the relatively recent notion of 'deliberate' metaphors - metaphors that supposedly play a special role in communication - is contested among researchers, the debate lacks empirical grounding. This book presents the first large-scale study of forms and functions of deliberate metaphors in authentic spoken academic discourse. The author's comprehensive qualitative analyses of 23 US-American college lectures from four different disciplines demonstrate that deliberate metaphors occur in various forms and fulfill important communicative functions. While these findings may indicate the value of deliberate metaphors, the author's critical discussions of both identification and application of deliberate metaphors in authentic discourse also point out issues with the very concept of 'deliberate' metaphor.

The first comprehensive overview charting the accountability of higher education. As the price tag of higher education continues to rise, colleges and universities across the country are under increasing pressure to demonstrate their value. Graded on numerous metrics, including cost and ability to prepare students for the job market, colleges must satisfy requirements from multiple stakeholders. State and federal governments demand greater accountability. Foundations and private donors, as well as today's parents and students, approach education with a consumer sensibility. How can colleges navigate these pressures while trying to stay true to their missions and values? In Higher Education Accountability, Robert Kelchen delivers the first comprehensive overview of how colleges in the United States came to face such overwhelming scrutiny. Beginning with the earliest efforts to regulate schools, Kelchen reveals the rationale behind accountability and outlines the historical development of how federal and state policies, accreditation practices, private-sector interests, and internal requirements have become so important to institutional success and survival. With so many diverse and conflicting entities holding colleges responsible for their performance, the variety of accountability systems in play can have both intended and unintended consequences. Immersed as they are in current debates about how best to respond to these pressures, faculty and administrators will welcome this up-to-date and timely account, which offers not only a look at current practices but also an examination of the future of accountability in American higher education.

Overall, nearly half of all incoming community college students "drop-out" within twelve months of enrolling, with students of color and the economically disadvantaged faring far worse. Given the high proportion of underserved students these colleges enroll, the detrimental impact on their communities, and for the national economy as a whole at a time of diversifying demographics, is enormous. This book addresses this urgent issue by bringing together nationally recognized researchers whose work throws light on the structural and systemic causes of student attrition, as well as college presidents and leaders who have successfully implemented strategies to improve student outcomes. The book is divided into five sections, each devoted to a demographic group: African Americans, Native Americans/American Indians, Latina/o Americans, Asian Americans and Pacific Islanders, and Caucasian students in poverty. Each section in turn comprises three chapters, the first providing an up-to-date summary of research findings about barriers and attainments pertaining to the corresponding population, the second the views of a community college president, and the final chapter offering a range of models and best practices for achieving student success. The analyses, descriptions of cutting edge programs, and recommendations for action will commend this volume to everyone concerned about equity and completion rates in the community college sector, from presidents and senior administrators through faculty and student affairs leaders. For educational researchers, it fills blanks on data about attrition and persistence patterns of minority students attending community colleges.