Using Cases in Higher Education: A Guide for Faculty and Administrators is an essential resource created for faculty and administrators who utilize case studies to analyze, assess, and respond to the complex and difficult issues facing higher education leaders. While this volume will prove useful with any case study, it is specifically designed to complement the series of casebooks and teaching notes, starting with Casebook I: Faculty Employment Policies and Teaching Notes to Casebook I: Faculty Employment Policies.

What drives certain collaborative projects to success, while others with similar goals fail? Learn the key elements of successful collaborations that can serve as guideposts when beginning the collaborative process. This book describes a range of models, including advantages and disadvantages of each, that are available to those contemplating school-university collaboration. The perspectives of educators from the United States, Canada, and Australia are included. Essays will guide university administrators, education students, principals, superintendents, and classroom teachers new to the collaborative planning role.

Using as a framework the "theory of careers" developed by John L. Holland, the authors of this volume examine the patterns of student stability and change inherent in the college experience, as well as the variations in professional attitudes and behaviors of college faculty. Their goal is to learn more about what colleges and universities might do to facilitate the retention, satisfaction, and learning of their students.

For example, why should faculties split over student-oriented teaching strategies, one group favoring the formal, structured classroom, the other a freer, more spontaneous environment? Why do some undergraduates become independent thinkers with strong analytical, mathematical, and scientific competencies while others develop powerful interpersonal and group leadership skills?

Holland's theory--at its core a person-environment fit theory--assumes that there are six personality types and six analogous academic environments and that the educational persistence, satisfaction, and achievement of students are a function of the congruence or "fit" between students and their academic environments. The authors also assume that there are circumstances under which the environments of the major field exert more influence on students than do the students' own personality traits. Applying Holland's theory to distinctive clusters of academic disciplines, the authors have found that the answers to such fundamental questions as those asked above emanate from a basic understanding of the influences of academic disciplines and the manner by which they shape the patterns of thought and behavior of both college students and faculty.

"Academic Disciplines" will benefit researchers and graduate students who study college students and faculty, as well as administrators and policymakers responsible for the performance of colleges and universities.

At the end of the eighteenth century, just eighteen colleges existed in the United States, with an average enrollment of fewer than seventy. One hundred years later, over 450 American colleges and universities boasted enrollments up more than one hundredfold. The role of educational institutions in the life of the nation had been utterly transformed.

As the bridge between the two eras, the nineteenth-century college has been among the most controversial subjects in the history of American higher education. While earlier historians portrayed the "old-time" college as an impediment to modernization, later scholars affirmed the broad role of the colleges in the education of the American people.

"The American College in the Nineteenth Century" combines the best recent scholarship with an interpretive introduction to provide a fresh view of the development of American colleges. The contributors consider these institutions within four new contexts: first, the dramatic transformation in the college students' experience from oppressive discipline to relative freedom; second, the regional variations among the developing American colleges (for example, a South dominated by state colleges, a Midwest by denominational schools); third, the revolution in the century's third quarter as colleges became multipurpose institutions; and fourth, universities that became dominant by the end of the century, incorporating rather than displacing the colleges.

Innovative in its examination of the nature and function of these uniquely American institutions, "The American College in the Nineteenth Century" is a vital addition to the scholarship of the period.

Contributors: David B. Potts, Leon Jackson, Julie Ann Bubolz, Michael Sugrue, James Findlay, Margaret A. Nash, Peter Dobkin Hall, James Turner, Paul Bernard, and Willard J. Pugh.

Fur die 23. Auflage wurde das Lehrbuch umfassend aktualisiert. Dabei waren neue Gesetze mit erbrechtlichen Auswirkungen zu berucksichtigen, insbesondere das Gesetz zur Reform des Vormundschafts- und Betreuungsrechts und das Gesetz zur Modernisierung des Personengesellschaftsrechts. Zahlreiche, seit dem Erscheinen der Vorauflage ergangene Entscheidungen des BGH und der Oberlandesgerichte leisteten wichtige Beitrage zur Weiterentwicklung des Erbrechts. Unverandert bleibt das Ziel des Buches, die Studierenden mit den Grundlinien des Erbrechts vertraut zu machen, zugleich aber auch die Beurteilung konkreter erbrechtlicher Fragen anhand des neuesten Standes dieses praktisch uberaus wichtigen Rechtsgebiets zu ermoeglichen.

Feminism is broken: the current attempts to protect women from sexual abuse on campus, and on line. Regulation is replacing education, and women's hard-won right to be treated as consenting adults is being repealed by well-meaning bureaucrats. In Unwanted Advances, passionate feminist Kipnis, find the object of a protest march by student activists at her university for writing an essay about sexual paranoia on campus. In response she starts to question women's role in national debates over free speech and "safe spaces". She explores the astonishing netherworld of accused professors and students, campus witch hunts, rigged investigations, and demonstrates the chilling effect of this new sexual McCarthyism on higher education. Without minimizing the seriousness of campus assault, Kipnis argues for more honesty: a timely critique of feminist paternalism and the covert sexual conservatism of hook-up culture.

Providing expert yet accessible guidance to parents of young autistic people who are going to college, this book helps parents support their child from application through to graduation. Covering social issues, independent living, academic challenges, student services and emotional wellbeing, this is the one-stop shop for advice on the transition from school to college or university. The book examines the skills that students need to live and function at college, and the skills parents need to let their teens navigate college without a parent as intermediary. It offers ways to combat common problems that affect the mental health of people on the spectrum, such as keeping up with homework, fast-paced classes, and complex social expectations. This book is for any parent considering college as an option for their child, disability service providers in colleges and for autistic students themselves.

Higher education is a complex package of issues which never seems to leave the limelight. The primary wedge issues are tuition cost, access, accountability, financial aid, government funding, sports and their place within higher education, academic results, societal gains as a whole in terms of international competition, and continuing education. This new book examines current issues with special attention to the Higher Education Act and its reauthorisation and the aspects of higher education related to it.

Higher Education has become a central institution of society, building individual knowledge, skills, agency, and relational social networks at unprecedented depth and scale. Within a generation there has been an extraordinary global expansion of Higher Education, in every region in all but the poorest countries, outstripping economic growth and deriving primarily from familial aspirations for betterment. By focusing on the systems and countries that have already achieved near universal participation, High Participation Systems of Higher Education explores this remarkable transformation. The world enrolment ratio, now rising by 10 per cent every decade, is approaching 40 per cent, mostly in degree-granting institutions, including three quarters of young people in North America and Europe. Higher Education systems in the one in three countries that enrol more than 50 per cent are here classified as 'high participation systems'. Part I of the book measures, maps, and explains the growth of participation, and the implications for society and Higher Education itself. Drawing on a wide range of literature and data, the chapters theorize the changes in governance, institutional diversity, and stratification in Higher Education systems, and the subsequent effects in educational and social equity. The theoretical propositions regarding high-participation Higher Education developed in these chapters are then tested in the country case studies in Part II, presenting a comprehensive enquiry into the nature of the emerging 'high participation society'.

Drawing on empirical research, this book develops the concept of career scripts to show how contemporary academic faculty in the UK and other English-speaking countries approach their roles and careers. The career paths of individuals may be informed by personal strengths, interests and commitments, by activity associated with professional practice (represented by Practice scripts), and by formal career structures (represented by Institutional scripts). Internal and Practice scripts have in turn led to new forms of activity, within both formal and informal institutional economies. Whereas the formal economy is represented by, for example, promotion criteria and career pathways, with visible, quantifiable markers, the informal economy is represented by personal interests and initiatives, together with professional relationships and networks that may be unique to the individual. This book shows how, by drawing on Internal and Practice scripts, individuals develop concertina-like careers, stretching the spaces and timescales available to them. At the same time, they are able to address misalignments and disjunctures that they encounter, including those associated with disciplinary and departmental affiliations, job profiles, progression criteria, and work allocation models. As a result, the authors identify a shift towards more open-ended approaches to roles and careers.

Teaching excellence is a topic of international significance, having importance for higher education worldwide, yet is generally considered to be poorly defined and understood. The current discourse of teaching excellence is narrowly framed, instrumental and performative, with an onus on measurement and quantification. Wood and Su investigate and rethink excellence in higher education, connecting this to the understanding of the role and purpose of higher education. Stakeholder perspectives on teaching excellence are explored, and the authors argue that it is through engaging with higher education constituencies, to examine teaching excellence from different angles and stances, that more inclusive understandings may be built. These stakeholder perspectives, which form the central chapters of the book, include higher education institutions, academics, students, employers and parents. The importance of a commitment to engaging with understandings situated in the diverse experiences and contexts of stakeholders for an 'inclusive perspective' on teaching excellence is affirmed. At the close of the book, the Coda examines some of the implications of the responses to the COVID-19 global pandemic for inclusive perspectives on teaching excellence in higher education.

Early Career Teachers in Higher Education explores the experiences of Early Career Teachers (ECTs) through 13 personal teaching journeys from academics working across Africa, Asia, Australasia, Europe and South America. This edited volume contains the subjective narrative of each contributor's entry into academia, their pedagogic practice and the development of their multiple teaching identities. Their personal narratives and testimonies presented here will provide a valuable resource for ECTs and academics around the world as they begin teaching in higher education. In addition, this edited book highlights contemporary issues, such as precarity, casualisation, fragmentation of academic responsibilities and intersectionality, that shape contemporary ECT workloads.

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.

Across the country, women are pursuing doctoral degrees at a rate higher than males. While the data indicates that women are now more likely to pursue this advance degree, limited research addresses the real experiences of diverse women who are pursuing a doctoral degree. This book highlights the lived experiences of diverse women who are progressing through a doctoral degree program and the challenges as well as opportunities that they face. These women share unique and transparent experiences of progressing through a doctoral program. Through a narrative approach, Conquering Academia Transparent Stories of Diverse Women Doctoral Students, addresses themes of intersectionality, lived experiences, challenges and opportunities, and adopting an academia mindset. Featured in the Contemporary Perspectives on Access, Equity, and Achievement series, this book shares perspectives of diverse women doctoral students and how their cultural identities assist them with navigating the academic landscape. It also provides insight for current female doctoral students about strategic positioning as a student within the doctoral program and personal necessary transformation in academia. It informs faculty and staff in academia about the experiences of diverse women and how to support their progression and overall retention.

This book develops the concept of 'writtenness' (historically-formed stylistic and aesthetic values within writing) to highlight the demands, taken-for-granted ideals, institutional frictions, and changing circumstances of academic writing in English in the contemporary international university. Recognising the political importance of the role that English plays in an increasingly internationalized higher education network, Joan Turner pits writtenness against the contingency and instability of international English in real-life institutional contexts. In doing so, she brings out the theoretical significance of this, as writing becomes a motor of linguistic change and can no longer be seen simply as the repository of academic standards. Of particular interest to academics and postgraduates in TESOL, applied linguistics, rhetoric and composition, English as a Lingua Franca studies, and the sociolinguistics of writing, as well as to EAP practitioners, this book is among the first to theoretically consider the implications for the cultural homogeneity of the written word. It also offers a unique perspective on the role of writtenness within the broader historical context of leaving the era of print culture. As such, this book is highly recommended for students, researchers, and policy makers alike.

Kalwant Bhopal and Patrick Danaher examine 'race', identity and gender within education and explore the difficulties of relating these concepts to the experience of students in higher education. In drawing together the experience of local and international students in the UK and in Australia, they examine the ways identities are understood and conceptualized within higher education in local contexts and on a global level. They consider the complexity of 'race', gender and identity in relation to education within the context that education continues to be dominated by predominantly white, middle class values and perspectives. Identity and Pedagogy in Higher Education examines the extent to which education as a vehicle for change in the light of the controversial debates surrounding race and gender inequalities.

Towards Teaching in Public: Reshaping the Modern University explores how the contested relationships between policy, curriculum and pedagogy are reshaping the modern university and examines the impact of conceptualisations of teaching in public on this debate in this age of academic capitalism. It traces the emergence of strategies for open access, with particular reference to the contribution of technology and e-learning, to the emergence of teaching in public as a critique of current educational policy. The contributors combine policy analysis with a consideration of pedagogical issues and an exploration of the student experience. This collection draws together chapters by experienced scholars and practitioners within the field of teaching and learning in higher education.

Universities all over the world are increasingly recognising the challenges of globalization and the pressures towards internationalization. This collection draws together a wealth of international experience to explore the emerging patterns of strategy and practice in internationalizing Higher Education.
Questions considered include:
- How is the concept of globalization in the context of higher education understood by those who lead universities across the world?
- What new challenges are being created as universities seek to become more international?
- Which forms of leadership are needed and will be needed in the future in these transforming institutions and how are they going about preparing for and achieving this?

In recent years interest in schools outreach and academic enrichment has increased dramatically, reflecting a greater social conscience and awareness of the impact that universities can have on the wider community. The transferable skills that academics bring to schools need to be honed for this new learning environment, as delivery methods and success benchmarks are radically different in a schools context. This collection addresses the numerous issues raised when arts and humanities academics become involved with schools, bringing together practitioners from a broad range of fields within the arts and humanities to share experiences and insights.

This text takes a radical look at the nature of adult learning in the postgraduate context and at the implications of this for universities and their courses. While, over recent decades, schools have had to undergo major re-assessments about how learning is developed into curriculum, how learning is delivered to students, and how that learning is assessed, universities have remained very largely detached from these pedagogical/andragogical issues. However, the circumstances of higher education provision have changed. There is also real pressure now from vocationalism.
"Meeting the Challenges of Change in Postgraduate Education" places these movements in both a UK and a wider context examines the nature of learning and teaching in postgraduate education and opens up the debate for rethinking university provision. The book examines concepts such as integration as ways of retaining the higher order skills of a university education over against narrower, technicist approaches and suggest a continuum of provision, but one in which the learner takes centre stage.

This is a complete guide for academic tutors and support staff involved in teaching on Foundation Degrees. What is a Foundation Degree? What are the needs of Foundation Degree students? How should course design and delivery be shaped? This text is a complete guide for academic tutors and support staff involved in teaching on Foundation Degrees throughout England and Wales. The contributors explore the specific and diverse needs of Foundation Degree students, a unique client-group in Further Education (FE)/Higher Education (HE) who have differing academic qualifications and work-based experiences. They will address aspects of course design and delivery including teaching techniques, e-learning and assessment. Drawing together theory and practice, this text will provide clear practical models for how to successfully deliver Foundation Degrees. Exemplars from a wide-range of disciplinary areas are brought together to fully explore these areas through a variety of methods, including case studies, examples of teaching materials and diagrams.

This title offers a global exploration of formal and non-formal education provision to refugees and asylum seekers in refugee camps, and in schools and universities of host countries. What is the relationship between education and those seeking asylum or refuge? What is the impact of education being marginalized during conflict situations? Drawing on international research in numerous countries, including Thailand, North Korea, Lebenon, Africa, the USA and the UK, the contributors consider, conceptually and empirically, the provision of education to refugees and asylum seekers in their homeland or in host countries, analyzing the internal and external factors affecting educational provision during and after emergencies. Each chapter contains a summary of the key points and issues within the chapter to enable easy navigation, key contemporary questions to encourage you to actively engage with the material and an annotated list of suggested further reading to support you to take your exploration further. A companion website supports the text and provides updates and additional resources. This series presents an authoritative, coherent and focused collection of texts to introduce and promote the notion of education as a humanitarian response as a prime function of educational activity. The series takes a holistic interpretation of education, dealing not only with formal schooling and other systemic provisions in the mainstream, but rather with educational reality - teaching and learning in whatever form it comes at any age.

Drama Education with Digital Technology explores the rapidly evolving intersections between drama, digital gaming, technology and teaching. It documents the praxis (practice and research) that move beyond anecdotal discussion of approaches and design. The contributors explore the realities of teaching an ancient aesthetic form in classrooms full of technologically able students. It also examines cases from classroom practice to present teaching, with approaches and understandings that are based on evidence and supported by cutting edge learning theory from educational leaders in drama and technology.

With the growth of trans-national education online, more learners are experiencing learning environments characterised by cultural diversity. This timely book presents a view of recent thinking and practice related to globalised virtual learning environments, and suggests new ways of understanding the meanings that are created when learners, teachers, and institutions set out to create learning communities online. In doing so it will help to construct a new idea, that of the learning culture, which will be of particular relevance to researchers and practitioners in the rapidly expanding field of global online education.