This book explores the role of the university in upholding democratic values for societal change. The chapters advocate for the moral virtue of democratic patriotism: the editors and contributors argue that universities, as institutions of higher learning, can encourage the creation of critical and patriotic citizens. The book suggests that non-violence, tolerance, and peaceful co-existence ought to manifest through pedagogical university actions on the basis of educators' desire to cultivate reflectiveness, criticality, and deliberative inquiry in and through their academic programmes. In a way, universities can respond more positively to the violence on our campuses and in society if public and controversial issues were to be addressed through an education for democratic citizenship and human rights.

This book focuses on critical issues and perspectives concerning globally mobile students, aspects that have grown in importance thanks to major geopolitical, economic, and technological changes around the globe (i.e., in and across major origins and destinations of international students). Over the past few decades, the field of international higher education and scholarship has developed robust areas of research that guide current policy, programs, and pedagogy. However, many of the established narratives and wisdoms that dominate research agendas, scope, and foci have become somewhat ossified and are unable to reflect recent political upheavals and other changes (e.g. the Brexit, Trump era, and Belt and Road Initiative) that have disrupted a number of areas including mobility patterns and recruitment practices, understanding and supporting students, engagement of global mobile students with their local counterparts, and the political economy of international education at large. By re-assessing established issues and perspectives in light of the emerging global/local situations, the contributing authors - all experts on international education - share insights on policies and practices that can help adapt to emerging challenges and opportunities for institutions, scholars, and other stakeholders in international higher education. Including theoretical, empirical, and practitioner-based methods and perspectives provided by scholars from around the world, the book offers a unique and intriguing resource.

Seminars and tutorials are staples of higher and professional education courses - but running them well and ensuring that they are effective is not easy. 53 interesting things to do in your seminars and tutorials provides practical suggestions, each tried and tested, for ways to develop your professional practice. The book is designed for dipping into to find ideas to dovetail with your own approach and context. Abstract: 53 practical ideas for the organisation and running of seminars and tutorials are presented. They cover: ways to begin; student-led seminars; groupwork; student participation and responsibility; evaluation; written material; and the expression of feelings. For each of the ideas, a problem or issue is identified and a practical teaching or learning method is proposed. In many cases the method is illustrated with examples. In addition, potential obstacles are considered. Overall, the ideas are designed to help reflective practitioners in professional and higher education broaden their repertoire of pedagogical techniques. Key terms: higher education; learning; pedagogy; professional education; seminars; study; teaching; tutorials.The topics covered are wide-ranging. They include: ways to begin; student-led seminars; groupwork; student participation and responsibility; evaluation; written material; and the expression of feelings.

This book describes southern womanhood and liberal northern education.From the end of Reconstruction and into the New South era, more than one thousand white southern women attended one of the Seven Sister colleges: Vassar, Wellesley, Smith, Mount Holyoke, Bryn Mawr, Radcliffe, and Barnard. Joan Marie Johnson looks at how such educations - in the North, at some of the country's best schools - influenced southern women to challenge their traditional gender roles and become active in woman suffrage and other social reforms of the Progressive Era South.Attending one of the Seven Sister colleges, Johnson argues, could transform a southern woman indoctrinated in notions of domesticity and dependence into someone with newfound confidence and leadership skills. Many southern students at northern schools imported the values they imbibed at college, returning home to found schools of their own, women's clubs, and woman suffrage associations. At the same time, during college and after graduation, southern women maintained a complicated relationship to home, nurturing their regional identity and remaining loyal to the Confederacy.Johnson explores why students sought a classical, liberal arts education, how they prepared for entrance examinations, and how they felt as southerners on northern campuses. She draws on personal writings, information gleaned from college publications and records, and data on the women's decisions about marriage, work, children, and other life-altering concerns.In their time, the women studied in this book would eventually make up a disproportionately high percentage of the elite southern female leadership. This collective biography highlights their important role in forging new roles for women, especially in social reform, education, and suffrage.

One of the most pivotal tasks of a regional government is to find different and innovative ways to develop their economies. Formulating universities, in that respect, potentially holds the key to competitive global economic success. Smart Specialization Strategies and the Role of Entrepreneurial Universities is a crucial reference source that examines a new competitive paradigm where universities can act as a partner institution, policy actor, and producer of knowledge that can affect the potential for economic growth and development of regions. While highlighting topics such as economic development, entrepreneurship ecosystem evolution, and regional competitiveness, this publication explores the varying dynamics that are evolving toward the successful mobilization of university resources on regional economies. This book is ideally designed for policymakers, administrators, researchers, developers, academicians, marketers, and business professionals.

With the increased support from funding agencies and in literature, an interdisciplinary culture is of growing significance. "Creating Interdisciplinary Campus Cultures" provides an introduction to interdisciplinary change through pragmatic strategies. Sponsored by the Association of American Colleges and Universities, this unique resource is the only book focused on creating and sustaining institutional support for interdisciplinary work. Since an interdisciplinary culture is of increasingly importance in higher education, this book gives administrators and faculty the tools they need to ensure their work is successful and sustainable.

In recent years, virtual teams have become a feature of most corporate workplaces, yet few academic programs prepare students to work in virtual teams, and few textbooks support the development of key skills for virtual teamwork. The primary purpose of this book is to enable higher education students to participate in virtual teams with students from other institutions, who potentially operate in different countries, time zones, and/or cultures. The book guides students through the process of working in virtual team projects for their classes, and helps them to engage with the learning experiences, and to respond to potential challenges. The book is directed towards students within any of the following disciplines: Business; Information Technology; Communication Studies; and Engineering. One section of the book also guides teachers through the process of organizing virtual team projects, and explores the teacher/teacher collaboration that is an inevitable consequence of organizing inter-institutional student virtual team projects. It provides advice for teachers on how to manage administrative challenges such as conflicting institutional schedules and grading mechanisms. In addition, it discusses research themes and data gathering and analysis techniques for teachers who wish to publish findings about the virtual team process and outcomes. As well as students and teachers, the book is also useful for researchers exploring any of the following themes: Technology use in virtual teams; Communication strategies and international communication in virtual teams; Communities of learning, e-learning, and virtual teams; Challenges of virtual teamwork; Planning a virtual team collaboration project; and Gathering and analyzing data about virtual collaboration.

The higher education landscape is embracing the call to be innovative, yet scholars have not clearly defined what it means to innovate. Innovation is not limited to the use and adoption of educational technologies, and it encompasses a broad array of elements that must be considered if we are to truly aspire toward innovative teaching in higher education. Enhancing Learning Design for Innovative Teaching in Higher Education is a critical scholarly publication that examines how instructional systems design, instructional design, educational technologies, curriculum design, and program design impact innovation and innovative teaching in higher education. The book offers definitions of innovative teaching and examines critical intersections to achieve innovation and innovative teaching in post-secondary environments. Highlighting a wide range of topics such as program mapping and learning design, this book is essential for academicians, administrators, professionals, curriculum developers, instructional designers, K-12 teachers, educational technologists, researchers, and students.

Higher education in the UK is in crisis. The idea of the public university is under assault, and both the future of the sector and its relationship to society are being gambled. Higher education is increasingly unaffordable, its historic institutions are becoming untenable, and their purpose is resolutely instrumental. What and who have led us to this crisis? What are the alternatives? To whom do we look for leadership in revealing those alternatives? This book critically analyses intellectual leadership in the university, exploring ongoing efforts from around the world to create alternative models for organizing higher education and the production of knowledge. Its authors offer their experience and views from inside and beyond the structures of mainstream higher education, in order to reflect on efforts to create alternatives. In the process the volume asks: is it possible to re imagine the university democratically and co operatively? If so, what are the implications for leadership not just within the university but also in terms of higher education's relationship to society? The authors argue that mass higher education is at the point where it no longer reflects the needs, capacities and long term interests of global society. An alternative role and purpose is required, based upon 'mass intellectuality' or the real possibility of democracy in learning and the production of knowledge.

This book provides a comprehensive overview of research methods in the behavioral sciences, focusing primarily on the conceptual issues inherent in conducting research. It covers topics that are often omitted from other texts, including measurement issues, correlational research, qualitative research, and integrative literature reviews. The book also includes discussions of diversity issues as they related to behavioral science research. New to this edition are chapter boxes that focus on applied issues related to each chapter topic. Throughout the book, readable examples and informative tables and figures are provided. The authors also take a contemporary approach to topics such as research ethics, replication research, and data collection (including internet research).

This book analyses the development of academic literacy in low-proficiency users of English in the Middle East. It highlights the challenges faced by students entering undergraduate education in the region, and the strategies used by teachers to overcome them. The author focuses on a large-scale undergraduate teacher programme run in Oman by the University of Leeds, providing clear pointers both for future research and effective practice. He also explores the implications of his findings for countries beyond the Gulf Cooperation Council, demonstrating how international participation in UK HE could be much wider. This book will appeal to students and scholars with an interest in academic literacies and English for Academic Purposes.

Many institutions facing dwindling state and government funding often rely on the patronage of others in order to establish monetary security. These donations assist in the overall success and development of the institution, as well as the students who attend. Facilitating Higher Education Growth through Fundraising and Philanthropy explores current and emergent approaches in the financial development and sustainability of higher education institutions through altruistic actions and financial assistance. Featuring global perspectives on the economics of philanthropy in educational settings and subsequent growth and development within these environments, this book is an exhaustive reference source for professors, researchers, educational administrators, and politicians interested in the effects of altruism on colleges and universities.

Learning Communities in Educational Partnerships shows how theory and practice come into lived interplay in social spaces where theory informs practice and practice turns into theory. Drawing on their own experiences of becoming a learning community, the authors introduce the ideas underpinning self-study action research. Through a series of first-hand practitioner accounts, the chapters describe and explain how to engage in processes of inquiry and establish learning communities, how to make space for professional conversations and how to develop living theories from within daily practice. The book shows how meaningful change can take place, both in educational improvements and also in more transformative professional learning, when educators are encouraged to draw on their own personal educational values and share their idea

A volume in Advances in Service-Learning ResearchSeries Editor Shelley H. Billig, RMC Research Corporation, DenverIn this volume in the IAP series on Advances in Service-Learning Research, top researchers presentrecent work studying aspects of program development, student and community outcomes, and future researchdirections in the field of service-learning and community engagement. These chapters, selected through arigorous peer review process, are based on presentations made at the annual meeting of the InternationalResearch Conference on Service-Learning and Community Engagement, held in October, 2008, in NewOrleans.This volume features efforts in research and practice to support and expand service-learning and engaged scholarship in both K-12 andhigher education. Models of effective partnerships between institutions of higher education and their community partners are developed in chapterslooking at relationships between campus and community in terms of partnership identity or in terms of shared understanding by campus andcommunity partners. Outcomes for K-12 and college students engaged in service learning are the focus of several studies. The impact of high-qualityservice-learning on K-12 student achievement and school-related behaviors is described. Racial identity theory provides a useful frame forunderstanding developing student conceptualizations, while another chapter emphasizes aspects of self-exploration and relationship building as basesfor gains in student attitudes and skills. In a final section, chapters deal with service-learning and community engagement as a coherent research fieldwith a distinct identity, reviewing current work and proposing directions for future research.