Supporting Disabled Students in Higher Education is a practical and inclusive handbook designed to ensure disabled students are supported in their journey through mainstream higher education. Informed by case studies, this essential guide highlights how this can be achieved through the adoption of practical, reasonable adjustments. Coupled with recommendations for best practice across higher education, this book outlines experiences and barriers to inclusion and provides detailed guidance for inclusive practices including: adjustments to accommodation, accessing physical and virtual learning spaces, teaching activities, developing the curriculum, and assessment. Written by an experienced dyslexia and disability coordinator within higher education, chapters encourage readers to develop a greater understanding of the impact that disabilities may have on students' academic progress. Areas explored include: Specific learning difficulties (SpLD) Mental health conditions Visually impaired and blind students Deaf and hearing-impaired students Physical impairments Long term medical conditions This book lays out the step-by-step process to enable effective communication between disability staff, academic staff and students and is a crucial guide for anyone with an interest in promoting and facilitating accessibility, inclusion and widening participation in higher education.

Higher education has come under increasing public scrutiny in recent years, assailed with demands for greater efficiency, accountability, cost reduction, and, above all, job training. Drawing upon examples from across the world, with an emphasis on Anglo-American higher-education systems, this handbook employs sociological approaches to address these pressing concerns. The second edition is thoroughly updated and adds several new chapters to shed further light on the transformations wrought by the interrelated processes of massification, vocationalization, and marketization that have swept through universities in the wake of neoliberal reforms introduced by governments since the 1980s. The handbook explores recent developments in higher-education systems and policy as well as the everyday experiences of students and staff and ongoing problems of inequality and diversity within universities. In doing so, the chapters address a number of current issues concerning the legitimacy of higher-educational credentials, from the continuing debate regarding traditional pedagogies and the role of universities in social class reproduction to more recent concerns about standards in mass systems. Collectively, this handbook demonstrates that the sociology of higher education has the potential to play a leadership role in improving the myriad higher-education systems around the world that are now part of an interrelated set of subsystems, replete with both persistent problems and promising prospects. This book is therefore necessary reading for a variety of stakeholders within academia as well as professionals and policy-makers interested in understanding higher education and the acute challenges it faces.

Classic Writings for a Phenomenology of Practice features examples of newly translated classic phenomenological texts that have been largely forgotten or misunderstood. The writings are unique in that they speak to the practice of doing phenomenological research for the purpose of gaining insights and better understandings regarding aspects of professional practice and ordinary life phenomena and events. Phenomenology does not have to be impenetrable philosophy, dealing with tedious technical issues. Instead, phenomenology may offer relevance, value, and enduring allure to readers and researchers who are engaged with the quotidian life experiences and events of students, patients, clients, friends, and other individuals. This phenomenological approach aims to stay as close as possible to the ordinary events of everyday life: seeing the first smile of a child, feeling compulsive, being humorous, having a conversation, experiencing childhood secrecy, encountering new things-topics that span a manifold of life experiences. In this collection of classic phenomenological writings, each author is thoughtfully introduced, and each text is followed by a conversational descant: a reflection on the phenomenological reflection. The presentation of these classic writings and their reflections aims to show us what it means to do phenomenology directly on the phenomena that we live-thus asking us to be attentive to the fascinating varieties and subtleties of primal lived experiences and consciousness in all its remarkable complexities. This book is relevant for scholars and students who are interested in human science research and the origins and practices of the phenomenological method.

This volume aims to show researchers what is required to make a continuing career in academic research or lecturing and gives advice on taking alternative career paths. The authors advise on sources of advertised and unadvertised vacancies and how to use methods such as speculative applications and the Internet. They also provide practical exercises and ideas on how to enhance essential job-search and self-presentation skills.

How to Get an MBA is a short handbook for either prospective MBA students wanting to know more about what is involved, or students seeking to prepare themselves for the experience to come.
As the first step on the road to a managerial career and lifelong learning, the MBA is one of the most important things a student will ever do. The student must take care to acquire not only the hard technical skills that the MBA provides directly through coursework, but also the soft skills, especially the ability to communicate and to establish and maintain networks, which are developed indirectly through the entire MBA experience. The author shows how to get the most out of an MBA programme, the instructors and fellow students. Topics covered include how to:
*read and prepare a case
*work in teams
*design a project
*carry out a project
*present written material
*communicate effectively in classrooms
*interact with instructors and fellow students
*use libraries and other resources
*develop and manage personal networks
*look for a job at the end of the programme.

eBook available with sample pages: 0203183304

Practical focus, enabling new leaders to achieve results while avoiding pitfalls from Day One Concise format, serving as an easily digestible 'how-to' rather than a lengthy handbook Provides both academic and professional perspectives to leadership challenges, for academic leaders in both the US and UK

Evaluating Creative Practice discusses:
*the function of evaluation in general
*the role of formal assessment and its relation with informal evaluation
*the role of the audience for the creative product
*the value of making within the subject discipline
*the balance within the subject paid to product and process
*the role of reflection and the place of the students voice.
Examples of practice from subject disciplines English, Art, Music, Drama, Media Studies, Design and Technology, Gallery Education and Digital Arts will enable those involved with primary, secondary, further, higher, gallery and community education to learn from each other and to develop a coherent approach to the range of creative work produced by young people. By focusing on questions of evaluation and containing a range of practical examples the book sets an agenda for creative work by young people in the school curriculum and beyond.

Contents:
1. Introduction: Evaluating Creativity Julian Sefton-Green, Weekend Arts College 2. Art Education and Talk: From Modernist Silence to Postmodern Chatter Karen Ramey, University of East London and Howard Hollands, Middlesex University 3. Evaluation and Design and Technology John Garvey, Brunel University School of Education and Anthony Quinlan, Sudbury Junior School, Wembley 4. Writing in English and Responding to Writing Muriel Robinson, University of Brighton and Viv Ellis, University of Brighton 5. Music as a Media Art: Evaluation and Assessment in the Contemporary Classroom Lucy Green, London University Institute of Education 6. Measuring the Shadow or Knowing the Bird: Evaluation and Assessment in Drama Education John Somers, Exeter University 7. Making the Grade: Evaluating Student Production in Media Studies David Buckingham, Institute of Education University of London, Pete Fraser, Long Road Sixth Form College, Cambridge and Julian Sefton-Green, Weekend Arts College 8. Whose Art is it Anyway? Art Education outside the Classroom Rebecca Sinker, Middlesex University 9. Making Multimedia: Evaluating Young People's Creative Multimedia Production Rebecca Sinker, Middlesex University 10. From Creativity to Cultural Production: Shared Perspectives Julian Sefton-Green, Weekend Arts College

Targets of bullying are often the most vulnerable members of the scientific workforce-they may be low-paid graduate students or postdocs, living in a foreign country, navigating a foreign language and culture, and whose immigration status is tied directly to their employment. They may also have young families, be living paycheck-to-paycheck, and have health insurance and other benefits that depend on a contract position that can be revoked with little to no notice or cause. Finally, targets on the low end of a power differential are not likely to be supported by their institutions, particularly institutions that rely on the big grant earnings brought in by senior "bullies." This book is a brief guide to the causes of academic bullying and to their solutions.

- This book offers research-led, evidence-informed guidance for organisational and individual programme leader development and examples of the effective leadership of programme teams - It covers a comprehensive response to the developmental priorities identified by educational developers currently working with programme directors and brings together the collective wisdom of an international community of educational developers and programme leaders. - Offering practical wisdom to the busy academic: chapters and case studies are scholarly yet accessible and easy to read; both share useful insights from programme leaders.

This volume describes a range of experiences of internal audit in higher education institutions from the UK, USA, Australia, New Zealand, South Africa and Germany. It presents approaches to best practice designed to enable readers to assess and develop their own audit procedures.

This volume investigates how international students in and from the Middle East are constructed by nations, institutions, other students, and themselves. Making a valuable contribution to understanding the nuances and complexities of educational politics and priorities affecting these constructions, the text considers the broader impacts of discourse on internationalisation. Offering a unique combination of critical analysis of educational policies combined with empirical contributions through authors' own research, chapters highlight intersections between politics, the internationalisation of higher education, and the construction of mobile learners. Emphasising variation and nuance in the internationalisation of policies in the Gulf Cooperation Countries, and other Middle Eastern countries, the volume offers a theoretical framework to help understand the political, educational, and ethical implications of emerging constructions of international students and their comparison across the Middle East. This timely volume will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, as well as the Middle East more specifically. Those involved with educational education policy and politics, specifically related to the Middle East, will also benefit from this volume.

In today's highly competitive job market a higher degree will not necessarily lead to a career in higher education. Researchers need to know how to enhance their career prospects and how to look further into the wide range of career options open to them elsewhere.
Moving On in Your Career shows researchers what is required to make a continuing career in academic research or lecturing and gives advice on taking alternative career paths. The authors draw on their expertise in careers guidance in higher education to outline the various options in which researchers can use the skills they have developed in university. They advise on sources of advertised and unadvertised vacancies and how to use methods such as speculative applications and the Internet. They also provide practical exercises and ideas on how to enhance essential job-search and self-presentation skills.
With its special focus on the skills acquired through academic research and how to use them to pursue a wide variety of career options, this book will prove invaluable for postgraduate students and researchers, as well as careers advisors responsible for students and researchers.

An eye-opening look at how America's elite colleges and suburbs help keep the rich rich-making it harder than ever to fight the inequality dividing us today The front-page news and the trials that followed Operation Varsity Blues were just the tip of the iceberg. Poison Ivy tells the bigger, seedier story of how elite colleges create paths to admission available only to the wealthy, despite rhetoric to the contrary. Evan Mandery reveals how tacit agreements between exclusive "Ivy-plus" schools and white affluent suburbs create widespread de facto segregation. And as a college degree continues to be the surest route to upward mobility, the inequality bred in our broken higher education system is now a principal driver of skyrocketing income inequality everywhere. Mandery-a professor at a public college that serves low- and middle-income students-contrasts the lip service paid to "opportunity" by so many elite colleges and universities with schools that actually walk the walk. Weaving in shocking data and captivating interviews with students and administrators alike, Poison Ivy also synthesizes fascinating insider information on everything from how students are evaluated, unfair tax breaks, and questionable fundraising practices to suburban rituals, testing, tutoring, tuition schemes, and more. This bold, provocative indictment of America's elite colleges shows us what's at stake in a faulty system-and what will be possible if we muster the collective will to transform it.

The Humanities, the Social Sciences and the University is an intellectual history of research in the humanities and social sciences. It scrutinizes the priorities, values, objectives and publishing agendas of the modern university in order to assess the institutional pressures on research in such major disciplines as literature, history, sociology and economics. It argues that all these disciplines are currently experiencing a deep malaise - though to different degrees - due to loss of faith in the Enlightenment project, which entailed the pursuit of knowledge through reason. Extreme skepticism, promoted since the 1970s by French Theory, which regards knowledge as an instrument of power, is a major factor in this disorientation. Overall, the book concludes that though universities have grown stronger, wealthier and more powerful in the last century, the quality and seriousness of the research they typically produce is weaker, intellectually less important and the institution is in danger of losing its way. An accessible and compelling read, this book will appeal to scholars of sociology, education and intellectual history with interests in higher education policy and academic life.

At the close of the twentieth century the stereotyping and demonization of 'others', whether on religious, nationalist, racist, or political grounds, has become a burning issue. Yet comparatively little attention has been paid to how and why we fabricate images of the 'other' as an enemy or 'demon' to be destroyed. This innovative book fills that gap through an interdisciplinary, cross-cultural approach that brings together a distinguished array of historians, anthropologists, psychologists, literary critics, and feminists.
The historical sweep covers Greco-Roman Antiquity, the MIddle Ages, and the MOdern Era. Antisemitism receives special attention because of its longevity and centrality to the Holocaust, but it is analyzed here within the much broader framework of racism and xenophobia. The plurality of viewpoints expressed in this volume provide fascinating insights into what is common and what is unique to the many varieties of prejudice, stereotyping, demonization, and hatred.

The only book to look at the repercussions of the changes taking place in higher education on university campus design around the world Features a wide range of highly-illustrated, global case studies of well-publicised as well as lesser-known projects The essential guide to current and future trends in campus design, now in its third edition

Drawing on research conducted at 17 Catholic universities in the US, making it the largest study of its kind, this volume explores effective practice in improving institutional policy relating to issues of sexuality. The text calls attention to campus cultures of fear, shame, or denial around sexuality and highlights possible points of institutional resistance to changes in policy. Discussing topics such as sexual identity, sexuality education in the curriculum, Title IX, employee termination and morality clauses, the book shows how staff and faculty are crucial in effecting change across Catholic campuses, providing valuable insight into the "unspoken rules" around sexuality within the shadow culture at Catholic institutions. Moreover, the text illustrates how institutions can maintain fidelity to Church teachings and even embrace notions of human dignity, solidarity, and the common good to achieve sexual inclusivity. A unique study demonstrating how Catholic teaching can help support inclusive change around issues of sexuality and gender in higher education, it ultimately puts forward a practical framework for effecting change and improving student and staff support structures in Catholic institutions. It will thus appeal to researchers and academics working in the fields of Higher Education Management, Gender and Sexuality in Education, Religion, Gender and Sexuality, and the Sociology of Religion.

Sexuality Education in Postsecondary and Professional Training Settings keeps you up-to-date on the trends and issues in sexuality education in colleges, universities, and professional training institutions. A diverse group of authors, all experienced sexuality educators, offers summary information, critical commentary, thoughtful analysis, and projections of future trends in sexuality education in postsecondary settings. This keeps you current on the status of sexuality education and will move you to consider a variety of concerns and challenges in designing and implementing sexuality education courses and programs. Finally, the chapters present you with valuable resources, ranging from historical references to contemporary website information.Beginning with an historical perspective on twentieth-century sexuality education, Sexuality Education in Postsecondary and Professional Training Settings includes information on the nature and extent of sexuality education in contemporary colleges and universities, as well as in institutions training teachers, clergy, and physicians. The book's expert authors analyze undergraduate curricular and pedagogical issues, as well as problems in classroom climate and the challenges of meeting objectives for behavioral change. Specific topics you learn about include: guidelines for teaching undergraduate sexuality courses--with a focus on philosophical issues; how to develop objectives and implement teaching strategies; print, media, and Internet resources for teaching; and commentary on controversial issues effects of various workshops on the contraceptive-related attitudes and behaviors of college students sexuality education and HIV/AIDS prevention education in teacher preparation institutions perceptions of faculty regarding curriculum and approaches to sexuality education in clergy training institutions sexuality education in medical school curricula in the U.S. and Canada Sexuality Education in Postsecondary and Professional Training Settings is a valuable guide for sexuality educators in postsecondary settings and educators in corollary areas such as health education, educational psychology, family education, or curriculum development. Also an informative and useful text for scholars, researchers, professionals, and students in the fields of sexuality education, behavioral sciences, applied social sciences, and social policy, this book presents a variety of philosophical and methodological approaches to vital issues, ranging from qualitative phenomenological and interpretive methods to quantitative analyses to critical essays.

Sitting atop Mount Oread, the University of Kansas stands as a monument to the determination of the state's earliest settlers to build for the future. As a "city on a hill," the university has also mirrored both American society's hopes and its fears-and never has this been truer than over the past five decades. Transforming the University of Kansas chronicles the many accomplishments and the daunting challenges that marked the last half-century at the University. On the eve of the sesquicentennial anniversary of the school's founding, this book reflects upon the people, politics, and developments that have transformed KU since 1965, making it the distinctive institution of higher learning that it is today. Like major universities across the country, Kansas became a global research institution in these years, a leader in academic inquiry and scholarly expertise. It also experienced a wrenching process of change following student protests demanding greater rights and recognition. The authors-all experts from KU's faculty or staff-focus on particular aspects of the era, documenting major changes that occurred and introducing key leaders. Organized in three broad categories-leadership and politics; teaching and research; and students, protest, and sports-these essays draw upon a wealth of archival material, including interviews and yearbooks, student publications, and alumni sources, to create a full and richly textured picture of growth and change over five decades. These essays detail the school's transformation from a bucolic college into a sprawling university, capturing the personalities and spirit of each of the eight chancellors who have guided KU through these challenging times. The essays describe innovations in learning, from the liberal arts through international studies and graduate research. And they reveal the changing character of student life in curricular and extra-curricular activities, in campus activism, scholarship, and athletics. Together the essays comprise a living portrait of the university, broad in scope and vivid in detail, growing and adapting to a rapidly changing world, prepared to meet the challenges of the new century.

This highly focused and practical book looks at the issues involved in integrating learning technologies within teaching and learning. With in-text activities to encourage readers to think about what they do, the book demonstrates how academics can improve their teaching using technology. It raises issues about the educational value of using technology and considers the pressures forcing change in higher education. The book covers a wide range, from making lecture aids to creating multimedia resources, and includes discussion of: +educational perspectives+developing new teaching strategies for larger student groups+using computers to deliver teaching and learning resources+using computers to communicate with and between students.This book can stand alone or can be used in conjunction with Technology In Teaching And Learning. The two books cover all aspects of transforming teaching using technology. This book covers the educational issues.

Writing and the Articulation of Post-Qualitative Research is a collection of experimental essays on the implications of articulating or performing qualitative research from post-qualitative philosophies. Although writing has been an integral part of qualitative research, for better or worse, throughout the history of the field, the recent emergence of post-qualitative inquiry necessitates a reconsideration of writing. This collection of international authors explores the process and practice of writing in qualitative research from an onto-epistemological perspective, engaging with temporal, spatial, relational, social-cultural, and affective concepts and dilemmas such as philosophical alignment, advocacy in research and the privileging of written academic language for research dissemination. The exploration of these questions can help qualitative researchers in the social sciences and humanities consider how modalities and processes of writing can alter, shift, and challenge the ways in which they articulate their research. Thus, rather than writing being a conveyor of the events happening during data collection, or used to analyze data or display results, the authors in this book consider writing as a primary agent in the research process This book has been designed for scholars in the social sciences and humanities who want to rethink how they use writing in their research endeavors and especially ones who are considering engaging with post-qualitative research.

This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice. Moving beyond conventional paradigms of how justice and education relate, the book rethinks the promotion of justice in, for, and through education in its current state. Chapters combine international and diverse philosophical perspectives with a focus on contemporary issues, such as climate change, the COVID-19 pandemic, racism, and migrant crises. Divided into three distinct parts, the book explores the ontological and socio-political grounds underlying our notions of education and justice, and offers self-reflective meta-critique on education philosophers’ tendency of promoting and upholding orthodox visions and missions. Ultimately, the book offers contemporary and innovative philosophical reflections on the link between justice and education, and enriches the discourse through a multi-perspectival and sensitive exploration of the topic. It will be of great interest to scholars, researchers, and postgraduate students in the fields of philosophy of education, education policy and politics, education studies, and social justice. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Funded by University of Oslo.

Taking up the study of legal education in distinctly biopolitical terms, this book provides a critical and political analysis of structure in the law school. Legal education concerns the complex pathways by which an individual becomes a lawyer, making the journey from lay-person to expert, from student to practitioner. To pose the idea of a biopolitics of legal education is not only to recognise the tensions surrounding this journey, but also to recognise that legal education is a key site in which the subject engages, and is engaged by, a particular structure - and here the particular structure of the law school. This book explores that structure by addressing the characteristics of the biopolitical orders engaged in legal education, including: understanding the lawyer as a commodity, unpicking the force relations in legal education, examining the ways codes of conduct in higher education impact academic freedom, as well as putting the distinctly western structures of legal learning within a wider context. Assembling original, field-defining, essays by both leading international scholars as well as emerging researchers, it constitutes indispensable resource in legal education research and scholarship that will appeal to legal academics everywhere.

Today a college degree is needed to ensure an avenue to a decent standard of living. The workplace demands lifelong learning, since most workers will change careers several times before retiring. Meanwhile, attaining a degree is becoming more difficult both in terms of the time required and money. This affects not only individuals but encourages lawmakers to seek alternatives. This book examines higher education programs designed for and delivered to working adult students under a unique for-profit model, one that benefits both taxpayer and student.