This collection of best practise examples of business teaching will inspire and inform those involved in the improvement of teaching in Higher Education. Assembled by the Learning and Teaching Support Network the examples are drawn from institutions throughout the UK including: The Open University, Sheffield Hallam, City University, St Andrews, Brighton, De Montford, Liverpool John Moores, Glasgow, Leeds Met and Plymouth. While individual case studies focus on everything from the use of action learning, resource based learning, using technology and peer assessment to the development of a knowledge management system.

Providing theoretical grounding, case studies and practical solutions, Implementing Ethics in Educational Ethnography examines how researchers can overcome ethical dilemmas associated with and encountered during ethnographic research. From the initial stages of research design such as consideration from regulatory bodies, through research occurring in the field to project completion and reporting, it explores many of the factors associated with ensuring culturally sensitive and ethical studies. The book covers key questions including: What can researchers expect of ethical review boards? Where and with whom should dialogue take place about ethicality within research? What effect does a research focus have on regulation and research practice? What is the effect of context on ethical practices? Does the positionality of a researcher have an effect on ethical practices? How do we ensure that ethicality supports the trustworthiness of research projects? Using a range of international case studies, Implementing Ethics in Educational Ethnography provides researchers and students with invaluable details about how to navigate the field, ensuring that they can sustain good ethical practice throughout the life of a research project. Chapters 4 and 6 of this book are freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license. https://s3-us-west-2.amazonaws.com/tandfbis/rt-files/docs/Open+Access+Chapters/9781138580237_oachapter6.pdf

Working class groups have historically been excluded from participation in higher education. Past decades have seen an expansion of the system towards a more inclusive higher education, but participation among people from working class groups has remained persistently low. Is higher education unattractive for these groups or are the institutions acting to exclude them?
This thought-provoking and revealing book examines the many factors and reasons why working class groups are under-represented in higher education. In particular, the book addresses issues around differential access to information about university, the value of higher education to working class groups, the costs of participating and the propensity to participate. Issues of gender and ethnicity are also explored and questions are raised for those who are currently involved in 'widening participation' projects and initiatives. A unique feature of the book is that its findings are drawn from an innovative study where the views of both working class participants and non-participants in higher education were explored.
This book will be of interest to students of social policy, educational studies and sociology of education at undergraduate and postgraduate level. Academics, researchers and policy makers nationally and internationally will also find it valuable.

Collaborative Futures in Qualitative Inquiry critically reflects on and explores the role of qualitative research amidst the global COVID-19 pandemic. Against this unprecedented backdrop, it asks what research means during a global pandemic and what it means to be an academic. Leading international scholars from the United States, Canada, Chile, New Zealand, Norway, and the United Kingdom wrestle with the changing dynamics of research in pandemic times. Collectively and collaboratively, contributors call for a critical, performative, social justice inquiry directed at the multiple crises of our historical present-a rethinking of where we have been, and, critically, where we are going. More specifically, contributors focus on such topics as: the emotional geographies of academic writing; assaults on science and truth; pedagogies of the imagination; indigenization and reconciliation; the search for our common humanity; and the relevance of qualitative inquiry in an era of big data and digital transformation. Collaborative Futures in Qualitative Inquiry is a must-read for faculty and students alike who are interested in imagining new ways to collaborate, to engage in research and activism, and represent and intervene into social life in pandemic times.

The Native American Higher Education Initiative (NAHEI), a W.W. Kellogg Foundation project, has supported the development and growth of centers of excellence at Tribal Colleges and Universities across the United States. These are centers of new thinking about learning and teaching, modeling alternative forms of educational leadership, and constructing new systems of post-secondary learning at Tribal Colleges and Universities. This book translates the knowledge gained through the NAHEI programs into a form that can be adapted by a broad audience, including practitioners in pre-K through post-secondary education, educational administrators, educational policymakers, scholars, and philanthropic foundations, to improve the learning and life experience of native (and non-native) learners.

'The long-standing debate about entrepreneurship education has been given renewed impetus by the advent of experiential learning and student entrepreneurship. It is imperative therefore that entrepreneurship education research can make a contribution to our understanding about the direction and effectiveness of entrepreneurship education. In this volume, Alain Fayolle and an eminent set of contributors lay out frameworks and directions to guide much needed rigorous future research in this important area.' - Mike Wright, Imperial College London, UK 'This book offers insightful and actionable ideas for improving entrepreneurship education, its evaluation and its underlying research process. Alain's compendium offers readers a deep dive into the underlying issues in teaching entrepreneurship, and goes beyond North American efforts to showcase European approaches. A worthwhile read for every entrepreneurship educator.' - Jerome A. Katz, Saint Louis University, US Elgar Research Agendas outline the future of research in a given area. Leading scholars are given the space to explore their subject in provocative ways, and map out the potential directions of travel. They are relevant but also visionary. Edited by Alain Fayolle, this Research Agenda tackles the need for additional and robust intellectual foundations in entrepreneurship education, both at theoretical and methodological levels. The authors show that it is essential to connect entrepreneurship education more firmly with societal demands. Identifying two key issues, the eminent authors first question what the current pedagogies and practices in entrepreneurship education are. Secondly, the authors question what knowledge is known about the relevancy, usefulness and efficiency of the current practices in entrepreneurship education. This book calls for a pragmatic and critical approach in the development of perspectives in entrepreneurship education. This book presents innovative ideas and provocative contributions to the debate with the intention of generating significant new concepts for future researchers, policy makers and practitioners in entrepreneurship. Contributors include: N. Alabduljader, Y. Baggen, A. Bernal, R. Bliss, S. Bureau, D. De Clercq, A. Donnellon, A. Fayolle, M. Fetters, J. Gabrielsson, P. Greene, G. Hagg, B. Honig, B. Johannisson, P. Kyroe, H. Landstrom, T. Lans, F. Linan, M. Loi, B. Martin, J. McNally, L. Ploum, D. Politis, R. Ramani, G. Solomon

At the start of the 20th century higher education was the preserve of a privileged, almost exclusively male minority. Today more than 30 per cent of people in the United Kingdom embark on some kind of higher education. Over half of university students are women, and greater opportunities for study at all stages of life are widely available. Recently the Government announced that it has the explicit aim of increasing participation in higher education to 50 per cent by 2010.;A number of issues need to be addressed, however, if government targets are to be achieved. Despite an increasing policy focus on progression to higher education in recent years, the participation rate has remained virtually static since 1996. Inequalities between the participation rates of students from different socio-economic groups persist. New arrangements for student financial support have deterred progression by students from the poorest socio-economic groups - the very students the government is targeting. This book examines the reality of gaining access to higher education, and considers the ways in which economic, social, political and individual factors work together to influence access to higher education.;Leading experts place access and participation in a broader theoretical context to address key issues, including: the changing context of higher education; challenging inequality; young people who reject higher education; student finance and the effect on participation; developing the applications process; creating frameworks for institutional change; higher education links with schools and colleges; and the experience of specific strategies for widening participation. The text should be valuable reading for all those working in schools, colleges and higher education with an interest in improving access as well as for curriculum developers, advice and guidance workers, education researchers and institutional managers.

A contemporary look at the merger of technology and education This timely collection of analytical essays provides provocative discourse on the role technology will play in education in the 21st century. In this book, an esteemed panel of educators, information specialists, program designers, and researchers discusses issues, trends, and problems in online technology and its potential to re-energize the educational system. The Web's promise to provide unique opportunities for improved instruction is a given; how that promise can be fulfilled is the debate that fuels The Web in Higher Education. The Web in Higher Education offers detailed proposals for: designing Web-based programs designing online courses implementing Web-based course-management systems developing a community prototype for educators using the Web to enhance televised education A thoughtful look at the role of online technology in education, this insightful book is essential for educators and administrators. The Web in Higher Education serves as a reference point for the merger of teaching and technology that will likely define the educational process in the 21st century.

An exploration of the key issues in the teaching of mathematics, a key subject in its own right, and one that forms an important part of many other disciplines. The volume includes contributions from a wide range of experts in the field, and has a broad and international perspective. It is part of a series on effective learning and teaching in higher education. Each volume in the series contains advice, guidance and expert opinion on teaching in the key subjects in higher education today, and are backed up by the authority of the Institute for Learning and Teaching.

This book shows how to design and develop educational programmes that are linked, logical and successful, with clear, step-by-step guidance on the processes involved. It shows how to develop courses that successfully meet quality and assessment criteria (including those set by the Quality Assurance Agency), and provides a route map through the various elements involved. The author shows how to design modules with clearly defined levels for assessment, outcomes and quality criteria, and which meet standard teaching and learning expectations. Developed to be accessible, straightforward, systematic and practical, it is illustrated throughout with examples and concise summaries. Key features include: *clear, simple guidance on developing a module *understanding levels and level descriptors *setting aims and learning outcomes *developing assessment methods and criteria *devising teaching strategies *staff development activities *guidance on programme specification.

With contributions from advanced, early career, and emerging qualitative scholars, Philosophical Mentoring in Qualitative Research illuminates how qualitative research mentoring practices, relationships, and possibilities of inquiry and teaching come to life under different mentoring philosophies. What we can know in and about the world is inseparable from our approach(es) to knowing with and in it. And how we mentor in qualitative research matters to what we can know and do as qualitative inquirers. Yet, despite its importance, mentoring is rarely conceptualized as a practice inspiring or inspired by philosophy. This edited book opens a needed space for thinking about mentoring as a philosophical practice. Its thoughtful chapters and artful "mentoring moments" draw on critical, feminist, new materialist, post-structuralist, and other philosophies to make visible, interrupt, reflect, deepen, and expand mentoring practices within the qualitative community revealing what we can know, do, and become through them. Philosophical Mentoring in Qualitative Research sensitizes readers to mentoring as a philosophical practice. As such, it is essential reading for students and researchers in qualitative research and higher education interested in mentoring practice and humanistic research values.

Information and Communications Technology (ICT) has proved to be one of the key drivers of change in education. In higher education particularly, ICT is enabling educators, educational developers and institutions to 'reach out' to learners, using innovative approaches based on the flexibility, accessibility and diversity that it offers.
This book is based on the experiences of expert educational developers from the UK, United States, Canada, South Africa and Malaysia. It considers the ways in which ICT can be used to enhance learning both on and off campus, and how educators and institutions have tackled the issues associated with the adoption of new approaches and technologies. However, as the development of new technology is relentless, the book recognizes that ICT is not a panacea in itself -- good teaching remains crucial to good education. With this in mind, the contributors address issues beyond 'technology', looking at the importance of teaching and at the skills of teachers themselves if ICT is to be truly successful. Coverage is grouped into four key themes:
*strategic issues for ICT initiatives
*introducing ICT into the classroom
*using ICT in practice
*using ICT in learning and educational support
International in scope, and written by educators and educational developers rather than by technologists, this book is intended to be accessible to anyone with a critical interest in improving education through the use of ICT. It will be of particular interest to staff and educational developers, ICT coordinators, course leaders and course developers.

"Describes the quantitative research process--framing analytical questions, developing a comprehensive outline, providing a roadmap for the reader, and accessing indispensable computer and program tools. Supplies end-of-chapter checklists, extensive examples, and biobliographies."

Contents:
Introduction 1. Ecology at the University of Georgia: A Holistic Perspective Early History 2. Turning Points in the History of the Institute of Ecology 3. Establishing the Network Administrative Support - University of Georgia 4. The Educational Philosophy and the Establishment of the School of Ecology 5. Training Ecologists for the Twenty-first Century Interfacing Centers of Research 6. Savannah River Ecology Laboratory: A Model for Cooperative Partnership between a University and the Federal Government 7. The University of Georgia Marine Institute: The First Decade 8. Long-term Ecological Research: Coweeta History and Perspectives 9. Horshoe Bend Research: Old Field Studies (1966-1975) and Agroecosystem Studies (1976-2000) 10. The Network Variable in Ecology: A Partial Account of Georgia Systems Ecology with Research Sketches from the Okefenokee 11. The Joseph W. Jones Ecological Research Center: Co-Directed Applied and Basic Research in the Private Sector Linking Research with Education 12. Tropical Ecology with the Institute of Ecology 13. Environmental Literacy 14. The Institute of Ecology's Graduate Training Program in Conservation Ecology and Sustainable Development 15. The Frontier Sciences: Ecology's Interfaced Fields of Learning Overview 16. Eugene P. Odum, the Ecosystem Approach, and the Future 17. Holistic Science and the Twenty-first Century

Imad Moosa?s thought-provoking book explores the contemporary doctrine that plagues the academic sphere: the principle of publish or perish. This book identifies the pressures placed upon academics to either publish their work regularly, or suffer the consequences, including lack of promotion, or even redundancy. Imad Moosa argues that this concept is a result of globalisation and the neo-liberal idea of treating higher education as a private good. Providing one of the first extensive analyses of this doctrine, the author identifies the overwhelmingly negative unintended consequences stemming from the pressure to publish research. He explores the detrimental effects of this burden, which includes the impact of drawing away the focus from educating students, to the declining quality of published research. The hazardous activity of journal ranking and resource-wasting research evaluation programmes are also considered, with the author ultimately proposing that the solution to this controversial issue is to go back to days gone by, prior to the dominance of the free market ideology. Innovative, provocative, and timely, this book will be a stimulating read for academics worldwide, as well as non-university researchers, university administrators, policymakers and government officials operating within the fields of higher education, science, and technology.

A Dominican-born academic tells the story of how the Great Books transformed his life-and why they have the power to speak to people of all backgrounds What is the value of a liberal education? Traditionally characterized by a rigorous engagement with the classics of Western thought and literature, this approach to education is all but extinct in American universities, replaced by flexible distribution requirements and ever-narrower academic specialization. Many academics attack the very idea of a Western canon as chauvinistic, while the general public increasingly doubts the value of the humanities. In Rescuing Socrates, Dominican-born American academic Roosevelt Montas tells the story of how a liberal education transformed his life, and offers an intimate account of the relevance of the Great Books today, especially to members of historically marginalized communities. Montas emigrated from the Dominican Republic to Queens, New York, when he was twelve and encountered the Western classics as an undergraduate in Columbia University's renowned Core Curriculum, one of America's last remaining Great Books programs. The experience changed his life and determined his career-he went on to earn a PhD in English and comparative literature, serve as director of Columbia's Center for the Core Curriculum, and start a Great Books program for low-income high school students who aspire to be the first in their families to attend college. Weaving together memoir and literary reflection, Rescuing Socrates describes how four authors-Plato, Augustine, Freud, and Gandhi-had a profound impact on Montas's life. In doing so, the book drives home what it's like to experience a liberal education-and why it can still remake lives.

Lecturing remains the staple teaching technique for most professionals in higher education. Lecturing can be a chore, a terror or an exhilarating experience. One thing that is certain: for students, good lecturing shows, is expected and pays dividends.This book does not deal with the dry theory of lecturing, but rather it brings together the advice, experience and guidance of many experienced successful lecturers from the UK, US, Australia and New Zealand. Together they provide stimulating and motivating practical examples of how to improve lecturing technique and confidence. Written for less experienced lecturers seeking to improve their lecturing, and those with more experience who want to develop their skills further, this book is outcomes focused and covers a range of key lecturing issues.

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

Using case studies from universities throughout the nation, Doing Diversity in Higher Education examines the role faculty play in improving diversity on their campuses. The power of professors to enhance diversity has long been underestimated, their initiatives often hidden from view. Winnifred Brown-Glaude and her contributors uncover major themes and offer faculty and administrators a blueprint for conquering issues facing campuses across the country. Topics include how to dismantle hostile microclimates, sustain and enhance accomplishments, deal with incomplete institutionalization, and collaborate with administrators. The contributors' essays portray working on behalf of diversity as a genuine intellectual project rather than a faculty "service."

The rich variety of colleges and universities included provides a wide array of models that faculty can draw upon to inspire institutional change.

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.

Should I go to graduate school? How do I choose where to apply? Are my grades and accomplishments good enough to get in? Who should I ask to write recommendation letters for me, and how should I approach these people? How do I write my "personal statement?" When will I hear my fate, and how should I make my final decision? These are just a few of the many questions to which this well-researched, thorough, and extremely user-friendly book offers answers. Students who are contemplating graduate training in psychology, counseling, and related fields are often apprehensive and confused about applying to graduate school, but this book takes the guesswork and anxiety out of the process.
The tone and features (such as the Q&A format, timeline for application-related tasks and activities, and special advice for special populations) that made the first edition so successful, eliciting hundreds of thank-you notes and e-mail messages to the author, are just as evident in this new edition. The book has been thoroughly updated to include coverage of new topics such as use of the internet and e-mail, as well as changing trends in the professions. The most obvious difference is that the book is now significantly shorter as a result of meticulous rewriting, making it even easier to use.
There have been attempts since the publication of the first edition to copy the format of this book, but none of the others have successfully duplicated the depth of research-based advice and the supportive style that make this book the guide of choice for thousands of graduate-school bound students and their advisors.

This authoritative edited volume examines the drivers of higher education in the Gulf region. It offers insightful analyses and examines contemporary pedagogical, management, strategic, and relevant issues on quality education that confront higher education institutions. Written by higher education specialists, curriculum developers, and policy makers from diverse international backgrounds, the book analyses issues affecting the Gulf Cooperation Council (GCC) region, with a particular focus on Oman and Saudi Arabia. It is divided into regional and non-regional drivers and considers drivers as potent enablers of a management system and educational structure at the intersection of quality education and quality management in higher education. Chapters include discussion of organisational, management, and policy issues including strategic innovation, internationalisation, quality assurance, and global rankings of higher education institutes. The book includes discussion of the challenges posed by the COVID-19 pandemic on teaching and learning policies, practices, and programmes. This book will serve as an essential reference for quality management in higher education institutions in the Gulf, and will be highly relevant reading for academics, researchers, and students of higher education, education management, and quality education in the Gulf region.

Academic Motherhood tells the story of over one hundred women who are both professors and mothers and examines how they navigated their professional lives at different career stages. Kelly Ward and Lisa Wolf-Wendel base their findings on a longitudinal study that asks how women faculty on the tenure track manage work and family in their early careers (pre-tenure) when their children are young (under the age of five), and then again in mid-career (post-tenure) when their children are older. The women studied work in a range of institutional settings-research universities, comprehensive universities, liberal arts colleges, and community colleges-and in a variety of disciplines, including the sciences, the humanities, and the social sciences. Much of the existing literature on balancing work and family presents a pessimistic view and offers cautionary tales of what to avoid and how to avoid it. In contrast, the goal of Academic Motherhood is to help tenure track faculty and the institutions at which they are employed "make it work." Writing for administrators, prospective and current faculty as well as scholars, Ward and Wolf-Wendel bring an element of hope and optimism to the topic of work and family in academe. They provide insight and policy recommendations that support faculty with children and offer mechanisms for problem-solving at personal, departmental, institutional, and national levels.

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.

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.