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Books > Social sciences > Education > Higher & further education > General
Higher Education Institutions (HEIs) around the world are being
pressured to become more entrepreneurial. However, the concept of
an entrepreneurial university has remained elusive, including ideas
that range from supporting students and staff with new ventures to
encouraging partnerships between academics and entrepreneurs. New
research is needed on strategies and practices that can be
implemented by universities in order to become more innovative and
supportive. Strategies for the Creation and Maintenance of
Entrepreneurial Universities uses findings from a major EU-funded
five country project (THEI2.0) focused on enhancing the
implementation and impact of the EU-OECD's HEInnovate tool to offer
valuable strategies to help universities become more
entrepreneurial, especially in the current COVID-19 and
post-COVID-19 environments. This book's core value lies in the fact
that it draws on real experiences and practices of those in this
field, articulates key takeaway messages, and suggests potential
strategies and actions to create impact. Covering topics such as
campus incubation, policy strategies, and regional development,
this book acts as an essential resource for senior academic
leaders, academic managers, entrepreneurship/entrepreneurial
educators, incubation center managers, technology transfer
managers, researchers, students, and administrators seeking to make
their university more entrepreneurial, maintain their
entrepreneurial status, critically reflect on their current level
of entrepreneurialism, explore new opportunities to enhance their
entrepreneurial reputation, or implement strategies to consolidate
their entrepreneurial endeavors within the current challenging
environment.
Stories offer opportunities for listeners to merge the
storyteller's experiences with their own, resulting in connections
that can turn into life-changing experiences. However, when the
experience of the storyteller ceases to matter to the listener,
ideologies begin to influence the listener's view of the
storyteller. Using Narratives and Storytelling to Promote Cultural
Diversity on College Campuses is an essential research publication
that provides comprehensive research on the creation of space for
divergent narratives that detail a vast array of experiences. The
book includes qualitative studies on diversity-based projects and
video narratives that provide a comprehensive dialogue about
diversity with an emphasis on personal narratives. Highlighting a
range of topics including feminism, ethnicity, and psychosocial
development, this book is ideal for academicians, practitioners,
psychologists, sociologists, education professionals, counselors,
researchers, and students.
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Index; 1944
(Hardcover)
University of Massachusetts at Amherst
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R857
Discovery Miles 8 570
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Ships in 10 - 15 working days
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At Fault is an exhilarating celebration of risk-taking in the work
of James Joyce. Esteemed Joyce scholar and teacher Sebastian
Knowles takes on the American university system, arguing that the
modernist writer offers the antidote to the risk-averse attitudes
that are increasingly constraining institutions of higher education
today. Knowles shows how Joyce's work connects with research,
teaching, and service, the three primary functions of the academic
enterprise. He demonstrates that Joyce's texts continually push
beyond themselves, resisting the end, defying delimitation. The
characters in these texts also move outward-in a centrifugal
pattern-looking for escape. Knowles further highlights the
expansiveness of Joyce's world by undertaking topics as diverse as
the symbol of Jumbo the elephant, the meaning of the gramophone,
live music performance in the "Sirens" episode of Ulysses, the
neurology of humor, and inventive ways of teaching Finnegans Wake.
Contending that error is the central theme in all of Joyce's work,
Knowles argues that the freedom to challenge boundaries and make
mistakes is essential to the university environment. Energetic and
delightfully erudite, Knowles inspires readers with the infinite
possibilities of human thought exemplified by Joyce's writing.
This book is a practical resource designed to raise leadership
educators understanding of culturally relevant leadership pedagogy
for the purpose of creating inclusive learning spaces that are
socially just for students. For leadership educators seeking
personal and professional development to assist in building and
enhancing their levels of cultural competence in leadership
education, this book is a guide. The audience for the book ranges
from new and entry-level leadership educator roles to senior
scholars in leadership education. Operationalizing Culturally
Relevant Leadership Learning, provides leadership educators with a
substantive and comprehensive approach to the topic, offering
personal narratives from leadership educators who have
operationalized the model in their own personal and professional
contexts. We believe that reframing leadership education with the
culturally relevant leadership learning model, leadership educators
will be able to integrate new insights into their own pedagogy and
practice and move towards action. This book illustrates how
leadership educators can shift the way they experience and
facilitate leadership learning. By framing the operationalization
of culturally relevant leadership learning, this book discusses the
why, who, what, where, when, and how of developing culturally
relevant and socially just leadership education. Readers of this
text are encouraged to actively engage in the content through the
questions each chapter pose and consider for themselves how
culturally relevant leadership learning can be implemented in their
own context.
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Index; 1954
(Hardcover)
University of Massachusetts at Amherst
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R941
Discovery Miles 9 410
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Ships in 12 - 19 working days
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Index; 1924
(Hardcover)
University of Massachusetts at Amherst
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R899
Discovery Miles 8 990
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Ships in 12 - 19 working days
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