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Books > Social sciences > Education > Higher & further education > General
![Pine Needles [serial]; 1964 (Hardcover): North Carolina College for Women, Woman's College of the University of,...](//media.loot.co.za/images/x80/1299586218695179215.jpg) |
Pine Needles [serial]; 1964
(Hardcover)
North Carolina College for Women, Woman's College of the University of, University of North Carolina at Green
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R865
Discovery Miles 8 650
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Ships in 18 - 22 working days
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The Economics of Screening and Risk Sharing in Higher Education
explores advances in information technologies and in statistical
and social sciences that have significantly improved the
reliability of techniques for screening large populations. These
advances are important for higher education worldwide because they
affect many of the mechanisms commonly used for rationing the
available supply of educational services. Using a single framework
to study several independent questions, the authors provide a
comprehensive theory in an empirically-driven field. Their answers
to questions about funding structures for investments in higher
education, students' attitudes towards risk, and the availability
of arrangements for sharing individual talent risks are important
for understanding the theoretical underpinnings of information and
uncertainty on human capital formation.
The assertion that empathy is an essential characteristic of equity
work in higher education demands educators operate from a place of
justice, fairness, and inclusive practice. Empathy is a personal
quality that allows educators to consider another's perspective to
inform the decision-making process about policy, procedures,
program and service design, and teaching pedagogy. Thus, engaging
empathy in everyday practice supports the potential to create more
equitable and inclusive environments as well as standards for
serving a diverse student population. Achieving Equity in Higher
Education Using Empathy as a Guiding Principle explores what
empathy is, how empathy can be developed, and how empathy can be
applied in an educator's practice to achieve equity-mindedness and
mitigate inequitable student outcomes in and out of the classroom.
The book also argues that self-examination and engaging empathy is
a way to thoughtfully examine differences and uphold the values of
humanity. Covering topics such as intercultural listening and
program development, this reference work is ideal for
administrators, practitioners, academicians, scholars, researchers,
instructors, and students.
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Emerging Voices
(Hardcover)
Barry L Saylor; Foreword by Paul R Alexander
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R932
R796
Discovery Miles 7 960
Save R136 (15%)
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Grace Book B ..; pt.1
(Hardcover)
University of Cambridge 1n; Mary 1865-1906 Ed Bateson; Created by Cambridge Antiquarian Society (Cambri
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R826
Discovery Miles 8 260
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Ships in 18 - 22 working days
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Index; 1945
(Hardcover)
University of Massachusetts at Amherst
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R800
Discovery Miles 8 000
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Ships in 18 - 22 working days
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Academics' International Teaching Journeys provides personal
narratives of nine international social science academics in
foreign countries as they adapt and develop their teaching. The
team of international contributors provide an invaluable resource
for other academics who may be exposed to similar situations and
may find these narratives useful in negotiating their own conflicts
and challenges that they may encounter in being an international
academic. The narratives provide a fascinating reference point and
a wide range of perspectives of teaching experiences from across
the world, including Europe, Australia, North America and the
Caribbean. The book offers a timely spotlight on contemporary
issues of globalisation that many higher education institutions
around the world may encounter. It contributes to the originality
of constructing new knowledge in the field of transnational higher
education - a modern phenomenon which will be increasingly
prominent in the current and next generation in the globalised
higher education contexts.
Higher education today faces several challenges including soaring
cost, rising student debt, declining state support, and a
staggering dropout rate. Digital technology enables numerous paths
to innovation and promising solutions to these crises in higher
education. However, few efforts have been made to look into the
dynamic relationship between technology, innovation, and leadership
and how they work together to transform teaching and learning,
campus life, student service and support, administration, and
university advancement. Technology Leadership for Innovation in
Higher Education is a pivotal reference source that provides vital
research on the intersection of technology, innovation, and
leadership in higher education by examining the role of technology
in activating, promoting, and accelerating innovation and by
identifying challenges regarding technology leadership. While
highlighting topics such as blended teaching, faculty development,
and university advancement, this publication is ideally designed
for teachers, principals, educational and IT management and staff,
researchers, students, and stakeholders in higher education seeking
current research on critical leadership dimensions required for
effective education leaders.
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