Innovation is universally recognized as key components of first world economies that is vital for continued prosperity. Innovation is driven by the generation of effective novelty - in other words, creativity. However, both in higher education and also in business and industry, insufficient effort is being made to encourage and develop creativity, with negative consequences for innovation. This is partly due to inadequate understanding of what creativity is and how it can be fostered. This book draws on complementary views of creativity and innovation - as a business process and as a social-psychological model - to create a more detailed and more highly differentiated model which is capable of serving as a practical foundation for diagnosing, analyzing, optimizing and fostering creativity and innovation in a variety of organizational settings. It is built around a large number of case studies and down-to-earth examples, and offers many concrete suggestions for fostering what the authors call 'functional' creativity.

Gathering unique and thoughtful contributions from leading international scholars, this timely Research Handbook offers diverse perspectives on university rankings twenty years after the first global rankings emerged. It presents an in-depth analysis that reflects the current state of research on rankings, their influence and impact. The Research Handbook explores how rankings and their impacts can be theorized and conceptualized, as well as the methodological tensions that rankings generate. It further examines how rankings have affected institutional behaviours and interacted with the quality agenda in higher education, examining what rankings mean for equity, teaching and learning, and students. Chapters also analyse how rankings interact with and accentuate the geopolitics of higher education, looking ahead to emergent policy issues and responses to rankings. Higher education researchers, policy and decision makers as well as rankings followers will find the critical insights into globalisation and geopolitics, quality assurance, international comparability and assessment, and student outcomes and learning in this Research Handbook interesting. It will also be a useful read for higher education and university leaders and managers wanting a better understanding of rankings and their usefulness and challenges.

This book brings a diverse group of scholars together to discuss how composition studies should evolve in the context of ongoing changes related to higher education. These changes include new shifts in student demographics, increasing demands for accountability in educational outcomes, continuing expectations that a university education will lead to a good job, questions about the utility of composition, and more. Such commonly cited changes have been occurring for quite some time, creating the necessity for compositionists to continually re-evaluate their approaches to writing instruction. The editors believe that composition studies has entered an exciting period of change with opportunities to consider new places and purposes for writing instruction.

A volume in Adult Education Special Topics: Theory, Research, and Practice in Lifelong Learning Series Editor: Kathleen P. King, Fordham University Career and Technical Education (CTE) has become a vibrant source of workforce development across the globe. It is no longer an offering only for a specialized sector of students. Instead, it has matured into a sound and meaningful program for high school and post-secondary students across interest areas, and abilities. CTE programs and students realize the great relevancy of the programs to workplace and higher education readiness and immediate earning power. This volume addresses the changing needs of foundation courses in CTE. As land grant universities began to offer courses to cover the historical, social and philosophical aspects of CTE, teaching institutions have followed suit. Therefore, readers will find not only a rich background in history and philosophy of the field, but also theory, best practice, and strategies specifically grounded in CTE. As scholars and practitioners argue whether human resource development (HRD) encompasses CTE or vice versa in the field, this text proves that HRD is an integral component and thrust of CTE. As a broad field of study, CTE has come a long way and its history parallels the efforts of humanity from the Stone Age to modern civilization. Building Workforce Competencies through CTE proves that CTE survived, and thrives. The more we realize how pervasive technology and information skills are needed in our society, the more we need CTE. CTE is a leader in innovative educational programs, pedagogical theory and practice; it prepares people, young and old, for the world of work. This book provides a practical and visionary basis for cultivating future opportunities and directions in CTE.

A volume in Adult Education Special Topics: Theory, Research, and Practice in Lifelong LearningSeries Editor: Kathleen P. King, Fordham UniversityCareer and Technical Education (CTE) has become a vibrant source of workforce development across the globe. It is nolonger an offering only for a specialized sector of students. Instead, it has matured into a sound and meaningful programfor high school and post-secondary students across interest areas, and abilities. CTE programs and students realize thegreat relevancy of the programs to workplace and higher education readiness and immediate earning power.This volume addresses the changing needs of foundation courses in CTE. As land grant universities began to offer coursesto cover the historical, social and philosophical aspects of CTE, teaching institutions have followed suit. Therefore, readerswill find not only a rich background in history and philosophy of the field, but also theory, best practice, and strategies specificallygrounded in CTE.As scholars and practitioners argue whether human resource development (HRD) encompasses CTE or vice versa in thefield, this text proves that HRD is an integral component and thrust of CTE. As a broad field of study, CTE has come a long way and its history parallels the efforts ofhumanity from the Stone Age to modern civilization. Building Workforce Competencies through CTE proves that CTE survived, and thrives. The more we realize howpervasive technology and information skills are needed in our society, the more we need CTE. CTE is a leader in innovative educational programs, pedagogical theoryand practice; it prepares people, young and old, for the world of work. This book provides a practical and visionary basis for cultivating future opportunities and directionsin CTE.

Looks at the challenges and triumphs of Black women academicians.

Basic Writing in America, published three decades after Mina Shaughnessy's ""Errors and Expectations"", presents the kind of educational stories envisioned by The City University of New York's Patricia Laurence. Each of these stories has its own unique setting, conflict and outcome. Yet together they give a powerful and dramatic portrait of basic writing in four-year colleges and universities across the country. In the Introduction the editors argue that basic writing programs involved a new concept of writing remediation. Receiving impetus from the American civil rights movement, these programs defined postsecondary education, not in terms of an investment for society, but as an individual right. Indeed, a major purpose of basic writing was to facilitate the integration of underrepresented groups into America's colleges and universities. The chapters describe the often hostile responses to basic writing and its students; the low status of basic writing programs within English departments and universities; clashes within the basic writing field itself; pedagogical developments in composition as applied to basic writing, and the professionalization of basic writing faculty. They also show, as years pass, the raising of college admission standards, the elimination or downsizing of basic writing programs, and the channeling of less qualified students to two-year colleges. But in a number of institutions there are also innovations and successes, including the emergence of a new type of basic writing program - one that is more integrated with the college or university and that offers learning support to a wider range of students.

In this volume, the author analyzes the heated debates and ongoing legal struggles between school administrators and academic labor movements over the rise of part-time and temporary jobs in higher education. Focusing particular attention on the labor of writing instruction, the author finds among literacy workers both a deeply exploited segment of the campus population and a vector of organized resistance to the flexible hiring and unilateral decision making that now characterizes the corporate university. Contrary to visions of ivory tower seclusion, this volume traces continuities between writing teachers' and students' experiences as corporate employees, all the while contending that their frequently insecure positions, inadequate working conditions, minimal benefits, and marginalized voices constitute a grounds for political alliance. The author outlines a labor theory of agency that entails long-range collaboration among tenure-line faculty, part-time and non-tenure-track teachers, and student social movements, listening always for harmonies as well as dissonances among their modes of argument.

Rhetoric and Resistance in the Corporate Academy analyzes the political and legal struggles between labor movements and school administrators over the rise of part-time and temporary jobs in higher education. Focusing particular attention on the labor of writing instruction, Carter finds among literacy workers both a deeply exploited segment of the campus population and a vector of resistance to the hegemony of flexible hiring. Contrary to visions of ivory tower seclusion, he traces continuities between teachers' and students' experiences as corporate employees, contending that their frequently insecure positions, inadequate working conditions, minimal benefits, and marginalized voices constitute grounds for political alliance. Carter then outlines a labor theory of agency that entails long-range collaboration among tenure-line faculty, part-time and non-tenure-track teachers, and student social movements, listening always for harmonies as well as dissonances among their modes of argument.

Are you a student about to enrol on a Problem-based Learning course? Or are you currently engaged in Problem-based Learning and want to get the most out of your course? Are you tutoring a course in Problem-based education? This book will help you understand this popular learning method. It enables students and teachers to experience the full potential of Problem-based Learning.

Introduction to Problem-based Learning pays particular attention to the skills students need to operate within, as well as outside of Problem-based groups.

This book has two primary goals: a critique of educational reforms that result from the rise of neoliberalism and to provide alternatives to neoliberal conceptions of education problems and solutions. A key issue addressed by contributors is how forms of critical consciousness can be engendered thought society via schools, that is, paying attention to the practical aspects of pedagogy for social transformation and organizing to achieve a most just society.

This book is designed primarily for potential and in-service vocational instructors who are pursuing a program of personal and professional development which will ensure competency in this specialty. In any state in the United States, there are a number of uncredentialed instructors who teach courses in vocational education. Although these individuals may be competent enough in their subject matter areas, there is an obvious deficiency in the foundations of vocational education. Foundations of vocational education help vocational educators lay a solid foundation from which they can better help students hold aloft the banner of the full range of education for work, which is career and technical education in its modern sense. From this standpoint, this book is an excellent textbook for undergraduate and graduate students at university settings. Appealing foundation books are normally concerned with historical, philosophical, and social considerations of vocational education. The basic principles of vocational education must be covered in these books. Such prominent elements can be found from Evans and Herr's (1978) Foundations of Vocational Education to Gray and Herr's (1998) Workforce Education: The Basics. This book is no exception.

This book is designed primarily for potential and in-service vocational instructors who are pursuing a program of personal and professional development which will ensure competency in this specialty. In any state in the United States, there are a number of uncredentialed instructors who teach courses in vocational education. Although these individuals may be competent enough in their subject matter areas, there is an obvious deficiency in the foundations of vocational education. Foundations of vocational education help vocational educators lay a solid foundation from which they can better help students hold aloft the banner of the full range of education for work, which is career and technical education in its modern sense. From this standpoint, this book is an excellent textbook for undergraduate and graduate students at university settings. Appealing foundation books are normally concerned with historical, philosophical, and social considerations of vocational education. The basic principles of vocational education must be covered in these books. Such prominent elements can be found from Evans and Herr's (1978) Foundations of Vocational Education to Gray and Herr's (1998) Workforce Education: The Basics. This book is no exception.

In recent years, there have been numerous studies of the effectiveness of university technology transfer. Such technology transfer mechanisms include licensing agreements between the university and private firms, science parks, incubators, and university-based startups. The Effectiveness of University Technology Transfer reviews this literature and presents recommendations on how to enhance effectiveness. Implementation of these recommendations will depend on the mechanisms that universities choose to stress, based on their technology transfer ""strategy"". Institutions that emphasize the entrepreneurial dimension of technology transfer must address skill deficiencies in technology transfer offices, reward systems that are inconsistent with enhanced entrepreneurial activity and the lack of training for faculty members, post-docs, and graduate students in starting new ventures or interacting with entrepreneurs. Universities also have to confront a set of issues related to ethics and social responsibility as they more aggressively pursue technology commercialization. Finally, the authors suggest some theoretical frameworks for additional research.

This book provides theoretical models and practical methods for helping writing teachers and writing program administrators within postsecondary institutions conduct the interdisciplinary, collaborative consulting activities that are common with formal and information writing across the curriculum (WAC) programs. It specifically discusses how to conduct the day-to-day work of negotiating close working partnerships with faculty in other disciplines and is the first book length treatment to do so. The book deepens current understandings of how writing specialist collaborate with non-writing specialists in academic contexts and provides a map for structuring successful collaborations in the future.

Reducing dangerous drinking on college campuses has received a great deal of attention from prevention specialists, researchers, and college health professionals. A variety of efforts have focused on the problem. This book describes an innovative way to approach the problem of dangerous drinking among college students and describes an award winning prevention campaign.

Adult Education in Academia offers roadmaps and tools for responding effectively to the changing needs of learners, educators, trainers, and administrators. The material discussed in various chapters is useful for all diverse teachers and trainers who want to effectively facilitate information to their learners while keeping them engaged in the learning process. The contents are written with a cross-cultural fl avor and diversity since today's educators are able to teach global audiences. The book aims to introduce the reader to a comprehensive recruitment process for potential educators, development of faculty, retention practices of extraordinary faculty members, effective facilitation skills, adult learning, online education, peer review process, and assessment of learning to deliver a quality program to all students regardless of geographic location or teaching modality. The material is designed to be useful to employees, faculty members, associate deans, deans, and program directors both in public and private education arenas. The book is also written for faculty development and training as well as for use by higher education administrators. Colleges and universities wishing to adopt this material for their faculty development programs may contact the authors or the publisher. Schools, trainers and educators adopting this book or any of its chapters may contact the publisher or an author for receiving the available supplementary facilitator's materials such as sample faculty training manuals, exercises, activities, and PowerPoint slides for presentation. This book discusses that extraordinary educators know what to teach, how to teach, as well as how to continuously assess and improve. These extraordinary educators excel at creating exciting learning opportunities since they connect well with learners who learn the skills to reach their full potential. This book offers practical techniques, tips and guidelines for the creation of an extraordinary learning environment. It discusses learning theories, needs assessment , twenty fi rst century facilitation tools, essentials of cyberspace education, diversity management, outcomes assessment, mentoring of new educators, and retention of extraordinary human resources. Ralph Waldo Emerson said that ""the person who can make hard things easy is the educator,"" and Adult Education in Academia provides educators with simple to implement tools to make learning more fruitful for students while assessing and enhancing the process for documentation and accreditation. Each of these real world practical facilitation techniques offers opportunities for becoming and being an extraordinary educator.

Adult Education in Academia offers roadmaps and tools for responding effectively to the changing needs of learners, educators, trainers, and administrators. The material discussed in various chapters is useful for all diverse teachers and trainers who want to effectively facilitate information to their learners while keeping them engaged in the learning process. The contents are written with a cross-cultural fl avor and diversity since today's educators are able to teach global audiences. The book aims to introduce the reader to a comprehensive recruitment process for potential educators, development of faculty, retention practices of extraordinary faculty members, effective facilitation skills, adult learning, online education, peer review process, and assessment of learning to deliver a quality program to all students regardless of geographic location or teaching modality. The material is designed to be useful to employees, faculty members, associate deans, deans, and program directors both in public and private education arenas. The book is also written for faculty development and training as well as for use by higher education administrators. Colleges and universities wishing to adopt this material for their faculty development programs may contact the authors or the publisher. Schools, trainers and educators adopting this book or any of its chapters may contact the publisher or an author for receiving the available supplementary facilitator's materials such as sample faculty training manuals, exercises, activities, and PowerPoint slides for presentation. This book discusses that extraordinary educators know what to teach, how to teach, as well as how to continuously assess and improve. These extraordinary educators excel at creating exciting learning opportunities since they connect well with learners who learn the skills to reach their full potential. This book offers practical techniques, tips and guidelines for the creation of an extraordinary learning environment. It discusses learning theories, needs assessment, twenty fi rst century facilitation tools, essentials of cyberspace education, diversity management, outcomes assessment, mentoring of new educators, and retention of extraordinary human resources. Ralph Waldo Emerson said that "the person who can make hard things easy is the educator," and Adult Education in Academia provides educators with simple to implement tools to make learning more fruitful for students while assessing and enhancing the process for documentation and accreditation. Each of these real world practical facilitation techniques offers opportunities for becoming and being an extraordinary educator.

Much of the theory underlying technical communication, rhetoric, composition, and college English in general comes from a decidedly socialist/Marxist perspective, ones that espouses strong anti-Capitalist, anti-competitive statements. While members of the academy have learned much about cultural artifacts and practices from these methodologies and critiques, they are also disenfranchised from the larger world-view - free-market, competitive, and capitalistic. This volume, a collection of 11 scholarly essays, begins to fill this gap by asserting a theoretical and practical stance based on free-market mechanisms and behaviors. Through a variety of approaches - from broad argument to specific examples of market behaviors, from historical criticism to case studies - this collection makes the case that, despite fears expressed by numerous critics of capitalism, technical communication and rhetoric and composition retain all their force, rationale, and value when expressed in free-market terms. Specifically, the collection argues that writing disciplines have market value and that Marxist approaches to the fields are not capable of promoting this value. It follows, then, that participants in these fields need to begin viewing themselves as market-players instead of reactionaries. A second general argument is that markets are inherently rhetorical, meaning that they create information, are subject to socially constructed trends, persuade and communicate values and ideas. In other words, the market is a natural and logical domain for rhetorical study and participation. Finally, a third argument is that certain activities, distance education foremost among them, create value for these academic fields. If we see our fields as having market value, we do not need to view distance education as a threat to writing disciplines, but rather an opportunity for growth and development. Locke Carter, the editor and lead essayist, holds not only a PhD in Rhetoric from the University of Texas at Austin, but also an MBA from the University of Texas at Austin.

This book steps into the long-standing debate about how doctoral programs should prepare students for the profession. The contributors explore both the conceptual and practical specifics of a refocused training. They build a compelling argument that endowing students with a stable identity as rhetoric/composition professionals is less crucial than preparing them to adopt myriad and shifting professional personas that position them for active rhetorical practice.

The book includes the traditional foci of philosophy, sociology, psychology, and teaching and learning, and emphasises how these foci influence the practice of teaching. Classic theories, that informed and continue to inform teacher education, have dominated the engagement within education but this book shifts focus to current research and innovative theories that have evolved to promote teaching and learning in a challenging and complex educational context. Hence, this book makes a deliberate attempt to map out influential classical theories that have informed the study of Education as a backdrop to explore how contemporary theories are currently influencing teaching and learning.

On April 1, 2004, Japanese higher education experienced a 'big bang'a set of reforms that have been described as the most significant institutional changes for over a century. One of the main aims is to make Japanese universities more competitive internationally, by eliminating the differences between national, public and private schools, and by giving them greater autonomy from the state in day-to-day administration and decision-making. At the same time, these institutions are facing an increasing demographic crisis, as they compete for a declining number of potential students, thanks to the falling Japanese birthrate. This book examines these changes from a variety of perspectives, including those of the government, the teachers and the students. Issues examined include the history of Japanese universities, their relation with the state, university management, internationalization, the struggle to attract students, the problems of language teaching, the impact of information technol

Designated a Doody's Core Title Does your teaching style need a "make-over" or at the very least a "touch-up"?

This is the book you have been waiting for:
It explains the theory / rationale for changing to an interactive method of teaching It is filled with ideas you can read today, integrate into your existing plans, and implement in your classroom tomorrow It explains specific strategies such as: writing prompts, games, drawing, photographs, "unfolding cases," crsosswords, fishbone, focused questions, and more It includes innovative methods which will ignite your own creativity and put the "spark" back in your teaching It includes ideas you can use in clinical settings as well as in the classroom

Developed by experienced nurse educators, each chapter show how to implement innovative, cooperative group teaching methods that make students active participants in learning rather than passive recipients of information. Based on a Comprehensive Group Learning Model, the experiential learning techniques described in the book are designed to encourage students to think, analyze, problem solve, communicate, and reflect on their own abilities.