The COVID-19 pandemic has accelerated change in the higher education sector across the globe and has required huge efforts and commitments on the political, institutional and individual level. During this period higher education was considered, maybe more than ever, as an essential sector. Providing critical information and, contributing to the delivery of scientifically based solutions to help societies overcome this global crisis, universities also simultaneously maintained core educational activities to secure the academic future of the next student generation. This required a high level of innovation, adaptivity and creativity. The book is centred on three main themes linked to transformation and change in higher education: digitalisation, quality and trust. The transformative power of the pandemic has raised concerns and questions of each of them. Contributors are: Stephanie Albrecht, Tony Armstrong, Victoria Birmingham, Victor Borden, Bruno Broucker, Uwe Cantner, Helge Dauchert, Harry de Boer, Caterina Fox, Amanda French, Katharina Hoelzle, Gunnar Grepperud, Seonmi Jin, Ben Jongbloed, Alex Kendall, Cindy Konen, Rene Krempkow, Anne-Kristin Langner, Theodor Leiber, Oddlaug Marie Lindgaard, Silke Masson, Clare Milsom, Jessica Nooij, Mark O'Hara, Matt O'Leary, Pascale Stephanie Petri, Rosalind Pritchard, Christopher Stolz, Elisabeth Suzen, Sara-I. Tager, Daniel Thiemann, Lieke van Berlo, Lotte J. van Dijk, Katy Vigurs, Tilo Wendler, and Tamara Zajontz.

The world is changing at an extremely rapid pace, and with this our society, environment, economy and labour market. These multitudinous changes require innovation at different levels, not least from Higher Education which is confronted with increased demands to make its contribution and benefit to society more tangible, visible and sustainable. This book addresses such demands. It represents a rich selection of international contributions from academics, researchers, policymakers and practitioners, and a rich diversity of topics under the umbrella of sustainability. The book discusses how higher education needs to renew itself to maintain its core values while responding in a sustainable way to multiple crises, local demands and global needs, threats and opportunities. Contributors are: Iyad Abualrub, Avril Margaret Brandon, Bruno Broucker, Lejo Buning, Cynthia Cogswell, Vanessa Cui, Kurt De Wit, Frans de Vijlder, Mervi Friman, Martina Gaisch, Anne Gannon, Caroline Hetherington, Ester Hoehle, Rene Krempkow, Anne Laakso, Lotta Linko, Aleksandra Lis, Goeran Melin, Clare Milsom, Matt O'Leary, Jason Pina, Romulo Pinheiro, Ilana Pressick, Rosalind Pritchard, Victoria Rammer, Bairbre Redmond, Stephanie Reynolds, Lee Roberts, Radoslaw Rybkowski, Peter Schuur, Wafa Singh, Odd Rune Stalheim, Nathalie Turville and Nick White.

The events of the last years have shaken the world of higher education. The post-COVID-19 period has raised multiple questions in key areas, from digitalisation over quality assurance to internationalisation. This book brings together scholars, practitioners and policymakers in higher education, and discusses in a variety of topics the future of the higher education sector in a rapidly changing context: the complexities of digital education, the need or necessity for innovation or the impact of globalisation are some of the topics addressed in this book. Those topics are brought together around one central theme: how can the future of higher education be accelerated to address in a sustainable way the needs of a changing global context?

The evolving societal, political and economic landscape has led to increased demands on higher education institutions to make their contribution and benefits to society more visible, and in many cases with fewer public resources. This book contributes to the understanding of the responsibilities of Higher Education and the challenges posed to the production and circulation of knowledge. It raises questions about the role of higher education in society, its responsibility towards students and staff, and regarding its intended impact. The book brings together a range of topical papers, and a diversity of perspectives: scientific investigations of reputed scholars, critical evidence-based papers of third space professionals, and policymakers' perspectives on the daily practice and management of higher education institutions and systems. The variety of both content and contributors elevates the richness of the book and its relevance for a large audience. Contributors are: Victor M. H. Borden, Lex Borghans, Bruno Broucker, Hamish Coates, Gwilym Croucher, Lisa Davidson, Mark Engberg, Philipp Friedrich, Martina Gaisch, Solomon Gebreyohans Gebru, Ton Kallenberg, Kathi A. Ketcheson, Lu Liu, Alfredo Marra, Clare Milsom, Kenneth Moore, Roberto Moscati, Marjolein Muskens, Daniela Noemeyer, Attila Pausits, Svetlana Shenderova, Wafa Singh, Chuanyi Wang, Denyse Webbstock, Gregory Wolniak, and Jiale Yang. See inside the book.

Programmes in higher education tend to focus attention on the student s first year (because of concerns about student transition and retention) and on their final year (because of student exiting for their future careers). The middle year(s) of programmes receive relatively little attention which can often lead to a slump in student development at a crucial point in their studies. This book provides practical advice that can be implemented by staff throughout higher education institutions. Rather than providing a set of prescriptions to be slavishly implemented, it prompts practitioners to think constructively about curriculum design and delivery, and about maximising student potential within the context of their particular institution. Amongst the questions asked in this book are:

This book, builds on critiques existing international research on the mid-years experience and also features evidence from a significant new research project from Liverpool John Moores University, provides a number of starting points for institutions enhancement activities as they seek to make the experience of their students as rewarding as possible. It is a must read for institutional managers of higher academic programmes, higher education practitioners and anyone interested in the development of teaching at higher education level."

Programmes in higher education tend to focus attention on the student s first year (because of concerns about student transition and retention) and on their final year (because of student exiting for their future careers). The middle year(s) of programmes receive relatively little attention which can often lead to a slump in student development at a crucial point in their studies. This book provides practical advice that can be implemented by staff throughout higher education institutions. Rather than providing a set of prescriptions to be slavishly implemented, it prompts practitioners to think constructively about curriculum design and delivery, and about maximising student potential within the context of their particular institution. Amongst the questions asked in this book are:

This book, builds on critiques existing international research on the mid-years experience and also features evidence from a significant new research project from Liverpool John Moores University, provides a number of starting points for institutions enhancement activities as they seek to make the experience of their students as rewarding as possible. It is a must read for institutional managers of higher academic programmes, higher education practitioners and anyone interested in the development of teaching at higher education level."

This practical pocket guide provides valuable advice on how to communicate ideas through effective posters and presentations. Following a clear, four-stage approach, the book encourages students to think, plan, do and reflect and brings the advice to life through lively illustrations and diagrams. It also contains guidance on how to apply these skills to contexts beyond academia, such as conferences and job applications. This is an ideal resource for students of all disciplines and levels, who are required to create posters and deliver presentations as part of their course.

Fossils provide a powerful tool for the study of the nearly 4-billion-year history of life, and its role in the evolution of Earth systems. They also provide important data for evolutionary studies, and contribute to our understanding of the extinction of organisms and the origins of modern biodiversity.

"Fossils At A Glance" is written for students taking an introductory level course in paleontology. Short chapters introduce the main topics in the modern study of fossils. The most important fossil groups are discussed, from microfossils through invertebrates to vertebrates and plants, followed by a brief narrative of life on Earth.

Diagrams are central to the book and allow the reader to see most of the important data "at a glance." Each topic covers two pages and provides a self-contained suite of information or a starting point for future study.

This second edition has been thoroughly revised and brought up to date. It includes new line diagrams as well as photographs of selected fossils

The events of the last years have shaken the world of higher education. The post-COVID-19 period has raised multiple questions in key areas, from digitalisation over quality assurance to internationalisation. This book brings together scholars, practitioners and policymakers in higher education, and discusses in a variety of topics the future of the higher education sector in a rapidly changing context: the complexities of digital education, the need or necessity for innovation or the impact of globalisation are some of the topics addressed in this book. Those topics are brought together around one central theme: how can the future of higher education be accelerated to address in a sustainable way the needs of a changing global context?

The COVID-19 pandemic has accelerated change in the higher education sector across the globe and has required huge efforts and commitments on the political, institutional and individual level. During this period higher education was considered, maybe more than ever, as an essential sector. Providing critical information and, contributing to the delivery of scientifically based solutions to help societies overcome this global crisis, universities also simultaneously maintained core educational activities to secure the academic future of the next student generation. This required a high level of innovation, adaptivity and creativity. The book is centred on three main themes linked to transformation and change in higher education: digitalisation, quality and trust. The transformative power of the pandemic has raised concerns and questions of each of them. Contributors are: Stephanie Albrecht, Tony Armstrong, Victoria Birmingham, Victor Borden, Bruno Broucker, Uwe Cantner, Helge Dauchert, Harry de Boer, Caterina Fox, Amanda French, Katharina Hoelzle, Gunnar Grepperud, Seonmi Jin, Ben Jongbloed, Alex Kendall, Cindy Konen, Rene Krempkow, Anne-Kristin Langner, Theodor Leiber, Oddlaug Marie Lindgaard, Silke Masson, Clare Milsom, Jessica Nooij, Mark O'Hara, Matt O'Leary, Pascale Stephanie Petri, Rosalind Pritchard, Christopher Stolz, Elisabeth Suzen, Sara-I. Tager, Daniel Thiemann, Lieke van Berlo, Lotte J. van Dijk, Katy Vigurs, Tilo Wendler, and Tamara Zajontz.

The world is changing at an extremely rapid pace, and with this our society, environment, economy and labour market. These multitudinous changes require innovation at different levels, not least from Higher Education which is confronted with increased demands to make its contribution and benefit to society more tangible, visible and sustainable. This book addresses such demands. It represents a rich selection of international contributions from academics, researchers, policymakers and practitioners, and a rich diversity of topics under the umbrella of sustainability. The book discusses how higher education needs to renew itself to maintain its core values while responding in a sustainable way to multiple crises, local demands and global needs, threats and opportunities. Contributors are: Iyad Abualrub, Avril Margaret Brandon, Bruno Broucker, Lejo Buning, Cynthia Cogswell, Vanessa Cui, Kurt De Wit, Frans de Vijlder, Mervi Friman, Martina Gaisch, Anne Gannon, Caroline Hetherington, Ester Hoehle, Rene Krempkow, Anne Laakso, Lotta Linko, Aleksandra Lis, Goeran Melin, Clare Milsom, Matt O'Leary, Jason Pina, Romulo Pinheiro, Ilana Pressick, Rosalind Pritchard, Victoria Rammer, Bairbre Redmond, Stephanie Reynolds, Lee Roberts, Radoslaw Rybkowski, Peter Schuur, Wafa Singh, Odd Rune Stalheim, Nathalie Turville and Nick White.

The evolving societal, political and economic landscape has led to increased demands on higher education institutions to make their contribution and benefits to society more visible, and in many cases with fewer public resources. This book contributes to the understanding of the responsibilities of Higher Education and the challenges posed to the production and circulation of knowledge. It raises questions about the role of higher education in society, its responsibility towards students and staff, and regarding its intended impact. The book brings together a range of topical papers, and a diversity of perspectives: scientific investigations of reputed scholars, critical evidence-based papers of third space professionals, and policymakers' perspectives on the daily practice and management of higher education institutions and systems. The variety of both content and contributors elevates the richness of the book and its relevance for a large audience. Contributors are: Victor M. H. Borden, Lex Borghans, Bruno Broucker, Hamish Coates, Gwilym Croucher, Lisa Davidson, Mark Engberg, Philipp Friedrich, Martina Gaisch, Solomon Gebreyohans Gebru, Ton Kallenberg, Kathi A. Ketcheson, Lu Liu, Alfredo Marra, Clare Milsom, Kenneth Moore, Roberto Moscati, Marjolein Muskens, Daniela Noemeyer, Attila Pausits, Svetlana Shenderova, Wafa Singh, Chuanyi Wang, Denyse Webbstock, Gregory Wolniak, and Jiale Yang. See inside the book.