Current teaching, learning and assessment practices can lead students to believe that courses within a programme are self-sufficient and separate. Integrative Learning explores this issue, and considers how intentional learning helps students become integrative thinkers who can see connections in seemingly disparate information, and draw on a wide range of knowledge to make decisions. Written by international contributors who engaged reflectively with their teaching and their students' learning, the book seeks to develop a shared language of integrative learning, encouraging students to adapt skills learned in one situation to problems encountered in another, and make autonomous connections across courses, between experiences, and throughout their lives. More informed teachers can help students develop the necessary attributes for intentional learning, which include having a sense of purpose, fitting fragmentary information into a 'learning framework', understanding something of their own learning processes, asking probing questions, reflecting on their own choices, and knowing when to ask for help. Integrative Learning draws on international research and vast studies to provide the reader with the resources to ensure access to a unified learning experience. The book discusses conceptual and technical tools necessary for facilitating integrative learning across a range of disciplines as well as providing learning pedagogies and considers integrative learning in the context of the relevance of higher education in the complexity and uncertainty of the 21st century. It will appeal to academics and researchers in the field of higher education, as well as those generating higher education curriculums.

The expansion of the British state was neither automatic nor accidental. Rather, it was the outcome of recurring battles over the proper boundaries of the state and its role in economy and society. The Politics of State Expansion focuses on the interests arrayed on either side of this struggle; providing a new and critical perspective on the growth of the `Keynsian welfare state' and on the more recent retreat from Keynes and from collective provision.

Current teaching, learning and assessment practices can lead students to believe that courses within a programme are self-sufficient and separate. "Integrative Learning" explores this issue, and considers how intentional learning helps students become integrative thinkers who can see connections in seemingly disparate information, and draw on a wide range of knowledge to make decisions.

Written by international contributors who engaged reflectively with their teaching and their students learning, the book seeks to develop a shared language of integrative learning, encouraging students to adapt skills learned in one situation to problems encountered in another, and make autonomous connections across courses, between experiences, and throughout their lives. More informed teachers can help students develop the necessary attributes for intentional learning, which include having a sense of purpose, fitting fragmentary information into a learning framework, understanding something of their own learning processes, asking probing questions, reflecting on their own choices, and knowing when to ask for help.

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Integrative Learning "draws on international research and vast studies to provide the reader with the resources to ensure access to a unified learning experience. The book discusses conceptual and technical tools necessary for facilitating integrative learning across a range of disciplines as well as providing learning pedagogies and considers integrative learning in the context of the relevance of higher education in the complexity and uncertainty of the 21st century. It will appeal to academics and researchers in the field of higher education, as well as those generating higher education curriculums."

Despite powerful opposition, the British government expanded rapidly over the course of the twentieth century, and by the 1950s had come to occupy a prominent place in the daily life of the nation. In this study, James Cronin argues that the politics of Britain's expansion were twice transformed by war which, combined with mobilization for war, expanded the state's bureaucratic and fiscal capacity and disturbed the normal workings of politics. The interests opposed to the growth of government lost influence, and new political space was created for reformers inside and outside the state to argue the case for innovative public policies.
After the First World War, the battle was won by those with a very limited vision of what the state should do; after the Second World War a much broader vision triumphed. Even then, those who opposed the state's expansion managed to deny to reformers the fiscal and administrative mechanisms that would be required over the long term in order to meet the commitments made in the 1940s. The absence of those tools would bedevil subsequent governments, and would lead to the triumph in 1979 of a Conservative government eager to abandon the commitments embodied in the "postwar" settlement.