Until recently, higher education in the UK has largely failed to recognise gender-based violence (GBV) on campus, but following the UK government task force set up in 2015, universities are becoming more aware of the issue. And recent cases in the media about the sexualised abuse of power in institutions such as universities, Parliament and Hollywood highlight the prevalence and damaging impact of GBV. In this book, academics and practitioners provide the first in-depth overview of research and practice in GBV in universities. They set out the international context of ideologies, politics and institutional structures that underlie responses to GBV in elsewhere in Europe, in the US, and in Australia, and consider the implications of implementing related policy and practice. Presenting examples of innovative British approaches to engagement with the issue, the book also considers UK, EU and UN legislation to give an international perspective, making it of direct use to discussions of 'what works' in preventing GBV.

There is an increasing pressure for leading universities to perform well in competitive global and national ranking systems. International Perspectives on Leadership in Higher Education studies the complexity involved in the development and upkeep of good higher education provision. Without taking anything about leadership, management, governance, administration, authority or power for granted, this book draws together international case studies relating to specific instances of leadership to analyse how they relate to critical thinking and global challenges in higher education. Using a selection of global case studies, this book explores: The extent to which critical thinking on global challenges is employed by higher education leaders, The potential for an increase in the role of critical thinking in leadership, The creative potential for critical leadership thinking to transform institutions and communities, The essential attributes of critical thinking, namely cognitive, affective and social dimensions, and The possibility for critical thinking to contribute to the global public common good by encouraging enhanced research, teaching and public service excellence. Responding to the ever-increasing demands of the higher education climate, International Perspectives on Leadership in Higher Education is a vital resource for anyone occupying leadership positions in higher education institutions and any researchers or students looking to explore the landscape of critical thinking.

There is an increasing pressure for leading universities to perform well in competitive global and national ranking systems. International Perspectives on Leadership in Higher Education studies the complexity involved in the development and upkeep of good higher education provision. Without taking anything about leadership, management, governance, administration, authority or power for granted, this book draws together international case studies relating to specific instances of leadership to analyse how they relate to critical thinking and global challenges in higher education. Using a selection of global case studies, this book explores: The extent to which critical thinking on global challenges is employed by higher education leaders, The potential for an increase in the role of critical thinking in leadership, The creative potential for critical leadership thinking to transform institutions and communities, The essential attributes of critical thinking, namely cognitive, affective and social dimensions, and The possibility for critical thinking to contribute to the global public common good by encouraging enhanced research, teaching and public service excellence. Responding to the ever-increasing demands of the higher education climate, International Perspectives on Leadership in Higher Education is a vital resource for anyone occupying leadership positions in higher education institutions and any researchers or students looking to explore the landscape of critical thinking.

Leadership of different kinds exists at many levels in the post-compulsory sector-from principles to programme leaders, administrative staff and even caretakers. Based around case studies of current leaders in post-compulsory education, this unique book explores a number of leadership models and styles in order to provide inspiration and guidance for the next wave of potential leaders. * Captures authentic "voices of the leaders" * Includes examples of further, adult, community and prison education * Covers all type of leadership: charismatic leaders, academic leaders, spiritual leaders, women leaders, ethnic leaders, ethnic leaders, business leaders Presenting a wide and holistic view of leadership at different levels, this book is relevant for all potential and current leaders in post-compulsory education. By encouraging readers to review and reflect on the models described, the book will inspire leaders of the future to develop their own leadership styles and visions.

Leadership of different kinds exists at many levels in the post-compulsory sector-from principles to programme leaders, administrative staff and even caretakers. Based around case studies of current leaders in post-compulsory education, this unique book explores a number of leadership models and styles in order to provide inspiration and guidance for the next wave of potential leaders.

* Captures authentic "voices of the leaders"

* Includes examples of further, adult, community and prison education

* Covers all type of leadership: charismatic leaders, academic leaders, spiritual leaders, women leaders, ethnic leaders, ethnic leaders, business leaders

Presenting a wide and holistic view of leadership at different levels, this book is relevant for all potential and current leaders in post-compulsory education. By encouraging readers to review and reflect on the models described, the book will inspire leaders of the future to develop their own leadership styles and visions.

Vocationalism in Further and Higher Education presents a collection of research-based papers on the 'English model' of vocationalism and higher education. It argues that negative societal and political perceptions have hindered the debate about the significance and relevance of vocational education and training provision to learning, work and the economy. In this book, the writers offer unique solutions to the difficult questions that have emerged from their investigations into vocationalism in England. This edited collection brings together a group of academic experts to report and discuss their findings from many years of evidence-based research on vocationalism at three levels: macro (national and policy-making), meso (programmes and organization), and micro (individual learning and teaching). Chapters explore the key issues relating to the topic, such as policies, curriculum, learning and teaching, and work contexts. The book reflects on the diversity of related programmes, and discusses the applicability and relevance of the term 'vocationalism' in the light of current developments relating to higher vocational education, including occupation, employability and professionalism. This book is a timely contribution to the debate on the 'English model' of vocational education and will be an essential resource for researchers, practitioners and postgraduate students in the fields of vocational education, technical and vocational education and training (TVET), work-based learning, politics and policy of education, teaching and learning, higher education, and curriculum and pedagogy.

EPUB and EPDF available Open Access under CC-BY-NC-ND licence. Until recently, higher education in the UK has largely failed to recognise gender-based violence (GBV) on campus, but following the UK government task force set up in 2015, universities are becoming more aware of the issue. And recent cases in the media about the sexualised abuse of power in institutions such as universities, Parliament and Hollywood highlight the prevalence and damaging impact of GBV. In this book, academics and practitioners provide the first in-depth overview of research and practice in GBV in universities. They set out the international context of ideologies, politics and institutional structures that underlie responses to GBV in elsewhere in Europe, in the US, and in Australia, and consider the implications of implementing related policy and practice. Presenting examples of innovative British approaches to engagement with the issue, the book also considers UK, EU and UN legislation to give an international perspective, making it of direct use to discussions of 'what works' in preventing GBV.

Vocationalism in Further and Higher Education presents a collection of research-based papers on the 'English model' of vocationalism and higher education. It argues that negative societal and political perceptions have hindered the debate about the significance and relevance of vocational education and training provision to learning, work and the economy. In this book, the writers offer unique solutions to the difficult questions that have emerged from their investigations into vocationalism in England. This edited collection brings together a group of academic experts to report and discuss their findings from many years of evidence-based research on vocationalism at three levels: macro (national and policy-making), meso (programmes and organization), and micro (individual learning and teaching). Chapters explore the key issues relating to the topic, such as policies, curriculum, learning and teaching, and work contexts. The book reflects on the diversity of related programmes, and discusses the applicability and relevance of the term 'vocationalism' in the light of current developments relating to higher vocational education, including occupation, employability and professionalism. This book is a timely contribution to the debate on the 'English model' of vocational education and will be an essential resource for researchers, practitioners and postgraduate students in the fields of vocational education, technical and vocational education and training (TVET), work-based learning, politics and policy of education, teaching and learning, higher education, and curriculum and pedagogy.

This deliberately wide-ranging book addresses issues related to trust, compassion, well-being, grace, dignity and integrity. It explores these within the context of higher education, giving existential and empirical accounts of how these moral duties can be expressed within the academy and why they ought to be. The chapters range from values used in the marketing and management of institutions to their realisation in therapeutic and teacher training spaces. The book opens with a specific introduction which positions the work and outlines the context of duties and obligations at play. This is followed by two distinct but related sections including chapters on theoretical issues, organisational practices and personal praxis. The first part is more abstract and theoretical, the second locates the values discussed within the practices of the university. In doing so the book encompasses a wide range of issues from multi-disciplinary and geo-political regions. The authors are a mixture of world-leading authorities on values in higher education and earlier career researchers, who are nonetheless equally passionate contributors. This mix gives the book vibrancy and offers insight which appeals to both an academic and managerial readership.

"The Essential FE Toolkit" is Continuum's brand new series on further education (FE) for teachers and college leaders. The series boasts 24 specialist, fact-filled volumes written by FE experts with significant knowledge and experience in their individual fields. Competitively priced, compact and accessible, each book should prove essential reading for FE lecturers and managers. This wonderfully accessible guide will introduce senior and middle managers in FE to practical strategies to encourage successful, good quality leadership and management in further education institutions. It will introduce strategic and operational leadership and management theories underlying these strategies, their practical implementation in institutions, and place within further education in the UK. The book will help readers to understand important factors to take into consideration when planning for effective strategic and operational leadership and management of FE institutions. A 'how to' guide to some key tasks for leader-managers is outlined to ensure a clear focus is maintained on learners, staff, high quality provision and good standards in leadership and management, while meeting inspectorate and external audit requirements.

This book examines the key debates that have shaped that technological journey, from ancient to modern times. The e-Learning reader provides a scholarly collection of key texts which examine the concept and practice of e-learning in post-compulsory education. The book brings together a series of formative historical and recent articles which frame the debate on e-learning, drawing together new comments from leading experts in the field of e-learning. Technological advancements have revolutionised the field of learning in the past twenty years and are continuing to push the boundaries of institutions towards new forms of knowledge construction, social interaction and meaning making. This book examines the key debates that have shaped that technological journey, from ancient to modern times, and draws together meaningful articles to provide an expert guide for e-learning practitioners, research staff, students and industrial trainees.

Practitioners in the further education sector need to develop confidence in their own research practices and establish recognition within higher education of practitioner research in further education. This book will help staff in this sector to develop their professional practice through their research.