Against a background of increasing inequality and a rising tide of nationalism and populism, this book raises concerns that curriculum is being shaped by powerful non-academic, non-accountable forces and that populism - and its manifestations - represent a grave challenge to learning. It explores the extent to which curriculum and learning methods in higher education should respond to this challenge. Using problem based learning as a case study it draws on crossdisciplinary studies to examine how regional, national and organizational perspectives emphasize different aspects of PBL. It questions whether PBL provides an effective response to external influences and a 'populist' highereducation agenda. In conclusion the book poses an uncomfortable question whether graduates reflect the external forces shaping curriculum and hence may be as vulnerable to populist rhetoric as non-graduates precisely because the curriculum and learning methods do not engage with the challenges. This book will appeal to scholars of problem based learning, as well as populism and therole of higher education in society.

(Re)Discovering University Autonomy has far reaching implications for leaders and managers, researchers, educators, practitioners, and policy makers by addressing modern challenges to university autonomy in Europe and beyond in a new and innovative way.

Against a background of increasing inequality and a rising tide of nationalism and populism, this book raises concerns that curriculum is being shaped by powerful non-academic, non-accountable forces and that populism - and its manifestations - represent a grave challenge to learning. It explores the extent to which curriculum and learning methods in higher education should respond to this challenge. Using problem based learning as a case study it draws on crossdisciplinary studies to examine how regional, national and organizational perspectives emphasize different aspects of PBL. It questions whether PBL provides an effective response to external influences and a 'populist' highereducation agenda. In conclusion the book poses an uncomfortable question whether graduates reflect the external forces shaping curriculum and hence may be as vulnerable to populist rhetoric as non-graduates precisely because the curriculum and learning methods do not engage with the challenges. This book will appeal to scholars of problem based learning, as well as populism and therole of higher education in society.

(Re)Discovering University Autonomy has far reaching implications for leaders and managers, researchers, educators, practitioners, and policy makers by addressing modern challenges to university autonomy in Europe and beyond in a new and innovative way.

The Emerald Handbook of Authentic Leadership is a ground-breaking interdisciplinary collection, opening the black box of leadership authenticity to advance understanding of theory and practice. It presents a wide-ranging, diverse source of new concepts, theories, insights, applications to advance thinking and practice in leadership and leadership authenticity. The first publication of its kind, the contributors – leading scholars, researchers, business and NGO leaders, policy makers – explore differing, contrasting perspectives on the evolving, fluid subject of authentic leadership. The thematic sections examine ‘The Search for Authenticity from Theory to Practice’, ‘The Search for Authenticity from Practice to Theory’, and ‘Developing Authentic Leadership Values, Understanding and Practice’. The Emerald Handbook of Authentic Leadership is a quest for interdisciplinary insights arising out of theory and practice. It is intended for a wide readership interested in leadership and leadership authenticity in the contemporary world.