This is the third volume of "International Perspectives on Higher Education Research", a series which aims to feature something of the variety of research being undertaken into higher education systems and issues outside of North America. The theme of this volume is international relations, or how students, academics, universities and higher education systems relate to each other across international borders. The book deliberately sets out to convey a diversity of ideas and approaches. Thus, it includes contributions from researchers working in Australia, Mexico, the Netherlands, New Zealand and the United Kingdom; examples of quantitative and qualitative strategies for data collection and analysis; and methodological approaches ranging from historical and policy analysis to self reflection. What is being considered under the theme of international relations has also been kept deliberately broad. Thus, the eleven chapters in the book examine the movement across borders and between systems of not only students and academics, but also policies and ideas. The book is edited by Malcolm Tight, Professor of Higher Education at Lancaster University in the United Kingdom.

This book opens with a survey of the historical evolution of adult education in the UK and leads on to the study of the structure of adult learning. It discusses distance teaching opportunities such as the Open University and the National Extension College, and face-to-face teaching provision in adult education centres. It also looks at specific programmes such as the Adult Literacy Initiative in the mid-1970s, and at target groups like the adult unemployed, women and ethnic groups. Comprehensive and yet broad-ranging, this volume contains much new material that offers interesting insights into both present and future opportunities for adult education.

The nature of adult education at individual, group and community levels is the concern of this book. Definitions and patterns of adult learning are critically assessed in both this country and abroad, and the processes involved considered in detail. Both case studies and thematic articles have been included and are selected to illustrate the breadth of the field along a number of areas: formal, non-formal and informal education; face-to-face and distance education; from basic levels of education to higher education; from highly deterministic to more open or self-directed forms of education. It is felt that the study and practice of the education of adults can be best advanced by the adoption of such a broad view.

Hardbound. What is it like to live and work as an academic at the end of the twentieth and the beginning of the twenty-first century? This volume, containing contributions from authors in Europe and Australasia, seeks to provide a diversity of answers to that question. The evidence assembled includes data from national questionnaire surveys, cross-national expert reports and in-depth interviews, analyses of academic, policy and professional literatures, and autobiographical reflection. This diversity of material and analytical approaches serves to provide an extensive guide to the trends, continuities, differences and challenges affecting higher education systems and workers at the present time, as well as, at least, beginning to suggest some possible responses.

As higher education has massified there has been a greater need for higher education research: to better understand and improve practice and provision. The expansion of higher education research has in turn led to systematic reviews and meta-analyses being carried out of areas of the field, so as to synthesise or summarise the qualitative and quantitative findings of this research. These systematic reviews and meta-analyses give an account of where we are now in higher education research. Malcolm Tight takes a global perspective, looking beyond Anglophone originating English Language publishing, particularly Africa, East and South Asia, Europe, Latin America and the Middle East, bringing together their findings to provide an accessible and practical overview. Bringing together over 96 systematic reviews and 62 meta-analyses focusing on particular topics in higher education research, Tight explores key topics: teaching and learning, course design, the student experience, quality, system policy, institutional management, academic work, and knowledge and research.

Academic mobility promotes the development of joint research activities, broadens the horizons of researchers, lecturers and professors, and promotes knowledge flows between institutions. This book offers a contemporary perspective on the mobility of academics across the globe with contributions by authors based in Australia, Germany, Ireland, Israel, South Africa, Spain, Turkey, the United Arab Emirates, the United Kingdom and the United States. With a focus on the context for and experience of academic mobility in Africa, Australia, Europe, the Gulf and the United States, issues such as historical perspectives and contemporary reflections, the impact of English as the 'lingua franca' of academe in South Africa, the motivations and experiences of international academics working in the United Arab Emirates, the integration of foreign-born faculty within Israeli academia, academic mobility within the US, and, the legal status of academic mobility, this volume is both comprehensive and relevant.

Higher education research is a developing field internationally, attracting more and more researchers from a great variety of disciplinary backgrounds within and beyond higher education institutions. As such, it is an arena within which a wide range of theories, methods and methodologies are being applied. As an expanding multidisciplinary area of interest, we may also expect increased development of theory and method. This is the second volume in this series dedicated to Theory and Method in Higher Education Research. Publishing contemporary contributions to international debates regarding the application and development of theory and methodology in researching higher education, this volume aims to offer a channel for discussion, critique and innovation. It should become essential reading for the growing numbers of researchers engaging with higher education across the globe.

"Interdisciplinary Higher Education" offers a contemporary of our understanding and practice of interdisciplinary higher education. Part I (Chapters 1 to 5) considers a range of theoretical perspectives on interdisciplinarity: the nature of disciplines, complexity, leadership, group working, and academic development. Part II (Chapters 6 to 18) provides more than a dozen vignettes of interdisciplinary practice, drawn from Australian, Malaysia, the Netherlands, New Zealand and the United Kingdom.

This book examines how and why autonomy matters in contemporary social science research. It considers how autonomy impacts upon the individual researcher, the cultures and values of the university, and research motivation and sponsorship. The authors provide a better understanding of the interplay between individual and institutional autonomy, the issues arising from this interplay, and the value of an independent academic sector to the external community.
Successive chapters consider: the variation in social scientists understanding of academic freedom; the researchers view on academic autonomy and decision making; the influence of Hayek on thinking about freedom and markets; the idea of academic freedom in 14th century Oxford; the policy basis for academic freedom and autonomy in Australia; the extent to which autonomy can be seen in the career of one academic; the particular case of research into higher education itself; and the impact of the research assessment exercise in the United Kingdom.
The book sheds light on a critically important but under-studied issue, seeking to offer a clarification of the meaning of academic freedom and autonomy, and the roles of institutional regulatory and managerial environments in supporting them.
*Examines autonomy and its relationships to the individual researcher, the university, and research motivation and sponsorship
*Provides a better understanding of the interplay between individual and institutional autonomy
*Authors include experts from the UK and Australia; chapters go in to autonomy within specific contexts (14th century Oxford, Australia, etc.)

This volume is a detailed and up-to-date reference work providing an authoritative overview of the main issues in higher education around the world today. Consisting of newly commissioned chapters and impressive journal articles, it surveys the state of the discipline and includes the examination and discussion of emerging, controversial and cutting edge areas.

As adults, we are all continually involved in learning, with increasing numbers of us engaged in more formalized forms of learning; that is, in education or training. All those involved in the broad field of adult education and training will come into contact with many specialist ideas or concepts. It is often assumed of students that they already have a general understanding of these concepts, their meanings, applicability and inter-relationships. This is not always the case. This book examines in detail over forty of these key concepts, ranging from community education and experiential learning to competence and access. It presents a clear, analytical discussion in jargon-free language. It is, therefore, indispensable to all students and practitioners of adult education and training.

The nature of adult education at individual, group and community levels is the concern of this book. Definitions and patterns of adult learning are critically assessed in both this country and abroad, and the processes involved considered in detail. Both case studies and thematic articles have been included and are selected to illustrate the breadth of the field along a number of areas: formal, non-formal and informal education; face-to-face and distance education; from basic levels of education to higher education; from highly deterministic to more open or self-directed forms of education. It is felt that the study and practice of the education of adults can be best advanced by the adoption of such a broad view. "

Indigenous ways of understanding and interacting with the natural world are characterized as Traditional Ecological Knowledge (TEK), which derives from emphasizing relationships and connections among species. This book examines TEK and its strengths in relation to Western ecological knowledge and evolutionary philosophy. Pierotti takes a look at the scientific basis of this approach, focusing on different concepts of communities and connections among living entities, the importance of understanding the meaning of relatedness in both spiritual and biological creation, and a careful comparison with evolutionary ecology. The text examines the themes and principles informing this knowledge, and offers a look at the complexities of conducting research from an indigenous perspective.

This volume is a detailed and up-to-date reference work providing an authoritative overview of the main issues in higher education around the world today. Consisting of newly commissioned chapters and impressive journal articles, it surveys the state of the discipline and includes the examination and discussion of emerging, controversial and cutting edge areas.

Contents:
Introduction 1. The Core Concepts 2. International Concepts 3. Institutional Concepts 4. Work-related Concepts 5. Learning Concepts 6. Curricular Concepts 7. Structural Concepts 8. Conceptual Understandings

As adults, we are all continually involved in learning, with increasing numbers of us engaged in more formalized forms of learning - that is, in education or training. All those involved in the broad field of adult education and training will come into contact with many specialist ideas and concepts. It is often assumed of students that they already have a general understanding of these concepts, their meanings, applicability and inter-relationships. This is not always the case. This text examines in detail over 40 of these key concepts, ranging from community education and experiential learning to competence and access. Organized into seven main chapters it presents an analytical discussion in jargon-free language. It should be of use to students and practitioners of adult education and training.

Higher education research is a developing field internationally, which is attracting more and more researchers from a great variety of disciplinary backgrounds within and beyond higher education institutions. As such, it is an arena within which a wide range of theories, methods and methodologies is being applied. This volume of Theory and Method in Higher Education Research explores several timely topics including transnational approaches to higher education policy, universities contributions to society, data collection in higher education, virtual and blended research, and more. Including contributors from Australia, Iran, Denmark, Belgium, Germany, and the UK, the chapter authors present international perspectives on the application and development of theory and methodology in researching higher education.

As complex, large institutions, universities present unique challenges for leaders. What is the nature of leadership for the 21st century? Should universities continue to rely predominantly on recruiting from within or should university leaders be drawn from wider professional fields and industries? How should such leaders be developed and supported? What does the existing research tell us about all of these questions, and what further research needs to be done? International Perspectives on Leadership in Higher Education examines how contemporary leaders in higher education - in different disciplines, at different levels and in different parts of the world - are identified, developed and supported. Employing a mixture of theoretical, practical and personal perspectives, it shows how notions and expectations of leadership in higher education are changing, discusses the varied reasons behind these trends, and speculates on possible future developments. International Perspectives on Leadership in Higher Education is essential reading for new and aspiring leaders in higher education worldwide, as well as for those responsible for selecting and supporting leaders to thrive in a higher education environment.

This book opens with a survey of the historical evolution of adult education in the UK and leads on to the study of the structure of adult learning. It discusses distance teaching opportunities such as the Open University and the National Extension College, and face-to-face teaching provision in adult education centres. It also looks at specific programmes such as the Adult Literacy Initiative in the mid-1970s, and at target groups like the adult unemployed, women and ethnic groups. Comprehensive and yet broad-ranging, this volume contains much new material that offers interesting insights into both present and future opportunities for adult education.

Higher education research is a developing field internationally, which is attracting more and more researchers from a great variety of disciplinary backgrounds within and beyond higher education institutions. As such, it is an arena within which a wide range of theories, methods and methodologies is being applied. This volume explores several topics including critical race theory; the use of communities of practice theory; participant ethnography; and decolonization using indigenous principles. Including contributors from Canada, Luxembourg, Portugal, Spain, South Africa, the UK and the USA, this volume presents international perspectives on the application and development of theory and methodology in researching higher education.

As students are bearing an increasing proportion of the costs of their participation in higher education, increasing attention has been paid nationally and internationally to the issue of what higher education does for its students. What do students gain from engaging in higher education, and how might this be accurately measured? This volume explores the latest thinking, research and practice on this topic from across the globe. Acknowledging that institutions of higher education, along with national governments and international organizations, are closely concerned with the answers to these questions, the authors demonstrate how it is critically important to be able to demonstrate convincingly and transparently how students have progressed, and what measurable skills and knowledge they have acquired.

Higher education research is a developing field internationally, which is attracting more and more researchers from a great variety of disciplinary backgrounds within and beyond higher education institutions. As such, it is an arena within which a wide range of theories, methods and methodologies are being applied. This volume of Theory and Method in Higher Education Research contains analyses and discussions of, amongst others, relational working, corpus linguistics, data dialogues, instrumental variables, participatory pedagogy, diverse participation, policy discourse, quality management and knowledge structures of research.

Written in an accessible and jargon-free style, this book provides a comprehensive, student-friendly guide to the nature and use of case study research. Whether as part of a more substantial study or as the foundation for a self-contained smaller project, case studies provide viable and valuable alternatives to conducting large-scale research. Grounded in both theory and practice, this book sets out not only the key debates and ethical issues surrounding case study research, but also focuses specifically on the work of others and how you can understand, use, and write about secondary data as the basis for your own research project. With tips, examples, and extensive discussion of real-world case studies from a variety of social science and other disciplines, Tight illustrates the kinds of research to which case studies can be applied. Topics include: Types of case studies Advantages and disadvantages to using case studies The meaning and value of case study research The use of case studies in different disciplines and research designs Whether you want to know how to access and use the case studies of others or understand the methods behind conducting your own case study research, this book will take you through every step of the process!

Higher education research is a developing field internationally, which is attracting more and more researchers from a great variety of disciplinary backgrounds within and beyond higher education institutions. As such, it is an arena within which a wide range of theories, methods and methodologies are being applied. This volume of Theory and Method in Higher Education Research contains analyses and discussions of, amongst others, topic modelling, geometric data analysis, creativity and playfulness, longitudinal network analysis, grounded theory methods and autonetnography.

Theory and Method in Higher Education Research provides a forum specifically for higher education researchers to discuss issues of theory and method. This latest collection includes discussion of a variety of theories, including; complex systems theory, organisational identity, curriculum theory, knowledge management framework, evaluation-based decision-making, and the market-university. It also includes a number of chapters focused on methods, including mixed methods and virtual ethnography, as well as a chapter situated between theory and method on the network paradigm. This latest volume presents a truly international approach with contributions from Argentina, Belgium, Canada, the Czech Republic, Finland, Germany, Norway, Portugal, the U.K. and the U.S. to provide an important contribution to international debates regarding the application and development of theory and methodology in researching higher education that will be relevant to researchers globally.