Moving debates about ICT and higher education beyond a simple focus on e-learning, this book takes into consideration the provision of post-secondary education as a whole. Discussing what is meant by e-business, why e-business approaches are relevant to universities and colleges, and the key issues this raises for post-secondary education, this book: examines emerging technologies and provides examples of what an e-institution for education might look like; explores what can be learnt from e-business in re-defining the relationships between enterprises and their users, and in developing processes to improve services and competitive advantage; and considers how to improve administrative efficiency, implement faster access and response to information, enhance skills and knowledge development, and improve the student experience. It examines technological innovation and integration, leadership styles, risk assessment and cost-benefit type analyses, re-designing existing organisational frameworks, techniques for overcoming barriers to change and successfully implementing change, and the types of technologies required for an e-integrated educational provision.In a highly competitive educational marketplace, institutions need to react to, and embrace, new technologies to provide rich and competitive learning environments for the students of tomorrow. The discussion and guidance in this book is essential reading for all leaders, managers and heads of e-learning in higher and further education.

Moving debates about ICT and higher education beyond a simple focus on e-learning, this book takes into consideration the provision of post-secondary education as a whole.
Discussing what is meant by e-business, why e-business approaches are relevant to universities and colleges and the key issues this raises for post-secondary education, this book:

• examines emerging technologies and provides examples of what an e-institution for education might look like
• explores what can be learnt from e-business in re-defining the relationships between enterprises and their users and in developing processes to improve services and competitive advantage
• considers how to improve administrative efficiency, implement faster access and response to information, enhance skills and knowledge development and improve the student experience
• examines technological innovation and integration, leadership styles, risk assessment and cost-benefit type analyses, re-designing existing organisational frameworks, techniques for overcoming barriers to change and successfully implementing change and the types of technologies required for an e-integrated educational provision

In a highly competitive educational marketplace, institutions need to react to and embrace new technologies to provide rich and competitive learning environments for the students of tomorrow. The discussion and guidance in this book is essential reading for all leaders, managers and heads of e-learning in higher and further education.

Honk! Honk! Find your balance with some help from your favourite construction vehicles. With child-friendly yoga poses that mirror different trucks, Big Truck Yoga encourages both movement and stillness in young children, along with a healthy dose of imagination!

Critical thinking is a major and enduring aspect of higher education and the development of criticality in students has long been a core aim. However, understandings of criticality are conceptually and empirically unclear. The book combines a well developed conceptual discussion of the nature of criticality appropriate for the twenty-first century, the extent to which it is attainable by arts and social science undergraduates, and the paths by which it is developed during students' higher education experiences. Drawing upon empirical accounts and case studies of teaching and learning in different disciplines, this book critically analyses higher education curriculum and policy documentation to explore higher educational processes, encouraging a re-evaluation of practice and educational values, and enabling the development of curricula which incorporate systematic attention to the development of student criticality. This book proposes a rounded conceptual vision of criticality in higher education for the twenty-first century.

Critical thinking is a major and enduring aspect of higher education and the development of criticality in students has long been a core aim. However, understandings of criticality are conceptually and empirically unclear. The book combines a well developed conceptual discussion of the nature of criticality appropriate for the twenty-first century, the extent to which it is attainable by arts and social science undergraduates, and the paths by which it is developed during students' higher education experiences. Drawing upon empirical accounts and case studies of teaching and learning in different disciplines, this book critically analyses higher education curriculum and policy documentation to explore higher educational processes, encouraging a re-evaluation of practice and educational values, and enabling the development of curricula which incorporate systematic attention to the development of student criticality. This book proposes a rounded conceptual vision of criticality in higher education for the twenty-first century.