This book explores the life and spirituality of John Cennick (1718-1755) and argues for a new appreciation of the contradictions and complexities in early evangelicalism. It explores Cennick's evangelistic work in Ireland, his relationship with Count Zinzendorf and the creative tension between the Moravian and Methodist elements of his participation in the eighteenth-century revivals. The chapters draw on extensive unpublished correspondence between Cennick and Zinzendorf, as well as Cennick's unique diary of his first stay in the continental Moravian centres of Marienborn, Herrnhaag and Lindheim. A maverick personality, John Cennick is seen at the centre of some of the principal controversies of the time. The trajectory of his emergence as a prominent figure in the revivals is remarkable in its intensity and hybridity and brings into focus a number of themes in the landscape of early evangelicalism: the eclectic nature of its inspirations, the religious enthusiasm nurtured in Anglican societies, the expansion of the pool of preaching talent, the social tensions unleashed by religious innovations, and the particular nature of the Moravian contribution during the 1740s and 1750s. Offering a major re-evaluation of Cennick's spirituality, the book will be of interest to scholars of evangelical and church history.

Received the 'highly commended' award by the Society for Educational Studies for books published in 2010. What is learned in universities today? Is it what students expect to learn? Is it what universities say they learn? How far do the answers to questions such as these differ according to what, where and how one studies? As higher education has expanded, it has diversified both in terms of its institutional forms and the characteristics of its students. However, what we do not know is the extent to which it has also diversified in terms of 'what is learned'. In this book, the authors explore this question through the voices of higher education students, using empirical data from students taking 15 different courses at different universities across three subject areas - bioscience, business studies and sociology. The study concentrates on the students' experiences, lives, hopes and aspirations while at university through data from interviews and questionnaires, and this is collated and assessed alongside the perspectives of their teachers and official data from the universities they attend. Through this study the authors provide insights into 'what is really learned at university' and how much it differs between individual students and the universities they attend. Notions of 'best' or 'top' universities are challenged throughout, and both diversities and commonalities of being a student are demonstrated. Posing important questions for higher education institutions about the experiences of their students and the consequences for graduates and society, this book is compelling reading for all those involved in higher education, providing conclusions which do not always follow conventional lines of thought about diversity and difference in UK higher education.

Received the highly commended award by the Society for Educational Studies for books published in 2010.

What is learned in universities today? Is it what students expect to learn? Is it what universities say they learn? How far do the answers to questions such as these differ according to what, where and how one studies?

As higher education has expanded, it has diversified both in terms of its institutional forms and the characteristics of its students. However, what we do not know is the extent to which it has also diversified in terms of what is learned . In this book, the authors explore this question through the voices of higher education students, using empirical data from students taking 15 different courses at different universities across three subject areas bioscience, business studies and sociology. The study concentrates on the students experiences, lives, hopes and aspirations while at university through data from interviews and questionnaires, and this is collated and assessed alongside the perspectives of their teachers and official data from the universities they attend.

Through this study the authors provide insights into what is really learned at university and how much it differs between individual students and the universities they attend. Notions of best or top universities are challenged throughout, and both diversities and commonalities of being a student are demonstrated. Posing important questions for higher education institutions about the experiences of their students and the consequences for graduates and society, this book is compelling reading for all those involved in higher education, providing conclusions which do not always follow conventional lines of thought about diversity and difference in UK higher education.