Education: Higher Education 2008 (UK) by Routledge Taylor & Francis Group

Routledge Education

New Titles and Key Backlist

Higher Education

2008

www.routledge.com/education

www.routledge.com/education Welcome to the Routledge

CONTENTS

Higher Education Catalogue

Key Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . .1 Professional Practice . . . . . . . . . . . . . . . . . . . . . .3 Higher Education Management . . . . . . . . . . . . .7 Student Success In Higher Education . . . . . . . .10

New Titles & Key Backlist 2008

Key Guides for Effective Teaching in Higher Education Series . . . . . . . . . . . . . . . .13 Effective Teaching and Learning in Higher Education Series . . . . . . . . . . . . . . . .15 SEDA Series . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Books by Jennifer A. Moon . . . . . . . . . . . . . . .17 Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . .18 Key Issues in Higher Education Series . . . . . . . .19 Innovative Research . . . . . . . . . . . . . . . . . . . . .21

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Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Journals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Order Form . . . . . . . . . . . . . . . . . . .Centre Pages

COMPLETE CATALOGUE This catalogue only includes a selection of our titles in Higher Education. Our online catalogue gives you the power to search for any book currently in print by title, ISBN or full text. All the entries have a description of the book’s content. www.routledge.com/education

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KEY TEXTBOOKS

NEW

FORTHCOMING

3RD EDITION

The University and its Disciplines

A Handbook for Teaching and Learning in Higher Education

Teaching and Learning within and Beyond Disciplinary Boundaries

College Organization and Professional Development

Enhancing Academic Practice

Carolin Kreber, University of Edinburgh, UK

Edward St. John, University of Michigan, USA

Edited by Heather Fry, Imperial College London, UK, Steve Ketteridge and Stephanie Marshall, Foundation for Higher Education, UK

University teaching and learning take place within ever more specialized disciplinary settings, each characterized by its unique traditions, concepts, practices and procedures. It is now widely recognized that support for teaching and learning needs to take this discipline-specificity into account. However, in a world characterized by rapid change, complexity and uncertainty, problems do not present themselves as distinct subjects but increasingly within trans-disciplinary contexts calling for graduate outcomes that go beyond specialized knowledge and skills. This ground-breaking book highlights the important interplay between context-specific and context-transcendent aspects of teaching, learning and assessment. It explores critical questions, such as:

A thought-provoking textbook written for students enrolled in graduate Higher Education and Student Affairs Masters and PhD programs. College Organization and Professional Development focuses on the framing of critical issues in organization practice, the gaps between moral beliefs and actions, and improving equity within organizations. It can be used as a text in Organization, Leadership and Professional Practice courses that seek to integrate a focus on moral leadership and reflection practice. This breakthrough text seeks to revolutionize how we understand ethical practice and provides a new theory that informs practice within organizations. Unlike the majority of Organization textbooks currently available which lack social contextual understanding of moral issues and social justice, this text encourages the use of action research to inform and support change in professional practice.

Praise for previous editions: ‘This book should be essential reading for all new staff engaged in supporting teaching and learning within higher education.’ – Journal of Higher and Further Education ’It is excellent. A book of this quality will always have a place.’ – Educational Developments The Handbook is sensitive to the competing demands of teaching, research and scholarship, academic management. Against the contexts, the book focuses on developing professional academic skills for teaching. Dealing with the rapid expansion of the use of technology in higher education and widening student diversity, the fully updated and expanded edition includes new material on for example, e-learning, lecturing to large groups, formative and summative assessment, and supervising research students. Written to support the excellence in teaching required to bring about learning of the highest quality, this will be essential reading for all new lecturers, particularly anyone taking an accredited course in teaching and learning in higher education, as well as all those experienced lecturers who wish to improve their teaching. Those working in adult learning and education development will find it a particularly useful resource. August 2008: 246x189: 488pp Hb: 978-0-415-43463-8: £90.00 Pb: 978-0-415-43464-5: £24.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 5 1 S

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• What are the ‘ways of thinking and practicing’ characteristic of particular disciplines? How can students be supported in becoming participants of particular disciplinary discourse communities? • Can the diversity in teaching, learning and assessment practices that we observe across departments be attributed exclusively to disciplinary structure? • To what extent do the disciplines prepare students for the complexities and uncertainties that characterize their later professional, civic and personal lives? Written for university teachers, educational developers as well as new and experienced researchers of Higher Education, this highlyanticipated first edition offers innovative perspectives from leading Canadian, US and UK scholars on how academic learning within particular disciplines can help students acquire the skills, abilities and dispositions they need to succeed academically and also post graduation. November 2008: 7 x 10: 280pp Hb: 978-0-415-96520-0: £65.00 Pb: 978-0-415-96521-7: £21.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 3 1 S

Integrating Moral Reasoning and Reflective Practice

Students will find the pedagogical exercises useful for reflecting on their own goals, examining their own practices, and testing new intervention methods within their organizations and communities of practice. Reflective assignments are suggested for readers to help them engage in a process of reflective analysis of professional practice. This book can also be used in graduate programs across professional fields including Teacher Education and Business. Practicing professionals and those academics at different stages in their careers who wish to reflect on the gaps between their moral values and their actions in work situations will also find this text informative and useful. The chapters include fundamental and insightful guidance for reflection on the topics raised and discussed. March 2009: 7 x 10: 400pp Hb: 978-0-415-99211-4: £70.00 Pb: 978-0-415-99212-1: £22.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 4 1 S

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NEW

Student Engagement in Higher Education

FORTHCOMING

Theoretical Perspectives and Practical Approaches for Diverse Populations

Enhancing Practice through Critique

Edited by Shaun R. Harper, University of Pennsylvania, USA and Stephen John Quaye, University of Maryland, College Park, USA

Written to enhance the practice of teaching, learning, and research in higher education, this text offers a combination of critical perspective and practical advice. Ideally suited for individuals who are interested in learning how to enhance their practice through the analysis of critique. The aim is to promote a critical understanding of one’s own developing practices, and offers advice on how to best position oneself as a worker in contemporary academic life. At a practical level this means to continuously think about how to adjust practice rather than following a formulaic approach derived from any particular educational theory.

July 2008: 7x10: 352pp ebook: 978-0-203-89412-5 Hb: 978-0-415-98850-6: £75.00 Pb: 978-0-415-98851-3: £22.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 4 1 S

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For Further Information See Page.11

Teaching, Learning, and Research in Higher Education Mark Tennant, Sydney University of Technology, Australia

This text fills a gap between those books that provide a high level analysis of contemporary higher education, the more practical texts on how to be a good teacher in higher education, and those texts which aim to improve teaching through better understanding of the learning process. The book will follow the same formula which has been successful in the author’s best-selling text ’Psychology and Adult Learning’ – many readers have found Tennant’s model of critique quite useful in their practice. While it includes some psychological analysis, this text is much broader and draws on the author’s practical experience in teaching, management and research. Among other pedagogical features, each chapter will have a section titled ‘Enhancing Practice’ which will bring out the practical implications through end of the chapter exercises. July 2009: 6 x 9: 192pp Hb: 978-0-415-96272-8: £70.00 Pb: 978-0-415-96263-6: £22.99

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KEY TEXTBOOKS

3RD EDITION

4TH EDITION

3RD EDITION

Teaching and Learning in Further Education

Learning in Groups

The Lecturer’s Toolkit

A Handbook for Face-to-Face and Online Environments

A Practical Guide to Assessment, Learning and Teaching

Diversity and Change

David Jaques, Independent Education Constultant, UK and Gilly Salmon, University of Leicester, UK

Phil Race, Leeds Metropolitan University, UK

Prue Huddleston, University of Warwick, UK and Lorna Unwin, University of London, UK ’A helpful and timely volume ... its principal virtue is that it reproduces concisely some of the best and ... most up-to-date information likely to be needed by anyone contemplating a job in FE, or having recently commenced one ... I warmly recommend it.’ – Journal of Further and Higher Education Further education and community colleges now deliver education and training to more students than any other institutions in the post-compulsory sector. Presenting a practical guide to teaching and learning within the context of the changing FE environment, this book addresses the diverse nature of the curriculum and of the student body for which it is designed. This new edition looks at recent developments in policy, legislation, the organisation of the FE sector, student profiles and other contextual factors, which have an impact on the everyday life of colleges. Full of practical activities and case study examples, Teaching and Learning in Further Education helps the reader to consider differing student needs and how these might best be served. It is essential reading for lecturers, tutors and teaching assistants in higher and further education. 2007: 234x156: 264pp eBook: 978-0-203-93847-8 Hb: 978-0-415-41350-3: £75.00 Pb: 978-0-415-41349-7: £23.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 5 1 S

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’This is a truly excellent book. With a solid theoretical underpinning, it is wide-ranging, accessible, practical and, above all, useful...Whatever your role, if you want to enable groups to function and learn well, read and use this book!’ – Bob Rotheram, Leeds Metropolitan University, UK ’What a great book! One of the all-time great writers on small group work joins forces with the queen of online learning. This book is readable, theoretically rigorous, practical, and excellently presented.’ – Trish Greenhalgh, University College London, UK ’The book progresses well from the theoretical underpinning of group behaviour to assessment within groups and pratcial check lists for leaders. The online learning points are well integrated and not viewed as add-ons. In its general framework, the book is extremely coherent with excellent use of bullet points, diagrams, tables and shading to encourage clarity of thought.’ – British Journal of Educational Technology This Handbook is a comprehensive guide for anyone involved in groupwork, with advice and practical exercises to develop group learning skills for learners and tutors. Thoroughly updated with valuable new material throughout on group learning and collaborating online.

’This is a timely book of exploration that seeks illumination from experiences as well as theories.’ – Mary Henkel, Brunel University, UK The Lecturer’s Toolkit is the primary resource for all teachers in higher education, whatever their experience, who are seeking to improve their teaching skills. Developed around detailed, practical guidance on the core elements of effective teaching in HE, it is packed full of accessible advice and helpful tips. This fully updated edition covers key topics including: • learning styles • assessment • lecturing • personal management skills • formative feedback • large and small group teaching • blended learning • resource based and online learning • peer observation of teaching. The Lecturer’s Toolkit is essential for anyone working towards a profesisonal qualification in teaching in higher education as well as for those who want to reflect on and develop existing skills. 2006: 297x210: 248pp eBook: 978-0-203-96852-9 Hb: 978-0-415-40383-2: £125.00 Pb: 978-0-415-40382-5: £24.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 5 2 S

2007: 246x189: 360pp eBook: 978-0-203-01645-9 Hb: 978-0-415-36527-7: £90.00 Pb: 978-0-415-36526-0: £24.99 • AVAILABLE AS AN INSPECTION COPY

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2ND EDITION

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Learning to Teach in Higher Education

2ND EDITION

The Theory and Practice of Teaching

Paul Ramsden, Chief Executive, Higher Education Academy, UK

Edited by Peter Jarvis, University of Surrey, UK ’This is a good book, taking its title in the strict sense that shows the theory leading the practice. Its seventeen chapters, in three groups (philosophy, methodology and assessment; open learning and professionalism), all work well. There are lots of further reading and an excellent index.’ – British Journal of Educational Technology Vol 38 No 1 2007 This book is a complete introduction for all educators who want to understand the techniques, theories and methods of teaching today. It explores the issues that underpin teaching, offering fresh insights with a broad multidisciplinary perspective. It will help teachers at all levels to understand the techniques that they can call upon at different times and situations, and will help to develop more effective teaching practice. This fully updated second edition contains new material on e-moderating and its implications for teaching theory, issues surrounding discipline, and the ethical dimensions of teaching. The Theory and Practice of Teaching will be of interest to anyone wanting to develop a deep understanding of the key themes and latest developments in teaching, and is an ideal companion volume to The Theory and Practice of Learning.

2003: 216x138: 288pp eBook: 978-0-203-50771-1 Hb: 978-0-415-30344-6: £85.00 Pb: 978-0-415-30345-3: £27.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 7 1 S

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2006: 234x156: 272pp eBook: 978-0-203-01644-2 Hb: 978-0-415-36524-6: £80.00 Pb: 978-0-415-36525-3: £24.99 • AVAILABLE AS AN INSPECTION COPY

NEW

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PROFESSIONAL PRACTICE

NEW

FORTHCOMING

Teaching with Integrity

Plagiarism, the Internet, and Student Learning

Researching with Integrity

The Ethics of Higher Education Practice

Improving Academic Integrity

Bruce Macfarlane, Thames Valley University, UK

Wendy Sutherland-Smith, Monash University, Australia

There is increased emphasis internationally on ethically sound research, and on good training for research supervisors. Researching with Integrity aims to identify what and how research can be undertaken ethically and with ‘virtue’ from initial conception of ideas through to dissemination. It outlines the context in which academics engage in research, considering the impact of discipline and institutional culture, the influence of government audit of research ‘quality’, the role of government and quangos, professional organisations and business sponsors, and examines the effects of the increasing power and influence of funding bodies, university ethics committees and codes of practice.

Written for Higher Education educators, managers and policy-makers, Plagiarism, the Internet and Student Learning combines theoretical understandings with a practical model of plagiarism and aims to explain why and how plagiarism developed. It offers a new way to conceptualize plagiarism and provides a framework for professionals dealing with plagiarism in higher education. Sutherland-Smith presents a model of plagiarism, called the plagiarism continuum, which usefully informs discussion and direction of plagiarism management in most educational settings. The model was developed from a cross-disciplinary examination of plagiarism with a particular focus on understanding how educators and students perceive and respond to issues of plagiarism. The evolution of plagiarism, from its birth in Law, to a global issue, poses challenges to international educators in diverse cultural settings. The case studies included are the voices of educators and students discussing the complexity of plagiarism in policy and practice, as well as the tensions between institutional and individual responses. A review of international studies plus qualitative empirical research on plagiarism, conducted in Australia, explain why it has emerged as a major issue. The book examines current teaching approaches in light of issues surrounding plagiarism, particularly Internet plagiarism. The model affords insight into ways in which teaching and learning approaches can be enhanced to cope with the ever-changing face of plagiarism. This book challenges Higher Education educators, managers and policy-makers to examine their own beliefs and practices in managing the phenomenon of plagiarism in academic writing. July 2008: 6 x 9: 240pp eBook: 978-0-203-92837-0 Hb: 978-0-415-43292-4: £70.00 Pb: 978-0-415-43293-1: £21.99

Bruce Macfarlane, Thames Valley University, UK

The Ethics of Academic Research

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Based on the notion of ‘virtue’ ethics, this book proposes an alternative approach to research, which focuses not only on ethical rules and protocol to avoid unethical research, but encourages academic, professional and character development and allows for the exercise of personal judgement.

This is a book about the ethics of teaching in the context of higher education. While many books focus on the broader socially ethical topics of widening participation and promoting equal opportunities, this unique book concentrates specifically on the lecturer's professional responsibilities. 2003: 234x156: 192pp ebook: 978-0-203-41650-1 Hb: 978-0-415-33508-9: £85.00 Pb: 978-0-415-33509-6: £27.99

Themes considered include:

NEW

• increased competitiveness between academics and concentration of funding in fewer universities

Teaching in Transnational Higher Education

• increasingly bureaucratic approval of processes focused on the treatment of human and animals in research • meeting the expectations of research sponsors ‘Taboo’ research topics and methods • exposing findings to the scrutiny of peers, taking credit for the work of others and self-citation • bullying of junior researchers and plagiarism • power and influence of institutional, disciplinebased and professional organisations. Illustrated throughout with short narratives detailing ethical issues and dilemmas from international academic researchers representing different disciplines, research cultures and national contexts, this books proposes a an alternative approach to research which provides all research professionals with the intellectual tools they need to cope with complex research. February 2009: 234x156 Hb: 978-0-415-42903-0: £75.00 Pb: 978-0-415-42904-7: £22.99

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'Overall, this is an enjoyable book written in a lucid style with clear guidelines, supported by case studies ... Put forward as fresh thought on the processes and contexts of higher education teaching, the book provides practical guidance on professional and ethical aspects of university teaching and is a reminder to senior university management of the intrinsically valuable and difficult task of teaching in a mass higher education context.' - William Scarff, University of Wolverhampton Business School, UK

NEW

Action Research in Teaching and Learning A Practical Guide to Conducting Pedagogical Research in Universities Lin Norton, Liverpool Hope University, UK A practical, down-to-earth guide for those who work in teaching and learning in universities and who would like to carry out action research on their own practice. The model of ‘pedagogical action research’ has come from the author’s experience of over twenty years in carrying out such research and over six years of experience in encouraging colleagues to carry out small scale studies at an institutional, national and international level.

Enhancing Learning for Offshore International Students Edited by Michelle Wallace and Lee Dunn, both at Southern Cross University, Australia Teaching in Transnational Higher Education examines current trends and challenges that face students, teachers and institutions of higher education around the globe. This book comes at a pivotal moment where many universities are offering their courses in offshore locations. Students who could once not access an international qualification can now do so without leaving their home country. The book clearly defines and takes an in-depth look at the various types of transnational education, including: institutions that have campuses abroad, teach specific courses abroad, and form partnerships with diverse schools to teach jointly. The authors choose to highlight a broad sampling of transnational programs including those in: Zambia, China, and the United Arab Emirates among others. Interviews with students and teachers participating in these programs of study make this an enjoyable and unique portrait of higher education that is invaluable to those who teach and learn around the world. March 2008: 6 x 9: 296pp eBook: 978-0-203-93062-5 Hb: 978-0-415-42053-2: £75.00 Pb: 978-0-415-42054-9: £24.99

This accessible text gives the reader practical advice on how to research their own practice in a university context and contains a section on useful research tools, including two that the author has designed: the ‘learning objectives questionnaire’ and the ‘ideal inventory’, both of which have been widely used in the research context. October 2008: 234x156: 224pp Hb: 978-0-415-46846-6: £75.00 Pb: 978-0-415-43794-3: £22.99

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PROFESSIONAL PRACTICE

NEW

Changing Practices of Doctoral Education

Improving Learning in College

Interdisciplinary Learning and Teaching in Higher Education

Edited by David Boud and Alison Lee, both at University of Technology, Sydney, Australia

Roz Ivanic, Lancaster University, UK, Richard Edwards, University of Stirling, UK, David Barton, Zoe Fowler, Greg Mannion, Kate Miller, Candice Satchwell and June Smith

Theory and Practice

Series: Improving Learning

As universities increasingly offer courses that break the confines of a single subject area, more students are enrolling on interdisciplinary programmes within multidisciplinary departments. Teaching and learning within interdisciplinary study requires new approaches, including an understanding of the critical perspectives and frameworks and the rearranging of intellectual and professional boundaries.

Rethinking Literacies Across the Curriculum

Postgraduate research has undergone unprecedented change in the past ten years, in response to major shifts in the role of the university and the disciplines in knowledge production and the management of intellectual work.

Drawing on research into the reading and writing associated with learning different subjects across the college curriculum, this book provides insightful analyses of innovative practices and indicates different ways of changing teaching practices so that students can draw upon their full potential.

New kinds of doctorates have been established that have expanded the scope and direction of doctoral education. A new audience of supervisors, academic managers and graduate school personnel is engaging in debates about the nature, purpose and future of doctoral education and how institutions and departments can best respond to the increasing demands that are being made.

Literacy is a major issue in education as a whole. It is particularly significant in relation to the vocational curriculum, which is often associated with lower levels of literacy than the academic curriculum. The book draws on a social practices view of literacy, which moves beyond treating literacy as a set of individual technical skills which can be measured by proficiency tests. Instead, literacy is understood as a resource for social action: people read and write in order to fulfil purposes situated in context. In this view, ’literacies’ are referred to in the plural, since reading and writing are not unitary measures (and indeed not the sole forms of literacy), but differ from context to context according to the social purposes they fulfil.

Discussion of the emerging issues and agendas is set within the context of the international policy shifts that are occurring and considers the implications of these shifts on the changing external environment. This engaging book: • acquaints the readers with new international trends in doctoral education • identifies new practices in supervision, research, teaching and learning • enables practitioners of doctoral education to contribute to the debates and help shape new understandings

The book will make a contribution to educational research in general by taking up the issues of linguistic diversity. It clearly demonstrates the integrity and richness of the literacy practices of a significant population which has not previously been the focus of such research: those who take up vocational and academic college courses outside higher education. More significantly, however, it will address an issue which has, to date, not been developed within this research tradition: that of how these practices can be not only valued and validated, but also mobilised and harnessed to enhance learning in educational settings.

• questions the purposes of doctoral study and how they are changing • considers the balance between equipping students as researchers and the conduct of original research. Including contributions from both those who have conducted formal research on research education and those whose own practice is breaking new ground within their universities, this thoughtprovoking book draws on the expertise of those currently making a stimulating contribution to the literature on doctoral education. August 2008: 234x156: 256pp Hb: 978-0-415-44269-5: £75.00 Pb: 978-0-415-44270-1: £23.99

October 2008 Hb: 978-0-415-46911-1: £75.00 Pb: 978-0-415-46912-8: £21.99

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Edited by Balasubramanyam Chandramohan, Kingston University, UK and Stephen Fallows, University of Chester, UK

Interdisciplinary Learning and Teaching in Higher Education explores the issues and tensions provoked by interdisciplinary learning, offering helpful information for: • staff development • distance learning • mass communication courses • interdisciplinary science courses. Grounded in thorough research, this collection is the first of its kind to provide practical advice and guidance from around the world, improving the quality of teaching and learning in interdisciplinary programmes. October 2008: 6 x 9: 170pp eBook: 978-0-203-92870-7 Hb: 978-0-415-34131-8: £75.00 Pb: 978-0-415-34130-1: £24.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 5 3 1 S

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Enhancing University Teaching Lessons from Research into Award-Winning Teachers David Kember and Carmel McNaught, both at The Chinese University of Hong Kong Written by experts in the field, this book provides an alternative approach to quality teaching in higher education by deriving a model of good university teaching from the academics which universities have chosen as their best teachers. Award-winning teachers outline their beliefs and practices as a teacher, covering key topics including: • assessment • teaching large classes • motivating students

• reflection and feedback

• planning courses and lessons

• managing discussion and group work.

Illustrated with extracts from interviews with the award-winning teachers, and packed with activities and further reading, this textbook provides a set of principles for good teaching internationally. 2007: 234x156: 176pp eBook: 978-0-203-96294-7 Hb: 978-0-415-41716-7: £75.00 Pb: 978-0-415-42025-9: £22.99

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PROFESSIONAL PRACTICE

Improving Learning Cultures in Further Education David James, University of the West of England, Bristol, UK and Gert Biesta, University of Exeter, UK Series: Improving Learning Through its unique theoretical framework - a cultural understanding of teaching and learning – this book develops a new way of understanding educational improvement, one which focuses on the formation and transformation of the practices through which students learn. Based on detailed ethnographic research of seventeen learning sites in further education colleges, this book generates a unique insight into a wide variety of practices of teaching and learning. Illustrated by case studies, it is structured around three key questions: • What do learning cultures in FE look like and how do they transform over time? • How do learning cultures transform people? • How can people (tutors, managers, policy makers, but also students) transform learning cultures for the better? Through a combination of theory and analysis, Improving Learning Cultures in Further Education makes a strong case for the importance of a cultural approach to the improvement of teaching and learning in further education, and provides practical guidance for researchers, policymakers and practitioners for implementing change for the better. 2007: 216x138: 224pp eBook: 978-0-203-94009-9 Hb: 978-0-415-42735-7: £75.00 Pb: 978-0-415-42736-4: £22.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 5 1 S

Internationalising Higher Education Edited by Elspeth Jones and Sally Brown, both at Leeds Metropolitan University, UK With increasing numbers of international students, this book explores how best to broaden the approaches to learning and teaching in the higher/further education environment. Rather than seeing internationalization as a problem to be addressed, this text embraces the opportunities for the enrichment of the learning environment through a values-driven approach to internationalization. Taking a positive and practical approach to internationalizing higher education, the book considers a range of questions about how to bring in global perspectives to the learning environment and education provision. Packed with case studies and vignettes from around the globe, the book proposes that the international student lies at the heart of the university as a source of cultural capital and intentional diversity, enriching the learning experience, enhancing staff experience and building a more powerful learning community. 2007: 234x156: 264pp eBook: 978-0-203-94596-4 Hb: 978-0-415-41989-5: £75.00 Pb: 978-0-415-41990-1: £22.99

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Thesis and Dissertation Writing in a Second Language A Handbook for Supervisors Brian Paltridge, University of Sydney, Australia and Sue Starfield, University of New South Wales, Australia The relationship of supervisor to student has traditionally been seen as one of apprenticeship, in which much learning is tacit, with the expectation that the student will become much like the tutor. The changing demographics of higher education in conjunction with imperatives of greater accountability and support for research students have rendered this scenario both less likely and less desirable and unfortunately many supervisors are challenged by the task of guiding non-native speaker students to completion. This handbook is the ideal guide for all supervisors working with undergraduate and postgraduate nonnative speaker students writing a thesis or dissertation in English as it explicitly unpacks thesis writing, using language that is accessible to research supervisors from any discipline. 2007: 234x156: 200pp eBook: 978-0-203-96081-3 Hb: 978-0-415-37170-4: £80.00 Pb: 978-0-415-37173-5: £19.99

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Rethinking Assessment in Higher Education

Developing Creativity in Higher Education

Learning for the Longer Term

An Imaginative Curriculum

Edited by David Boud, University of Technology Sydney, Australia and Nancy Falchikov, University of Edinburgh, UK

Edited by Norman Jackson, University of Surrey, UK, Martin Oliver, London Knowledge Lab, London, UK, Malcolm Shaw, University of Leeds, UK and James Wisdom, SEDA, Birmingham, UK

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Assessment is a value-laden activity surrounded by debates about academic standards, preparing students for employment, measuring quality and providing incentives. There is substantial evidence that assessment, rather than teaching, has the major influence on students’ learning. It directs attention to what is important and acts as an incentive for study. This book revisits assessment in higher education, examining it from the point of view of what assessment does and can do and argues that assessment should be seen as an act of informing judgement and proposes a way of integrating teaching, learning and assessment to better prepare students for a lifetime of learning. It is essential reading for practitioners and policy makers in higher education institutions in different countries, as well as for educational development and institutional research practitioners. 2007: 234x156: 224pp eBook: 978-0-203-96430-9 Hb: 978-0-415-39778-0: £75.00 Pb: 978-0-415-39779-7: £22.99

’This excellent book brings together views on creativity in Higher Education developed over a number of years by academics working in various disciplines.’ – Physical Sciences Educational Reviews Offering a wealth of advice on how to foster creativity on an individual and an institutional level, this book will encourage lecturers to engage with the ideas and practice involved in helping students to be creative in all areas of their study. 2006: 234x156: 256pp eBook: 978-0-203-01650-3 Hb: 978-0-415-36533-8: £80.00 Pb: 978-0-415-36532-1: £25.99

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PROFESSIONAL PRACTICE

Helping Doctoral Students Write Pedagogies for Supervision

Innovative Assessment in Higher Education

A Handbook for Doctoral Supervisors

Barbara Kamler, Deakin University, Australia and Pat Thomson, University of Nottingham, UK

Edited by Cordelia Bryan, Higher Education Academy, York, UK and Karen Clegg, University of York, UK

Nigel Beasley and Stan Taylor

This essential guide offers a new approach to doctoral writing, written specifically for doctoral supervisors. Rejecting the DIY websites and manuals that promote a privatised skillsbased approach to writing research, Kamler and Thomson offer a new framework for scholarly work to help doctorate students produce clear and well-argued dissertations. Drawing on a wide range of research and hands-on experience, the authors argue that making an original contribution to scholarly knowledge requires doctoral candidates to do both text and identity work. Their discussion of the complexities of forming a scholarly identity is illustrated by the stories and writing of real doctoral students. 2006: 234x156: 192pp eBook: 978-0-203-96981-6 Hb: 978-0-415-34683-2: £80.00 Pb: 978-0-415-34684-9: £22.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 6 1 S

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Teaching with Emotional Intelligence A Step-by-Step Guide for Higher and Further Education Professionals Alan Mortiboys, Birmingham City University, UK

’This book offers interesting practical examples of assessment innovation. All readers will no doubt find interesting case studies that can be applied to their own context.’ – British Journal of Educational Technology ’This book is an interesting, pertinent and very helpful resource for anyone involved or interested in developing assessment in higher education. It is up to date and informative, covering both theoretical and practical perspectives...It is comprehensive, practical and pragmatic.’ – Higher Education Review Throughout higher education assessment is changing, driven by increased class size, changing curricula and the need to support students better. At the same time assessment regulations and external quality assurance demands are constraining assessment options, driven by worries about standards, reliability and plagiarism. Innovative Assessment in Higher Education explores the difficulty of changing assessment in sometimes unhelpful contexts. Topics discussed include: • problems with traditional assessment methods • rationales behind different kinds of innovation in assessment

’The book is clearly and concisely written, easy to read, inclusive of clarifying definitions, outlines, many activities, exercises and questions. The book provides practical suggestions for planning and application to the teaching-learning exchange, and is an excellent resource for use in teacher development in individuals or groups.’ – Adult Learning Magazine

• complex assessment contexts in which teachers attempt to innovate

2005: 234x156: 160pp eBook: 978-0-203-08779-4 Hb: 978-0-415-37318-0: £75.00 Pb: 978-0-415-35088-4: £20.99 • AVAILABLE AS AN INSPECTION COPY

2006: 234x156: 256pp eBook: 978-0-203-96967-0 Hb: 978-0-415-35641-1: £80.00 Pb: 978-0-415-35642-8: £24.99 • AVAILABLE AS AN INSPECTION COPY

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• innovation in assessment within a range of academic settings • theoretical and empirical support for innovations within higher education. More than a ‘how to do it’ manual, this book offers a unique mix of useful pragmatism and scholarship. A vital resource for higher education teachers and their educational advisors, it provides a fundamental analysis of the role and purpose of assessment and how change can be managed without compromising standards.

’This book will not only be extremely useful for new supervisors, it will also provide the types of information that experienced supervisors need. The handbook format is used well to combine, firstly, research based principles of good supervision with, secondly, insights drawn from the experience of supervisors, and thirdly, bullets and questions to prompt readers to think about their understanding of good supervision.’ – Higher Education Review 2005: 234x156: 256pp Pb: 978-0-415-33545-4: £28.99 • AVAILABLE AS AN INSPECTION COPY 5$ 9 .U 5 S

Teacher Professionalism in Further and Higher Education Challenges to Culture and Practice Jocelyn Robson ’Given the blurring of boundaries in England between further and higher education, Jocelyn Robson’s recent book on teacher professionalism in FE and HE is a welcome contribution to the literature on what it means to be professional and how the nature of working in these post-compulsory sectors has created a series of challenges.’ – Higher Education Review 2005: 234x156: 159pp eBook: 978-0-203-39729-9 Hb: 978-0-415-33166-1: £75.00 Pb: 978-0-415-33167-8: £23.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 5 3 1 S

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HIGHER EDUCATION MANAGEMENT

FORTHCOMING

Challenging Boundaries

Collaborative Working in Higher Education

Educating Global Citizens in Colleges and Universities

Neil Garrod, Deputy Vice Chancellor, Thames Valley University, UK and Bruce Macfarlane, Thames Valley University, UK

The Social Academy

Choices and Challenges

Lorraine Walsh, University of Dundee, UK and Peter Kahn, University of Liverpool, UK

Peter N. Stearns, George Mason University, USA

This edited volume will be an important and key resource for managers, researchers, and policy makers in the field of Higher Education and Further Education. It offers insights into a radical new way of organizing post-compulsory education on an international basis that directly promotes a social justice agenda (i.e., widening of student participation). Around the world, post-compulsory education is divided between Universities and Community-based Colleges. Universities are typically concerned with ’higher’ education, while community based colleges focus on ’further’ and technical education. In response to a range of social and economic forces there has been a growth in the number of dual sector institutions (or ’duals’) that span this divide.

Collaborative working is increasingly becoming a key feature of academic life in Higher Education. Traditionally, university culture supported individual research and scholarship. Today, the academic role has shifted from a focus on the individual to a focus on the group or team. Collaborative Working in Higher Education takes the reader on a journey of examination, discussion, reflection and suggestions for developing practice via a broad overview of the key aspects of collaboration and collaborative working, informed by focused case studies and an international perspective provided by contributing authors.

Managing the Integration of Post-Secondary Education

Challenging Boundaries brings together leading international thinkers, policy analysts, academic managers, and researchers who question whether duals can provide relevant education to students and appropriate graduates for the economy, while also offering greater opportunities to disadvantaged students. Challenging Boundaries provides an analysis of the potential of ’dual sector’ institutions in North America, UK, South Africa, and Australasia. This volume draws on the very latest research findings and effectively looks to: • challenge conventional thinking about postcompulsory education • demonstrate how a number of institutions internationally are addressing the organizational, managerial, and cultural challenges of operating as dual sector universities • combine the latest research in the field from a range of international scholars with operational insights from university leaders • provide a key resource for education policy makers and researchers and students of educational policy and management at masters and doctoral level. March 2009: 6 x 9: 192pp Hb: 978-0-415-98931-2: £75.00 Pb: 978-0-415-98932-9: £22.99

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The book comprises three parts: • Part I: Examines the social nature of collaborative working from a practical and critical perspective, focusing on three dimensions of collaborative working: collaborative space, personal and organizational involvement and the dynamic of critical dialogue. It considers organizational models, approaches that can be taken towards the development of successful practice, potential challenges posed by collaborative working, and reflection on the management of collaboration throughout different stages. • Part II: Focuses on the different aspects of collaborative working and builds on the dimensions introduced in Part I, addressing a continuum that involves a crossing of boundaries. It looks at different contexts for collaboration, i.e., discipline based, departmental, institutional and international, through case studies that provide examples of collaborative strategies in action, learning points and recommendations for practical applications.

Educating Global Citizens in Colleges and Universities is a comprehensive review of the broad goals and strategies of global education in the United States. It explores the advantages but also the tensions in implementing global education, examining its current status not only in American society but in various Colleges and Universities around the world. The book combines recent literature and current best practices in facets ranging from Study Abroad to the formation of international campuses to the inclusion of global goals in general education programs. The book expands the conversation about global education in the following ways: • outlines the current status of international education, the reasons for its growing interest, and the tensions around the field in higher education • addresses the complicated situations of international students, including the impacts of visa policy, the narrowness of some educational interests, and the role of profit-seeking • summarizes current information on the strengths, limitations and recent trends in international programming, including study abroad • explores the new enthusiasms and common pitfalls for branch campuses, recently established by almost 100 US institutions • addresses the challenge of assessing learning outcomes of students in international education programs • provides guidelines for institutions at diverse stages in addressing the demands for effectiveness in the international education arena, including issues of administrative organization

• Part III: In addition to considering forms of collaboration for the future, this part of the book engages the reader with a thought provoking round table discussion that represents the act of collaboration itself.

• addresses issues introduced by contemporary terrorism and American foreign policy

This book offers a comprehensive analysis of how collaboration is reforming academic life. It examines the shift in working practices and reflects on the ways in which that shift can be supported and developed in order to improve practice. Higher Education faculty, administrators, researchers, managers and anyone involved in collaborative working across their institution will find this book a highly useful guide as they embark on their own journey for collaborative working.

Higher Education professionals, administrators and students in Higher Education Masters programs will find this book a must-have resource. This book is an essential read for anyone who is attempting to catch up to the heightened demands for effectiveness in the international education arena. As international opportunities and issues become an increasingly important part of higher education curriculum, this book aims to facilitate the effort towards preparing students to become globally competent citizens. International education must respond to the changing world balance of power, Educating Global Citizens in Colleges and Universities embraces the changing conditions of global outreach in an age of growing contact and competition, and points the way toward further opportunities.

May 2009: 6 x 9: 176pp Hb: 978-0-415-99166-7: £75.00 Pb: 978-0-415-99167-4: £22.99

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• considers the theoretical lenses that have been used in the debates and disagreements around defining global competence.

March 2009: 6 x 9: 192pp Hb: 978-0-415-99023-3: £75.00 Pb: 978-0-415-99024-0: £22.99

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HIGHER EDUCATION MANAGEMENT

FORTHCOMING

NEW

Higher Education Marketing

Understanding Online Social Networking on Campus

Political Correctness and Higher Education

Edited by David Roberts, The Knowledge Partnership, UK

What Matters in the Network of Student Culture

A Comparative History in the UK and US since 1986

Ana M. Martinez Alemán, Boston College, USA

John Lea, Canterbury Christ Church University, UK

Effective marketing, recruitment and retention of students is imperative for university funding. This is the first book to provide practical strategic guidance for those implementing and managing higher education marketing.

Understanding Online Social Networking on Campus is a rigorous examination concerning how college students use social networking sites to develop relationships both on and off campus. Most importantly, this book investigates how college students use online sites to explore and makes sense of their identities. In the era of such online spaces as Facebook, Instant Messenger, Live Journal, Blogger, Web Shots, and campus blogs, college students are using these resources and other online sites as a social medium.

How many times have you heard the phrase: `it’s all political correctness gone mad!’

A Professional’s Guide to Strategic Theory and Practice

Built upon original research this informative book provides practical guidance to marketers and senior managers who have responsibility for developing and then executing marketing strategies. Higher Education Marketing challenges the uncritical adoption of mainstream marketing theories and tools, questioning their ready application in the education and introduces a range of new tools, models and concepts that have been specifically developed for education; some are adaptations of mainstream approaches (based on lessons from consulting and contributors in senior management roles), others based on original research of both an academic and professional nature. Illustrated by useful case studies this book covers all aspects of design, implementation and management of HE marketing. Key topics include: • creating the marketing strategy • internal analysis & competitor (and collaborator) analysis • internal marketing and communications • reputation, branding and positioning • how to position a university, department or course

Understanding Online Social Networking on Campus: • presents recommendations for conducting effective training for student affairs administrators and students on rewards of successful online use • explores how social networking sites affect students and their development of identity and relationships • covers the latest in online social technologies used on campuses as well as new and emerging cutting-edge technologies • presents an ethnographic view of social networking from the perspective of students • provides information taken from survey, interview, and focus group data Offers administrators extremely useful guidance to implement policy changes on student use of computer-mediated communication.

• marketing academic research.

The book presents an ethnographic view of social networking that will help student affairs administrators, information technology administrators, faculty, and parents better understand and provide guidance to the neomillenials on their campuses.

June 2009: 234x156: 272pp Hb: 978-0-415-42051-8: £75.00 Pb: 978-0-415-42052-5: £22.99

February 2009: 6 x 9: 208pp Hb: 978-0-415-99019-6: £75.00 Pb: 978-0-415-99020-2: £20.99

• retention and relationship marketing • new course development • costing and pricing

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Do you ever wonder whether colleges and universities are really awash with trivial concerns about the use of language or whether they are actually trying to address serious concerns about discrimination and harassment? Have you ever wanted to get to the bottom of what all the fuss is about? This book is the first major study of political correctness in post compulsory education to be published. For readers in the UK unfamiliar with the nature of the controversies in US college campuses this book offers a comprehensive assessment of the key themes, including who and what was behind key campaigns. For readers in the US unfamiliar with how this cultural export has faired in the UK this book looks at the significant similarities and differences in the ways that the phrase has been used in both societies. Apart from addressing the roots of political correctness the book seeks to show how the phrase has helped to complicate the traditional boundaries between those on the political Left and those on the political Right. The book also demonstrates in clear terms how the phrase is integral to understanding key themes in cultural theory, such as postmodernism and identity politics. This book is intended to be of interest to a number of readers: • teachers working in colleges and universities • teacher educators and student teachers working on programmes of initial teacher education • students studying undergraduate programmes in comparative politics and/or sociology and cultural studies. This book seeks to capture the reflections of prominent academics and educationalists on both sides of the Atlantic, who have worked in environments where the phrase has impinged on aspects of their work over the last twenty five years. If you think that `political correctness’ simply amounts to what jokes you are allowed to tell in a classroom, hopefully this book will challenge you to think again. December 2008: 6x9: 278pp Hb: 978-0-415-96258-2: £70.00 Pb: 978-0-415-96259-9: £22.99

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HIGHER EDUCATION MANAGEMENT

Knowledge Production

Strategic Leadership of Change in Higher Education

Privilege and Diversity in the Academy

Bridget Somekh, Manchester Metropolitan University, UK and Thomas A. Schwandt, University of Illinois at Urbana-Champaign, USA

What’s New?

Edited by Francis A. Maher, Wheaton College, USA, Mary Kay Thompson Tetreault, Portland State University, USA

This collection from a highly impressive international group of educational researchers explores epistemological, methodological, and ethicalpolitical issues in the production of knowledge about educational phenomena in contemporary society. The book is organized in two sections. The first focuses on how the enterprise of knowledge production is being influenced by global discourses of educational accountability, evidence-based practice and policy, and quality assessment. The second section features material that focuses more specifically on reconceiving both methodological matters and the kinds of knowledge that demand attention in this climate.

Drawing on the current research base on the management of change, this book analyzes the key features in planning, delivery and monitoring the impact of planned change initiatives in higher education. Comparing and contrasting the findings of twenty-five action research high level corporate change management projects, the initiatives discussed include:

Research Work in Interesting Times

The book is unique in bringing together chapters by scholars well-known internationally for their original contributions to educational theory and research practice. Many books in this area are no more than guides on how to do research or text books reiterating rather narrow frameworks of research paradigms, this book both breaks new ground and sets the tone for discussions about the future path of educational research in the coming years. 2007: 234x156: 212pp Hb: 978-0-415-44229-9: £80.00 Pb: 978-0-415-44228-2: £23.99

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Edited by Stephanie Marshall, Foundation for Higher Education, UK

•the introduction of Kaplan and Norton’s ‘Balanced Scorecard’ approach, resulting in strategic mapping at all levels •a major cultural shift programme to bring about globalisation of all aspects of the university, taking account the perspectives as to how this should be achieved •the introduction of a mentoring scheme to promote diversity and equality and greater understanding and support of black and ethnic minority staff. Filled with practical lessons for leadership and change in higher education, this book raises awareness as to how to tackle topical issues and effectively lead universities through major change. With expert commentary and feedback from the stakeholders involved at each institution, Strategic Leadership of Change in Higher Education is essential reading for all those taking on leadership and management positions in higher education. 2007: 234x156: 224pp eBook: 978-0-203-96285-5 Hb: 978-0-415-41172-1: £75.00 Pb: 978-0-415-41173-8: £22.99

Over the past several decades, higher education has been transformed by the entry of faculty of colour and women into the university system. Through detailed institutional ethnographies of three very different universities, Privilege and Diversity in the Academy explores how this diversification has dismantled and reconfigured relationships of privilege and diversity in higher education. Authors Maher and Tetreault use examples from a top-ranked private university, a comprehensive urban university, and a major public university to illustrate how privilege is enacted, resisted, and transformed as changes occur in the student bodies and faculties of these schools. In their analyses, they identify the institutional structures that facilitate the success of a diverse faculty and make valuable observations about patterns of institutional change and resistance. 2006: 6 x 9: 240pp Hb: 978-0-415-94664-3: £75.00 Pb: 978-0-415-94665-0: £20.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 3 1 S

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Choosing Students Higher Education Admissions Tools for the 21st Century Edited by Jacky Lumby, Gary Crowe and Petros Pashiardis

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One Size Does Not Fit All Traditional and Innovative Models of Student Affairs Practice Kathleen Manning, University of Vermont, Burlington, USA, Jillian Kinzie, NSSE Institute, Indiana, USA and John H Schuh, Iowa State University, USA In the day-to-day grind of higher education administration, student affairs professionals know that different institutional types - whether a small liberal arts college, a doctoral intensive institution, or a community college - require different practical approaches. Despite this, most student affairs literature emphasizes a ’one size fits all’ approach to practice. In this book, leading scholars Kathleen Manning, Jillian Kinzie and John Schuh advocate a new approach by presenting thirteen possible models of student affairs practice. These models are based on a qualitative, multiinstitutional case study research project involving twenty institutions of higher education varying by type, size and mission. By accessibly presenting different types of intuitions that have all experienced high levels of student engagement and graduation rates the authors set out to discover the policies, practices and programs that can contribute to student success. 2006: 6 x 9: 200pp Hb: 978-0-415-95257-6: £75.00 Pb: 978-0-415-95258-3: £21.99

2005: 6 x 9: 360pp eBook: 978-1-4106-1253-3 Hb: 978-0-8058-4752-9: £60.00

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HIGHER EDUCATION MANAGEMENT

Enhancing Teaching in Higher Education

STUDENT SUCCESS IN HIGHER EDUCATION

Financing Higher Education

NEW

Nicholas Barr and Iain Crawford

Achieving Success through Academic Assertiveness

New Approaches to Improving Student Learning Edited by Peter Hartley, Amanda Woods and Martin Pill ’In less than 200 pages, the twenty contributors have certainly managed to encompass a remarkably wide range of topical issues and to suggest a host of approaches that are immediately applicable in on- and/or offcampus learning environments...Busy lecturers keen to re-consider, re-evaluate and improve their teaching will find much to reward them in this book.’ – Colin Latchem, British Journal of Educational Technology, May 2005 2005: 234x156: 216pp eBook: 978-0-203-41600-6 Hb: 978-0-415-34136-3: £85.00 Pb: 978-0-415-33529-4: £26.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 7 1 S

2004: 234x156: 336pp eBook: 978-0-203-32151-5 Hb: 978-0-415-34620-7: £90.00 Pb: 978-0-415-34857-7: £29.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 8 1 S

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Financial Management and Control in Higher Education Eric Morgan and Malcolm Prowle ’A professional guide that is authoritative and comprehensive enough for professional accountants, yet accessible to nonfinance professional, with case studies, examples and diagrams throughout to better explain the concepts.’ – Education Executive, September 2005 2004: 234x156: 304pp eBook: 978-0-203-41614-3 Hb: 978-0-415-33538-6: £90.00 Pb: 978-0-415-33539-3: £28.99 • AVAILABLE AS AN INSPECTION COPY

The Higher Education Manager’s Handbook

• dialogue exercises that encourage best practice techniques and learner reflection

Peter McCaffery, Pro-Vice Chancellor, London South Bank University, UK

• fictional journals threaded throughout the book that creatively engage readers • loads of examples of every-day challenges that students experience • guidance on how to cope and manage difficult learning situations in successful manner • illustrated scenarios that outline the importance of voice quality, posture, speech, self-esteem, ability to listen and confidence. Students and learners at all levels of Higher Education will find Acheiving Success through Academic Assertiveness to be an essential resource that offers real, effective strategies for achieving academic success.

2004: 246x174: 336pp eBook: 978-0-203-46375-8 Hb: 978-0-415-34120-2: £125.00 Pb: 978-0-415-33507-2: £29.99 • AVAILABLE AS AN INSPECTION COPY

December 2008: 6 x 9: 160pp Hb: 978-0-415-99142-1: £75.00 Pb: 978-0-415-99143-8: £12.99 • AVAILABLE AS AN INSPECTION COPY

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Faculty Diversity Problems and Solutions Jo Ann Moody, National Diversity Consultant, USA

• questionnaires about topics in the chapter to raise self awareness

Effective Leadership and Management in Universities and Colleges

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• ’real’ life scenarios and quotations from students about their experiences

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Learning to Lead in Higher Education

For more books by Jennifer A. Moon please see page’s 16 & 17

Paul Ramsden, Chief Executive, Higher Education Academy, UK

2004: 6 x 9: 264pp Hb: 978-0-415-94866-1: £75.00 Pb: 978-0-415-94867-8: £18.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 5 1 S

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1998: 234x156: 304pp eBook: 978-0-203-02922-0 Hb: 978-0-415-15199-3: £90.00 Pb: 978-0-415-15200-6: £27.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 8 1 S

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STUDENT SUCCESS IN HIGHER EDUCATION

NEW

Personal, Academic and Career Development in Higher Education

Student Engagement in Higher Education

SOARing to Success

Theoretical Perspectives and Practical Approaches for Diverse Populations

Arti Kumar, Centre for Excellence in Teaching and Learning, University of Bedfordshire, UK This book is the first to show how to integrate Personal Development Planning (PDP) activities into teaching in higher education. It is packed with; activities, exercises, lesson plans, resources, reflective questionnaires, skills audits and case studies, and with suggestions for how these may be customized to suit different groups of students in different subject areas. By embedding activities into the curriculum, students are encouraged to engage with the PDP process to help them: • gain a better understanding of what and how they are learning • improve study skills • gain a clear idea strengths and areas for development • improve ability to explain and discuss skills and abilities with prospective employers, with the evidence to support your claims • become a more effective, independent and confident self-directed learner. This book will help all staff and educational development professionals, teachers in HE, and advisers and support staff in careers services enable students to build up a personal development record to improve their ability to relate their learning and achievements to employers’ interests and needs and, ultimately, gain employment. January 2008: 234x156: 296pp eBook: 978-0-203-93834-8 Hb: 978-0-415-42359-5: £80.00 Pb: 978-0-415-42360-1: £21.99

Edited by Shaun R. Harper, University of Pennsylvania, USA and Stephen John Quaye, University of Maryland, College Park, USA Student Engagement in Higher Education is an important volume that fills a longstanding void in the higher education and student affairs literature. The editors and authors make clear that diverse populations of students experience college differently and encounter group-specific barriers to success. Informed by relevant theories, each chapter focuses on a different population for whom research confirms that engagement and connectivity to the college experience are problematic, including: lowincome students, racial/ethnic minorities, students with disabilities, LGBT students, and several others. The forward-thinking practical ideas offered throughout the book are based on the 41 contributors’ more than 540 cumulative years of full-time work experience in various capacities at two-year and four-year institutions of higher education. Faculty and administrators will undoubtedly find this book complete with fresh strategies to reverse problematic engagement trends among various college student populations.

Improving Student Retention in Higher Education The Role of Teaching and Learning Glenda Crosling, Monash University, Australia, Liz Thomas, Edge Hill University, Widening Participation Reserach Centre, UK and Margaret Heagney Improving Student Retention in Higher Education provides a practical, curriculum-based response to the current situation in higher education, where participating students emanate from a range of backgrounds; international and lower socioeconomic backgrounds, mature aged students, students with disabilities as well as those for whom higher education is the first family experience. Underpinned by research indicating that students are more likely to continue with higher education if they are engaged in their studies and have developed networks and relationships with their fellow students, this book presents best practice examples of innovative and inclusive curriculum, from a range of countries. 2007: 234x156: 208pp eBook: 978-0-203-93545-3 Hb: 978-0-415-39920-3: £75.00 Pb: 978-0-415-39921-0: £24.99

September 2008: 7 x 10: 352pp eBook: 978-0-203-89412-5 Hb: 978-0-415-98850-6: £70.00 Pb: 978-0-415-98851-3: £21.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 4 1 S

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3RD EDITION

Motivation and Learning Strategies for College Success A Self-Management Approach Myron H. Dembo and Helena Seli both at University of Southern California, USA If you haven’t used Motivation and Learning Strategies for College Success in your study skills course, it’s time for a change! This popular text combines theory, research, and applications to teach college students how to become more self-directed learners. Study skills are treated as a serious academic course. Students learn about human motivation and learning as they improve their study skills. The text does not offer ’recipes for success’ or lists of ’quick tips’. The focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-management studies whereby they are taught a process for improving their academic behaviour. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance) makes it easy for students to understand what they need to do to become more successful in the classroom. 2007: 7 x 10: 360pp eBook: 978-1-4106-1613-5 Pb: 978-0-8058-6229-4: £21.99 Pb: Instructors’ Manual: 978-0-8058-6230-0 (Free Upon Adoption) • AVAILABLE AS AN INSPECTION COPY 5$ 9 .U 9 3 S

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Work Smarter, Not Harder With Routledge Study Guides NEW

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Guide to Publishing a ScientiďŹ c Paper

2ND EDITION

Ann M. KĂśrner

Academic Writing

This book provides researchers in every ďŹ eld of the biological, physical and medical sciences with all the information necessary to prepare, submit for publication, and revise a scientiďŹ c paper.

A Handbook for International Students

January 2008: 106pp: Pb: 978-0-415-45266-3: ÂŁ9.99

Studying Creatively A Creativity Toolkit to Get Your Studies Out of a Rut Brian Clegg This innovative book will give you the tools and techniques you need to work a bit of creative magic into every aspect of your studying. Mind stretches and mental workouts will enable you to take effective notes and to absorb and structure information in a way that can easily be recalled. Good ideas are essential for any student who wants to do well. This invaluable guide, suitable for students from ages ďŹ fteen to twenty-one, empowers you with the tools you need to work creatively.

Stephen Bailey Ideal for overseas students studying at English-medium colleges and universities, this practical writing course enables international students to meet the required standard of writing and use an appropriate style for essays, exams and dissertations. Newly revised and updated to include extra exercises and material suggested by teachers and students, Academic Writing explains and demonstrates all the key writing skills and is ideal for use in the classroom or for independent study. 2006: 262pp: Pb: 978-0-415-38420-9: ÂŁ15.99

Critical Reading Making Sense of Research Papers in Life Sciences and Medicine Ben Yudkin

POCKET EDITION

Textbooks are designed to teach, explain and make complex information easily understood and assimilated. Research papers do the reader no such favours. Being able to understand and use primary research is an essential tool in any scientiďŹ c career. This book teaches these valuable skills simply and clearly, saving hours in the long run.

The Basics of Essay Writing

2006: 144pp: Pb: 978-0-415-30322-4: ÂŁ16.99

June 2007: 156pp: Pb: 978-0-415-42815-6: ÂŁ13.99

Nigel Warburton â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122;ll be tackling my next essay with Nigel Warburtonâ&#x20AC;&#x2122;s The Basics of Essay Writing in one hand and a pen in the other.â&#x20AC;&#x2122; â&#x20AC;&#x201C; Higher Education Academy Network, UK Nigel Warburton, bestselling author and experienced lecturer, provides all the guidance and advice you need to dramatically improve your essay-writing skills with a stepby-step exploration of exactly what you should consider to improve your essays and marks.

Just Write An Easy-to-Use Guide to Writing at University Bill Kirton and Kathleen McMillan This is a basic, short and jargon-free guide that helps students make the transition to writing at college or university as simple as possible, providing them with the basic skills they need to write in an effective academic style.

s BUILD AND SUSTAIN AN ARGUMENT

The authors draw on their own work to demystify the academic writing process that many students, in all disciplines, ďŹ nd daunting. By understanding exactly what obstacles students face when approaching writing at university they offer proven advice that is simple, uncomplicated and easily achievable.

s IMPROVE YOUR WRITING STYLE AND TONE

2006: 192pp: Pb: 978-0-415-39678-3: ÂŁ9.99

You will ďŹ nd help on how to: s FOCUS ON ANSWERING THE QUESTION ASKED s RESEARCH AND PLAN YOUR ESSAY

The Basics of Essay Writing is packed full of good advice and practical exercises. Students of all ages and in every subject area will ďŹ nd it an easy-to-use and indispensable aid to their studies. June 2007: 128pp: Pb: 978-0-415-43404-1: ÂŁ8.99

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KEY GUIDES FOR EFFECTIVE TEACHING IN HIGHER EDUCATION SERIES

NEW

Inclusion and Diversity

Working One-to-One with Students

Addressing the Needs of All Students

Supervising, Coaching, Mentoring, and Personal Tutoring

Sue Grace, University of York, UK and Phil Gravestock, University of Gloucestershire, UK Inclusivity and Diversity is structured round the lifecycle and day to day experiences of staff and students as they make contact with each other. With reference to international examples and best practice, it covers a wider range of useful topics under the Inclusivity and Diversity heading so that teachers will have quick access to guidelines on relevant themes: • dyslexia and specific learning difficulties • mental health • gender and sexual orientation • wheelchairs users and mobility difficulties • deaf or hard of hearing students • finance and employment • blind or partially sighted students • students with autistic spectrum disorders • unseen disabilities such as diabetes and epilepsy • ethnicity, culture, class, language and religion. Covering issues commonly encountered but rarely discussed including; student drinking, working habits, child-care, short term ill-health and attendance, this book is written for all practitioners in higher education today – particularly those new lecturers meeting their students for the first time – who need to develop a better understanding of the issues involved in teaching a diverse range of students. December 2008: 216x138: 176pp Hb: 978-0-415-43044-9: £70.00 Pb: 978-0-415-43045-6: £15.99 0$ .U 0 4 1 S

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Enhancing Learning through Formative Assessment and Feedback Alastair Irons, Northumbria University, UK This book is based on the argument that detailed and developmental formative feedback is the single most useful thing teachers can do for students. It helps to clarify the expectations of higher education and assist all students to achieve their potential.

Gina Wisker, Kate Exley, and Maria Antoniou, all at University of Brighton, UK and Pauline Ridley with assistance by Charlotte Morris, Nottingham University, UK Working One-to-One with Students is written for Higher Education academics, adjuncts, teaching assistants and research students who are looking for guidance inside and outside the classroom. This book is a jargon-free, practical guide to improving one-to-one teaching, covering a wide range of teaching contexts, including mentoring students and staff, supervising dissertations and how to approach informal meetings outside of lectures. Written in an engaging, accessible style and grounded in experience, this book offers a combination of practical advice backed by relevant learning theory. Featuring a wealth of case studies and useful resources, the book covers areas including: • supporting students • encouraging independent learning • mentoring coaching and personal tutoring • developing peer groups and buddying programs

This book promotes student learning through formative assessment and feedback, which: • enables self-assessment and reflection in learning • encourages teacher-student dialogue • helps clarify what is good performance • provides students with quality information to help improve their learning • encourages motivation and self-confidence in students • aids the teacher in shaping teaching. Underpinned by the relevant theory, the practical advice and examples in this book directly address the issues of how to motivate students to engage in formative assessment effectively and shows teachers how they can provide further useful formative feedback. 2007: 216x138: 158pp eBook: 978-0-203-93433-3 Hb: 978-0-415-39780-3: £65.00 Pb: 978-0-415-39781-0: £15.99

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• dealing with diversity, difficult students and ethical dilemmas • supervising the undergraduate dissertation. Supervising postgraduates in the arts, social sciences and sciences. This book is a short, snappy, practical guide that covers this key element of a lecturer’s work. In the spirit of the series, Key Guides for Effective Teaching in Higher Education, this book covers relevant theory that effectively informs practice. August 2008: 5-1/2 x 8-1/2: 232pp Hb: 978-0-415-36530-7: £70.00 Pb: 978-0-415-36531-4: £17.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 4 1 S

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Assessing Skills and Practice Sally Brown and Ruth Pickford, both at Leeds Metropolitan University, UK ’This volume is an ideal introduction for new or part-time lecturers, and will also be valued by experienced teachers who are new to this area of assessment or who want to improve their current practice.’ – The Journal of the Physical Sciences Centre ’This book will be widely used and valued by new and experienced faculty who will benefit from the wisdom of its authors about assessment and instructional practice.’ – The Journal of the Physical Sciences Centre Assessing Skills and Practice outlines how to ensure fair, consistent and reliable assessment of practical activities. With a particular focus on formative feedback and its role in helping students to understand what is required of them, this guide is packed with advice, examples and case studies covering the key areas, including: • assessing across the arts, humanities and sciences – from labwork and clinical practice to dance

• using feedback • ensuring inclusive and fair assessment.

• assessing oral work This volume is an ideal introduction for new or part-time lecturers and will also be valued by experienced teachers who are new to this area of assessment or who want to improve their current practice. 2006: 216x138: 160pp eBook: 978-0-203-96980-9 Hb: 978-0-415-39400-0: £80.00 Pb: 978-0-415-39399-7: £23.99

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KEY GUIDES FOR EFFECTIVE TEACHING IN HIGHER EDUCATION SERIES

Designing Learning

Developing Your Teaching

Giving a Lecture

From Module Outline to Effective Teaching

Ideas, Insight and Action

From Presenting to Teaching

Christopher Butcher, Leeds University, UK, Clara Davies, Leeds University, UK and Melissa Highton, Leeds University, UK

Peter Kahn, University of Liverpool, UK and Lorraine Walsh, University of Dundee, UK

Reg Dennick, University of Nottingham, UK and Kate Exley, University of Leeds, UK

’This book is a timely addition to the literature of learning and teaching in higher education...I would certainly recommend this book as a core text to new HE staff when joing the programme, as a friendly introduction to a sometimes complex area.’ – ESCalate

Written in an informative and jargon-free style, this book is guided by principles of good practice and covers the relevant theory to deal with the essential aspects of designing a course. Important areas covered include: • alligning learning and teaching strategies • learning levels and outcomes •assessment methods •course management •C&IT •resources. In this concise guide, the authors look to the future in terms of integration of computing and technology in course design and consider the promotion of student learning, the diversity of the student body and the need to create inclusive learning environments. 2006: 216x138: 232pp eBook: 978-0-203-96848-2 Hb: 978-0-415-38031-7: £80.00 Pb: 978-0-415-38030-0: £17.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 6 1 S

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Assessing Students’ Written Work Marking Essays and Reports Catherine Haines

’I commend the authors on the style and quality of writing. Even with twenty plus years in teaching, I found each chapter had something to offer me. The text is friendly, almost conversational in its approach, and should appeal to most readers... This book is highly recommended, accessible and full of sound advice without being patronising. Those new to HE teaching and those with years experince will find something here to help them develop their teaching.’ – Physical Sciences Educational Reviews, The Higher Education Academy

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Small Group Teaching Tutorials, Seminars and Beyond Reg Dennick, University of Nottingham, UK and Kate Exley, University of Leeds, UK ’The book is a mine of information and advice for both the trainee and recently qualified teacher ... The authors have produced a very useful text which has made me want to read more in the series.’ – Physical Science Educational Reviews

For new as well as more experienced lecturers, this motivational book is packed with accessible and practical advice, grounded in learning theory. The authors show how to take a step back, reflect on your current practice and take measures to improve it. A wide range of creative and innovative ideas are explored including: •using feedback from peers and students •turning your understanding into practice •getting involved in support networks •working with mentors

’This text makes an excellent and timely read and can only better inform practice to the benefit of the student body.’ – Physical Sciences Educational Review

2004: 216x138: 192pp eBook: 978-0-203-46508-0 Hb: 978-0-415-30718-5: £70.00 Pb: 978-0-415-30719-2: £18.99 • AVAILABLE AS AN INSPECTION COPY

•using teaching to progress your career.

2004: 216x138: 224pp eBook: 978-0-203-46506-6 Hb: 978-0-415-30716-1: £80.00 Pb: 978-0-415-30717-8: £18.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 6 1 S

2006: 216x138: 184pp eBook: 978-0-203-96938-0 Hb: 978-0-415-37272-5: £75.00 Pb: 978-0-415-37273-2: £18.99 • AVAILABLE AS AN INSPECTION COPY

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Using C&IT to Support Teaching Paul Chin

2004: 216x138: 160pp eBook: 978-0-203-46511-0 Hb: 978-0-415-30720-8: £80.00 Pb: 978-0-415-30721-5: £18.99

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2004: 216x138: 192pp eBook: 978-0-203-46505-9 Hb: 978-0-415-30714-7: £80.00 Pb: 978-0-415-30715-4: £18.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 6 1 S

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EFFECTIVE TEACHING AND LEARNING IN HIGHER EDUCATION SERIES

SEDA SERIES

Effective Learning and Teaching in Modern Languages

Effective Learning and Teaching in Social Policy and Social Work

Edited by Jim Coleman and John Klapper

Edited by Hilary Burgess and Imogen Taylor

Written to meet the needs of teachers, lecturers and tutors, this is the definitive guide to surveying and understanding the key issues, best practices and new developments in teaching modern languages.

2005: 234x156: 256pp eBook: 978-0-203-02378-5 Hb: 978-0-415-34663-4: £85.00 Pb: 978-0-415-34664-1: £29.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 7 1 S

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’The passion and rigour brought by the authors to their task leap off the page and should help to give a discipline-based pedagogy a new lease of life’ – Nick Axford, British Journal of Social Work, January 2006 ’There is something of interest for most social work and social policy academics here.’ – Journal of Higher Education Policy and Management 2004: 234x156: 256pp eBook: 978-0-203-41589-4 Hb: 978-0-415-33495-2: £100.00 Pb: 978-0-415-33496-9: £29.99 • AVAILABLE AS AN INSPECTION COPY

FORTHCOMING

Researching Higher Education An Introduction to Contemporary Methods and Approaches Glynis Cousin, Senior Advisor, Higher Education Academy, UK Across the world universities are transforming their teaching and learning practices to meet the challenges facing Higher Education in the 21st century. Research into teaching and learning in Higher Education has never been a more important issue. As a result, new academics across disciplines are increasingly encouraged to conduct practice-based research. Contemporary approaches to researching university teaching and learning addresses this rising demand and offers a comprehensive yet basic approach for conducting this type of research. A perfect resource for new lecturers, professional developers researchers and graduate students; this book provides useful and effective guidance for conducting teaching and learning research in Higher Education. Filling a clear gap in the ’how to’ research market, this book covers all the essential bases needed to engage in Higher Education practitioner research.

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Effective Learning and Teaching in Computing Sylvia Alexander and Alastair Irons ’This is an excellent guide for both new and experienced teachers in computing.’ – Sanjaya Mishra, BJET, September 2005

February 2009: 6 x 9: 204pp Hb: 978-0-415-99164-3: £75.00 Pb: 978-0-415-99165-0: £22.99

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The Realities of Change in Higher Education Interventions to Promote Learning and Teaching Edited by Lynne Hunt, Edith Cowan University, Australia, Adrian Bromage, Coventry University, UK and Bland Tomkinson, University of Manchester, UK The Realities of Change in Higher Education explores the theory and practice of the everyday reality of change to promote learning and teaching in universities. Drawing on international case studies, it analyses a range of practical strategies to promote change that enhance students’ learning.

2004: 234x156: 224pp eBook: 978-0-203-41603-7 Hb: 978-0-415-33500-3: £90.00 Pb: 978-0-415-33501-0: £27.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 8 1 S

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Effective Learning and Teaching in Engineering Edited by Caroline Baillie and Ivan Moore ’This book would be a good purchase for those interested in expanding their teaching horizons.’ – Chris Davies, Materials World, December 2005

Structured to flow from analysis of policy level change through to small-scale change at curriculum level, experienced practitioners consider key topics including: • national policies and strategies • different leadership styles • the advancement of teaching and learning through research and scholarship • how communities of practice may be effective agents for change in higher education

2004: 234x156: 240pp eBook: 978-0-203-41598-6 Hb: 978-0-415-33488-4: £85.00 Pb: 978-0-415-33489-1: £27.99 • AVAILABLE AS AN INSPECTION COPY

• the relationship between technology and change

To Order

• student assessment as a strategic tool for enhancing teaching and learning.

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For simple and secure online ordering, please visit www.routledge.com/education or use the order form in this catalogue.

With practical advice to enhance the learning experience of increasing numbers of university students, this book will appeal to all practitioners involved in improving learning and teaching outcomes in higher education. 2006: 234x156: 192pp eBook: 978-0-203-96965-6 Hb: 978-0-415-38581-7: £80.00 Pb: 978-0-415-38580-0: £25.99

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SEDA SERIES

Changing Higher Education The Development of Learning and Teaching

Education Development and Leadership in Higher Education

Edited by Paul Ashwin

Implementing an Institutional Strategy

’A book well worth taking the time to read.’ – British Journal of Educational Technology ’The recognition of change and the changing context in higher education makes the work appealing to both new faculty members and more experienced staff and may help to bring about a more effective community of enquiry in terms of learning and teaching in the sector.’ – ESCalate 2005: 234x156: 168pp eBook: 978-0-203-47929-2 Hb: 978-0-415-34128-8: £80.00 Pb: 978-0-415-34129-5: £23.99

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Edited by Kym Fraser ’Reading this book will provide a better understanding of the challenges we face and will offer some useful ideas for starting to bring about cultural change.’ – Alan Hurst, The Skill Journal, November 2005 ’This book provides a lot of pleasant, thoughtprovoking reading.’ – British Journal of Educational Technology Vol 38 No 1 2007 2004: 234x156: 240pp eBook: 978-0-203-46373-4 Hb: 978-0-415-33524-9: £85.00 Pb: 978-0-415-34969-7: £27.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 7 1 S

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Quality Issues in ICT-based Higher Education Edited by Rakesh Bhanot and Stephen Fallows 2005: 234x156: 224pp eBook: 978-0-203-41619-8 Hb: 978-0-415-33520-1: £80.00 Pb: 978-0-415-33521-8: £23.99

Enhancing Staff and Educational Development Edited by David Baume and Peter Kahn

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’This book, containing a rich source of case study experience and sensible, practical advice on the policy and practice implications for staff and educational developers and units, is a useful guide to enhancing practice’ – Kogi Naidoo, Higher Education Review

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Teaching International Students Improving Learning for All Edited by Judith Carroll and Janette Ryan ’This a timely, welcome and effective publication, edited by two of the leading authorities on the subject ... [The] collection of essays provides a valuable source of practical advice backed by theory from 14 different contributors of varying experiences and specialisms.’ – Educational Developments 2005: 234x156: 168pp eBook: 978-0-203-69613-2 Hb: 978-0-415-35065-5: £85.00 Pb: 978-0-415-35066-2: £25.99

2004: 234x156: 224pp eBook: 978-0-203-41622-8 Hb: 978-0-415-33504-1: £85.00 Pb: 978-0-415-33505-8: £27.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 7 1 S

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BOOKS BY JENNIFER A. MOON

NEW

Critical Thinking

2ND EDITION

Achieving Success through Academic Assertiveness

An Exploration of Theory and Practice

Learning Journals

Jennifer A. Moon, University of Bournemouth, UK

A Handbook for Reflective Practice and Professional Development

In this book, Jennifer Moon explores and clarifies critical thinking and provides practical guidance for improving student learning and supporting the teaching process.

Real Life Strategies for Today’s Students Jennifer A. Moon, University of Bournemouth, UK Written for students in Higher Education and adult learners who are looking to improve their study skills, Achieving Success through Academic Assertiveness summarizes the general ways for improving academic development. It offers practical advice and skills for students to supports survival and success in learning situations. Jenny Moon creatively explores the importance of this emerging topic and how assertiveness is linked to the process of learning and overall student development and academic achievement. This book offers a substantial section of resources, practical advice and features. It also includes: •real life scenarios and quotations from students about their experiences •questionnaires about topics in the chapter to raise self awareness •dialogue exercises that encourage best practice techniques and learner reflection •fictional journals threaded throughout the book that creatively engage readers

Key themes covered include: • different views of and approaches to critical thinking with an emphasis on a practical basis that can be translated into use in the classroom •links between learning, thinking and writing •the place of critical thinking alongside other academic activities such as reflective learning and argument •critical thinking and assessment, class environments, staff knowledge and development, writing tasks and oral tasks. Teachers in all disciplines in post-compulsory education will find this approach to defining and improving students’ critical thinking skills invaluable. 2007: 234x156: 248pp eBook: 978-0-203-94488-2 Hb: 978-0-415-41178-3: £75.00 Pb: 978-0-415-41179-0: £22.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 5 1 S

•loads of examples of every-day challenges that students experience •guidance on how to cope and manage difficult learning situations in successful manner •illustrated scenarios that outline the importance of voice quality, posture, speech, self-esteem, ability to listen and confidence. Students and learners at all levels of Higher Education will find Achieving Success through Academic Assertiveness to be an essential resource that offers real, effective strategies for achieving academic success.

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Jennifer A. Moon, University of Bournemouth, UK ’This book is described in the title as a ’handbook’ and that is exactly what is provided. It is not heavily laden with theory on reflection and learning, but there is enough there for those who are new to the topic to find some pointers for follow up. It is invaluable for teachers who wish to find ways of making the journal process come alive for students and I shall certainly be trying out some of her suggested approaches.’ – Barbara Maiden, University of Wolverhampton, UK Fully updated with important new theory and practical material, this second edition of Learning Journals offers guidance on keeping and using journals and gives step-by-step advice on integrating journal writing on taught courses, in training and professional development and in supporting personal development planning (PDP) activities. Key topics covered include: • the nature of learning journals and how we learn from them

A Handbook of Reflective and Experiential Learning

• the broad range of uses of learning journals, including portfolios and personal and professional development

Theory and Practice

• the depth and quality of reflection in learning journals

Jennifer A. Moon, University of Bournemouth, UK

• the assessment of learning journals and reflective writing • the use of narrative and story-telling techniques in journals. With useful exercises and activities that enhance learning journal work in a structured manner, Learning Journals is invaluable reading for teachers and students in higher education, for all professionals, particularly those working in the health services and business and training and for all those who want to learn more about keeping a fulfilling personal journal.

October 2008: 6 x 9: 160pp Hb: 978-0-415-99142-1: £75.00 Pb: 978-0-415-99143-8: £14.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 5 3 1 S

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2006: 234x156: 208pp eBook: 978-0-203-96921-2 Hb: 978-0-415-40376-4: £80.00 Pb: 978-0-415-40375-7: £23.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 6 1 S

2004: 234x156: 264pp eBook: 978-0-203-41615-0 Hb: 978-0-415-33515-7: £90.00 Pb: 978-0-415-33516-4: £26.99

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SPECIAL NEEDS

Dyslexia

3RD EDITION

Surviving and Succeeding at College

Dyslexia at College

Sylvia Moody, Psychologist Specialising in Adult Dyslexia

Elizabeth Ann Du Pre, University of Wales, Bangor, UK, Dorothy Gilroy and T.R. Miles, University of Wales, Bangor, UK

Dyslexia: Surviving and Succeeding at College is a practical and easy-to-read guide for dyslexic and dyspraxic students. Clearly and simply written, in a dyslexia-friendly format, it addresses not just study skills, but also more general aspects of coping with student life. Each chapter includes step-bystep strategies which can be put into practice from the very first day at college. You will learn how to develop effective study skills such as: • reading strategies to improve your accuracy and comprehension skills • how to make your note-taking efficient and useful for essay writing • feeling confident in contributing to seminars • memory strategies for study and everyday life • how to organise your time and plan your work. Sylvia Moody recognises that adapting to student life generally is as important as developing study skills. Guidance is given to assist you in finding your way around campus, building relationships with tutors, managing emotional development and preparing for the world of work. Full of invaluable self-help strategies, this book will empower you to improve your skills in all areas. The book will also be useful to subject tutors who wish to learn about dyslexia, and to dyslexia tutors and co-ordinators who want to give practical advice to their students. 2007: 216x138: 226pp eBook: 978-0-203-96130-8 Hb: 978-0-415-43058-6: £70.00 Pb: 978-0-415-43059-3: £13.99

E-Learning and Disability in Higher Education

This fully updated third edition contains practical and useful advice that will be invaluable for students with dyslexia, their parents and all of those involved in teaching and supporting them in their studies. Including the latest research into dyslexia, changes in legislation and information technology and the real-life experiences of six former Bangor students this book will: • guide students through the process of applying for university, suggesting strategies for general organisation and for particular aspects of study • outline how to get the best personally and academically from higher education • give practical advice on setting up and using support facilities (both human and technological) • be an accessible text for mainstream lecturers and tutors who need to be aware of the implications of the Disability Discrimination Act. New chapters include ’Dyslexia plus’, giving information on dyspraxia, attention disorders, Asperger’s syndrome, and the more controversial ’dyscalculia’. ‘Out of College and into Work’ gives advice for students on the challenges they face after graduation. 2007: 234x156: 352pp eBook: 978-0-203-94479-0 Hb: 978-0-415-40417-4: £75.00 Pb: 978-0-415-40418-1: £23.99 • AVAILABLE AS AN INSPECTION COPY

Accessibility Research and Practice Jane K. Seale, University of Southampton, UK ’Here is a very timely book. The author’s main area is educational innovation, though she has a strong proactive interest in barriers to learning and assistive technology ... but, of course, overcoming students’ disabilities at university would indeed be educational innovation.’ – British Journal of Educational Technology, Vol 38 No 2 2007 Most practitioners know that they should make elearning accessible to students with disabilities, yet it is not always clear exactly how this should be done. E-Learning and Disability in Higher Education evaluates current practice and provision and explores the tools, methods and approaches available for improving accessible practice. Examining the social, educational and political background behind making e-learning accessible in higher and further education, this book considers the role of and provides advice for, the key stakeholders involved in e-learning provision: lecturers, learning technologists, student support services, staff developers and senior managers. Key topics covered include: • the opportunities that e-learning can offer students with disabilities • the impact of accessibility legislation, guidelines and standards on current e-learning practices

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• the reliability and validity of accessibility related evaluation and repair tools • practical guidelines for ’best practice’ in providing accessible e-learning experiences.

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E-Learning and Disability in Higher Education is valuable reading for all practitioners and researchers involved in the design and delivery of accessible elearning in higher, further and distance education.

FORTHCOMING

Supporting Students with Dyslexia in Higher Education A Handbook for Lecturers and Tutors

2006: 234x156: 248pp eBook: 978-0-203-96959-5 Hb: 978-0-415-38309-7: £80.00 Pb: 978-0-415-38310-3: £23.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 6 1 S

Margaret Herrington, University of Nottingham, UK

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This book provides useful and practical advice on how lecturers’ teaching and learning practices can take full account of a students’ dyslexia and shows how they can incorporate an awareness of their needs into course design and delivery. The author, who has over ten years’ experience of working with students with dyslexia in HE, pays particular attention to the variety of academic practice across disciplines and explores how staff in different subject areas can respond effectively to their dyslexic students. Margaret Herrington also explores and explains the issues surrounding topics such as visual skills, thinking and learning styles and writing. This much needed book will be essential reading to any lecturer in HE who wishes to meet their professional legislative obligations, and will be of particular interest to those actually teaching a student with dyslexia. Staff development personnel, disability officers and Student Union staff will find this book invaluable and students themselves with dyslexia will be encouraged and motivated by the timely advice and guidance provided. March 2009: 234x156: 208pp eBook: 978-0-203-42031-7 Hb: 978-0-415-33570-6: £75.00 Pb: 978-0-415-33571-3: £22.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 5 1 S

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SPECIAL NEEDS

KEY ISSUES IN HIGHER EDUCATION SERIES

Towards Inclusive Learning in Higher Education Developing Curricula for Disabled Students Edited by Mike Adams, Disability Rights Commission, Chelmsford, UK and Sally Brown, Leeds Metropolitan University, UK ’This excellent and urgently needed book celebrates existing achievements and challenges impairment-led thinking and outmoded learning and teaching practices, setting out a clear framework for change. The editors state that the initial aim of the book was to ’stimulate discussion’ and leave ’an indelible legacy for the academic community’. They have achieved this admirably. The range and quality of the contributions, and the clarity of the arguments put forward, represent a real challenge to complacency for all those working in higher education.’ – Higher Education Review ’This hugely commendable and generally welledited book of purely British practice consists of an editorial Introduction and fifteen essaystyle chapters, and concludes with a 21-point manifesto for mainstreaming inclusive practice’. – British Journal of Educational Technology This book is written for all lecturers in higher education who may not have previous experience of working with disabled students, but now wish to develop a better understanding of the issues involved. 2006: 234x156: 224pp eBook: 978-0-203-08862-3 Hb: 978-0-415-36528-4: £80.00 Pb: 978-0-415-36529-1: £25.99

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Disabled Students in Higher Education Perspectives on Widening Access and Changing Policy Sheila Riddell, Teresa Tinklin and Alastair Wilson

2005: 234x156: 224pp eBook: 978-0-203-08712-1 Hb: 978-0-415-34078-6: £85.00 Pb: 978-0-415-34079-3: £27.99 • AVAILABLE AS AN INSPECTION COPY 0$ .U 0 7 1 S

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FORTHCOMING

Universities, Ethics and Professions

Defending Higher Education

Edited by John Strain, University of Surrey, UK, Ronald Barnett, Institute of Education, University of London, UK and Peter Jarvis, University of Surrey, UK

The Crisis of Confidence in the Academy

Businesses and other organizations often try to impress their stakeholders with ethics policies. This reflects the increasing emphasis on ethics in public and professional life, evident in the way the UK Council for Industry and Higher Education encourages universities to develop their own ethics policies. Universities, Ethics and Professions helps the reader to understand the impact on universities of an array of ethical demands in recruitment, teaching and research. It also explores the role of the university as a long term contributor to ethical reflection and debate, and shaper of ethical discourse. December 2008: 234x156: 200pp Hb: 978-0-415-99119-3: £85.00

Dennis Hayes, Canterbury Christ Church University, UK This thought-provoking book exposes the real crisis of confidence in higher education, not caused by funding problems or increased student numbers, but by academics unwilling or unable to defend free and autonomous enquiry. Government policies introducing programmes of vocational study and educational requirements are endangering a fundamental cornerstone of academic study - the pursuit of knowledge. The challenge this book presents to all academics is to overcome their crisis of confidence and to renew the integrity of higher education as a centre of knowledge creation. March 2009: 234x156: 192pp Hb: 978-0-415-33497-6: £70.00

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NEW

Towards the Virtuous University

Higher Education and Sustainable Development

The Moral Bases of Academic Practice

Paradox and Possibility

A good university is invariably assumed to be one which is managerially effective in terms of its economic efficiency, and is judged in terms of entrepreneurialism, selfpromotion and competitive innovation. This book argues that in the majority of institutions, these goals are being pursued to the exclusion of academic excellence and public service. It proposes that there is a marked lack of intellectual leadership at senior management level within HE institutions and that academic workers must assume responsibility for the moral purposefulness of their institutions. This will not be a retreat into the old values of an elitist ’ivory tower’, but a rejection of the current deeply stratified university system which prematurely selects students for differentiated institutional streams.

Stephen Gough, and William Scott, both at University of Bath, UK The ‘Key Issues in Higher Education’ series aims to raise both awareness and the standards of debate on the fundamental issues that lie at the very heart of higher education and intends to assist national and international debate. Higher Education and Sustainable Development examines whether it is actually possible to mandate, plan, monitor and evaluate the higher education sector’s route to the production of educated, innovative, independent, self-determining, critical individuals while at the same time achieving a range of wider policy goals on the side. This book examines this question in the context of a particular international policy issue – sustainable development – which is now seen across the globe as a necessary and urgent response to a range of social and environmental issues that threaten the integrity of the biosphere and human well being. The book concludes that the idea of sustainable development holds both opportunities and dangers for universities as they pursue their proper role in a free society.

Jon Nixon, Liverpool Hope University, UK

July 2008: 6 x 9: 176pp eBook: 978-0-203-41597-9 Hb: 978-0-415-33533-1: £70.00

Illustrated by seven in-depth case studies this book considers the complex inter-relationships of a free society and sustainable development in the context of higher education, and aims to makes recommendations for realistic future development. It is essential reading for the international higher education research community, policy-makers, university managers, students and nonGovernmental organizations in the development, environment and social policy sectors. January 2008: 234x156: 208pp eBook: 978-0-203-93842-3 Hb: 978-0-415-41652-8: £75.00

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KEY ISSUES IN HIGHER EDUCATION SERIES

Changing Identities in Higher Education

Grading Student Achievement in Higher Education

The Challenge to Scholarship

Voicing Perspectives

Signals and Shortcomings

Gill Nicholls

Edited by Ronald Barnett, Institute of Education, UK and Roberto Di Napoli, Imperial College, London, UK

Mantz Yorke, Lancaster University, UK

In this timely and innovative book scholars from Europe, the UK, North America and Australia, explore their own sense of identity, reflecting both on their research and scholarly interests, and their work experiences. Taking the form of a debate, Changing Identities in Higher Education helps to widen the contemporary space for debates on the future of higher education itself. The book is split into three parts: • part one presents a set of essays each on a set of identities within higher education (academic, student, administrative/managerial and educational developers). • part two includes responses to Part one from authors speaking from their own professional and scholarly identity perspective • part three illustrates perspectives on the identities of students, provided by students themselves. With its original, dialogic form and varied content, this book is of interest to all those concerned in current debates about the state and nature of higher education today and those interested in questions of identity. It makes especially useful reading for students of higher education, lecturers in training, academics and managers alike. 2007: 234x156: 240pp eBook: 978-0-203-94490-5 Hb: 978-0-415-42605-3: £75.00

2007: 234x156: 256pp eBook: 978-0-203-93941-3 Hb: 978-0-415-39396-6: £80.00

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Citizenship and Higher Education 0$ .U 0 5 1 S

The Academic Citizen The Virtue of Service in University Life Bruce Macfarlane, Thames Valley University, UK With increasing focus on excellence in research and teaching, the service role of the individual academic is often neglected. This book calls for greater recognition of this important aspect of academic life, highlighting the importance of mentoring, committee work and pastoral care in the daily running of universities. Drawing from extensive examples from models around the world, The Academic Citizen points to the benefits of effective communication with colleagues in the faculty, across the university and in corresponding faculties across the world, as well as those in maintaining positive associations with the wider world. 2006: 234x156: 224pp eBook: 978-0-203-00344-2 Hb: 978-0-415-35759-3: £80.00

A lot hangs on the summative grades that students are given. A good degree opens doors which otherwise might remain closed. Yet, as higher education is now a mass rather than an elite system, what is expected of its graduates is different from the expectations of previous generations. Students are expected not only to be able to demonstrate high standards of academic achievement, but also a variety of capabilities that have at different times been given labels such as ‘generic skills’ and ‘transferable skills’. These abilities are difficult to grade for a variety of reasons and some graduates may be losing out because their particular strengths are given insufficient acknowledgement in current summative assessment practices. Using the UK honours degree classifications as a case study, this book appraises the way in which summative assessment in higher education is approached and shows that the foundations of current practices (in the UK and elsewhere) are of questionable robustness. It argues that there is a need to widen the assessment frame if the breadth of valued student achievements is to be recognised adequately.

The Role of Universities in Communities and Society Edited by James Arthur and Karen Bohlin ’This book develops some useful ideas around the notion of citizenship and higher education, which makes a scholarly contribution to the discussion about aims, values and broader purpose of higher education.’ – Claire Tilbury, Senior Lecturer in Social Work, Griffith University, Australia 2005: 234x156: 208pp eBook: 978-0-203-41593-1 Hb: 978-0-415-33487-7: £80.00

Rethinking Learning, Teaching and Research

2005: 234x156 eBook: 978-0-203-41596-2 Hb: 978-0-415-33532-4: £80.00

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Understanding Teaching Excellence in Higher Education Towards a Critical Approach Alan Skelton, University of Sheffield, UK ’Skelton writes with an engaging critical zeal, and his book will certainly help many talented, competent, and hardworking teachers in higher education in UK to understand why, and how, a few members of their profession become mysteriously singled out for recognition and reward as “excellent”, whilst they themselves do not. Here we have a bold and original book that cruelly exposes some of the myth-making mechanisms that politicians and their handservants have clumsily sought to impose upon contemporary HE. Extremely well written and a model of clear organisation.’ – British Journal of Educational Technology Vol 38 No 1 2007 2005: 234x156: 208pp Hb: 978-0-415-33327-6: £80.00 Pb: 978-0-415-33328-3: £25.99

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INNOVATIVE RESEARCH

International Studies in Higher Education Series The central purpose of this series is to see how different national and regional systems of higher education are responding to widely shared pressures for change. The most significant of these are: rapid expansion; reducing public funding; the increasing influence of market and global forces; and the widespread political desire to integrate higher education more closely into the wider needs of society and, more especially, the demands of the economic structure.

FORTHCOMING

Structuring Mass Higher Education The Role of Elite Institutions Edited by David Palfreyman and Ted Tapper, both at New College, University of Oxford, UK Undoubtedly the most important development in higher education in recent years has been the seemingly inexorable expansion of national systems. In a comparatively short time period many countries have moved from an elite to a mass model. Furthermore, expansion has invariably changed the whole experience of higher education for all the interested parties from, presidents, rectors and vice-chancellors to first-term undergraduates. Structuring Mass Higher Education examines the impact of this change upon the existing national structures of higher education. It also defines and highlights what makes an ’elite’ university something which institutions, in order to gain their position as global players, must strive for. With case studies and contributions from a wide range of international authors, the book explores questions such as:

FORTHCOMING

International Perspectives on the Governance of Higher Education

International Organizations and Higher Education Policy

Steering, Policy Processes, and Outcomes

Thinking Globally, Acting Locally?

Jeroen Huisman, University of Bath, UK

Roberta Malee Bassett, University of Southampton, UK and Alma Maldonado, University of Arizona, USA

Essential reading for policy makers, institutional leaders, managers, advisors, and scholars in the field of higher education, International Perspectives on the Governance of Higher Education analyzes how higher education systems of governance have evolved in recent years. An authoritative overview that questions why some systems of governance have persisted while others have experienced patterns of change, and further looks at how governments shape the policy-making process in higher education in an effort to secure particular policy outcomes. Comprehensive in coverage, this volume is comprised of international contributors who explore how the use of disciplinary approaches, particularly political science, public administration, and public policy help us to better understand the steering policy processes and outcomes in higher education. The conceptual and theoretical insights from these disciplines will be used to better understand – both theoretically and practically – developments in governance and their impact upon policy-making.

Higher Education is operating in an increasingly global context, and yet the examination of what drives and moves higher education has remained largely focused on domestic campus leaders, national governments and institutional actors. International Organizations and Higher Education Policy expands the analysis of the global drivers of higher education policy to include a full array of influential organizations such as the World Bank, UNESCO, OECD, WTO and major private foundations that also are very influential at different levels of policy development and implementation around the world. The significance of these organizations is especially pronounced in the developing world, where the expansion of higher education is happening in conjunction with the broadening influence of globalization. This book critically analyses the impact that these organizations have on higher education institutions, examines the strength of these relationships, and exposes both the positive and negative implications.

• analyze the perception of higher education as an economic resource

This edited volume is comprised of International scholars and members of the international organizations that focus on the following issues:

• consider the rising pressures upon the systems of governance and how the systems have evolved in response to those pressures

• how many of these international organizations represent the interests of the developed world and subsequently have an impact on the developing world

• review the political debates generated by the committment of public funding

• how these powerful organizations are driving the global agenda for higher education

• examine on a broad comparative front the different systems of governance in higher education

• how, higher education, as an international industry subject to broad and extending influences

• focus on how the use of disciplinary approaches help to better understand the steering policy processes and outcomes in higher education.

• issues surrounding large foundations that target and drive funding for research agendas regarding international higher education.

April 2009: 6 x 9: 272pp Hb: 978-0-415-98933-6: £70.00

July 2009: 6 x 9: 300pp Hb: 978-0-415-99043-1: £70.00

The edited volume looks to:

• Do higher education institutions retain a national significance, even though the vestiges of an international reputation have long faded? • Has expansion undermined the quality of higher education because governments sought to expand ’on the cheap’? • Is the elite institutional response to mass higher education perceived as a threat to be responded to with purposeful action that sustains their elite status? • Does the emergence of the international league tables pose a challenge to those responsible for governing elite institutions? These are critical issues with which both policymakers and institutional leaders will have to grapple over the next ten years, making Structuring Mass Higher Education a timely, relevant and much needed text. It will appeal to policy makers and practitioners within higher education as well as student and scholars worldwide. January 2009: 234x156: 340pp Hb: 978-0-415-42604-6: £70.00

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INNOVATIVE RESEARCH

NEW

Contesting Neoliberal Education

Education and Neoliberal Globalization

Public Resistance and Collective Advance

International Assistance and StateUniversity Relations

Edited by Dave Hill, University of Northampton, UK

Carlos Alberto Torres, University of California, Los Angeles, USA

Series: Routledge Studies in Education and Neoliberalism

Series: Routledge Research in Education

Series: Studies in Higher Education

Neoliberal education policies have privatised, marketised, decentralized, controlled and surveilled, managed according to the business and control principles of new public managerialism, attacked the rights and conditions of education workers, and resulted in a loss of democracy, critique and equality of access and outcome. This book, written by an impressive international array of scholars and activists, explores the mechanisms and ideologies behind neoliberal education, while evaluating and promoting resistance on a local, national and global level.

This volume by noted critical education scholar Carlos Alberto Torres takes up the question of how structural changes in schooling and the growing impacts of neoliberalism and globalization affect social change, national development, and democratic educational systems throughout the world. The first section of the book offers analytical avenues to understand and criticize the practices and policies of neoliberal states, both domestically and internationally. More than a mere lament of the state of educational policy, however, Torres also documents the critiques and alternatives developed by social movements against neoliberal governments and policies. Ultimately, his work urges readers to engage in the struggle to resist the oppressive forces of neoliberal globalization, and proactively and deliberately act in informed ways to create a better world.

This book explores the goals, efforts and outcomes of international assistance to higher education over the past three decades and investigates how these have impacted changing State-university relations. Focusing on the case study of Indonesia, Bastiaens demonstrates how international aid facilitated and at times actively encouraged changing patterns of stateuniversity relations from state control towards greater institutional autonomy. Through the use of various case studies from throughout the country and critical analysis of the relationships between international donors and domestic reformers, Bastiaens shows how the educational system of Indonesia was able to diversify resources, generate income, and become increasingly autonomous from government.

Chapters examine the activities and impacts of the arguably socialist revolution in Venezuela, the Porto Alegre democratic community experimental model in Brazil, the activities of the Rouge Forum of democratic socialist teachers and educators in the USA, Public Service International, resistance movements against the GATS (General Agreement on Trade in Services), and trade union and social movement and community/parental opposition to neoliberal education policies in Britain and in Latin America. July 2008: 6 x 9: 176pp eBook: 978-0-203-89306-7 Hb: 978-0-415-95777-9: £50.00

Global Neoliberalism and Education and its Consequences Edited by Dave Hill, University of Northampton, UK and Ravi Kumar, Jamia Millia Islamia University, India Series: Routledge Studies in Education and Neoliberalism In this groundbreaking critique of neoliberalism in schooling and education, an international cast of education policy analysts, educational activists and scholars deftly analyze the ideologies underlying the global, national and local neoliberalisation of schooling and education. The thrilling scholarship that makes up Global Neoliberalism and Education and its Consequences exposes the machinations, agenda and impacts of the privatising and ’merchandisation’ of education by the World Bank, the General Agreement on Trade in Services (GATS), biased think tanks, global and national corporations and capital, and the full political spectrum of Neoliberal governments. Including such topics as the increasing polarization of raced and gendered social classes as a consequence of neoliberal policies, the role and shape of markets and education in the era of globalised Capitalism, the effects of the profit motive in higher education, the impact of the Heritage Foundation in the USA, and even a critical evaluation of education in Cuba-readers are sure to find startling insight and provocative argument throughout Global Neoliberalism and Education and its Consequences.

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Political Approaches to Educational Administration and Leadership

NEW Edited by David R. Buckholdt Contrary to popular opinion, college and university faculty often experience a greater amount of stress than professionals in many other occupations. Faculty Stress takes a comprehensive look at faculty stress, its causes, and its consequences. This unique book explores the wide range of factors associated with work-related stress, the sources and perceptions of stress in differing academic environments, and the importance of gender factors in understanding and dealing with work stress in academia. Respected authorities discuss quantitative and qualitative research, case studies, and provide helpful policy recommendations. This revealing book is crucial for current faculty and administrators who want to understand and effectively deal with stress, as well as future faculty who need to know how to better prepare for the rigors of their college and university academic profession. May 2008: 238pp Hb: 978-0-7890-3836-4: £42.00 Pb: 978-0-7890-3837-1: £25.00

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NEW

Higher Education in Southeast Asia Blurring Borders, Changing Balance Anthony Welch, University of Sydney, Australia

Eugenie A. Samier, Simon Fraser University, Canada and Adam G. Stanley, Samuel Robertson Secondary School, Canada This collection explores the political philosophy and theory foundations for educational administration and leadership as they influence our understanding, analysis and practice in the field. The first section, ’Political Philosophy: The Foundations,’ discusses the work of such writers as Machiavelli, Kant and Hegel, Hayek, Habermas, and Bourdieu as their theories apply to the educational context. The second section, ’Political Analysis: The Critique,’ examines various types of political analyses, such as the politics of the policy process, minority politics, civil society, micro-politics, community politics, and cosmopolitan theory. The last section, ’Current Political Controversies: The Practice,’ addresses current topical issues of a political nature, including the serving of the state economic agenda, the democratisation of educational organisations, the neo-conservative agenda, and globalisation. The broad international perspective from which these topics are covered makes this volume an excellent addition to the fields of educational leadership, organizational studies, and educational administration theory. July 2008: 6 x 9: 320pp eBook: 978-0-203-92867-7 Hb: 978-0-415-96207-0: £60.00

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Series: Routledge Research On Public and Social Policy in Asia This is the first book to systematically chart and comparatively assess the trend towards private higher education in Southeast Asia. It includes a substantial analysis of key policy issues, as well as detailed case studies of Indonesia, Malaysia, Thailand, Philippines, and Vietnam. May 2008: 234x156: 240pp Hb: 978-0-415-43501-7: £75.00

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NEW

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NEW

July 2008: 6 x 9: 169pp eBook: 978-0-203-89185-8 Hb: 978-0-415-95774-8: £60.00

August 2008: 128pp ebook: 978-0-203-89073-8 Hb: 978-0-415-99118-6: £65.00

Jo Bastiaens, KHMechelen, Belgium

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INNOVATIVE RESEARCH

NEW

Structure and Agency in the Neoliberal University

The Educated Woman

Edited by Joyce E. Canaan, Birmingham City University, UK and Wesley Shumar, Drexel University, USA

Minds, Bodies, and Women's Higher Education in Britain, Germany, and Spain, 1865-1914 Katharina Rowold, London Metropolitan University, UK Series: Routledge Research in Gender and Society

This volume considers how current transitions in postsecondary education are impacting Higher Education (HE) institutions and subjects in a number of Northern nations, as well as how these transitions are indicative of the wider shift from the welfare to the market state. The university is now considered a key site for training and wealth generation in the socalled ‘knowledge economy’ that operates in a globalising, high tech world. Further, these transitions are underpinned by neo-liberal economic ideas that assume that the public sector is a drag on the economy unless it is subject to the rules, regulations and assumptions that govern the private sector. This excellent volume - an important contribution to Education as well as Economics and Politics - furthers our understandings of universities as marketable entities as part of the globalized economy.

The Educated Woman is a comparative study of the ideas on female nature that informed debates on women’s higher education in the late nineteenth and early twentieth centuries in three western European countries. Exploring the multi-layered roles of science and medicine in constructions of sexual difference in these debates, the book also pays attention to the variety of ways in which contemporary feminists negotiated and reconstituted conceptions of the female mind and its relationship to the body. While recognising similarities, Rowold shows how in each country the higher education debates and the underlying conceptions of women’s nature were shaped by distinct historical contexts.

April 2008: 6 x 9: 300pp eBook: 978-0-203-92768-7 Hb: 978-0-415-95672-7: £60.00

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October 2008: 288pp Hb: 978-0-415-20587-0: £55.00

Student Migration Russell King, University of Sussex, Brighton, UK and Allan M. Findlay, University of Dundee, UK Series: Routledge Research in Population and Migration Until now, the international migration of students has been an inexplicably neglected topic of geographical study. This groundbreaking text is the first book-length study on the foreign mobility of UK-based students. This key book engages in a multi-method research approach, blending a range of techniques to explore the dynamics of student migration empirically, to contribute to the theorization of student mobility, and to answer relevant policy questions. Topical and timely, the relevance of King and Findlay’s work to today’s society is evident given the growing interest in intercultural education, cosmopolitanism, youth cultures and new forms of international mobility. April 2009: 234x156: 256pp Hb: 978-0-415-37826-0: £65.00

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This book focuses on dilemmas inherent in the practice of assessment in the contemporary context. New forms of assessment are being introduced in all sectors of education and training, and the culture of assessment is shifting. The authors in this volume discuss the practice of assessment, reporting empirical research on modes of assessment within a variety of educational contexts, while also addressing conceptual and theoretical aspects of assessment. Though most publications on assessment do not go beyond one sector or phase of education and only consider assessment in one national context, this volume is cross-sectoral and international in scope. This groundbreaking book illustrates the conceptual and practical dilemmas of assessment and raises issues that are relevant and applicable across a variety of modes of assessment and across various contexts where assessment takes place. 2007: 6 x 9: 312pp eBook: 978-0-203-94218-5 Hb: 978-0-415-95584-3: £60.00

NEW Edited by Ronald Barnett, Institute of Education, University of London, UK and Nicholas Maxwell, Institute of Education, University of London, UK This provocative and challenging book questions how people think about what universities should seek to do and how they should respond to the grave problems of our age. It addresses issues such as: • What is wisdom? • Ought universities to seek, promote and teach wisdom and what would this involve? • Does it mean we need a revolution in the aims and methods of academic inquiry? • What implications would the pursuit of wisdom have for science, for social inquiry and the humanities, for education? • Is it reasonable to ask of universities that they take up the task of helping humanity learn how to create a wiser world? • Is there a religious dimension to wisdom? • What can non-academics do to encourage universities to take wisdom seriously? • Would the pursuit of wisdom be possible given that universities are increasingly subjected to commercial pressures? With contributions from leading experts in various fields Wisdom in the University is essential reading for all those interested in the future of universities and philosophy of education. This book was previously published as a special issue of London Review of Education. May 2008: 246x174: 128pp Hb: 978-0-415-44934-2: £60.00

Edited by Anton Havnes, Oslo University College, Norway and Liz McDowell, Northumbria University, UK

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Wisdom in the University FORTHCOMING

Balancing Dilemmas in Assessment and Learning in Contemporary Education Series: Routledge Research in Education

Series: Routledge Research in Education

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International Perspectives on Teaching Excellence in Higher Education Improving Knowledge and Practice Edited by Alan Skelton, University of Sheffield, UK ’This book makes a very valuable contribution to extending people’s understanding of the concept of teaching excellence in higher education. I warmly recommend it to anyone who is in the least bit interested in thinking seriously about this important topic.’ – Professor Roger Murphy Director, Institute for Research into Learning and Teaching, University of Nottingham. ’What, if anything, does ’teaching excellence’ mean? Alan Skelton challenges common sense notions of excellence, but rejects the view that we should simply ignore it and hope it will go away. Instead he opens up a much needed and more sustained critique. The book draws upon research from a wide range of contributors who really care about the ways in which the changing context of higher education is shaping our understanding of teaching and learning.’ – Professor Stephen Rowland, Centre for the Advancement of Learning and Teaching, UCL There has been an explosion of interest in teaching excellence in higher education. Once labelled the ‘poor relation’ of the research/teaching divide, teaching is now firmly on the policy agenda; pressure on institutions to improve the quality of teaching has never been greater and significant funding seeks to promote teaching excellence in higher education institutions. This book constitutes the first serious scrutiny of how and why it should be achieved. 2007: 234x156: 296pp eBook: 978-0-203-93937-6 Hb: 978-0-415-40362-7: £80.00

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INNOVATIVE RESEARCH

Knowledge and Innovation

Policy Discourses, Gender, and Education

NEW

A Comparative Study of the USA, the UK and Japan Helen Brown, University of Wolverhampton, UK

Constructing Women’s Status

The Contribution of Oxford

This book presents case studies from the US, the UK and Japan. Packed full of vignettes from cases studies and subscribing to a socio-cultural approach rather than the often tacit assumption that knowledge and ‘technology transfer’ is a logistical problem, this excellent volume illuminates the often misunderstood process of knowledge transfer.

Elizabeth J. Allan, University of Maine, USA

2007: 234x156: 224pp Hb: 978-0-415-41663-4: £65.00

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Learning and Living 1790-1960 A Study in the History of the English Adult Education Movement J.F.C. Harrison Originally published in 1961, the book charts the dynamics of successive phases of the adult education movement and shows the social origin and development of the ideas and attitudes of those involved with it. 2007: 234x156: 448pp Hb: 978-0-415-43237-5: £90.00

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Merit Aid and the Politics of Education Erik C. Ness, University of Pittsburgh, USA Series: Studies in Higher Education While a substantial number of studies have evaluated the effects of merit aid programs, there is a surprising lack of any systematic consideration of how states determine eligibility criteria for these scholarships. The selectivity of merit aid eligibility criteria can be as important as whether or not such programs are adopted. If, for example, merit aid programs have broad, easily-attained initial eligibility criteria, then a large proportion of high school graduates, including low-income and underrepresented students, will gain eligibility. On the other hand, if the criteria are more rigorous, then a smaller proportion of students, likely those already planning to attend and with the means to afford college, will be eligible. Thus, this innovative book – the first to deepen the descriptive and conceptual understanding of the process by which states determine merit aid scholarship criteria – is crucial to understanding merit aid’s success and failures at fulfilling the promise of education. 2007: 6 x 9: 206pp eBook: 978-0-203-93368-8 Hb: 978-0-415-96100-4: £60.00

Series: Routledge Research in Education Despite over thirty years of activism and legislation to eliminate discrimination, parity has yet to be achieved for women in academe. This book describes policy discourse analysis as a framework for considering how those involved in policy-making efforts may make use of discourses that inadvertently undermine the intended effect of the policies they set forth. Allan illustrates the methods of policy discourse analysis by describing their use in a study of twenty-one women’s commission reports. In so doing, she highlights the important work of university women’s commissions while uncovering policy silences and making visible the powerful discourses framing gender equity policy initiatives in higher education. Her finding’s reveals how dominant discourses of femininity, access, professionalism, race, and sexuality contribute to constructing women’s status in complex and at times, contradictory ways. This important volume will interest researchers across a number of disciplines including policy studies, educational leadership, higher education and cultural studies of education. 2007: 6 x 9: 240pp eBook: 978-0-203-93961-1 Hb: 978-0-415-38168-0: £65.00

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The Politics of Structural Education Reform Keith A. Nitta, University of Arkansas, USA Series: Routledge Research in Education This book examines recent restructuring episodes in both the US and Japanese educational systems and reveals a similar politics of structural education reform that is driven by symbolic action and bureaucratic turf wars, which has ultimately hindered educational improvement in both countries. 2007: 6 x 9: 250pp eBook: 978-0-203-92974-2 Hb: 978-0-415-96250-6: £60.00

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The University and Public Education Edited by Harry Judge, Brasenose College, University of Oxford, UK This book examines an important aspect of the relationship between higher education and the public - especially secondary - system of schooling in Britain. Higher education has influenced secondary schools in a number of ways, and not least in the development of school examinations. The contributors to this book – each of them experts in their fields analyse the contributions made by some university luminaries, most of them still household names. These personalities have contributed in a variety of ways such as: • becoming Ministers of Education • contributing powerfully to successive reform movements • using their status as members of that mysterious class called ’the great and the good’ to mould public policy and to chair prestigious commissions • choosing to centre their own research and scholarship on matters related to schooling. Using Oxford University as its chosen case study, this book places these studies in the wider context of the role of Oxford in public and political life, and in an international context. It examines critically the overall contribution of one university to the formulation of national policies, questions the extent to which that contribution has been unique and beneficent, and offers explanations of the contemporary decline in that influence. This book was previously published as a special issue of the Oxford Review of Education. December 2007: 234x156: 256pp Hb: 978-0-415-41364-0: £80.00 Pb: 978-0-415-46413-0: £20.00 0$ .U 0 6 1 S

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Undergraduates in a Second Language Challenges and Complexities of Academic Literacy Development Ilona Leki, University of Tennessee at Knoxville, USA This is the first book-length study of bilingual, international, and immigrant students in English writing courses that attempts to fully embed their writing experiences within the broader frame of their personal histories, the human context of their development, and the disciplinary contexts of their majors.

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INNOVATIVE RESEARCH

Faith and Secularisation in Religious Colleges and Universities

Overcoming Barriers to Student Understanding

Democratizing Higher Education Policy

James Arthur, Canterbury Christ Church University College, UK

Threshold Concepts and Troublesome Knowledge

Constraints of Reform in Post-Apartheid South Africa

Jan Meyer, University of Durham, UK and Ray Land, University of Strathclyde, UK

M.T. Sehoole

This book is a detailed study of higher education institutions affiliated to particular religions. It considers the debates surrounding academic freedom, institutional governance, educational policy, mission and identity together with institutions’ relations with the state and their wider communities. A wide range of institutions are examined, including: Christian, Islamic and Jewish universities in the US, Europe and the Middle East. Essentially, this volume questions whether such institutions can be both religious and a ‘university’ and also considers the appropriate role of religious faith within colleges and universities. 2006: 234x156: 192pp eBook: 978-0-203-00744-0 Hb: 978-0-415-35940-5: £80.00

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Higher Education and National Development

It has long been a matter of concern to teachers in higher education why certain students ‘get stuck’ at particular points in the curriculum whilst others grasp concepts with comparative ease. What accounts for this variation in student performance and, more importantly, how can teachers change their teaching and courses to help students overcome such barriers? This book examines the difficulties of student learning and offers advice on how to overcome them through course design, assessment practice and teaching methods. It also provides innovative case material from a wide range of institutions and disciplines, including the social sciences, the humanities, the sciences and economics. 2006: 234x156: 240pp eBook: 978-0-203-96627-3 Hb: 978-0-415-37430-9: £80.00

Dominant Beliefs and Alternative Voices Discourse, Belief, and Gender in American Study Joan Elias Gore Series: RoutledgeFalmer Studies in Higher Education 2005: 6 x 9: 278pp Hb: 978-0-415-97457-8: £50.00

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The Changing Landscape of the Academic Profession

2006: 6 x 9: 234pp Hb: 978-0-415-97699-2: £55.00

Edited by David Bridges, University of East Anglia, UK, Palmira Juceviciene and Roberta Jucevicius, both at Kauna University of Technology, Lithuania, Terence H. Mclaughlin, Institute of Education, UK and Jolanta Stankeviciute, St Edmund’s College, Cambridge, UK

Issues and Trends in Offshore Higher Education Grant McBurnie, Office of International Development, Australia and Christopher Ziguras, RMIT University, Australia While the international mobility of students is a well-established feature of higher education, the international mobility of institutions and courses on a large scale is a more novel phenomenon. Transnational education is at the leading-edge of the most fundamental changes taking place in higher education today. • the extent and form of offshore activity

2006: 234x156: 336pp eBook: 978-0-203-39233-1 Hb: 978-0-415-33110-4: £70.00

• how governments are developing forms of regulation to integrate cross-border programs and branch-campuses into their strategic planning for the sector

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Universities and Globalization To Market, To Market Ravinder Kaur Sidhu Series: Sociocultural, Political, and Historical Studies in Education Series 2005: 6 x 9: 400pp eBook: 978-1-4106-1721-7 Hb: 978-0-8058-4965-3: £80.00 Pb: 978-0-8058-4966-0: £32.50

Topics discussed in this new volume include:

International contributors to this wideranging text discuss different aspects of the phenomenon of globalisation in relation to higher education, but also in relation to moves by nation states to devolve government to regional and subregional bodies and the implications this has for educational systems.

• the pedagogical and cultural controversies that have plagued transnational education • the challenges it presents to governments, educators and HE managers

• the new opportunities for students and institutions. Transnational Education presents a global perspective on the development of international online education, partner-supported transnational programs and international branch campuses. It provides a comprehensive and analytical account of the active role some universities are playing on the international stage and offers valuable guidance on future trends in the sector. 2006: 234x156: 192pp eBook: 978-0-203-96835-2 Hb: 978-0-415-37267-1: £80.00

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Vicente M. Lechuga

Transnational Education

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Faculty Culture at For-Profit Colleges and Universities 0$ .U 0 6 1 S

Universities and Societies in Transition

Universities and societies around the world are involved in significant transition. Universities are now invited to expand their central aims and purposes in order to embrace a role in relation to the development of the societies in which they are located. This change of focus has major implications for curricula, modes of teaching and the student body.

Series: RoutledgeFalmer Studies in Higher Education

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REFERENCE

NEW

International Handbook of Higher Education

The Routledge International Handbook of Lifelong Learning

E-Learning and Social Networking Handbook

Edited by Malcolm Tight, Lancaster University, UK

Edited by Peter Jarvis, University of Surrey, UK

Resources for Higher Education

This volume is a detailed and up-to-date reference work pr oviding 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

As lifelong learning grows in popularity, few comprehensive pictures of the phenomenon have emerged. The Routledge International Handbook of Lifelong Learning provides a disciplined and complete overview of lifelong learning internationally.

Robin Mason, The Open University, UK and Frank Rennie, The University of Highlands and Islands Millennium Institute, UK

Structured around an eightfold thematic categorization the volume covers:

• policies

Student engagement with digital learning resources and online social networking are strong forces in education today. How can these resources best be utilized by educators and course designers in higher education? This book aims to provide the reader with enough background information to appreciate the value of social networking, especially for distributed education. Through highlighting the most relevant, interesting, and challenging aspects of e-Learning the book provides practical advice for using social networking tools in course design. This volume covers the following issues of course design using social networking:

• social movements

• key issues of social networking as an educational technique

•Teaching and learning

• issues in lifelong learning

• designing for a distributed environment

•Course design

• geographical dimensions.

•The student experience

This authoritative volume, essential reading for academics in the field of Lifelong Learning, examines the complexities of the subject within a systematic global framework and places it in its socio-historic context.

• strengths and weaknesses of delivering content in various formats: text, audio and video

cutting edge areas. International contributions include chapters from 'Big Name' authors, rising stars and more junior academics, incorporating an appropriate mix of sex, ethnicity, age, experience and national location, showing the best of cutting edge research. Each section includes an introduction by the volume editors to set the scene and provide an overview of key themes and differences between territories.

•Quality •System policy •Institutional management •Academic work

The theoretical structure puts the learner at the centre and the book emanates from there, pointing to the social context beyond the learner. Up-to-the-minute syntheses from many of the leading international experts in the field give vital snapshots of this rapidly evolving subject from wide-ranging perspectives including: • learning throughout Life • sites of Lifelong Learning • modes of Learning

August 2008: 246x174: 480pp Hb: 978-0-415-41904-8: £110.00

•Knowledge

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This structure is derived from an extensive empirical analysis of contemporary published research focusing on higher education. The analysis focused on the themes or issues considered, the methods or methodologies applied, the use of theory, and the characteristics of the authors.

• constraints on course design • implementation, evaluation, induction and training. Illustrated by short descriptive case studies, it also highlights contact addresses, websites, and further reading to help readers find resources and enhance their design. This practical guide will help all those involved in the design and delivery of online learning in higher education make the best choices when preparing courses for distributed learning. June 2008: 6 x 9: 208pp eBook: 978-0-203-92776-2 Hb: 978-0-415-42606-0: £75.00 Pb: 978-0-415-42607-7: £22.99

Considering the relevant methodology and theory as well as practice and policy, the International Handbook of Higher education is a detailed and upto-date reference work providing a comprehensive and critical account of the state of play in higher education internationally. December 2008: 246x174 Hb: 978-0-415-43264-1:£110.00

• Specific media: blogging, wikis, podcasting, webcasting

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REFERENCE

NEW

2ND EDITION

3RD EDITION

2ND EDITION

Handbook of Distance Education

Handbook of Research on Educational Communications and Technology

Handbook of College Reading and Study Strategy Research Edited by Rona F. Flippo, University of Massachusetts Boston, USA and David C. Caverly, Texas State University-San Marcos, USA This Handbook is the most comprehensive and up-todate source available for college reading and study strategy practitioners and administrators. In response to changing demographics, politics, policy, issues, and concerns in the field of college reading and study strategies since publication of the first edition in 2000, this new edition has been substantially revised and updated to reflect the newest research in the field, including six new chapters and a more user-friendly structure to make it easier for researchers, program administrators, college instructors, and graduate students to find the information that they need. In this thorough and systematic examination of theory, research, and practice, college reading teachers will find information to make better instructional decisions, administrators will find justification for programmatic implementations, and professors will find in one book both theory and practice to better prepare graduate students to understand the parameters and issues of this field. The Handbook is an essential resource for professionals, researchers, and students as they continue to study, research, learn, and share more about college reading and study strategy issues and instruction. June 2008: 246 x 174: 493pp eBook: 978-0-203-89494-1 Hb: 978-0-8058-6000-9: £135.00 Pb: 978-0-8058-6001-6: £60.00

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Edited by Michael Grahame Moore, Pennsylvania State University, USA The second edition of this award-winning book continues the mission of its predecessor, to provide a comprehensive compendium of research in all aspects of distance education, arguably the most significant development in education over the past quarter century. While the book deals with education that uses technology, the focus is on teaching and learning and how its management can be facilitated through technology. Key features include: • comprehensive coverage includes all aspects of distance education including design, instruction, management, policy, and a section on different audiences • chapter structure: chapter authors frame their topic in terms of empirical research (past and present) and discuss the nature of current practice in terms of that research. Future research needs are discussed in relation to both confirmed practice and recent changes in the field • theoretical foundation: section one provides a unique review of the theories that support distance education pedagogy

Edited by J. Michael Spector, Florida State University, Tallahassee, USA, M. David Merrill, Utah State University, USA, Jeroen van Merrienboer, Open University of Netherlands and Marcy P. Driscoll, Florida State University, USA Series: AECT Series Sponsored by the Association of Educational Communication and Technology (AECT), the third edition of this groundbreaking Handbook continues the mission of its predecessors: to provide upto-date summaries and syntheses of recent research pertinent to the educational uses of information and communication technologies. In addition to updating, this new edition has been expanded from forty-one to fiftysix chapters organized into the following six sections: foundations, strategies, technologies, models, design and development, and methodological issues. In response to feedback from users of the second edition, the following changes have been built into this edition.

• global perspective: section six provides a unique review of distance education as a component of a global culture

• more comprehensive – topical coverage has been expanded from forty-one to fifty-six chapters and includes many more chapters on technology than in previous editions

• new material: all chapters have been updated and approximately one third are either new or have new authors.

• restructured chapters – this edition features shorter chapters with introductory abstracts, keyword definitions, and extended bibliographies

A sample of new chapters includes:

• more international – more than 20% of the contributing authors and one of the volume editors are non-American

• A History of Scholarship • Trends in Research • Group Development in Online Distance Learning • The Theory of Transactional Distance • Supporting the Disabled Student • Fulfilling the Promise of Learning Objects • Media-Based Learning Styles. This book will be of interest to anyone engaged in distance education at either the K-12 or college level. It is also appropriate for corporate and government trainers and for administrators and policy makers in all these environments.

0$ .U 5 9 1 S

• theoretical focus – provides expanded, cross-disciplinary theoretical coverage • methodological focus – an extended methodological chapter begins with a comprehensive overview of research methods followed by lengthy, separately authored sections devoted to specific methods

• A Theory of Community of Inquiry

2007: 7 x 10: 720pp eBook: 978-1-4106-1764-4 Hb: 978-0-8058-5847-1: £105.00

• research and development focus – another extended chapter with lengthy, separately authored sections covers educational technology research and development in different areas of investigation, e.g., experimental methods to determine the effectiveness of instructional designs, technologybased instructional interventions in research, research on instructional design models, and design-based research methods. This Handbook is intended for graduate students and their professors, instructional designers and researchers in educational communication and technology plus the libraries that serve them. 2007: 8-1/2 x 11: 928pp Hb: 978-0-8058-5849-5: £130.00 Pb: 978-0-415-96338-1: £55.00 5$ 9 .U 9 S

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World Yearbook of Education Series FORTHCOMING

World Yearbook of Education 2009 Childhood Studies and the Impact of Globalization: Global and Local Policies and Practices Edited by Marilyn Fleer, Monash University, Australia, Mariane Hedegaard, University of Copenhagen, Denmark, Jonathan Tudge, University of North Carolina, Greensboro, USA and Alan Prout, University of Warwick, UK The World Yearbook of Education 2009 volume: Childhood Studies and the Impact of Globalization examines the concept of ’childhood’ and ’childhood development and learning’ from educational, sociological and psychological perspectives. This contributed volume seeks to explicitly provide a series of windows into the construction of childhood around the world, as a means to conceptualizing and more sharply defining the emerging field of global and local childhood studies. At the global level there has been an increasing discontent with how children have been reified and measured. Prevailing Eurocentric and North-American notions of ’childhood’? and ’development’? across the North-South boundaries show vast differences in how ’childhood’ is constructed and how ’development’ is theorized. The World Yearbook of Education 2009 volume provides comprehensive research from Asia-Pacific, the Americas, the African region and European communities and is presented with a special focus on education. It will examine childhood from birth to twelve years of age, across institutional contexts and within both poor majority and rich minority countries. Cultural-historical theory has been used as the framework for investigating and providing insights into how childhood is theorized, politicized, enacted and lived across these communities. A range of theoretical orientations informs this book including cultural-historical theory, ecological theory and cross-cultural research. The World Yearbook of Education 2009 volume is organized into thress sections: • Section 1: Examines the global construction of childhood development and learning • Section 2: Discusses the local conditions and global imperatives that arise from a broadly based analysis of the studies presented within this section • Section 3: Draws upon cultural-historical theory and ecological theory and brings together the themes explored throughout the preceding 2 sections. The World Yearbook of Education 2009 volume seeks to make visible the cultural-historical construction of childhood and development across the north-south regions and scrutinizes the policy imperatives that have maintained the global colonization of families. January 2009: 6 x 9: 304pp Hb: 978-0-415-99411-8: £80.00

NEW

World Yearbook of Education 2007

World Yearbook of Education 2008

Educating the Global Workforce: Knowledge, Knowledge Work and Knowledge Workers

Geographies of Knowledge, Geometries of Power: Framing the Future of Higher Education Edited by Debbie Epstein, Cardiff University, UK, Rebecca Boden, University of Wales, Cardiff, UK Rosemary Deem, Fazal Rizvi, University of Illinois, USA and Susan Wright, Denmark University, Denmark This volume examines higher education in globalized conditions through a focus on the spatial, historic and economic relations of power in which it is embedded. Distinct geometries of power are emerging as the knowledge production capability of universities is increasingly globalized. Changes in the organization and practices of higher education tend to travel from the ’West to the rest’. Thus, distinctive geographies of knowledge are being produced, intersected by geometries of power and raising questions about the recognition, production, control and usage of university-produced knowledge in different regions of the world. What flows of power and influence can be traced in the shifting geographies of higher education? How do national systems locate themselves in global arenas, and what consequences does such positioning have for local practices and relations of higher education? How do universities and university workers respond to the increasing commodification of knowledge? How do consumers of knowledge assess the quality of the ’goods’ on offer in a global marketplace? The 2008 volume of the World yearbook addresses these questions, highlighting four key areas: • Producing and Reproducing the University - How is the university adapting to the pressures of globalization? • Supplying Knowledge - What structural and cultural changes are demanded from the university in its new role as a free market supplier of knowledge? • Demanding Knowledge - Marketing and Consumption - How can consumers best assess the quality of education on a global scale? • Transnational Academic Flows - What trends are evident in the flow of students, knowledge and capital, with what consequences? The 2008 volume is interdisciplinary in its approach, drawing on scholarship from accounting, finance and human geography as well as from the field of education. Transnational influences examined include UNESCO and OECD, GATS and the effects of digital technologies. Contrasting contexts include Central and Eastern Europe, Finland, China and India and England.

Edited by Lesley Farrell, Monash University, Australia and Tara Fenwick, University of Alberta, Canada The 2007 edition of this respected international volume considers the challenges facing work related education arising from the rapid expansion of the global economy and the impact of this on labour markets and individual workers. Including perspectives from the US, UK, Canada, Australia, Africa, Eastern Europe, Central Asia, South America, India and South Africa, the 2007 volume is split into four clear sections covering key topics, such as: • the current global context when all work, even local, is influenced by global economic activity • work related education must prepare workers for the global economy and specific contexts, where governments attract global companies by promoting education and literate workforces • how the responsibility for providing workeducation is distributed between schools, vocational education, HE, professional bodies, local and global companies, governments, the private sector and individuals • the pressures on formal education and training institutions to produce graduates with certain kinds of knowledge, skills and personal attributes. 2007: 234x156: 336pp eBook: 978-0-203-96266-4 Hb: 978-0-415-41603-0: £80.00

World Yearbook of Education 2006 Education Research and Policy: Steering the Knowledge-Based Economy Edited by Jenny Ozga, University of Edinburgh, UK, Terri Seddon, Monash University, Australia and Thomas S. Popkewitz, University of Wisconsin, USA The 2006 edition of one of the most respected annual publication in education, focusing on research and its effects on educational policy around the globe. 2006: 234x156: 360pp eBook: 978-0-203-00741-9 Hb: 978-0-415-35934-4: £85.00

With its emphasis on the interrelationship of knowledge and power, and its attention to emergent spatial inequalities, Geographies of Knowledge, Geometries of Power: Framing the Future of Higher Education provides a rich and compelling resource for understanding emergent practices and relations of knowledge production and exchange in global higher education. 2008: 6-1/8 x 9-1/4: 352pp eBook: 978-0-203-93234-6 Hb: 978-0-415-96378-7: £80.00

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World Yearbook of Education 1965-2008 January 2008: 234x156 Hb: 978-0-415-99170-4: £2,323.00

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For further information on the World Yearbook of Education Series please visit: www.routledgeeducation.com/WYE

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REFERENCE

NEW

58TH EDITION

The Routledge International Encyclopedia of Education

2 VOLUME SET

Edited by Gary McCulloch, and David Crook, both at Institute of Education, University of London, UK

Europa Publications

The Europa World of Learning 2008 ’The World of Learning should be made available in every library, in every university, in every country.’ – Middle East Business Review (about a previous edition)

"The Routledge International Encyclopedia of Education is a major achievement. The breadth of its coverage is impressive and the writing is crisp and clear. This is a book that deserves a long life." – Michael W. Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin - Madison, USA

Profiling some 30,000 academic institutions and over 200,000 staff and officials, this highly esteemed work covers the whole of the higher education and learning spectrum. Available in both print and online editions, there is no other source that provides such comprehensive, international coverage.

• The only single volume reference work to provide a survey of a wide range of topics relating to education in over 30 years

Now in its fifty-eighth edition, The Europa World of Learning has become established as one of the world’s leading reference works. Meticulously updated to the highest editorial standards, entries are sourced from the organizations themselves to ensure accurate and reliable information.

• Over 200 contributors from around the world

New content for this edition includes:

• Approx 700 pages and 600 entries

• introductory surveys for every country providing a profile of higher education framework

•Covers both the practice and theory of education

• directory section of regulatory and representative bodies for selected countries

• Links historical and contemporary issues

• five new essays in the introductory essay section, of topical interest to the world of higher education.

• Looks at the different sectors and phases of education

Every type of academic institution is covered, including over: • 6,200 universities and colleges • 5,300 learned societies

The Routledge International Encyclopedia of Education is a unique and major resource for the field of education. It is a 650-page comprehensive, single-volume work, arranged alphabetically. The 600 entries include concise definitions of key educational concepts, terms and biographies of key educators, as well as substantial, authoritative essays on major educational topics specially contributed by leading international researchers. The volume includes critical, and sometimes provocative, examinations of historical and contemporary themes, examinations of continuities, changes and emerging issues, and discussions of the educational traditions and features of major countries and continents. The work is fully referenced, includes suggested items for further reading and a full index. The Encyclopedia has a distinguished international advisory board and contributors are drawn from all over the globe, including Australia, Brazil, Canada, China, India, Iran, Israel, Japan, South Africa, the United Kingdom and the United States. It is an invaluable work of reference for educators, students, researchers and policy makers in education and related fields internationally. March 2008: 246x174: 760pp Hb: 978-0-415-27747-1: £125.00

’If a library does not have The World of Learning it does not belong to the world of learning.’ – World Affairs Report ’The best single reference book on international scholarship.’ – The Times Literary Supplement A comprehensive directory and guide to the organizations and institutions throughout the sphere of higher education and learning.

• 6,600 research institutes

• 3,500 libraries and archives

• 3,000 museums and art galleries

• 26,000 publications.

This highly acclaimed resource also includes a separate section detailing more than 500 international organizations concerned with higher education and scholarship, such as UNESCO, the International Association of Universities and ERASMUS. Some other key features: •truly international coverage •separate chapters for every country; from Afghanistan to Zimbabwe •completely revised and updated every year •easy-to-use format, including a 100-page index of institutions for quick reference. •also available online at www.worldoflearning.com (see below) 2007: 279x211: 2952pp Hb: 978-1-85743-436-1: £500.00

0$ .U 5 7 8 S

The Europa World of Learning Online The Europa World of Learning Online offers an unprecedented level of access to global institutions of higher education and learning, and to the people who work within them. Key Features: • fully searchable by country, institution name, type, professonial subject specialization, and many more options • updated four times a year • contains more than 11,000 clickable links to institutional sites • fully networkable to allow multi-user access.

w w w. w o r l d o f l e a r n i n g . c o m

‘I can't imagine why any library would not opt to give its users greater, enhanced access to valuable information via the web-based product. Highly recommended.’ – Reference Reviews

The Europa World of Learning Online provides a unique and invaluable source of global educational contacts. Thousands of librarians, curators, university chancellors, presidents, rectors, professors and deans are included along with informative background data on the institutions concerned.

For free trials, pricing information, or to subscribe please contact: UK & Rest of World Customers: Tel: +44 (0)20 7017 6062 Fax: +44 (0) 20 7107 6699 Email: reference.online@tandf.co.uk www.online.taylorandfrancis.com

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Adult Education and Lifelong Learning

NEW

NEW TEXTBOOK 2nd Edition

Democracy, Lifelong Learning and the Learning Society

Learning to Teach Adults

Volume 3: Lifelong Learning and the Learning Society Series

An Introduction

Peter Jarvis, University of Surrey, UK

Nicholas Corder

June 2008: 272pp Pb: 978-0-415-35545-2: £22.99

November 2007: 176pp Pb: 978-0-415-42363-2: £21.99

Globalization, Lifelong Learning and the Learning Society Volume 2: Lifelong Learning and the Learning Society Series Peter Jarvis, University of Surrey, UK February 2007: 256pp Pb: 978-0-415-35543-8: £23.99

NEW TEXTBOOK

The Concepts and Practices of Lifelong Learning Michael Osborne and Brenda Morgan-Klein, both at the University of Stirling, UK December 2007: 176pp Pb: 978-0-415-42861-3: £19.99

Towards a Comprehensive Theory of Human Learning Volume 1: Lifelong Learning and the Learning Society Series

Adult Biliteracy

Peter Jarvis, University of Surrey, UK

Sociocultural and Programmatic Responses

December 2005: 232pp Pb: 978-0-415-35541-4: £23.99

Klaudia M. Rivera, Long Island University, USA and Ana Huerta-Macías, University of Texas at El Paso, USA September 2007: 248pp Pb: 978-0-8058-5362-9: £21.99

NEW

Improving Learning, Skills and Inclusion The Impact of Policy on Post-Compulsory Education Improving Learning Series Frank Coffield, University of Newcastle Upon Tyne, UK, Ann Hodgson, Institute of Education, University of London, UK, Ken Spours, Institute of Education, University of London, UK, Ian Finlay, Sheila Edward and Richard Steer March 2008: 230pp Pb: 978-0-415-46181-8: £21.99

Adult Education Teachers Designing Critical Literacy Practices Rebecca Rogers, Washington University in St. Louis, USA and Mary Ann Kramer September 2007: 352pp Pb: 978-0-8058-6243-0: £24.99

Reconceptualising Lifelong Learning Feminist Interventions Sue Jackson and Penny Jane Burke, both at the University of London, UK

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Foucault and Lifelong Learning Governing the Subject Andreas Fejes, University of Linkoping, Sweden and Katherine Nicoll, University of Stirling, UK January 2008: 208pp Pb: 978-0-415-42403-5: £22.99

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How We Learn Learning and Non-Learning in School and Beyond Knud Illeris, Danish University of Education, Denmark October 2007: 304pp Pb: 978-0-415-43847-6: £19.99

May 2007: 240pp Pb: 978-0-415-37615-0: £22.99

Social Capital, Lifelong Learning and the Management of Place An International Perspective Michael Osborne, University of Stirling, UK, Kate Sankey, University of Stirling, UK and Bruce Wilson, RMIT University, Melbourne, Australia June 2007: 264pp Pb: 978-0-415-42796-8: £22.99

The Pedagogy of Lifelong Learning Understanding Effective Teaching and Learning in Diverse Contexts Edited by Michael Osborne, University of Stirling, UK, Muir Houston, University of Stirling, UK and Nuala Toman, Glasgow Caledonian University, UK June 2007: 248pp Pb: 978-0-415-42495-0: £23.99

For further information on all our Adult Education and Lifelong Learning titles request a copy of our latest catalogue via email: education@routledge.com

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E-Learning and Educational Technology

The Educational Potential of E-portfolios

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Economics of Distance and Online Learning Theory, Practice and Research William Bramble, University of New Mexico, USA and Santosh Panda, Indira Gandhi National Open University, India March 2008: 312pp Pb: 978-0-415-96389-3: £22.99

Supporting Personal Development and Reflective Learning Connecting with E-learning Series Lorraine Stefani, University of Auckland, New Zealand, Robin Mason, The Open University, UK and Chris Pegler, Institute of Technology, Open University, UK April 2007: 186pp Pb: 978-0-415-41214-8: £17.99

Preparing for Blended E-learning

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A Practical Guide to Problem-based Learning Online

Connecting with E-learning Series

Maggi Savin-Baden

Alison Littlejohn, Glasgow Caledonian University, UK and Chris Pegler, Institute of Technology, Open University, UK

December 2007: 156pp Pb: 978-0-415-43788-2: £22.99

April 2007: 272pp Pb: 978-0-415-40361-0: £22.99

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The e-Revolution and Post-Compulsory Education Using e-Business Models to Deliver Quality Education Jos Boys, London Metropolitan University, UK and Peter Ford, University of Nottingham, UK

Project Managing E-Learning A Handbook for Successful Design, Delivery and Management Maggie McVay Lynch, Portland State University, USA and John Roecker, Project Management Institute, USA May 2007: 192pp Pb: 978-0-415-77220-4: £22.99

December 2007: 160pp Pb: 9.578-0-415-41987-1: £22.99

Design and Development Research Methods, Strategies, and Issues Rita C. Richey and James D. Klein March 2007: 200pp Pb: 978-0-8058-5732-0: £23.50

Reconsidering Open and Distance Learning in the Developing World Meeting Students’ Learning Needs The Open and Flexible Learning Series David Kember, The Chinese University of Hong Kong

Educational Technology A Definition with Commentary Al Januszewski and Michael Molenda September 2007: 384pp Pb: 978-0-8058-5861-7: £21.99

Finding Your Online Voice Stories Told by Experienced Online Educators J. Michael Spector February 2007: 384pp Pb: 978-0-8058-6228-7: £21.99

June 2007: 224pp Pb: 978-0-415-40140-1: £22.99

Rethinking Pedagogy for a Digital Age Designing and Delivering E-Learning Helen Beetham, University of Bristol, UK and Rhona Sharpe, Oxford Brookes University, UK April 2007: 288pp Pb: 978-0-415-40874-5: £22.99

Virtual Learning Environments Using, Choosing and Developing your VLE Martin Weller, The Open University, UK February 2007: 192pp Pb: 978-0-415-41431-9: £24.99

For further information on all our E-Learning and Educational Technology titles request a copy of our latest catalogue via email: education@routledge.com

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