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Welcome to Routledge
Higher Education, Lifelong Learning and Adult Education New Titles and Key Backlist 2011
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contents Effective Teaching and Learning in Higher Education . . . . . . . . . . . . . . . . . . 2 Practical Resources for Higher Education Professionals. . . . . . . . . . . . . . . . . . . . . . 4
Core Concepts in Higher Education . . . . 22 Related Books and Reference. . . . . . . . . 23 Student Affairs. . . . . . . . . . . . . . . . . . . . 25
Academic Writing and Supervision. . . . . . 9
Lifelong Learning – Theories of Learning . . . . . . . . . . . . . 26
Improving Learning Series. . . . . . . . . . . . 11
Lifelong Learning Reference. . . . . . . . . . 29
Higher Education Leadership and Management. . . . . . . . . . . . . . . . . 13
Related Journals. . . . . . . . . . . . . . . . . . . 31
International Studies in Higher Education . . . . . . . . . . . . . . . . . 16 Internationalization and Study Abroad. . . 18 Key Issues in Higher Education. . . . . . . . 19
Routledge Paperbacks Direct and Special Issues as Books. . . . . . . . . . . . . 33 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Order Form. . . . . . . . . . . . Back of Catalog
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ef fective teaching an d learni n g i n h i gher edu cati o n
2
EFFECTIVE TEACHING AND LEARNING IN HIGHER EDUCATION New
The International Handbook of Collaborative Learning
New
Learning to Solve Problems
The Routledge Companion to Education
A Handbook for Designing Problem-Solving Learning Environments
Edited by James Arthur, University of Birmingham, UK and Andrew Peterson, Canterbury Christ Church University, UK The Routledge Companion to Education presents the most comprehensive, up-to-date guide available to the major topics and theories in education. Forty specially commissioned chapters, covering all aspects of education, introduce you to the key thinkers, events, ideas, research and issues that have shaped the field of education. • Part one opens with an exploration of the aims and purposes of education.
Edited by Cindy E. Hmelo-Silver, Angela M. O’Donnell, Clark A. Chinn and Carol Chan
• Part two introduces the key theories and thinkers that have established the history, sociology, philosophy, and psychology of education.
Collaborative learning has become an increasingly important part of education, but the research supporting it is distributed across a wide variety of fields including social, cognitive, developmental, and educational psychology, instructional design, the learning sciences, educational technology, socio-cultural studies, and computer-supported collaborative learning. The goal of this book is to integrate theory and research across these diverse fields of study and, thereby, to forward our understanding of collaborative learning and its instructional applications. The book will be structured into the following 4 sections: 1) Theoretical Foundations 2) Research Methodologies 3) Instructional Approaches and Issues and 4) Technology.
• Part three is devoted to how we organise education and the topics that attract much contemporary interest.
December 2011: 254 x 178: 550pp Hb: 978-0-415-80573-5: £185.00 Pb: 978-0-415-80574-2: £72.00 eBook: 978-0-203-83729-0
• Part four covers the central concepts and theories needed for a comprehensive understanding of learning and knowledge. Each chapter includes a descriptive introduction, an analysis of the key ideas and debates, the latest research and scholarship, exploration of how the issues will develop, key questions for research and carefully selected further reading to signpost you to important resources. July 2011: 246 x 174: 528pp Hb: 978-0-415-58346-6: £125.00 Pb: 978-0-415-58347-3: £25.00
David H. Jonassen, University of Missouri, USA
This book provides a comprehensive, up-to-date look at problem solving research and practice over the last fifteen years. The first chapter describes differences in types of problems, individual differences among problem-solvers, as well as the domain and context within which a problem is being solved. Part one describes six kinds of problems and the methods required to solve them. Part two goes beyond traditional discussions of case design and introduces six different purposes or functions of cases, the building blocks of problem-solving learning environments. It also describes methods for constructing cases to support problem solving. Part three introduces a number of cognitive skills required for studying cases and solving problems. Finally, Part four describes several methods for assessing problem solving.
2010: 229 x 152: 472pp Hb: 978-0-415-87193-8: £95.00 Pb: 978-0-415-87194-5: £43.99 eBook: 978-0-203-84752-7 For more information, visit: www.routledge.com/9780415871945
For more information, visit: www.routledge.com/9780415583473
New Approaches to Problem-based Learning
For more information, visit: www.routledge.com/9780415805742
2nd Edition
Revitalising Your Practice in Higher Education
Teaching for Understanding
New
What it is and how to do it
Terry Barrett, University College Dublin, Ireland and Sarah Moore, University of Limerick, Ireland
Linguistic Minority Students Go to College
By Douglas P. Newton, University of Durham, UK
Preparation, Access, and Persistence Edited by Yasuko Kanno, Temple University, USA and Linda Harklau, University of Georgia, USA Bringing together emerging scholarship on the growing number of college-bound first-generation linguistic minority immigrants in the K-12 pipeline, this ground-breaking volume showcases new research on these students’ preparation for, access to, and persistence in college. Other than studies of their linguistic challenges and writing and academic literacy skills in college, little is known about the broader issues of these students’ access to and success in college. Examining a variety of factors and circumstances that influence the process and outcome, the scope of this book goes beyond students’ language proficiency and its impact on college education, to look at issues such as student race/ ethnicity, gender, SES, and parental education and expectations. It also addresses structural factors in schooling including tracking, segregation of English learners from English-fluent peers, availability and support of institutional personnel, and collegiate student identity and campus climate. October 2011 Hb: 978-0-415-89061-8: £85.00 Pb: 978-0-415-89062-5: £25.99 eBook: 978-0-203-82938-7
Results and league tables dominate education at all levels. It isn’t surprising then that teaching for memorisation and ’teaching to the test’ to ensure high scores may be pursued whatever the cost. Perhaps more often than we like to admit, the cost is a lack of understanding. This book is about how to support understanding in both children and adults. It is for all teachers and lecturers, experienced or otherwise, who want learners to do more than reproduce what they have been told. Four sections cover: • what understanding means in different contexts and understanding as constructing mental relationships. • mental engagement for understanding and what fosters it, a framework for supporting understanding, and understanding failure. • learning behaviours, conceptions of understanding, motivation and self-regulated learning. • evaluating and assessing understanding. Drawing on the very latest research Teaching for Understanding addresses a real problem at all levels of education, and provides a framework of strategies known to support the understanding process. November 2011: 234x156: 216pp Hb: 978-0-415-59919-1: £80.00 Pb: 978-0-415-59920-7: £22.99
Problem-based learning (PBL) is a pedagogical approach that has the capacity to create vibrant and active learning environments in higher education. However, both experienced PBL practitioners and those new to PBL often find themselves looking for guidance on how to engage and energise a PBL curriculum. This book provides that guidance from a range of different, complementary perspectives. Leading practitioners in the field as well as new voices in PBL teaching and learning have collaborated to produce this text. Each chapter provides practical and experienced accounts of issues and ideas for PBL, as well as a strong theoretical and evidence base. Whether you are an experienced PBL practitioner, or new to the processes and principles of PBL, this book will help you to find ways of revitalising and enriching your practice and of enhancing the learning experience in a range of higher education contexts.
2010: 229 x 152: 312pp Hb: 978-0-415-87148-8: £95.00 Pb: 978-0-415-87149-5: £30.99 eBook: 978-0-203-84692-6 For more information, visit: www.routledge.com/9780415871495
For more information, visit: www.routledge.com/9780415599191
For more information, visit: www.routledge.com/9780415890625
Complimentary Exam Copy
e-Inspection New in Paperback Companion Website
effectiv e t eac hi n g an d lea rn i n g i n h i gher ed u cat i o n
New
The Power of Role-based e-Learning Designing and Moderating Online Role Play Sandra Wills, University of Wollongong, Australia, Elyssebeth Leigh, FutureSearch, Australia and Albert Ip, Fablusi P/L, Australia Series: Connecting with E-learning
The Power of Role-Based e-Learning offers helpful, accessible advice on the practice and research needed to design online role play. Drawing on the experiences of world-leading practitioners and citing an array of worldwide examples, it is a readable, non-technical, and comprehensive guide to the design, implementation, and evaluation of this exciting teaching approach.
Issues discussed include: designing effective online role plays; defining games; simulations and role plays; moderating engaging and authentic role-based e-learning activities; assessment and evaluation. This book offers a careful analysis of the strengths and learning opportunities of online role play, and is realistic about possible difficulties. Providing guidance for both newcomers and experienced professionals who are developing their online teaching repertoire, it is an invaluable resource. 2010: 229 x 152: 280pp Hb: 978-0-415-87784-8: £80.00 Pb: 978-0-415-87785-5: £24.99 eBook: 978-0-203-84267-6 For more information, visit: www.routledge.com/9780415877855
A Practical Guide to Engaging Students in Higher Education Nicola Whitton, Manchester Metropolitan University, UK Series: The Open and Flexible Learning Series
Written for higher education teaching and learning professionals, Learning with Digital Games provides an accessible, straightforward introduction to the field of computer game-based learning.
2009: 229 x 152: 232pp Hb: 978-0-415-99774-4: £90.00 Pb: 978-0-415-99775-1: £23.99 eBook: 978-0-203-87298-7
Giving a Lecture From Presenting to Teaching Kate Exley, The University of Leeds, UK and Reg Dennick, University of Nottingham, UK Series: Key Guides for Effective Teaching in Higher Education The second edition of Giving a Lecture builds on the reputation and success of the Key Guides for Effective Teaching in Higher Education series. New lecturers will find it has both essential tools for delivering successful lectures and exciting updates.
2009: 216 x 138: 240pp Hb: 978-0-415-47139-8: £60.00 Pb: 978-0-415-47140-4: £26.99 eBook: 978-0-203-87992-4 For more information, visit: www.routledge.com/9780415471404
Teaching, Learning and Research in Higher Education A Critical Approach Mark Tennant, Sydney University of Technology, Australia, Cathi McMullen, Charles Sturt University, Australia and Dan Kaczynski, Central Michigan University, 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 the book offers advice on how to best position oneself as a worker in contemporary academic life.
For more information, visit: www.routledge.com/9780415997751
2009: 229 x 152: 216pp Hb: 978-0-415-96272-8: £90.00 Pb: 978-0-415-96263-6: £23.99 eBook: 978-0-203-87591-9
3rd Edition
For more information, visit: www.routledge.com/9780415962636
Motivation and Learning Strategies for College Success A Self-Management Approach Myron H. Dembo and Helena Seli, both at University of Southern California, USA 2007: 254 x 178: 360pp Pb: 978-0-8058-6229-4: £29.99 For more information, visit: www.routledge.com/9780805862294
2nd Edition
Learning with Digital Games
Students’ Experiences of e-Learning in Higher Education The Ecology of Sustainable Innovation Robert Ellis and Peter Goodyear both at University of Sydney, Australia Series: The Open and Flexible Learning Series Grounded in relevant international research, Students’ Experiences of e-Learning in Higher Education helps academic instructors and university managers understand how e-learning relates to, and can be integrated with, other student learning experiences, such as learning in lectures, seminars and laboratories, as well as private study. A distinctive feature of the book is that it foregrounds the students’ experience of learning, emphasizing the importance of the ways students interpret the challenges set for them, their conceptions of learning and their approaches to learning.
Generation 1.5 in College Composition Teaching Academic Writing to U.S.-Educated Learners of ESL Edited by Mark Roberge, San Francisco State University, USA, Meryl Siegal, Laney College, California, USA and Linda Harklau, The University of Georgia, USA
Building on the work that has been done over the past decade, this volume provides theoretical frameworks for understanding debates about immigrant students, studies of students’ schooling paths and language and literacy experiences, and pedagogical approaches for working with Generation 1.5 students.
2009: 229 x 152: 232pp Hb: 978-0-415-98935-0: £80.00 Pb: 978-0-415-98936-7: £25.99 eBook: 978-0-203-87297-0 For more information, visit: www.routledge.com/9780415989367
Browse and order online: www.routledge.com/education
2009: 229 x 152: 288pp Hb: 978-0-8058-6442-7: £100.00 Pb: 978-0-8058-6443-4: £31.99 eBook: 978-0-203-88569-7 For more information, visit: www.routledge.com/9780805864434
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pr actical r es ources for hi ghe r ed u cati o n pro fe ss i o nal s
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PRACTICAL RESOURCES FOR HIGHER EDUCATION PROFESSIONALS New
Assessment for Learning in Higher Education A Practical Guide to Developing Learning Communities Liz McDowell, Kay Sambell, and Catherine Montgomery, all at Northumbria University, UK This book is a practical guide to Assessment for Learning (AfL). AfL has become an accepted term in Higher Education in the UK and beyond and features in the learning and teaching strategies of many universities and in the form assessment as a tool for learning or assessment to support learning it is mandated by official bodies such as QAA in the UK. Many staff in HE are uncertain about how to implement AfL especially in times of constrained resources and this vital new guide provides low cost solutions that make best use of this essential new assessment tool. The book provides an important and accessible blend of practical examples of AfL in a variety of subject areas. AfL approaches ask for more than minor adaptations to teaching practice, but the authors present practical, often small-scale and eminently ’do-able’ ideas for approaching the introduction of AfL. The book provides practical, realistic guidance backed up by relevant theory and is written in an accessible, jargon-free style grounded in practical experience and brought to life via a wide range of illustrative examples and case studies, using features such as text boxes, illustrations and a wide variety of activity suggestions. October 2011: 246 x 174: 224pp Hb: 978-0-415-58657-3: £75.00 Pb: 978-0-415-58658-0: £24.99 eBook: 978-0-203-81826-8
New
New
3rd Edition
Developing Inquiry for Learning
E-Moderating The Key to Teaching and Learning Online Gilly Salmon, University of Southern Queensland, Australia
Professor Gilly Salmon has achieved continuity and illumination of the seminal five stage model, together with new research-based developments, in her much-awaited third edition of E-Moderating–the most quoted and successful guide for e-learning practitioners.
E-Moderating-3 offers a richness of applied topics that will directly impact learners and teachers of all kinds. The book is carefully crafted and supported with evidence, examples, and resources for practical guidelines, making it potentially transformational for all practitioners. E-Moderating-3 includes: • Updates of literature, key terms, case studies and projects • Fresh examples of the use of the five stage model around the world, at different levels of education and across disciplines • Guidelines for moderating for podcasting and virtual worlds • Illustrations from the latest All Things in Moderation development programmes (www.atimod.com) The research for this third edition is based on Gilly Salmon’s six years as head of the Beyond Distance Research Alliance and the Media Zoos at the University of Leicester (www.le.ac.uk/mediazoo).
While providing teaching materials and examples of students’ responses, including the use of Blogs, Wikis and Discussion Boards, the book also analyses and theorises on the deeper characteristics of the difficulties being addressed, using several theoretical perspectives. June 2011: 234 x 156: 232pp Hb: 978-0-415-59876-7: £75.00 Pb: 978-0-415-59877-4: £24.99 eBook: 978-0-203-81806-0 For more information, visit: www.routledge.com/9780415598774
June 2011: 229 x 152: 240pp Hb: 978-0-415-88173-9: £90.00 Pb: 978-0-415-88174-6: £24.99 eBook: 978-0-203-81668-4
An All Campus Approach
For more information, visit: www.routledge.com/9780415881746
Being an Academic Joelle Fanghanel, Thames Valley University, UK The role of academics in universities worldwide has undergone unprecedented change over the past decade. In this book Fanghanel discusses the tensions brought about by the neoliberal modes of practice that prevail in the academy as a result of intensifying marketization, increased regulation, work diversification, and wider access to university education. She explores what it means to be an ’academic’ in the twenty-first century with reference to six ‘moments of practice’ through which she analyses the nature of academic work and the responses of academics to this neoliberal agenda. To capture the experience of academics in this context, her approach takes account of the frameworks that govern academic work and academic lives, and of the personal beliefs and ideals academics bring with them as educators and researchers in higher education. Focusing on the interplay between structure and agency, and drawing on empirical research with a global range of academics, this book explores how academics respond to structural challenges. August 2011: 234 x 156: 208pp Hb: 978-0-415-57370-2: £75.00 • Pb: 978-0-415-57371-9: £22.99 • eBook: 978-0-203-81823-7
Complimentary Exam Copy
Participation in higher education is widening and students have increasingly diverse needs. Many bring powerful expectations that learning tends to be a passive process. In the innovative and proven approach developed by the authors, students are guided to perform action research into their learning practices, actions and reflections. Using a rolling programme of cyclical inquiries and whole group ‘conferences’ on improving learning, students write ‘patches’ on learning development which are then shared across the year group online. Each student’s cumulative set of patches, together with their regular reflective writing, provide the basis for assembling a composite final assignment, for assessment. This style of curriculum and assessment organization encourages regular peer feedback and formative assessment, to build personal confidence within students.
New
New
For more information, visit: www.routledge.com/9780415573719
Peter Ovens, University of Cumbria, UK, and Frances Wells, Patricia Wallis, and Cyndy Hawkins, all at Nottingham Trent University, UK
Book Web Site: WWW.E-MODERATING.COM She is now Professor of Learning Futures and Director of the Australian Digital Futures Institute at the University of Southern Queensland.
For more information, visit: www.routledge.com/9780415586580
Reflective and Collaborative ways to Learn how to Learn in Higher Education
Fundraising at Historically Black Colleges and Universities Marybeth Gasman, University of Pennsylvania, USA and Nelson Bowman III, Prairie View A&M University, USA Black colleges are vitally important not only to the education of African Americans, but to other racial minorities and low-income students. They are critical to meeting our nation’s goals for increased degree attainment and being globally competitive, but their stability and future depends upon successful fundraising. In order to meet the challenge of effective fundraising, we need to understand what these institutions are doing today: What kinds of infrastructure already exists? Who is involved in fundraising? Where are resources being allocated? Fundraising at Historically Black Colleges and Universities is a comprehensive, research-based work that brings the best practices and expertise of seminal professionals to the larger Black college environment and beyond. The authors offer data-driven advice drawn from interviews with successful Black college fundraisers and others, such as government and foundations officials and private sector leaders, who work within and on behalf of Black colleges. This book gives practitioners compelling recommendations and a comprehensive approach for taking fundraising away from out-of-date approaches and unproductive areas. December 2011: 229 x 152: 160pp Hb: 978-0-415-89272-8: £90.00 Pb: 978-0-415-89273-5: £20.99 eBook: 978-0-203-81761-2 For more information, visit: www.routledge.com/9780415892735
e-Inspection New in Paperback Companion Website
p ractical resou rces f o r h ig her e d u cat i o n pro f ess i o nal s
New
New
New
Evaluating Teaching and Learning
Essentials of Online Course Design
Improving the Student Experience
A Practical Handbook for Colleges, Universities and the Scholarship of Teaching
A Standards-Based Guide
A Practical Guide for Colleges and Universities
Marjorie Vai, Freelance Consultant and Writer, USA and Kristen Sosulski, New York University, USA
Edited by Michelle Morgan, Kingston University, UK
David Kember, The Chinese University of Hong Kong and Paul Ginns, University of Sydney, Australia This practical guide to conducting evaluation of teaching and learning is wide in scope and range. It caters for diverse methodologies, both quantitative and qualitative and offers practical solutions that allow assessment at a wide range of levels: from classrooms to entire programmes to departments and entire institutions. Packed with proven questionnaires and protocols that have undergone appropriate testing procedures to establish validity, reliability and diagnostic power this vital handbook provides a practical guide for any academic wanting to gain greater understanding of the way to improve the learning and experience of their students. With detail on all aspects of the main evaluation techniques and instruments the authors show how effective evaluation can make use of a variety of approaches: observation, dialogue, qualitative data, questionnaire, mentoring and reflection. Complete with downloadable resources and templates, this guide will help all academics to improve evaluation in higher education settings. November 2011: 246 x 174: 288pp Hb: 978-0-415-59884-2: £80.00 Pb: 978-0-415-59885-9: £29.99 eBook: 978-0-203-81757-5 For more information, visit: www.routledge.com/9780415598859
Essentials of Online Course Design takes a fresh, thoughtfully designed, step-by-step approach to online course development. At its core is a set of standards that are based on best practices in the field of online learning and teaching. Pedagogical, organizational and visual design principles are presented and modelled throughout the book and users will quickly learn from the guide’s hands-on approach. The course design process begins with the elements of a classroom syllabus which, after a series of guided steps, easily evolve into an online course outline.
Written for educators who feel ill-prepared when required to evaluate e-learning initiatives, Evaluting e-learning offers step-by-step guidance for conducting an evaluation plan of e-learning technologies. It builds on and adapts familiar research methodology to offer a robust and accessible approach to effectively evaluate a range of innovative initiatives.
This useful guide offers a multi-level approach that allows readers to follow the level of text that suits their current needs. Practical applications discussed include: • how to develop broad evaluation questions • how to use an evaluation framework • how to determine the sources of data to be used • how to develop an evaluation matrix • how to collect, analyze and interpret the data. July 2011: 229 x 152: 208pp Hb: 978-0-415-88193-7: £80.00 Pb: 978-0-415-88194-4: £22.99 For more information, visit: www.routledge.com/9780415881944
• induction for all new students; • outduction (preparation for life after undergraduate study).
• clean interior design that offers straightforward guidance from page one • clear and jargon-free language • examples, screen shots, and illustrations to clarify and support the text • a Companion Website with examples, adaptable templates, interactive learning features, and online resources
Essentials of Online Course Design serves as a bestpractice model for designing online courses.
• arrival and Orientation; • reorientation and Reinduction (Returners Induction)
Evaluating e-learning
Series: Connecting with E-learning
• pre-arrival;
• a practical approach informed by theory
• a checklist of online course design standards that readers can use to self-evaluate.
Rob Phillips, Murdoch University, Australia, Carmel McNaught, The Chinese University of Hong Kong and Gregor Kennedy, University of Melbourne, Australia
• first Contact and Admissions;
The guide’s key features include:
New Guiding research and practice
Supporting and enhancing the undergraduate student experience across the student lifecycle is a critical activity in higher education today not only to aid retention and progression but in a highly competitive HE market, the quality of the student experience is pivotal to an institution’s ability to attract students. In recent years, research and initiatives have tended to focus on the first year student experience (with subsequent years being neglected) but as this book clearly shows the traditional undergraduate student lifecycle at university is made up of a number academic progression points that occur in a specific order.
January 2011: 254 x 178: 224pp Hb: 978-0-415-87299-7: £80.00 Pb: 978-0-415-87300-0: £21.99 eBook: 978-0-203-83831-0
This book outlines a new student lifecycle framework for practitioners together with working solutions to real problems in the form of exemplar case studies from the UK and internationally. Here the authors shows how practitioners can adapt and customise the forty case studies presented to help them not only improve and enhance the experience of their undergraduate students in their own institution (both full and part-time) but also to support their students’ progression and retention and support their colleagues in engaging in the activity. October 2011: 234 x 156: 256pp Hb: 978-0-415-59878-1: £80.00 Pb: 978-0-415-59879-8: £26.99 eBook: 978-0-203-81751-3 For more information, visit: www.routledge.com/9780415598798
For more information, visit: www.routledge.com/9780415873000
New
Engaging in Social Partnerships A Professional Guide for Successful Collaboration in Higher Education Novella Keith, Temple University, USA This text is written for Higher Education Professionals who are actively engaged in collaborating with communities or organizations. Engaging in Social Partnerships prepares professionals to become reflective practitioners while working in partnerships that cross social divides. An invaluable resource, it helps partners navigate the multiple and conflicting objectives that arise in partnership practices. It further encourages the reader to enact practices that are more equitable and democratic. In order to be successful in these partnerships, professionals must look carefully at how they are influenced by factors such as race, class, gender, age, culture, histories and other differences. Unequal power relations prevailing in such partnerships affect the ability to share information, problem solve and form honest relationships. The author, Novella Keith, breaks down the different approaches to partnership and connects the central principles of her approach through reflection and case studies. These case studies illustrate the conceptual framework for successful partnership practice. This book provides action oriented solutions for meeting partnership goals; develops frameworks and principles against which to assess partnership, process and outcome; provides a new model of democratic engagement for university-community partnerships; presents key concepts that can be applied to a critical analysis of practice. Armed with this book, professionals will be equipped with the knowledge on how to apply successful models of practical democracy in their partnerships. February 2012: 229 x 152: 288pp Hb: 978-0-415-99636-5: £95.00 Pb: 978-0-415-99637-2: £30.99 eBook: 978-0-203-80537-4 For more information, visit: www.routledge.com/9780415996372
Browse and order online: www.routledge.com/education
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New
New
New
International Students Negotiating Higher Education
2nd Edition
Rethinking Widening Participation in Higher Education
Critical Perspectives Edited by Silvia Sovic, Institute of Historical Research, University of London, UK and Margo Blythman, University of the Arts London, UK This insightful book offers a critical stance on contemporary views of international students and challenges the way those involved address the important issues at hand. To do this, the authors focus specifically on giving voice to the student experience. In particular, the authors show how international student experience can be a ready asset from which to glean valuable information, particularly in relation to teaching and learning, academic support and the formal and informal curriculum. In this way, the issues affecting international students can be seen as part of the larger set of difficulties that face all students at university today. Integrating contributions from a academics and student voices from a range of backgrounds issues raised include: • academic writing for international students • the internationalisation of the curriculum
Teaching with Emotional Intelligence A Step-by-Step Guide for Higher and Further Education Professionals Alan Mortiboys, University of Central England, UK
• learn how you relate to your learners • plan the emotional environment
This book:
• listen to your learners effectively
• provides a conceptual framework for understanding the value of network-based decision-making about participation in HE
’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 Taking you step-by-step through the learning process, looking at the relationship from the perspectives of both the teacher and the learner, this book will help you:
• identities: The use of stereotypes and auto-stereotypes • international students’ perceptions of tutors, and
• develop self-awareness as a teacher
• the system in reverse, English speaking learners as ’international students’.
• recognize your prejudices and preferences
December 2011: 234 x 156: 224pp Hb: 978-0-415-61469-6: £75.00 Pb: 978-0-415-61470-2: £23.99 eBook: 978-0-203-81748-3 For more information, visit: www.routledge.com/9780415614702
Edited by Alison Fuller, Sue Heath and Brenda Johnston, all at Southampton University, UK Previous work on widening participation in HE has focussed on why people choose to go to university but this vital new research has focussed on looking at why people choose not to go. Moreover, much of the extant literature concentrates on the participation decisions of teenagers and young adults whereas this book foregrounds adult decision-making across the life-course. The book is also distinctive because it focuses on interview data generated from across the membership of inter-generational networks rather than on individuals in isolation, in order to explore how decision-making about educational participation is a socially embedded, rather than an individualised, process.
Praise for previous edition:
• read and respond to the feelings of individuals and groups
This book will be of interest to education management and administrators, higher education professionals, especially those working or training to teach large numbers of international students, to which it offers a unique opportunity to understand better the students’ point-of-view.
The Role of Social Networks
• improve your nonverbal communication • acknowledge and handle your feelings Containing activities, checklists and points for deeper reflection, the guidance in this book will help you encourage your learners to become more engaged, creative and motivated. June 2011: 234 x 156: 192pp Hb: 978-0-415-57138-8: £80.00 Pb: 978-0-415-57140-1: £23.99 For more information, visit: www.routledge.com/9780415571401
• discusses the policy and practice implications of the network-based approach for widening participation and educational institutions. April 2011: 234 x 156: 192pp Hb: 978-0-415-57563-8: £75.00 Pb: 978-0-415-57564-5: £22.99 eBook: 978-0-203-81705-6 For more information, visit: www.routledge.com/9780415575645
Tools for Dossier Success A Guide for Promotion and Tenure Joy J. Burnham, Lisa M. Hooper, and Vivian H. Wright, all at University of Alabama, USA
New
Learning Theory and Online Technology Linda Harasim, Simon Fraser University, Canada
Learning Theory and Online Technology is a break-through text based on extensive experience, theory, and research. Ideal for learning theory courses in educational technology masters programs and theory courses this book will prepare students to apply learning theory to instructional and pedagogical design and other uses of technology. Framed by a discussion of the historical roots and growth of technology, this text discusses the contributions of the three core learning theories to the field of instructional and pedagogical design – behaviorism, cognitivism, and constructivism. Connecting theory to practice, author Linda Harasim provides a series of case studies expounding on the effective use of new online technologies. This reader-friendly and accessible text, drawing upon an extensive body of research: • provides full discussion of various learning theories, and how they relate to online learning • presents a powerful framework and set of tools based on e-learning research
• includes scenarios, mini case studies, and examples of international projects • reviews key issues related to pedagogy, evaluation, and history of the field • describes the most exciting, satisfying, and effective ways to learn and teach online. This innovative text encourages students to think about new ways of teaching and learning, and provides them with a theory of learning to address today’s realities. Affording students with a framework for using learning theories to establish an understanding of education in the context of rapid technological changes, this book will aid in shaping practice in the midst of this technological revolution.
Tools for Dossier Success demystifies the dossier process from start to finish. Written for faculty members at different points in their academic trajectory, this is a practical, step-by-step guide to planning, creating, and polishing the best possible representation of accumulated evidence and accomplishments in teaching, research, and service. The ’how to’ information offered here is essential for those seeking tenure or promotion from associate professor to professor, senior faculty serving as mentors, and graduate students planning an entrance into academia.
2010: 197 x 127: 152pp Hb: 978-0-415-99891-8: £85.00 Pb: 978-0-415-99892-5: £21.99 eBook: 978-0-203-85433-4 For more information, visit: www.routledge.com/9780415998925
June 2011: 254 x 178: 288pp Hb: 978-0-415-99975-5: £100.00 Pb: 978-0-415-99976-2: £30.99 eBook: 978-0-203-84693-3 For more information, visit: www.routledge.com/9780415999762
Complimentary Exam Copy
e-Inspection New in Paperback Companion Website
p ractical resou rces f o r h ig her e d u cat i o n pro f ess i o nal s
Action Research and Reflective Practice Creative and Visual Methods to Facilitate Reflection and Learning Paul McIntosh, Queen Mary, University of London, UK In Action Research and Reflective Practice, the author argues that reflective practice and action research can become mechanistic in their use unless fresh creative approaches are employed. Exploring the tension between the use of evidencebased practice, based upon solid ‘objective’ research, and reflection, with its ‘subjectivity’ and personal perception, this book argues that reflection is research. The author increases the use and effectiveness of both action research and reflection through the application of new creative and visual approaches.
Action Research and Reflective Practice demonstrates that creative approaches can be utilised effectively in critically reflexive ways, creating a new style of action research that is both innovative and theoretically robust. The resultant approach will improve evidence-based research in education, healthcare and other social sciences to enhance perception and understanding of events, identity and self.
New
New
Developing Cultural Capability in International Higher Education
Online and Social Networking Communities
A Narrative Inquiry
Karen Kear, The Open University, UK
Sheila Trahar, University of Bristol, UK
Series: The Open and Flexible Learning Series
To function in the diverse world of the twenty-first century requires a crucial ability to navigate its international and interconnected environments effectively. Such a skill may be defined as cultural capability and developing it is at the forefront of this book, as it guides readers in considering their own experiences of learning and teaching in culturally varied contexts of higher education.
Using information that builds upon data gained from several years of practice, across a range of countries and institutions the author considers in detail four main themes: • Learning, teaching and assessment as a cultural product of higher education • Personal and professional interactions between staff and students • The political and personal dimensions of the internationalisation of higher education • Methodological and ethical considerations when conducting research across cultures
For more information, visit: www.routledge.com/9780415469029
By writing as a practitioner researcher who has reflected, extensively and critically, on her own practice, the author here gathers together empirical research, case studies and personal reflections, beliefs and assumptions into an innovative account of cultural capability. Through these rich accounts, this book stimulates researchers or practitioners grappling with the cultural complexity of higher education today to reflect on their own practices, proposing some ways to create environments that are more inclusive.
Actor-Network Theory in Education
2010: 234 x 156: 192pp Hb: 978-0-415-57238-5: £75.00 Pb: 978-0-415-57239-2: £22.99 eBook: 978-0-203-83400-8
2010: 216 x 138: 208pp Hb: 978-0-415-46901-2: £85.00 Pb: 978-0-415-46902-9: £23.99 eBook: 978-0-203-86011-3
Tara Fenwick and Richard Edwards, both at University of Stirling, UK
Actor-Network Theory (ANT) has enjoyed wide uptake in the social sciences in the past three decades, and is increasingly attracting the attention of educational researchers.
This book offers an introduction to Actor-Network Theory for educators to consider in three ways. One mode is the introduction of concepts, approaches and debates around Actor-Network Theory as a research approach in education. A second mode showcases educational studies that have employed ANT approaches in classrooms, workplaces and community settings, drawn from the UK, USA, Canada, Europe and Australia. A third mode looks at recent ’after-ANT’ inquiries which open an array of important new approaches. Across these diverse environments and uptakes, the authors trace how learning and practice emerge, show what scales are at play, and demonstrate what this means for educational possibilities. 2010: 234 x 156: 200pp Hb: 978-0-415-49296-6: £80.00 Pb: 978-0-415-49298-0: £24.99 eBook: 978-0-203-84908-8 For more information, visit: www.routledge.com/9780415492980
For more information, visit: www.routledge.com/9780415572392
Mobile Learning Communities Creating New Educational Futures Patrick Alan Danaher, University of Southern Queensland, Australia, Beverley Moriarty and Geoff Danaher, both at Central Queensland University, Australia
Mobile Learning Communities explores the diverse ways in which traveling groups experience learning ’on the run’, bringing together for the first time mobilities and learning communities into a single and comprehensive focus.
A Best Practice Guide for Educators
Online and Social Networking Communities is a professional guide written for educational practitioners and trainers who wish to use online communication tools effectively in their teaching. Focusing on the student experience of learning in online communities, it addresses ‘web 2.0’ and other ‘social software’ tools and considers the role these technologies play in supporting student learning and building learning communities. The guide offers: real-world case studies and quality research; must-have lists of useful resources; guidance on building and supporting online learning communities; discussion of how collaborative learning can be assessed; and coverage of wikis, forums, blogging, instant messaging, Second Life, Twitter, desktop videoconferencing and social networking sites such as Facebook. Online and Social Networking Communities helps educators and trainers develop a critical approach by exploring online learning from both the student’s and educator’s perspective. This practical guide provides the tools to help develop confident and thoughtful online educators, able to create successful and enjoyable learning experiences for their students.
2010: 229 x 152: 232pp Hb: 978-0-415-87246-1: £80.00 Pb: 978-0-415-87247-8: £28.99 eBook: 978-0-203-84273-7 For more information, visit: www.routledge.com/9780415872478
Argumentation in Higher Education Improving Practice Through Theory and Research Richard Andrews, Institute of Education, UK
Argumentation in Higher Education offers professors, lecturers and researchers informative guidance for teaching effective argumentation skills to their undergraduate and graduate students. This professional guide aims to make the complex topic of argumentation open and transparent.
2009: 229 x 152: 248pp Hb: 978-0-415-99500-9: £85.00 Pb: 978-0-415-99501-6: £25.99 eBook: 978-0-203-87271-0 2009: 229 x 152: 224pp Hb: 978-0-415-99158-2: £85.00 Pb: 978-0-415-99159-9: £23.99 eBook: 978-0-203-87940-5 For more information, visit: www.routledge.com/9780415991599
Browse and order online: www.routledge.com/education
For more information, visit: www.routledge.com/9780415995016
7
pr actical r es ources for hi ghe r ed u cati o n pro fe ss i o nal s
8
New
Towards Fairer University Assessment Recognizing the Concerns of Students Nerilee R.A. Flint and Bruce Johnson, both at University of South Australia, Australia
This book is about a long-ignored determinant of student satisfaction, concerning the perception of how fairly students are judged, marked, ranked and rewarded for demonstrating their capabilities at university. In the high stakes competitive field of higher education, students are increasingly positioned as customers whose views on their university experience are considered vitally important. Yet paradoxically, little research has been undertaken to find out more about how students decide whether they have been treated fairly and what they do about it. This book fills a major gap in our understanding of these issues, responding to four key questions: • Why is the assessment of students’ capabilities the core business of universities? • What are the main sources of student frustration with assessment arrangements? • What do students do when they think they have been treated unfairly? • What can be done to promote fair assessment at university? In doing so, this book goes beyond the superficial consideration of university assessment as a ‘necessary requirement’ by unravelling the underlying issues that really count – what is considered fair assessment and what is not. 2010: 234 x 156: 192pp Hb: 978-0-415-57812-7: £75.00 Pb: 978-0-415-57813-4: £24.99 eBook: 978-0-203-83670-5 For more information, visit: www.routledge.com/9780415578134
A Guide to Authentic e-Learning Jan Herrington, Murdoch University, Australia, Thomas C. Reeves, University of Georgia, USA and Ron Oliver, Edith Cowan University, Australia Series: Connecting with E-learning
A Guide to Authentic e-Learning provides the tools to apply authentic e-learning principles across a range of disciplines, with practical guidance on design, development, implementation and evaluation.
2009: 216 x 140: 232pp Hb: 978-0-415-99799-7: £90.00 Pb: 978-0-415-99800-0: £24.99 eBook: 978-0-203-86426-5 For more information, visit: www.routledge.com/9780415998000
Complimentary Exam Copy
Using Educational Research to Inform Practice A Practical Guide to Practitioner Research in Universities and Colleges Lorraine Foreman-Peck, Oxford University, UK and Christopher Winch, Kings College, University of London, UK
This book gives practical guidance on how educational research can inform professional practice. Written in a clear and accessible style, it details the way in which evidence based knowledge can be used to develop teaching and learning, bringing together a range of resources for all levels of reader but specifically designed to aid the progressive practitioner researcher.
The authors draw on their experience of empirical work in education to provide thoroughly up-to-date reference material, including illustrative case studies, practical guidelines and exercises, and definitions of educational and research terms. The case studies and critical literature surveys have been chosen to demonstrate the use (and mis-use) of research evidence in thinking about a range of important topics in further and higher education, such as, learning styles, deep and surface learning, dyslexia in higher education, the assessment of group work, teaching critical thinking, problem based learning, and dissertation marking. Drawing on their philosophical backgrounds, the authors also address the much conceptual confusions which have led to scepticism regarding the wisdom or even the possibility of using research evidence to inform teaching. Using Educational Research to Inform Practice provides the necessary understanding for conducting research, thinking about its value and applying research evidence to practice in universities and colleges and therefore will be essential reading for those resource managers who are responsible for providing courses and support in higher education institutions. 2010: 234 x 156: 160pp Hb: 978-0-415-45009-6: £75.00 Pb: 978-0-415-45010-2: £19.99 eBook: 978-0-203-84761-9 For more information, visit: www.routledge.com/9780415450102
Activity Theory in Practice Promoting Learning Across Boundaries and Agencies Edited by Harry Daniels, University of Bath, UK, Anne Edwards, University of Oxford, UK, Yrjo Engeström, University of Helsinki, Finland, Tony Gallagher, Queens University, Belfast, UK and Sten R. Ludvigsen, Intermedia, University of Oslo, Norway This ground-breaking book brings together cuttingedge researchers who study the transformation of practice through the enhancement and transformation of expertise. This is an important moment for such a contribution because expertise is in transition – moving toward collaboration in inter-organizational fields and continuous shaping of transformations.
Using Story In Higher Education and Professional Development Jennifer A. Moon, University of Bournemouth, UK University of Bournemouth, UK
Story is everywhere in human lives and cultures and it features strongly in the processes of teaching and learning. Story can be called narrative, case study, critical incident, life history, anecdote, scenario, illustration or example, creative writing, storytelling; it is a unit of communication, it is in the products of the media industries, in therapy and in our daily acts of reflecting.
Using Story aims to clarify what we mean by story, to seek out where story occurs in education and life and to explore the processes by which we learn from story. Building on her wealth of experience in the field, Jenny Moon explores the theory of story and demonstrates both its current uses and new ways in which to enrich and enliven teaching, learning and research processes. The book begins by considering the range of what is meant by story, and then considers the theory behind the meanings. In the large final part of the book, Jenny provides a rich patchwork of different uses of story in education that cut across forms of story, story activities, disciplines and applications. 2010: 234 x 156: 208pp Hb: 978-0-415-56468-7: £70.00 Pb: 978-0-415-56469-4: £19.99 eBook: 978-0-203-84771-8 For more information, visit: www.routledge.com/9780415564694
Values in Higher Education Teaching Tony Harland and Neil Pickering, University of Otago, New Zealand Values in Higher Education Teaching explores the way in which teaching, research, learning and higher education are a values enterprise and that an exploration of values is necessary to work out the full purposes of a higher education to guide practices and help academics understand academic work. Values inform thinking and actions and although this is well recognized, values are seldom brought to the forefront of inquiries as practices in higher education are developed. This book argues that by putting values firmly on the agenda of those who teach, work and learn in higher education the academic profession can open up new spaces for value conversations and potentially transform the way in which they practice.
Values in Higher Education Teaching is key reading for university lecturers, those with responsibility for leadership and management of higher education and postgraduates studying for higher degrees in higher education.
2009: 234 x 156: 256pp Hb: 978-0-415-47724-6: £85.00 Pb: 978-0-415-47725-3: £23.99
2010: 234 x 156: 144pp Hb: 978-0-415-58921-5: £75.00 Pb: 978-0-415-58922-2: £24.99 eBook: 978-0-203-84200-3
For more information, visit: www.routledge.com/9780415477253
For more information, visit: www.routledge.com/9780415589222
e-Inspection New in Paperback Companion Website
aca de mi c w r i t i n g an d s upe rv i s i o n
Rethinking Learning for a Digital Age
3rd Edition
How Learners are Shaping their Own Experiences
A Practical Guide
Rhona Sharpe, Oxford Brookes University, UK, Helen Beetham, University of Bristol, UK and Sara de Freitas, University of Coventry, UK
Rethinking Learning for a Digital Age addresses the complex and diverse experiences of learners in a world embedded with digital technologies. The text combines first-hand accounts from learners with extensive research and analysis, including a developmental model for effective e-learning, and a wide range of strategies that digitally-connected learners are using to fit learning into their lives. A companion to Rethinking Pedagogy for a Digital Age (2007), this book focuses on how learners’ experiences of learning are changing and raises important challenges to the educational status quo. Rethinking Learning for a Digital Age: • moves beyond stereotypes of the ’net generation’ to explore the diversity of e-learning experiences today
• analyses learners’ experiences holistically, across the many technologies and learning opportunities they encounter • reveals digital-age learners as creative actors and networkers in their own right, who make strategic choices about their use of digital applications and learning approaches. 2010: 256pp Hb: 978-0-415-87542-4: £100.00 Pb: 978-0-415-87543-1: £28.99 eBook: 978-0-203-85206-4 For more information, visit: www.routledge.com/9780415875431
Teaching Online Susan Ko, University of Maryland University College, USA and Steve Rossen
Teaching Online: A Practical Guide is a practical, concise guide for educators teaching online. This updated edition has been fully revamped and reflects important changes that have occurred since the second edition’s publication. A leader in the online field, this bestselling resource maintains its reader friendly tone and offers exceptional practical advice, new teaching examples, faculty interviews, and an updated resource section.
The Social Academy Lorraine Walsh, University of Dundee, UK and Peter Kahn, University of Liverpool, UK
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.
New
Successful Research Supervision Supervising Students Doing Research Anne Lee
New to this edition: • new chapter on how faculty and instructional designers can work collaboratively • expanded chapter on Open Educational Resources, copyright, and intellectual property • more international relevance, with global examples and interviews with faculty in a wide variety of regions • new interactive Companion Website that invites readers to post questions to the author, offers real-life case studies submitted by users, and includes an updated, online version of the resource section. 2010: 472pp Hb: 978-0-415-99733-1: £100.00 Pb: 978-0-415-99726-3: £29.99 eBook: 978-0-203-85520-1 For more information, visit: www.routledge.com/9780415997263
Researching with Integrity The Ethics of Academic Enquiry
Collaborative Working in Higher Education
ACADEMIC WRITING AND SUPERVISION
Bruce Macfarlane
Illustrated throughout with short narratives detailing ethical issues and dilemmas from interntional academic researchers representing different disciplines, research cultures and national contexts, this books proposes an alternative approach to research which provides all research professionals with the intellectual tools they need to cope with complex research.
2008: 229 x 152: 208pp Hb: 978-0-415-42903-0: £80.00 Pb: 978-0-415-42904-7: £23.99 eBook: 978-0-203-88696-0 For more information, visit: www.routledge.com/9780415429047
2009: 229 x 152: 240pp Hb: 978-0-415-99166-7: £95.00 Pb: 978-0-415-99167-4: £23.99 eBook: 978-0-203-87292-5 For more information, visit: www.routledge.com/9780415991674
Browse and order online: www.routledge.com/education
From identifying and recruiting the best candidates to managing a project through to successful completion, this book guides the reader through a series of exercises to identify their strengths and weaknesses and then provides practical yet theoretically sound advice. The book is full of examples of best practice from outstanding scientists, social scientists and humanities supervisors in both the UK and the USA.
This helpful book will help academics: to expand their own repertoire and mix of actions and responses; to identify the best mix of approaches to fit a particular student; to understand more deeply how their preferred approach to working with research students is influenced by their own values and experiences; to be able to choose the most appropriate combination of approaches for a particular curriculum or project; to have a neutral language for developing others. July 2011: 234 x 156: 208pp Hb: 978-0-415-66352-6: £75.00 Pb: 978-0-415-66353-3: £24.99 eBook: 978-0-203-81684-4 For more information, visit: www.routledge.com/9780415663533
New
Writing Research Critically Developing the Power to Make a Difference Jill Schostak, University of East Anglia, UK and John Schostak, Manchester Metropolitan University, UK Writing Research Critically shows that writing up is not just about ‘presenting findings’ as if the facts would speak for themselves. As the authors show there are certain vital skills that any writer needs to develop the ability to develop critical understanding and a personal academic voice; question assumptions and the status quo; read between the lines when reviewing the literature; strengthen interpretations and construct persuasive arguments; and develop ideas that create possibilities for realistic action. Packed with examples from a range of writing projects, this book provides a practical and refreshing way to approach and present research. Through case studies the authors offer a step-by-step guide from the early stages of planning a writing project, to the polishing processes that make the difference between a merely descriptive account to an argument that intends to be critical and persuasive. November 2011: 234 x 156: 208pp Hb: 978-0-415-59874-3: £75.00 Pb: 978-0-415-59875-0: £22.99 For more information, visit: www.routledge.com/9780415598750
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aca de m ic writing and su pervi s i o n
10
Practitioner Research at Doctoral Level
Academic Writing
Academic Writing for International Students of Business
A Handbook for International Students
Stephen Bailey, University of Nottingham, UK
Stephen Bailey, University of Nottingham, UK
Pat Drake, University of Sussex, UK with Linda Heath, University of Brighton, UK
New 3rd Edition
Most international students need to write essays and reports for exams and coursework. Yet writing good academic English is a demanding task. This new edition of Academic Writing has been fully revised to help students reach this goal. Clearly organised, the course explains the writing process from start to finish. Each stage is demonstrated and practised, from selecting suitable sources, reading, note-making and planning through to re-writing and proofreading. The book is divided into short sections which contain examples, explanations and exercises for use in the classroom or self-study. Cross-references allow easy access to relevant sections, and a full answer key is included. The third edition has been developed in response to suggestions from both students and teachers. Featuring a new website, there is increased coverage of plagiarism, argument, cause and effect, comparison, definitions and academic style. Different forms of writing, including reports and literature reviews, are also covered.
January 2011: 246 x 189: 320pp Hb: 978-0-415-59580-3: £80.00 Pb: 978-0-415-59581-0: £19.99 eBook: 978-0-203-83165-6 For more information, visit: www.routledge.com/9780415595810
Academic Writing for International Students of Business is the first book specially designed to assist overseas students studying Business or Economics courses in English. It is clearly organised and can be used either with a teacher or for self-study. It is divided into four main parts: • the Writing Process, from assessing sources to proof-reading the completed work
• elements of Writing, practising such skills as giving definitions and examples • accuracy in Writing, with 15 units on areas from abbreviations to verb tenses • writing models, which illustrate emails, CVs, reports and longer essays This pattern makes it easy for teachers or students to find the help they need with writing tasks. All the units include extensive practice exercises, and a full answer key is included. All the material has been thoroughly tested and revised. This is an up-to-date course which reflects the interests and issues of contemporary Business studies. Critical reading, avoiding plagiarism and working in groups are dealt with in detail. This practical and easy-to-use guide will help students planning to progress onto a career with international companies or organisations, where proficiency in written English is an important asset. 2010: 246 x 189: 336pp Hb: 978-0-415-56470-0: £75.00 Pb: 978-0-415-56471-7: £24.99 eBook: 978-0-203-84157-0 For more information, visit: www.routledge.com/9780415564717
Publishing Pedagogies for the Doctorate and Beyond
Developing Coherent Research Methodologies
The authors of this innovative book explore in detail the challenges faced by doctoral researchers conducting practitioner research today. They show that the special nature of this research and the conditions in which the professional researcher works raise questions about producing new knowledge at work through research. This affects everything: relationships with practice; ethics; the ways that they are taught and supervised; the genre of the thesis; all place practitioners in situations which may not methodologically align with conventional approaches. In this book, the authors take the opportunity to explore these themes in an holistic and integrated way in order to develop a sense of methodological coherence for the practitioner researcher at doctoral level. In doing so, the authors argue for what is possible, suggesting that universities should critically examine practitioner doctorates to accommodate new forms of knowledge formation. As an invaluable guide through doctoral research, this book will be essential reading for both doctoral researchers and supervisors alike, as well as practitioner researchers working in professional settings more generally and those engaging in policy debates about doctoral research. 2010: 234 x 156: 144pp Hb: 978-0-415-49021-4: £75.00 Pb: 978-0-415-49022-1: £22.99 eBook: 978-0-203-84100-6 For more information, visit: www.routledge.com/9780415490221
Doing Your Undergraduate Social Science Dissertation
Edited by Claire Aitchison, University of Western Sydney, Australia, Barbara Kamler, Deakin University, Melbourne, Australia and Alison Lee, University of Technology Sydney, Australia
Edited by Karen Smith and Malcolm Todd, both at Sheffield Hallam University, UK and Julia Waldman, University of Southampton, UK
Publishing Pedagogies for the Doctorate and Beyond is a timely and informative collection of practical and theorised examples of innovative pedagogies that encourage doctoral student publishing. The authors give detailed accounts of their own pedagogical practices so that others may build on their experiences, including: a program of doctoral degree by publication; mentoring strategies to support student publishing; innovations within existing programs, including embedded publication pedagogies; co-editing a special issue of a scholarly journal with students; ‘publication brokering’, and writing groups and writing retreats. With contributions from global leading experts, this vital new book: • explores broader issues pertaining to journal publication and the impacts on scholarly research and writing practices for students, supervisors and the academic publishing community • takes up particular pedagogical problems and strategies, including curriculum and supervisory responses arising from the ‘push to publish’
• documents explicit experiences and practical strategies that foster writing-for-publication during doctoral candidature. Publishing Pedagogies for the Doctorate and Beyond explores the challenges and rewards of supporting doctoral publishing and provides new ways to increase research publication outputs in a pedagogically sound way. 2010: 234 x 156: 176pp Hb: 978-0-415-48018-5: £80.00 Pb: 978-0-415-48019-2: £20.99 eBook: 978-0-203-86096-0
Using a mixture of useful information, exercises, practical strategies, case study material and further reading, it helps you through the process, giving hints and tips on beginning and managing your research project and working with your supervisors.
2009: 216 x 138: 192pp Hb: 978-0-415-46748-3: £70.00 Pb: 978-0-415-46749-0: £13.99 eBook: 978-0-203-88126-2 For more information, visit: www.routledge.com/9780415467490
For more information, visit: www.routledge.com/9780415480192
Complimentary Exam Copy
e-Inspection New in Paperback Companion Website
i m prov i n g lea rn i n g s e ri e s
Companions for PhD and DPhil Research
Improving Learning Series
Pat Thomson and Melanie Walker both at University of Nottingham, UK
Series editor: Andrew Pollard, Institute of Education, University of London, UK
The Routledge Doctoral Student’s Companion
The Routledge Doctoral Supervisor’s Companion
Getting to Grips with Research in Education and the Social Sciences
Supporting Effective Research in Education and the Social Sciences
Edited by Pat Thomson and Melanie Walker both at University of Nottingham, UK
Edited by Melanie Walker, and Pat Thomson both at University of Nottingham, UK
Series: Companions for PhD and DPhil Research
Series: Companions for PhD and DPhil Research
The Improving Learning series showcases findings from projects within ESRC’s Teaching and Learning Research Programme (TLRP) – the UK’s largest ever coordinated educational research initiative. Each book is explicitly designed to support ’evidence-informed’ decisions in educational practice and policy-making. In particular, they combine rigorous social and educational science with high awareness of the significance of the issues being researched.
In the contemporary world it is clear that the need to study beyond Masters Level is increasing in importance for a wide range of practitioners in diverse professional settings. Students across the world are choosing doctorates not only to become career academics, but to go beyond the academic arena, in order to make a personal and educational, as well as an economic investment, in their workplace careers and their lives. However for many doctoral students, both full-time and part-time, navigating the literature and key issues surrounding doctoral research can often be a challenge.
Accompanying The Routledge Doctoral Student’s Companion this book examines what it means to be a doctoral student in education and the social sciences, providing a guide for those supervising students. Exploring the key role and pedagogical challenges that face supervisors in students’ personal development, the contributors outline the research capabilities which are essential for confidence, quality and success in doctorate level research.
Bringing together contributions from key names in the international education arena, The Routledge Doctoral Student’s Companion is a comprehensive guide to the literature surrounding doctorates, bringing together questions, challenges and solutions normally scattered over a wide range of texts.
While there is no one solution to ideal supervision, this wide-ranging text offers resources that will help supervisors develop their own personal approach to supervision. Ideal for all supervisors whether assisting part-time of full-time students, it is also highly suitable for helping academics to support international students who confront Western doctoral traditions and academic cultures, helping both supervisor and student to understand why things are as they are.
Offering an extensive and rounded guide to undertaking doctoral research in a single volume, this book is essential reading for all full-time and part-time doctoral students in education and related disciplines.
2010: 246 x 174: 300pp Hb: 978-0-415-48413-8: £95.00 Pb: 978-0-415-48414-5: £28.99 eBook: 978-0-203-85176-0
2010: 246 x 174: 440pp Hb: 978-0-415-48411-4: £95.00 Pb: 978-0-415-48412-1: £26.99 eBook: 978-0-203-85224-8
For more information, visit: www.routledge.com/9780415484145
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Routledge Resources for Teaching in Higher Education The one stop shop for your teaching needs! Aimed at supporting the Higher Education teaching professional, this website highlights books that offer essential guidance, tips, and techniques that are sure to enhance your teaching practice. Take a moment to browse our complete list of practical teaching and learning & eLearning resources today!
www.routledge.com/teachinginhighereducation
Browse and order online: www.routledge.com/education
New
Improving Learning through the Lifecourse Learning Lives Gert Biesta, University of Stirling, UK, John Field, University of Stirling, UK, Phil Hodkinson, Flora J. Macleod and Ivor F. Goodson, University of Brighton, UK
Adult learning matters. There is now widespread agreement that modern countries depend on the creativity, skills and knowledge of the entire population for their prosperity.
This book reports on one of the largest research projects into lifelong learning conducted in recent years. Through over 500 in-depth interviews with a cohort of about 120 adults who were followed for three years, the Learning Lives project has built up a detailed understanding of what learning means and does in the lives of adults. The project has generated insights in how learning has changed over time and across generations, what the connections are with the changing world of work, what differences learning makes for life chances, how we can learn from life and for life, and how people’s prospects of learning can be improved. Combining life history and life-course research with analysis of longitudinal survey data, this book provides important insights into the learning biographies and trajectories of adults. The book shows that learning means and does much more in people’s lives than is often acknowledged by current education policy and politics. February 2011: 216 x 138: 160pp Hb: 978-0-415-57372-6: £75.00 Pb: 978-0-415-57373-3: £22.99 eBook: 978-0-203-82864-9 For more information, visit: www.routledge.com/9780415573733
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i mproving learning s e ries
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New
Improving Research through User Engagement Mark Rickinson, University of Oxford, UK, Judy Sebba, University of Sussex, UK and Anne Edwards, University of Oxford, UK
There are increasing calls for social science researchers to work more closely with research users. References to engaging users in and with research are now common in research funding requirements, national research strategies and large-scale research programmes. But what is user engagement, how can it be achieved and what challenges and opportunities does it present for researchers and research users?
The authors of this new book present an authoritative overview of recent theoretical debates, practical developments and empirical evidence on the role of user engagement in contemporary educational and social science research. The book focuses on the relationship between user engagement and research design, and emphasises how user engagement needs to be understood as an interplay between the different kinds of knowledge and expertise held by researchers and users. Drawing on evidence from studies involving different kinds of research users, there is detailed discussion of the dynamics and complexities of working with practitioners, service users and policy-makers. The authors make clear that user engagement has definite implications for the way in which research is designed, managed and commissioned, and the way in which researchers and research users are trained, supported and encouraged to interact. February 2011: 216 x 138: 168pp Hb: 978-0-415-46168-9: £75.00 Pb: 978-0-415-46169-6: £22.99 eBook: 978-0-203-83130-4 For more information, visit: www.routledge.com/9780415461696
Improving Mathematics at Work
Improving What is Learned at University
The Need for Techno-Mathematical Literacies
An Exploration of the Social and Organisational Diversity of University Education
Celia Hoyles, Richard Noss, Phillip Kent, Arthur Bakker, all at London Knowledge Lab, Institute of Education, University of London, UK
Improving Mathematics at Work questions the mathematical knowledge and skills that matter in the twenty-first century world of work, and studies how the use of mathematics in the workplace is evolving in the rapidly-changing context of new technologies and globalisation. Through a series of case studies from the manufacturing and financial service sectors, the authors argue that there has been a radical shift in the type mathematical skills required for work – a shift not yet fully recognised by the formal education system, or by employers and managers. Examining how information technology has changed mathematical requirements, the idea of Technomathematical Literacies (TmL) is introduced to describe the emerging need to be fluent in the language of mathematical inputs and outputs to technologies and to interpret and communicate with these, rather than merely to be procedurally competent with calculations. The authors argue for careful analyses of workplace activities, looking beyond the conventional thinking about numeracy, which still dominates policy arguments about workplace mathematics. With evidence of successful opportunities to learn with TmL that were co-designed and evaluated with employers and employees, this book provides suggestions for the development of TmL through the use of authentic learning activities, and interactive software design. 2010: 216 x 138: 224pp Hb: 978-0-415-48007-9: £85.00 Pb: 978-0-415-48008-6: £25.99 eBook: 978-0-203-85465-5 For more information, visit: www.routledge.com/9780415480086
New
Improving Literacy at Work Alison Wolf, King’s College, London, UK and Karen Evans, Institute of Education, University of London, UK with Katerina Ananiadou, Liam Aspin, Andrew Jenkins, Sue Southwood and Edmund Waite
Modern societies demand high levels of literacy. The written word is pervasive; individuals with poor literacy skills are deeply disadvantaged; and governments are increasingly pre-occupied with the contribution that skills can make to economic growth. While Improving Literacy at Work builds on detailed research from the UK, the issue is a universal one and rising skill requirements mean the conclusions drawn will be of equal interest elsewhere in Europe, USA, Canada, Australia and New Zealand. The research findings have very direct implications and practical relevance for teaching and learning, as this valuable book demonstrates, providing clear advice on how to develop effective provision and how best to support learners at work.
John Brennan, The Open University, UK, Robert Edmunds, The Open University, UK, Muir Houston, University of Stirling, UK, David Jary, Yann Lebeau, University of East Anglia, UK, Michael Osborne, University of Glasgow, UK and John T.E. Richardson, The Open University, UK
As higher education has expanded, it has diversified both in terms of its institutional forms and the characteristics of its students. However, what we do not know is the extent to which it has also diversified in terms of ‘what is learned’. In this book, the authors explore this question through the voices of higher education students, using empirical data from students taking 15 different courses at different universities across three subject areas – bioscience, business studies and sociology. The study concentrates on the students’ experiences, lives, hopes and aspirations while at university through data from interviews and questionnaires, and this is collated and assessed alongside the perspectives of their teachers and official data from the universities they attend. Through this study the authors provide insights into ‘what is really learned at university’ and how much it differs between individual students and the universities they attend. Notions of ‘best’ or ‘top’ universities are challenged throughout, and both diversities and commonalities of being a student are demonstrated. 2010: 216 x 138: 256pp Hb: 978-0-415-48015-4: £80.00 Pb: 978-0-415-48016-1: £23.99 eBook: 978-0-203-86323-7 For more information, visit: www.routledge.com/9780415480161
Improving Learning in Later Life Alexandra Withnall, University of Warwick, UK
Focusing on understanding the varied learning experiences of older people across the life course, this groundbreaking new book analyzes the role and significance of learning in older people’s lives today.
Essential reading for trainers and managers in industry, teachers, researchers and lecturers in adult and further education and stakeholders implementing evidence-based policy, this book maps the fundamental changes taking place in workplace literacy. 2010: 216 x 138: 224pp Hb: 978-0-415-54868-7: £75.00 Pb: 978-0-415-54872-4: £22.99 eBook: 978-0-203-83830-3
2009: 216 x 138: 176pp Hb: 978-0-415-46171-9: £80.00 Pb: 978-0-415-46172-6: £22.99 eBook: 978-0-203-87253-6
For more information, visit: www.routledge.com/9780415548724
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higher education leadership and management
Improving Disabled Students’ Learning
Improving Learning in College
Experiences and Outcomes
Rethinking Literacies Across the Curriculum
Mary Fuller, University of Gloucestershire, UK, Jan Georgeson, University of Chichester, UK, Mick Healey, University of Gloucestershire, UK, Alan Hurst, Katie Kelly, Sheila Riddell, University of Edinburgh, UK, Hazel Roberts, University of Gloucestershire, UK and Elisabet Weedon, University of Edinburgh
Roz Ivanic, Lancaster University, UK, June Smith, University of Stirling, UK, Richard Edwards, University of Stirling, UK, David Barton, Lancaster University, UK, Marilyn Martin-Jones, University of Birmingham, UK, Zoe Fowler, Independent Researcher, Buddug Hughes, University of Wales, Bangor, UK, Greg Mannion, University of Stirling, UK, Kate Miller, University of Stirling and Candice Satchwell, Lancaster University and Blackpool, UK and The Fylde College, UK
This book shows how disabled students experience university life. Crucially, it foregrounds the views of disabled students themselves, giving rise to a complex, contradictory and fascinating picture of university life.
This book explores the reading and writing associated with learning subjects across the college curriculum and considers ways of changing teaching practices to enable students to reach their full potential.
2009: 216 x 138: 224pp Hb: 978-0-415-48048-2: £80.00 Pb: 978-0-415-48049-9: £23.99 For more information, visit: www.routledge.com/9780415480499
Improving Learning by Widening Participation in Higher Education Edited by Miriam David, Institute of Education, University of London, UK, Gareth Parry, Sheffield University, UK, Diane Reay, University of Cambridge, UK, Anna Vignoles, Institute of Education, University of London, UK, Julian Williams, Manchester University, UK, Ann-Marie Bathmaker, University of the West of England, UK, Gill Crozier, Roehampton University, UK, Pauline Davis, University of Manchester, UK, Hubert Ertl, Oxford University, UK, Alison Fuller, University of Southampton, UK, Geoff Hayward, Oxford University, UK, Sue Heath, University of Southampton, UK and Chris Hockings, University of Wolverhampton, UK
This book presents a strong and coherent rationale for improving learning for diverse students from a range of backgrounds within higher education.
2009: 216 x 138: 232pp Hb: 978-0-415-46911-1: £80.00 Pb: 978-0-415-46912-8: £23.99 eBook: 978-0-203-88142-2 For more information, visit: www.routledge.com/9780415469128
Improving Working as Learning Alan Felstead, University of Cardiff, Alison Fuller, University of Southampton, UK, Nick Jewson, Cardiff University, UK and Lorna Unwin, University of London, UK Institute of Education, University of London, UK
Interest in learning at work has captured the attention of many people around the world, often taking centre stage in policy debates. This book is about the everyday learning that goes on in workplaces – ranging from offices, factories and shops to gyms, health centres and universities.
2009: 216 x 138: 248pp Hb: 978-0-415-49645-2: £80.00 Pb: 978-0-415-49646-9: £23.99 eBook: 978-0-203-87795-1
2009: 216 x 138: 288pp Hb: 978-0-415-49541-7: £85.00 Pb: 978-0-415-49542-4: £24.99 eBook: 978-0-203-86797-6
HIGHER EDUCATION LEADERSHIP AND MANAGEMENT New 2nd Edition
Faculty Diversity A Handbook JoAnn Moody, Professional Diversity Consultant, USA Why do we see so little progress in diversifying faculty at America’s colleges, universities, and professional schools? This handbook answers that question and provides steps for hastening faculty diversity. In an easy-to-use format, the second edition of Faculty Diversity offers new insights, strategies, and caveats. Drawing on extensive practice and expertise, Dr. Moody sets forth practical ways to improve recruitment, retention, mentorship, and evaluation, especially of women in predominately male fields and under-represented minorities in all fields. The new edition includes: • Convenient checklists for department chairs, deans, search committees, diversity officers and councils, senior mentors, and faculty developers. • New practice exercises in the form of discussion scenarios. • More instruction on preventing unintended bias and other cognitive shortcuts that contaminates faculty searches and evaluation processes. • New ‘call-out’ boxes that share important points from distinguished leaders in the field of higher education. • An expanded and improved chapter on mentoring early-stage faculty. December 2011: 229 x 152: 258pp Hb: 978-0-415-87845-6: £100.00 Pb: 978-0-415-87846-3: £28.99 eBook: 978-0-203-80539-8 For more information, visit: www.routledge.com/9780415878463
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higher education leadership and management
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New
New
New
Managing the Entrepreneurial University
Business Practices in Higher Education
Legal Issues and Commercial Realities
Quality Assurance and Accreditation in Distance Education
J. Douglas Toma, University of Georgia, USA
Models, policies and research
Mark A. Kretovics, Kent State University, USA
Managing the Entrepreneurial University considers the full range of legal issues relevant to American higher education today. It explores the trends, issues and legal difficulties facing entrepreneurial institutions and provides thoughtful strategies for preventing or mitigating legal challenges. The author explains the fundamental concepts of higher education law in clear, non-technical language, grounding them in contemporary challenges to higher education management.
Edited by Insung Jung, International Christian University, Japan, Colin Latchem, Open Learning Consultant, Australia
Successful administrators develop management approaches that take into account rules and doctrine as defined by courts and legislatures. This book will help administrators develop expertise and recognize legal issues as they emerge, providing the background necessary to pose thoughtful questions to counsel and engage in sophisticated discussions about possible responses to legal problems.
Series: The Open and Flexible Learning Series Drawing on the knowledge and experience of leading practitioners and researchers, this book provides a unique and comprehensive analysis of Quality Assurance (QA) concepts, approaches, models, issues, practices and research in ODL and ICT worldwide. The book is global in scope and covers both the developed and developing world. It considers the theory, research and practice of policy-making and implementation in QA and accreditation, and also the institutional and cultural acceptability of QA as well as the areas regarded as problematic. With the growth of cross-border education, institutions must provide evidence of the quality of their courses, teaching, learning and management systems for national and international accreditation. This exposes them to rigorous external review and requires their conformity with national and international regulatory environments and benchmarks.
March 2011: 254 x 178: 240pp Hb: 978-0-415-87242-3: £100.00 Pb: 978-0-415-87245-4: £27.99 eBook: 978-0-203-83123-6
December 2011: 229 x 152: 240pp Hb: 978-0-415-88734-2: £90.00 Pb: 978-0-415-88735-9: £24.99 eBook: 978-0-203-83449-7
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New
New
Intellectual Leadership in Higher Education
Reconstructing Identities in Higher Education
A Guide for Today’s Administrators Business Practices in Higher Education is a breakthrough guide offering higher education and student affairs professionals an understanding of the fundamental business nature of colleges and universities. The author discusses the practical applications of business concepts and models and how these applications can contribute to the overall efficiency and effectiveness of higher education institutions. Useful examples from a wide range of institutions illustrate these concepts. Business practices pervade the academic, student affairs, and administrative sides of higher education. This book affords readers a greater understanding of the true nature of higher education and an appreciation for how the academy effectively incorporates business practices into everyday work lives. 2010: 229 x 152: 264pp Hb: 978-0-415-87401-4: £80.00 Pb: 978-0-415-87402-1: £28.99 eBook: 978-0-203-83862-4 For more information, visit: www.routledge.com/9780415874021
Creating the Ethical Academy A Systems Approach to Understanding Misconduct and Empowering Change
The Rise of “Third Space” Professionals
Edited by Tricia Bertram Gallant, University of California, San Diego, USA
Bruce Macfarlane, University of Hong Kong, PR China
Celia Whitchurch, University of London
Series: The Higher Education Series
Series: The Higher Education Series
There is growing research and literature about leadership and management in higher education. However, most of the literature available in the field currently focuses on individuals with formally designated middle management or more senior or ‘top’ leadership roles. There has been little consideration of the formal and informal leadership role of full professors. This group of individuals are key to the leadership of universities and they represent a group of individuals at the apex of their discipline or profession with considerable expertise. In this context, the role of professors as ‘intellectual leaders’ is under-theorised and higher education institutions make insufficient use of professors as an internal resource.
The professional workforce in higher education is diversifying. Alongside increased functional specialisation has been the emergence of more project-oriented individuals who are crossing boundaries to create new forms of practice, working in partnership with academic colleagues in multi-functional teams. This has created a ‘twin dynamic’ of both increased specialisation and greater fluidity of professional identity, which institutions and individuals seek to manage in ways that are optimal for them. This book explores the implications of these changes and the complexities that they engender for both institutions and individuals, in relation to, for instance, the management and leadership of teams, career paths and professional development, and new forms of language that transcend traditional understandings of ’professionalism’, ’administration’ and ’management’.
Renewing the role of the university professor
This book provides a theoretical exploration of the meaning of intellectual leadership with particular reference to university professors and other senior academics. This draws on new international research data (online survey and interviews) involving several hundred university professors in Europe, North America, Asia and Africa and provides a practical series of ideas and recommendations for defining the role of a university professor more clearly and leveraging their expertise more effectively for the benefit of institutions. November 2011: 234 x 156: 216pp Hb: 978-0-415-56081-8: £80.00 Pb: 978-0-415-56082-5: £24.99 eBook: 978-0-203-81749-0 For more information, visit: www.routledge.com/9780415560825
Complimentary Exam Copy
Drawing on a study conducted in the United Kingdom, Australia and the United States, the book offers the first comprehensive account of professional staff in higher education not categorised as ‘academic’, but who, through their expertise in areas such as student life, business partnership, and professional practice, make an increasingly significant contribution to institutional futures. December 2011: 234 x 156: 240pp Hb: 978-0-415-56466-3: £80.00 Pb: 978-0-415-61483-2: £24.99 For more information, visit: www.routledge.com/9780415614832
For those who believe in the promise of higher education to shape a better future, this may be a time of unprecedented despair. Stories of students regularly cheating in their classes, admissions officers bending the rules for VIPs, faculty fudging research data, and presidents plagiarizing seem more rampant than ever before.
In this edited volume, higher education experts and scholars tackle the challenge of understanding why ethical misconduct occurs in the academy and how we can address it. The volume editor and contributing authors use a systems framework to analyze ethical challenges in common functional areas (e.g., testing and admissions, teaching and learning, research, and governance), highlighting that misconduct is shaped by both individuals and the contexts in which they work, study, and live. The volume argues compellingly for colleges and universities to make ethics a strategic, institutional priority. 2010: 229 x 152: 240pp Hb: 978-0-415-87468-7: £85.00 Pb: 978-0-415-87469-4: £26.99 eBook: 978-0-203-84048-1 For more information, visit: www.routledge.com/9780415874694
e-Inspection New in Paperback Companion Website
higher education leadership and management
Evaluating the Effectiveness of Academic Development Principles and Practice Edited by Lorraine Stefani, University of Auckland, New Zealand
Evaluating the Effectiveness of Academic Development is a professional guide that shares best practice advice and provides developers with useful frameworks for effective evaluation and monitoring of their work.
Through case studies and up-to-date examples from experts in the field, this collection explores the nuances of evaluative practice and the tensions inherent in claiming a causal link between academic development and organizational transformation. As higher education institutions continue to seek effective ways to determine the impact of academic development on organizational transformation in general and student learning in particular, Evaluating the Effectiveness of Academic Development is sure to be an invaluable resource. 2010: 229 x 152: 256pp Hb: 978-0-415-87206-5: £85.00 Pb: 978-0-415-87207-2: £27.99 eBook: 978-0-203-84793-0 For more information, visit: www.routledge.com/9780415872072
Higher Education and the Market Edited by Roger Brown, Liverpool Hope University, UK
The introduction of market forces into higher education is the most crucial issue facing universities and colleges today. Discussions about the ever-increasing cost of tuition, affordability, access, university rankings, information, and the commercialization of academic research take place not just in North America, Western Europe and Australasia, but also in Eastern Europe, Asia and Latin America.
Higher Education and the Market provides a comprehensive account of this phenomenon, and looks at its likely impact on key dimensions of university activity.
Lean Higher Education
New
Increasing the Value and Performance of University Processes
Leadership for World-Class Universities
William K. Balzer, BGSU Firelands College, USA
In an environment of diminishing resources, growing enrollment, and increasing expectations of accountability, Lean Higher Education: Increasing the Value and Performance of University Processes provides the understanding and the tools required to return education to the consumers it was designed to serve - the students. It supplies a unifying framework for implementing and sustaining a Lean Higher Education (LHE) transformation at any institution, regardless of size or mission. Using straightforward language, relevant examples, and step-by-step guidelines for introducing Lean interventions, this authoritative resource explains how to involve stakeholders in the delivery of quality every step of the way. The author details a flexible series of steps to help ensure stakeholders understand all critical work processes. He presents a wealth of empirical evidence that highlights successful applications of Lean concepts at major universities and provides proven methods for uncovering and eliminating activities that overburden staff yet contribute little or no added value to stakeholders. Complete with standardized methods for correctly diagnosing workplace problems and implementing appropriate solutions, this valuable reference arms you with the understanding and the tools to effectively balance the needs of all stakeholders. By implementing the Lean practices covered in these pages your school will be better positioned to provide higher quality education, at reduced costs, with efficient processes that instill pride, maximize value, and respect the long-term interests of your students, faculty, and staff.
Edited by Philip G. Altbach, Boston College, USA
Leadership for World-Class Universities reveals how ’world-class’ thinking and policy can help university leaders employ modern solutions to the challenges facing higher education today. Readers will benefit from best practice advice offered by distinguished international contributors who have excelled by thinking globally without losing sight of their respective national and local environments. Their essays are grounded in empirical research and written to engage the reader, stimulate reflection and enhance performance. This book focuses especially on developing and middle-income countries, which face special problems where higher education is expanding most rapidly. Key themes include: • strategic planning • governance of academic institutions • the role of the academic profession • fundraising • student access and equity • the impact of globalization Leadership for World-Class Universities is a valuable resource for senior university administrators. At the heart of this volume is a focus on how academic leaders can work towards resolving the complex issues facing universities today.
2010: 254 x 178: 312pp Pb: 978-1-4398-1465-9: £31.99 eBook: 978-1-4398-1466-6
2010: 229 x 152: 272pp Hb: 978-0-415-80028-0: £95.00 Pb: 978-0-415-80029-7: £27.99 eBook: 978-0-203-84217-1
For more information, visit: www.crcpress.com/9781439814659
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2nd Edition
The Higher Education Manager’s Handbook Effective Leadership and Management in Universities and Colleges Peter McCaffery, London South Bank University, UK
Contributors propose how market forces, government intervention, and academic self-regulation can be combined to harness the benefits of increased competition and efficiency without losing the public good.
The Higher Education Manager’s Handbook has been substantially updated and reflects important changes that have occurred since its first publication in 2004. In this new edition, Peter McCaffery continues to draw on a wealth of US and UK case studies based in innovative practice. The book offers counsel and guidance on all aspects of the manager’s role and provides the navigational tools to successfully operate where the legitimacy of ’management’ has often been questioned. This bestselling guide builds upon its original strengths and remains an engaging, accessible and highly enjoyable read. Written from the unique perspective of the Higher Education manager, it offers practical advice that can be implemented immediately by managers and university leaders at all levels. It addresses the internal ramifications of cynicism and demoralisation, and develops the four essential prerequisites to becoming an effective Higher Education leader:
2010: 229 x 152: 248pp Hb: 978-0-415-99168-1: £80.00 Pb: 978-0-415-99169-8: £24.99 eBook: 978-0-203-84900-2 For more information, visit: www.routledge.com/9780415991698
Challenges for Developing Countries
• Knowing Your Environment • Knowing Your University • Knowing Your Department • Knowing Yourself 2010: 246 x 174: 424pp Hb: 978-0-415-47042-1: £100.00 • Pb: 978-0-415-47123-7: £29.99 • eBook: 978-0-203-86475-3 For more information, visit: www.routledge.com/9780415471237
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higher education leadership and management
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Mega-Schools, Technology and Teachers
How to Recruit and Retain Higher Education Students
Achieving Education for All
A Handbook of Good Practice
John Daniel, Commonwealth of Learning, Canada
Tony Cook and Brian S. Rushton, both at University of Ulster, UK
Series: The Open and Flexible Learning Series
This book addresses the new challenges created by both the successes and the failures of the UPE campaign. This book advocates new approaches for providing access to secondary education for today’s rapidly growing population of children and young adults and examines: • the creation and expansion of Mega-Schools, which combine distance learning and community support and have a proven track record of increasing access at scale
• how to prepare the ten-million new teachers that are required to achieve Education for All by 2015 by focusing on classroom-based in-service training • strategies for using technology to scale up distance education cost-effectively • the creation of a twenty-first century educational ecosystem that integrates open schooling and teacher education with communities and their school systems • successful examples of open schools and teacher education programmes operating at scale around the world. 2010: 229 x 152: 208pp Hb: 978-0-415-87204-1: £95.00 Pb: 978-0-415-87205-8: £25.99 eBook: 978-0-203-85832-5 For more information, visit: www.routledge.com/9780415872058
Organizing for Social Partnership Higher Education in Cross-Sector Collaboration David J. Siegel, East Carolina University, USA
The most complex social challenges – such as postsecondary access and success for under-represented students, diversification of the workforce, and global health – exceed the problem-solving capacity of single organizations or societal sectors. This book provides colleges and universities, corporations, government agencies, nonprofits, and other organizations with a model for how to effectively address these and other pressing social issues through strong, effective collaboration.
This is an invaluable resource for academic staff, administrators and policy makers involved in student recruitment and improving student retention in HE. It offers practical advice on how universities can reach out into the community and influence the expectations of prospective students so that they are better able to make sensible decisions about choosing both courses and institutions.
2009: 229 x 152: 256pp Hb: 978-0-415-99088-2: £90.00 Pb: 978-0-415-99089-9: £23.99 eBook: 978-0-203-87730-2 For more information, visit: www.routledge.com/9780415990899
A Practical Guide to University and College Management Beyond Bureaucracy Steve Denton and Sally Brown, both at Leeds Metropolitan University, UK
Written for the Higher Education manager, this is a highly accessible text that offers practical guidance on managing the day-to-day life of colleges and universities throughout the academic year. It takes a proactive approach and offers a range of best practice examples and solutions for resolving dilemmas that arise in a rapidly changing environment.
2009: 229 x 152: 344pp Hb: 978-0-415-99717-1: £90.00 Pb: 978-0-415-99718-8: £24.99 eBook: 978-0-203-87455-4 For more information, visit: www.routledge.com/9780415997188
The Trouble with Higher Education
International Studies in Higher Education Series Series Editor: David Palfreyman, OxCHEPS, UK, Ted Tapper, OxCHEPS, UK and Scott L. Thomas, Claremont Graduate University, California, USA New
The Engaged University International Perspectives on Civic Engagement David Watson, University of London, UK, Susan E. Stroud, Innovations in Civic Participation, USA, Robert Hollister, Tufts University, USA and Elizabeth Babcock, Innovations in Civic Participation, USA
University civic engagement encompasses a broad range of efforts to directly apply university resources to the communities and societies in which they are located. These activities include applied research, community service learning courses, education and training of non-matriculated groups, community development partnerships, and student volunteering. The Engaged University is a fully empirical account of a genuinely global movement of higher education institutions to increase university civic engagement. Based on the self-assessment policies and practices of an international network of over 20 universities committed to social and civic service, it examines their everyday objectives, management and achievements. This timely volume offers three special contributions to the literature on higher education policy and practice: an historical overview of university foundation, which is demonstrated as having almost invariably incorporated a context-specific element of social purpose, together with a survey of how these ’founding’ intentions have fared in different systems of higher education; a contemporary account of the policy and practice of universities – all over the world – seeking to re-engage with this social purpose; and an overview of generic issues which emerge for the ’engaged university.’ April 2011: 229 x 152: 320pp Hb: 978-0-415-87465-6: £100.00 eBook: 978-0-203-81876-3 For more information, visit: www.routledge.com/9780415874656
A Critical Examination of our Universities Trevor Hussey and Patrick Smith, both at Buckinghamshire New University, UK
To bring social partnership to life, this book includes an in-depth field study of the LEAD (Leadership Education and Development) Program in Business – a cross-sector partnership involving twelve top universities, nearly forty corporations, a federal government agency, and a non-profit organization. The program can be applied as an archetype across contexts and settings.
The Trouble with Higher Education is a powerful and topical critique of the Higher Education system in the UK, with relevance to countries with similar systems.
2010: 229 x 152: 224pp Hb: 978-0-415-99498-9: £95.00 Pb: 978-0-415-99499-6: £32.99 eBook: 978-0-203-85938-4
For more information, visit: www.routledge.com/9780415871983
2009: 229 x 152: 168pp Hb: 978-0-415-87197-6: £75.00 Pb: 978-0-415-87198-3: £20.99 eBook: 978-0-203-86634-4
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international studies in higher education series
Accountability in Higher Education
Cross-border Partnerships in Higher Education
Ideas and Possibilities
Global Perspectives on Trust and Power
Strategies and Issues
Edited by Ronald Barnett, Institute of Education, University of London, UK
Edited by Bjorn Stensaker, University of Oslo, Norway and Lee Harvey, Copenhagen Business School, Denmark
Edited by Robin Sakamoto, Kyorin University, Japan and David W. Chapman, University of Minnesota, USA
Accountability in Higher Education takes an in-depth look at accountability initiatives around the world. Various evaluations, reporting schemes, and indicator systems have been initiated both to inform the public about higher education performance and to help transform universities and colleges and improve their functioning. This edited collection provides a comparative analysis of the promises, perils and paradoxes of accountability, and the potential effect on power structures and higher education autonomy, trust and the legitimacy of the sector.
Part I describes how accountability is perceived and understood in different regions of the world, identifies some of the most common elements in established accountability initiatives, especially related to quality assurance, and provides direction for possible future development. Part II focuses on responses to new demands for accountability at institutional, national and international levels, and provides practical guidance for handling accountability going forward, emphasizing the dynamic relationship between international development, government strategies and organizational change.
The volume provides an overview of the purposes and types of cross-border collaborations, an analysis of the benefits, and an examination of issues arising from these efforts. A cross-cutting goal is to provide a critical look at the models being employed, the challenges encountered, and the unintended consequences of such collaboration, both positive and negative. The book is intended for scholars and students of international higher education, higher education leaders and practitioners who are charting a course toward greater cross-border collaboration.
2010: 229 x 152: 288pp Hb: 978-0-415-87195-2: £100.00 Pb: 978-0-415-87196-9: £33.99 eBook: 978-0-203-84616-2
2010: 229 x 152: 296pp Hb: 978-0-415-87648-3: £100.00 eBook: 978-0-203-84926-2
New
The Future University
As universities increasingly engage with the world beyond the classroom and the campus, those who work within higher education are left to examine how the university’s mission has changed. Official reviews and debates often forget to inquire into the purposes and responsibilities of universities, and how they are changing. Where these matters are addressed, they are rarely pursued in depth, and rarely go beyond current circumstances. Those who care about the university’s role in society are left looking for a renewed sense of purpose regarding its goals and aspirations. The Future University explores new avenues opening up to universities and tackles fundamental issues facing their development. Contributors with interdisciplinary and international perspectives imagine ways to frame the university’s future. They consider the history of the university, its current status as an active player in local governments, cultures, and markets, and where these trajectories may lead. September 2011 Hb: 978-0-415-88192-0: £100.00 eBook: 978-0-203-81044-6 For more information, visit: www.routledge.com/9780415881920
New
Universities and the Public Sphere Knowledge creation and state building in the era of globalization Edited by Brian Pusser, University of Virginia, USA, Ken Kempner, Southern Oregon University, USA, Simon Marginson, University of Melbourne, Australia and Imanol Ordorika, Universidad Nacional Autonoma de Mexico, Mexico
Universities and the Public Sphere addresses the vital role of research universities as sites where public interaction, conversation and deliberation take place, where the nature of the State and private interests can be openly debated and contested. The book also addresses the challenges to this role.
In this volume, international contributors move beyond simplistic arguments of the global marketplace to create a deeper understanding of higher education’s role in knowledge creation and nation building. In nearly every national context the pressures of globalization, neo-liberal economic restructuring, and new managerial imperatives challenge traditional norms of autonomy, academic freedom, access and affordability. Universities and the Public Sphere argues that as part of that public sphere universities are uniquely suited to have transformative democratic potential. August 2011: 229 x 152: 272pp Hb: 978-0-415-87847-0: £100.00 eBook: 978-0-203-84784-8 For more information, visit: www.routledge.com/9780415878470
For more information, visit: www.routledge.com/9780415871969
Cross-border Partnerships in Higher Education looks beyond student and faculty exchanges to examine the myriad ways international colleges and universities work together as institutions. These partnerships have involved the creation of branch campuses, joint research and technology initiatives, collaboration in strengthening institutional management, testing, faculty development efforts, collaboration in quality assurance, and sharing of technology. Cross-national collaborations are a growing financial and informational resource for universities, and non-Western schools are increasingly taking part.
For more information, visit: www.routledge.com/9780415876483
International Research Collaborations Much to be Gained, Many Ways to Get in Trouble Edited by Melissa S. Anderson, University of Minnesota, USA and Nicholas H. Steneck, University of Michigan, USA
Encouraged by their institutions and governments and aided by advances in technology and communication, researchers increasingly pursue international collaborations with high hopes for scientific breakthroughs, intellectual stimulation, access to research equipment and populations, and the satisfaction of global engagement. International Research Collaborations considers what can and does go wrong in cross-national research collaborations, and how scientists can avoid these problems in order to create and sustain productive, mutually-enriching partnerships. Unfamiliar approaches to training, legal and regulatory complications, and differences in funding and administration pose challenges for collaboration that are then compounded by the need to satisfy the requirements of different research systems. To help today’s international researchers create the best possible partnerships, chapters by funding officers, diplomats, attorneys, publishers, regulators, graduate students and postdocs, industry researchers, administrators, and scholars of responsible research address the following key trouble spots:
• how research is organized and funded • the legal and normative environments of research • differences in regulation and oversight • variation in graduate education and postdoctoral training. 2010: 229 x 152: 312pp Hb: 978-0-415-87541-7: £100.00 eBook: 978-0-203-84890-6 For more information, visit: www.routledge.com/9780415875417
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Academic and Professional Identities in Higher Education The Challenges of a Diversifying Workforce Edited by Celia Whitchurch, University of London and George Gordon, University of Strathclyde
Academic and Professional Identities in Higher Education: The Challenges of a Diversifying Workforce reviews the implications for higher education institutions of new forms identity.
2009: 229 x 152: 288pp Hb: 978-0-415-99090-5: £100.00 eBook: 978-0-203-86525-5 For more information, visit: www.routledge.com/9780415990905
International Organizations and Higher Education Policy Thinking Globally, Acting Locally? Edited by Roberta Malee Bassett, The World Bank, USA and Alma Maldonado-Maldonado, University of Arizona, USA
International Organizations and Higher Education Policy critically analyzes the impact influential organizations have at different levels of higher education policy development and implementation.
2009: 229 x 152: 328pp Hb: 978-0-415-99043-1: £100.00 Pb: 978-0-415-89083-0: £30.99 eBook: 978-0-203-87666-4 For more information, visit: www.routledge.com/9780415890830
International Perspectives on the Governance of Higher Education Alternative Frameworks for Coordination
Edited by Jeroen Huisman, University of Bath, UK 2009: 229 x 152: 304pp Hb: 978-0-415-98933-6: £80.00 Pb: 978-0-415-88508-9: £23.50 eBook: 978-0-203-88335-8
internationalization and study abroad
INTERNATIONALIZATION AND STUDY ABROAD Internationalisation and the Student Voice Higher Education Perspectives Edited by Elspeth Jones, Leeds Metropolitan University, UK
This groundbreaking volume seeks to take the first steps in analyzing the impact of internationalization initiatives from student perspectives. As programs are increasingly delivered overseas and we seek to offer domestic students an international experience, how do we know what works for students and what does not? Encompassing the fast-growing global imperative is a significant challenge for higher education and this collection identifies opportunities for enrichment of the learning environment, with all chapters based on direct research with students.
The book provides essential reading for anyone engaged in internationalization and wishing to learn more about the impact on students of a range of initiatives in order to apply the lessons in their own contexts. Chapters include student responses to the following learning contexts: “traditional” international contexts, where students study outside their home country for shorter or longer periods; “trans-national” programs where students study at home or in another country and faculty from the awarding university fly in to deliver courses; domestic students studying in their home country, with staff seeking to internationalize the curriculum; students having transformational international experiences in other countries through service learning/volunteering, or study abroad. 2009: 229 x 152: 240pp Hb: 978-0-415-87127-3: £90.00 • Pb: 978-0-415-87128-0: £25.99 • eBook: 978-0-203-86530-9 For more information, visit: www.routledge.com/9780415871280
The Men’s and Women’s Programs: Rape Prevention through Peer Education Books & Videos from John D. Foubert In 1993, John D. Foubert wrote a script for an all-male sexual assault peer education program. Since then, what came to be known as “The Men’s Program” has now been implemented on hundreds of college campuses, rape crisis centers, prisons, and military training facilities around the world and has expanded into separate all-male and all-female peer education models, with integrated video presentations, facilitator training guides and peer leader manuals specifically tailored to each program. For more information visit: www.routledgementalhealth.com/foubert
The Men’s and Women’s Program: Ending Rape through Peer Education 2010: 229pp: Pb: 978-0-415-88105-0: £22.95
The Men’s Program: Peer Educator’s Manual 2010:102pp: Pb:978-0-415-88106-7: £56.00/pack of ten
The Women’s Program: Peer Educator’s Manual 2010: 65pp: Pb: 978-0-415-88107-4: £56.00/pack of ten
Police Rape Training Video DVD: 978-0-415-88419-8: £30.00 For more information, visit: www.routledge.com/9780415885089
Complimentary Exam Copy
How to Help a Sexual Assault Survivor DVD: 978-0-415-88429-7: £95.00
e-Inspection New in Paperback Companion Website
ke y i s s ues i n h i gher ed u cat i o n
KEY ISSUES IN HIGHER EDUCATION New
Diversity in American Higher Education Toward a More Comprehensive Approach Edited by Lisa M. Stulberg and Sharon Lawner Weinberg, both at New York University, USA Diversity has been a focus of higher education policy, law, and scholarship for decades, continually expanding to include not only race, ethnicity and gender, but also socioeconomic status, sexual and political orientation, and more. However, existing collections still tend to focus on a narrow definition of diversity in education, or in relation to singular topics like access to higher education, financial aid, and affirmative action. By contrast, Diversity in American Higher Education captures in one volume the wide range of critical issues that comprise the current discourse on diversity on the college campus in its broadest sense. This edited collection explores legal perspectives on diversity and affirmative action; higher education’s relationship to the deeper roots of K-12 equity and access; policy, politics, and practice’s effects on students, faculty, and staff.
New
New
Masculinities in Higher Education
Widening Educational Participation
Theoretical and Practical Considerations
Challenging discourses of difference
Edited by Jason A. Laker, San José State University, USA and Tracy Davis, Western Illinois University, USA
Penny Jane Burke, Institute of Education, University of London, UK
Series: Foundations and Futures of Education
Masculinities in Higher Education provides empirical evidence, theoretical support and developmental interventions for educators working with college men both in and out of the classroom. The critical philosophical perspective of the text challenges the status-quo and offers theoretically sound educational strategies to successfully promote men’s learning and development. Contesting dominant discourses about men and masculinities and binary notions of privilege and oppression, the contributors examine the development and identity of men in higher education today. This edited collection analyzes the nuances of lived identities, intersections between identities, ways in which individuals participate in co-constructing identities, and in turn how these identities influence culture. April 2011: 229 x 152: 272pp Hb: 978-0-415-87463-2: £95.00 Pb: 978-0-415-87464-9: £29.99 eBook: 978-0-203-83305-6
June 2011: 229 x 152: 304pp Hb: 978-0-415-87451-9: £100.00 Pb: 978-0-415-87452-6: £29.99 eBook: 978-0-203-20383-6
For more information, visit: www.routledge.com/9780415874649
For more information, visit: www.routledge.com/9780415874526
New
New
Educational Experiences of Hidden Homeless Teenagers Living Doubled-Up Ronald E. Hallett, University of the Pacific, USA Homeless youth face countless barriers limiting their ability to complete a high school diploma and transition to postsecondary education. Their experiences vary widely based on family, access to social services, and where they live. More than half of the 1.5 million homeless youth in America are in fact living ’doubledup,’ staying with family or friends because of economic hardship and often on the brink of full-on homelessness. Educational Experiences of Hidden Homeless Teenagers investigates the effects of these living situations on educational participation and higher education access. First-hand data from interviews, observations, and document analysis shed light on the experience of four doubled-up adolescents and their families. The author demonstrates how complex these residential situations are, while also identifying aspects of living doubled-up that encourage educational success. The findings of this powerful book will give students, researchers, and policymakers an invaluable look at how this understudied segment of the adolescent population navigates their education. August 2011 Hb: 978-0-415-89372-5: £80.00 Pb: 978-0-415-89373-2: £24.99 eBook: 978-0-203-80600-5 For more information, visit: www.routledge.com/9780415893732
Sacred and Secular Tensions in Higher Education Connecting Parallel Universities Michael D. Waggoner, University of Northern Iowa, USA
Sacred and Secular Tensions in Higher Education illustrates the importance of cultivating multiple worldviews at public, private, and faith-based colleges and universities in the interest of academic freedom, and intellectual and moral dialogue.
Contributors to this edited collection argue that sacred perspectives are as integral to contemporary higher education in the United States as the more dominant secular perspectives. The debates and issues addressed in this book attempt to rebalance the dialogue and place an emphasis on pluralism, rather than declare victory of one paradigm over the other. Student affairs administrators, higher education and religious studies faculty, and campus ministers and chaplains will benefit from better understanding the interplay of these sometimes competing and sometimes complementary ideas on campus. March 2011: 229 x 152: 272pp Hb: 978-0-415-88755-7: £95.00 Pb: 978-0-415-88756-4: £26.99 eBook: 978-0-203-83383-4 For more information, visit: www.routledge.com/9780415887564
Browse and order online: www.routledge.com/education
Presenting a comprehensive review and critique of contemporary widening participation policy and practice, Penny Burke interrogates the underpinning assumptions, values and perspectives shaping current concepts and understandings of widening participation. She draws on a range of perspectives within the field of the sociology of education – including feminist post-structuralism, critical pedagogy and policy sociology – to examine the ways in which wider societal inequalities and misrecognitions, which are related to difference and diversity, present particular challenges for the project to widen participation in higher education. In particular, the book: • focuses on the themes of difference and diversity to shed light on the operations of inequalities and the politics of access and participation both in terms of national and institutional policy and at the level of student and practitioner experience. • draws on the insights of the sociology of education to consider not only the patterns of under-representation in higher education but also the politics of mis-representation, critiquing key discourses of widening participation, such as‚ raising aspirations and fair access, which might operate to reinforce deficit discourses of the disadvantaged groups targeted by widening participation policy. • interrogates assumptions behind WP policy and discourse, including assumptions about education as an unassailable good and critically reflecting on what is meant by educational participation. • provides an analysis of the accounts and perspectives of students, practitioners and policy-makers who are subject/ed to the discourses of widening participation through in-depth interviews and email discussions, as well as reflective journal entries. • offers insights for future developments in the policy, practice and strategies for widening participation, including practices beyond entry to higher education, for example pedagogical and assessment practices. September 2011: 234 x 156: 224pp Hb: 978-0-415-56823-4: £75.00 Pb: 978-0-415-56824-1: £22.99 For more information, visit: www.routledge.com/9780415568241
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New
Being a University
New
Professional Responsibility
Ronald Barnett, Institute of Education, University of London, UK
The Decentring of the Traditional University
New Horizons of Praxis Edited by Ciaran Sugrue, University of Cambridge,UK and Tone Solbrekke, University of Oslo, Norway What does professional responsibility entail in an increasingly insecure, unpredictable and de-regulated world? This is the core question addressed in this text. The point of departure for the various contributions is that Professional Responsibility is a way of being in the world that includes a particular mandate - to behave in a manner consistent with moral and societal obligations as a professional. Increasingly, however, there is a lack of consensus as to what such mandates imply, and even more dissensus as to what appropriate exercise of responsibility entails. In the face of increasing complexity of professional work, professional responsibility remains open to further development. The book signals direction for the development of professional responsibility, and while seeking to give direction to ongoing deliberations avoids the pitfalls of performativity. The concluding narrative moves beyond deconstruction, complexity and critique of these considerations to a construction of new imagined horizons of professional responsibility from theoretical, conceptual and practical perspectives. May 2011: 234 x 156: 224pp Hb: 978-0-415-61462-7: £75.00 Pb: 978-0-415-61463-4: £24.99 For more information, visit: www.routledge.com/9780415614634
New
Higher Education Law Policy and Perspectives Klinton W. Alexander, Vanderbilt University, USA and Kern Alexander, University of Illinois at Urbana, USA
Higher Education Law is a comprehensive and accessible guide to the law of higher education. Drawing from real-life cases on United States campuses, the authors equip readers with the tools and knowledge to effectively respond in an environment of increasing litigation.
This textbook clearly explains the higher education law emanating from federal and state constitutions, as well as the common law flowing from appellate courts throughout the US. Addressing a clear gap in the literature currently available, this text provides: an explanation of the point of law, case examples, rules of law, case notes, ’context setting’. This innovative approach weaves law into its historical, political and sociological context, and is designed to help students and professors better understand the law as it applies to colleges and universities. 2010: 254 x 178: 744pp Hb: 978-0-415-80030-3: £125.00 Pb: 978-0-415-80031-0: £55.99 eBook: 978-0-203-84694-0 For more information, visit: www.routledge.com/9780415800310
Series: Foundations and Futures of Education
There is no single idea of the university. Ever since its medieval origin, the concept of the university has continued to change. The metaphysical university gave way successively to the scientific university, and then to the corporate and the entrepreneurial university. But what, then, might lie ahead?
Being a University both charts this conceptual development and examines the future possibilities for the idea of the university. Ronald Barnett pursues this quest through an exploration of pairs of contending concepts that speak to the idea of the university – such as space and time; being and becoming; and culture and anarchy. On this foundation is developed an imaginative exposition of possible ideas of the university, including the liquid university and the authentic university. In the course of this inquiry, it is argued that: • Any thought that the idea of the entrepreneurial university represents the end-point of the evolution of the idea of the university has to be abandoned. The entrepreneurial university is excessively parochial and ill-matched to the challenges facing the university • A responsibility of the university is precisely that of working out an imaginative conception of its future possibilities. The boldest and largest thinking is urgently required • The fullest expression of the university’s possibilities lies in a reclamation of the universal aspirations that lay in earlier ideas of the university. The ecological university represents just such a universal aspiration, suited to the unfolding demands of the future. 2010: 234 x 156: 200pp Hb: 978-0-415-59266-6: £75.00 Pb: 978-0-415-59268-0: £24.99 eBook: 978-0-203-84248-5 For more information, visit: www.routledge.com/9780415592680
The Future of (Self) Education in Virtually Figured Worlds Russell Francis, University of Oxford, UK
The Decentring of the Traditional University provides a unique perspective on the implications of media change for learning and literacy that allows us to peer into the future of (self) education. Each chapter draws on socio-cultural and activity theory to investigate how resourceful students are breaking away from traditional modes of instruction and educating themselves through engagement with a globally interconnected web-based participatory culture. The argument is developed with reference to the findings of an ethnographic study that focused on university students’ informal uses of social and participatory media. Each chapter draws attention to the shifting locus of agency for regulating and managing learning and describes an emergent genre of learning activity. Overall, this compelling argument proposes that we are witnessing a period of historic systemic change in the culture of university learning as an emergent web-based participatory culture starts to disrupt and displace a top-down culture industry model of education that has evolved around the medium of the book. As a result, Francis argues that we need to re-conceive higher education as an identity-project in which students work on their projective identities (or imagined future selves) through engagement with both formal and informal learning activities.
2010: 234 x 156: 176pp Hb: 978-0-415-55053-6: £75.00 Pb: 978-0-415-66534-6: £24.99 eBook: 978-0-203-85802-8 For more information, visit: www.routledge.com/9780415665346
Breaking Through the Access Barrier How Academic Capital Formation Can Improve Policy in Higher Education Edward P. St. John, University of Michigan, USA, Shouping Hu, Florida State University, USA and Amy S. Fisher, University of Michigan, USA
Breaking Through the Access Barrier argues that the policies designed to address inequalities in college access are failing to address underlying issues of inequality. This book introduces academic capital formation (ACF), a groundbreaking new theory defined by family knowledge of educational options and the opportunities for pursuing them. The authors suggest focusing on intervention programs and public policy to promote improvement in academic preparation, college information, and student aid. This textbook offers: • a new construct – academic capital – that integrates and draws upon existing literature on influencing access to college • practical advice for better preparation and intervention • real student outcomes, databases, and interviews taken from exemplary intervention programs
• empirical research illuminating the role of class reproduction in education and how interventions (financial, academic, and networking) can reduce student barriers • quantitative and qualitative analysis of the importance and effectiveness of several major policy interventions. 2010: 254 x 178: 296pp Hb: 978-0-415-80032-7: £85.00 Pb: 978-0-415-80033-4: £27.99 eBook: 978-0-203-84901-9 For more information, visit: www.routledge.com/9780415800334
Complimentary Exam Copy
e-Inspection New in Paperback Companion Website
ke y i s s ues i n h i gher ed u cat i o n
Introduction to American Higher Education Edited by Shaun R. Harper, University of Pennsylvania, USA and Jerlando F.L. Jackson, University of Wisconsin, USA
Introduction to American Higher Education is a groundbreaking textbook that combines classic scholarship pertaining to colleges and universities with the most cutting-edge perspectives in the field. The book is divided into five sections and contains 25 essential readings on the following topics: • Faculty
• Teaching, Learning and Curriculum • College Students • Organizations, Leadership and Governance • Higher Education Policy Each section includes chapters on community colleges and four-year institutions, as well as a substantive overview written by an expert scholar in the field: Ann E. Austin, Clifton F. Conrad, Laura I. Rendón, Adrianna J. Kezar, and Edward P. St. John. This impressive volume ensures that faculty members will no longer have to compile their own collections of articles and chapters for use in introductory courses—Introduction to American Higher Education brings together the best scholarship in one comprehensive text. 2010: 254 x 178: 496pp Hb: 978-0-415-80325-0: £110.00 Pb: 978-0-415-80326-7: £40.99 For more information, visit: www.routledge.com/9780415803267
Pathways to Academic Success in Higher Education Expanding Opportunity for Underrepresented Students Edward P. St. John, University of Michigan, USA and Glenda Droogsma Musoba, Florida International University, USA Pathways to Academic Success in Higher Education examines two major challenges facing the nation. The first is preparing high school students for college, a reform that has been tackled largely through state policy initiatives. The second is creating new pathways to academic success for underrepresented students in higher education, a challenge that must be addressed within a decentralized system of higher education. This book integrates studies conducted over nearly a decade and offers guidance on how best to understand and promote retention and success once students have gained access. 2010: 229 x 152: 316pp Hb: 978-0-415-87525-7: £95.00 eBook: 978-0-203-85075-6 For more information, visit: www.routledge.com/9780415875257
Recognizing and Serving Low-Income Students in Higher Education
Re-Designing Learning Contexts
An Examination of Institutional Policies, Practices, and Culture
Rosemary Luckin, London Knowledge Lab, Institute of Education, University of London, UK
Edited by Adrianna Kezar, University of Southern California, USA
Series: Foundations and Futures of Education
Written for administrators, faculty, and staff in Higher Education who are working with low income and first-generation college students, Recognizing and Serving Low-Income Students in Higher Education uncovers organizational biases that prevent post-secondary institutions from adequately serving these students. This volume offers practical guidance for adopting new or revised policies and practices that have the potential to help these students thrive. This contributed volume is based on empirical studies that specifically examine the policies and practices of postsecondary institutions in the United States, England, and Canada. The contributing authors argue that discussions of diversity will be enriched by a better understanding of how institutional policies and practices affect low-income students. Unlike most studies on this topic, this volume focuses on institutional rather than federal, state and public policy. Institutional policies and practices have been largely ignored and this volume lifts the veil on processes that have remained hidden. 2010: 229 x 152: 288pp Hb: 978-0-415-80321-2: £100.00 Pb: 978-0-415-80322-9: £26.99 eBook: 978-0-203-85125-8 For more information, visit: www.routledge.com/9780415803229
College Organization and Professional Development Integrating Moral Reasoning and Reflective Practice Edward St. John, University of Michigan, USA
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. This breakthrough text seeks to revolutionize how we understand ethical practice and provides a new theory that informs practice within organizations.
2009: 254 x 178: 288pp Hb: 978-0-415-99211-4: £95.00 Pb: 978-0-415-99212-1: £24.99 eBook: 978-0-203-88166-8 For more information, visit: www.routledge.com/9780415992121
Browse and order online: www.routledge.com/education
Technology-Rich, Learner-Centred Ecologies
’One of the most important contributions on the whole TEL field.’ – Richard Noss, Director of ESRC/EPSRC TEL Research Program
’As new technologies, tools and online resources continue to proliferate, teachers, children and parents are increasingly confronted with ’learning support’ overload. From smartphones to multitouch, apps to augmented reality, and interactive books to YouTube – how do they decide which to use and also how best to integrate with existing learning practices? Luckin’s seminal and timely text covers the wider ’context of learning’ spanning across time, space, home and school, while also crossing local and global and virtual and physical. A must read for those who want to learn more about how best to systematically choose, combine and constrain in an increasingly unwieldy world of instant knowledge and pervasive technology.’ – Prof. Yvonne Rogers, Professor of Human-Computer Interaction, Oxford University Re-Designing Learning Contexts seeks to re-dress the lack of attention that has traditionally been paid to a learner’s wider context and proposes a model to help educators and technologists develop more productive learning contexts. It defines context as the interactions between the learner and a set of inter-related resource elements that are not tied to a physical or virtual location. Context is something that belongs to an individual and that is created through their interactions in the world. This interdisciplinary study draws on a range of disciplines, including geography, anthropology, psychology, education and computing, to investigate the dynamics and potential of teacher-learner interaction within a learning continuum, and across a variety of locations. 2010: 234 x 156: 208pp Hb: 978-0-415-55441-1: £75.00 Pb: 978-0-415-55442-8: £23.99 eBook: 978-0-203-85475-4 For more information, visit: www.routledge.com/9780415554428
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Reconstructing Policy in Higher Education Feminist Poststructural Perspectives Edited by Elizabeth J. Allan, University of Maine, USA, Susan Iverson, Kent State University, USA and Rebecca Ropers-Huilman, University of Minnesota, USA
Written for Higher Education Masters and PhD programs, this landmark textbook joins the theory of feminist post-structuralism with research methods for the purpose of policy analysis in Higher Education. It showcases the different methods that can be applied to a range of topics in Higher Education policy and policy development. Reconstructing Policy in Higher Education highlights the work of accomplished and award-winning scholars, and provides an in-depth examination of theoretical frameworks and concrete examples of how feminist post-structuralism effectively informs research methods and can serve as a vital tool for policy-makers and analysts.
2009: 229 x 152: 272pp Hb: 978-0-415-99776-8: £95.00 Pb: 978-0-415-99777-5: £32.99 eBook: 978-0-203-87003-7 For more information, visit: www.routledge.com/9780415997775
Universities, Ethics and Professions Debate and Scrutiny Edited by John Strain, University of Surrey, UK, Ronald Barnett, Institute of Education, University of London, UK and Peter Jarvis, University of Surrey, UK Series: Key Issues in Higher Education
Every business and organization today needs to impress stakeholders with its ethics policy. 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.
2009: 229 x 152: 208pp Hb: 978-0-415-99119-3: £80.00 eBook: 978-0-203-88223-8 For more information, visit: www.routledge.com/9780415991193
core c o n cepts i n hi g he r e du cat i o n se r ie s
Core Concepts in Higher Education Series Series editor: Edward P. St.John, University of Michigan, USA, and Marybeth Gasman, University of Pennsylvania, USA New
Organizational Theory in Higher Education Kathleen Manning, University of Vermont, USA Organizational Theory in Higher Education accessibly presents and discusses organizational theory in a way that facilitates both theory and practice within higher education settings and furthers an understanding of their management, culture, and ways of operating. Alternating theory and practice vividly illustrate the operations of higher education and its administration. Manning offers a fresh take on the models and lenses through which higher education can be viewed by presenting the full range of organizational theories, from traditional to current. Part of the Core Concepts in Higher Education series, this textbook features: • a unique presentation of each theoretical model that includes both a theory chapter for contextual background and a practice chapter to further clarify concepts • consistent organizational elements across each theory discussed, including decision-making methods, leadership relationships, and communication modes, so that readers can better assess appropriate fit of theory to particular situations • applications to practice that focus on the most pressing management issues within higher education • illustrations, case studies, and specific examples throughout that clearly illustrate ways to apply theory to practice. This rich and interdisciplinary treatment enables higher education leaders to gain a full understanding of the perspectives that operate on a college campus and ways to adopt effective practice accordingly. December 2011: 229 x 152: 300pp Hb: 978-0-415-87466-3: £100.00 Pb: 978-0-415-87467-0: £32.99 eBook: 978-0-203-83675-0 For more information, visit: www.routledge.com/9780415874670
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New
Public Policy and Higher Education Reframing Strategies for Preparation, Access, and Success Edward P. St. John, University of Michigan, USA Radical changes have occurred in public education policies over the past three decades. States have raised the standards for graduation and sought to improve college enrollment and success. State policy frameworks are developed by an array of politicians, analysts, and citizens amid changing economic and social contexts, and the logic behind these policy frameworks is seldom reviewed, evaluated, revised, or redefined. Public Policy and Higher Education provides readers with new ways to analyze these complex state policies. The text offers: • Case studies that let readers work through various policy ’frames’ • Reflective exercises at the end of each chapter • Approachable explanations of complex public policies for those readers without a background in economics Rather than arguing for a single approach or ’best practice’, the authors examine how policy-makers, administrators, and professors can work to inform and influence change within systems of higher education using research-based evidence along with consideration of political and historical values and beliefs. December 2011: 254 x 178: 300pp Hb: 978-0-415-89356-5: £90.00 Pb: 978-0-415-89359-6: £28.99 eBook: 978-0-203-80540-4 For more information, visit: www.routledge.com/9780415893596
The History of U.S. Higher Education – Methods for Understanding the Past Edited by Marybeth Gasman, University of Pennsylvania, USA The first volume in the Core Concepts of Higher Education series, The History of U.S. Higher Education: Methods for Understanding the Past is a unique research methods textbook that provides students with an understanding of the processes that historians use when conducting their own research. Written primarily for graduate students in higher education programs, this book explores critical methodological issues in the history of American higher education, including race, class, gender, and sexuality. Chapters include: reflective exercises that combine theory and practice, research method tips, further reading suggestions.
Leading historians and those at the forefront of new research explain how historical literature is discovered and written, and provide readers with the methodological approaches to conduct historical higher education research of their own. 2010: 254 x 178: 240pp Hb: 978-0-415-87364-2: £95.00 Pb: 978-0-415-87365-9: £31.99 eBook: 978-0-203-85244-6 For more information, visit: www.routledge.com/9780415873659
Complimentary Exam Copy
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r elate d b o o k s a n d ref er en c e
RELATED BOOKS AND REFERENCE New
Developing Narrative Theory Life Histories and Personal Representations Ivor F. Goodson, University of Brighton, UK
Developing Narrative Theory represents a timely assessment of the current narrative trends in research. It shows in detail how life story interviews are conducted and demonstrates how the process often begins with relatively unstructured life story collection but moves to a more collaborative exchange where sociological themes and historical patterns are scrutinised and mutually explored.
At the core of this book however the author shows that far from there being a singular form of narrative or an infinite range of unique and idiosyncratic narratives in fact there were clusters of narrativity, clusters of particular types of narrative style that can be grouped into four main areas: • Focussed Elaborators • Scripted Describers • Armchair Elaborators • Focussed Describers. September 2011: 234 x 156: 224pp Hb: 978-0-415-60361-4: £85.00 Pb: 978-0-415-60362-1: £23.99 eBook: 978-0-203-81770-4 For more information, visit: www.routledge.com/9780415603621
New
New
Emerging Approaches to Educational Research
Knowledge Mobilization and Educational Research
Tracing the Socio-Material
Politics, Languages and Responsibilities
Tara Fenwick, University of Stirling, UK, Richard Edwards, University of Stirling, UK and Peter Sawchuk, OISE, Universtity of Toronto, Canada
Edited by Tara Fenwick, University of Stirling, UK and Lesley Farrell, University of Technology, Sydney, Australia
The last fifteen years have seen much conceptual and methodological innovation in research on education and learning across the lifecourse, bringing both fresh insights and new dilemmas. This innovation was initially fuelled by the growing influence of conceptual framings often named as either post-structural or postmodern. As part of and also in response to the influence of post-structuralism and postmodernism in the social sciences, there have emerged and developed a further range of conceptual and methodological framings which are more relational, system and practice-focussed. This book explores the most significant four of these framings, how they are being taken up in research in education and learning across the lifecourse, as well as their possibilities and limitations: • complexity science • cultural historical activity theory (CHAT) • actor-network theory (ANT) • spatiality theories. Illustrated throughout with examples drawn from educational contexts across the life courses,in North America, the UK, and Australia this vital guide to understanding fresh ways of conducting and understanding educational research will prove essential reading for everyone undertaking educational research in the modern world. July 2011: 234 x 156: 208pp Hb: 978-0-415-57091-6: £75.00 Pb: 978-0-415-57092-3: £22.99 eBook: 978-0-203-81758-2 For more information, visit: www.routledge.com/9780415570923
New
Learning Futures Education, Technology and Social Change Keri Facer, Manchester Metropolitan University, UK
Drawing on ten years of research into educational innovation and socio-technical change, working with educators, researchers, digital industries, students and policy-makers, this book questions taken-for-granted assumptions about the future of education. Arguing that we have been working with too narrow a vision of the future, Keri Facer makes a case for recognising the challenges that the next two decades may bring, including: the emergence of new relationships between humans and machines; the opportunities and challenges of aging populations; the development of new forms of knowledge and democracy; the challenges of climate warming and environmental disruption; the potential for radical economic and social inequalities.
This book describes the potential for these developments to impact critical aspects of education, including adult-child relationships, curriculum design, community relationships and learning ecologies. Packed with examples from around the world and utilising vital research undertaken by the author while Research Director at the UK’s FutureLab, the book helps to bring into focus the risks and opportunities for schools, students and societies in the near future. It makes a powerful case for rethinking the relationship between education and social futures and presents a set of principles for creating schools better able to meet the future needs of their students and communities. March 2011: 234 x 156: 192pp Hb: 978-0-415-58142-4: £80.00 Pb: 978-0-415-58143-1: £19.99 eBook: 978-0-203-81730-8 For more information, visit: www.routledge.com/9780415581431
Browse and order online: www.routledge.com/education
How can educational research have more impact? What processes of knowledge exchange are most effective for increasing the uses of research results? These sorts of questions are commanding urgent attention in educational discourses and research policies now circulating around the world. This attention has been translated into powerful material exercises that shape what is considered to be worthwhile research and how research is funded, recognized, and assessed. Yet precisely what activities constitute effective knowledge mobilization, or even what is meant by ‘moving knowledge’, remains unclear. This volume is unique in bringing together these wide-ranging issues of knowledge mobilization in education. The volume editors critically analyse these complex issues and also describe various efforts of knowledge mobilization and their effects. While the contributors themselves speak from diverse material, occupational and theoretical locations. Leading scholars in Canada, the US, the UK, and Australia bring disciplinary perspectives from law, digital media studies, museum studies, journalism and policy-making as well as fields of education. Some speak from Anglo-‘Western’ perspectives but others such as Phan Le Ha (Vietnamese), Rui Yang (Chinese) and Dolores van der Wey (Haida/ West Coat Salish First Nations) speak from Asian, Indigenous and diasporic locations. September 2011: 234 x 156: 240pp Hb: 978-0-415-61464-1: £80.00 Pb: 978-0-415-61465-8: £24.99 eBook: 978-0-203-81746-9 For more information, visit: www.routledge.com/9780415614658
New
Universities and Global Diversity Preparing Educators for Tomorrow Edited by Beverly Lindsay, Pennsylvania State University, USA and Wanda J. Blanchett, UMKC School of Education, USA Series: Routledge Research in Education This volume seeks to critically examine the nexus between globalization and diversity as it affects the preparation of professional educators on several continents, taking into account the extensive changes in economic, sociopolitical, and cultural dynamics within nations and regions that have occurred in the last decade. February 2011: 229 x 152: 294pp Hb: 978-0-415-88287-3: £70.00 eBook: 978-0-203-83969-0 For more information, visit: www.routledge.com/9780415882873
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relate d books and r eference
24
New
Collaboration in Education
Knowledge Power
World Yearbook of Education 2011
Edited by Judith J. Slater, Florida International University, USA and Ruth Ravid, National-Louis University, USA
Interdisciplinary Education for a Complex World
Curriculum in Today’s World: Configuring Knowledge, Identities, Work and Politics Edited by Lyn Yates, University of Melbourne, Australia and Madeleine Grumet, University of Chapel Hill, USA Series: World Yearbook of Education
Curriculum is always influenced by the events that shape our world, but when testing and bench-marking preoccupy us, we can forget the world that is both the foundation and the object of curriculum. This edited volume brings together international contributors to analyze and reflect on the way the events of the last decade have influenced the curriculum in their countries. As they address nationalism in the face of economic globalisation, the international financial crisis, immigration and the culture of diaspora, they ask how national loyalties are balanced with international relationships and interests. They ask how the rights of women, and of ethnic and racial groups are represented. And as these essays show, in curriculum, global and international issues are explicitly or implicitly also about local and national interests and about how citizens engage their rights and responsibilities. This volume brings together a new approach to perspectives on curriculum today and a new collection of insights into the changes from different parts of the world which discuss: • How is the world represented in curriculum?
• How do responses to world events shape the stories we tell students about who they are and can be? January 2011: 234 x 156: 272pp Hb: 978-0-415-57582-9: £85.00 For more information, visit: www.routledge.com/9780415575829
World Yearbook of Education 2010 Education and the Arab ’World’: Political Projects, Struggles, and Geometries of Power Edited by André E. Mazawi, University of British Columbia, Canada and Ronald G. Sultana, University of Malta, Malta Series: World Yearbook of Education The World Yearbook of Education 2010: Education and the Arab ’World’: Political Projects, Struggles, and Geometries of Power opens up discussions about improving the relationship between the Arab World and the West, beyond the divide of most current approaches. 2009: 235 x 156: 424pp Hb: 978-0-415-80034-1: £90.00 eBook: 978-0-203-86359-6 For more information, visit: www.routledge.com/9780415800341
Series: Routledge Research in Education Collaboration in Education establishes a needed framework for school/university collaborations that will be critical for others wishing to reproduce and participate in these partnerships. The contributors explore the elements necessary for sustainable collaboration in order to provide a frame of reference for others doing this work. This volume will help readers to ask the correct questions in thinking through school/ university collaboration, such as: Does this collaboration make a true change in the way each parent organization operates in the future? Does it meet the needs of a more complex and changing work environment for universities and schools? Does it impact beyond the participant institutions and inform the field by producing knowledge of use to others? This volume also includes extensive analyses of ongoing school/university projects in the United States, Asia and Europe. 2010: 229 x 152: 250pp Hb: 978-0-415-80621-3: £75.00 eBook: 978-0-203-85470-9 For more information, visit: www.routledge.com/9780415806213
Gender Inclusive Engineering Education Julie Mills, University of South Australia, Australia, Mary Elizabeth Ayre, The University of Glamorgan, UK and Judith Gill, University of South Australia, Australia
Alan Wilson, University College London, UK
Success in the twenty-first century demands knowledge power – for individuals, organisations, cities, regions and countries. This book offers a map showing the structure of the knowledge space in a contemporary context. The routes beyond traditional disciplines are charted, in part based on the notions of super-concepts and super-problems. There are major implications for the development of education systems, particularly for universities but also for all employers as they seek to ensure that their organisations have the requisite knowledge to meet future challenges. The traditional disciplines and their future development are reviewed and systems concepts are introduced to develop an interdisciplinary framework for the future. The nature of the knowledge core for different kinds of organisation is outlined in the context of development strategies and management capabilities. Super concepts are introduced throughout and through these the reader is introduced to a range of authors who, it is argued, provide the signposts for the way ahead.
2010: 234 x 156: 184pp Hb: 978-0-415-55310-0: £80.00 Pb: 978-0-415-55311-7: £19.99 eBook: 978-0-203-85803-5 For more information, visit: www.routledge.com/9780415553117
Series: Routledge Research in Education Women continue to comprise a small minority of students in engineering education and subsequent employment, despite the numerous initiatives over the past 25 years to attract and retain more women in engineering. This book demonstrates the ways in which traditional engineering education has not attracted, supported or retained female students and identifies the issues needing to be addressed in changing engineering education to become more gender inclusive. This innovative and much-needed work also addresses how faculty can incorporate inclusive curriculum within their courses and programs, and provides a range of exemplars of good practice in gender inclusive engineering education. 2010: 229 x 152: 228pp Hb: 978-0-415-80588-9: £75.00 eBook: 978-0-203-85195-1 For more information, visit: www.routledge.com/9780415805889
The Market for Academics Christine Musselin, Centre de Sociologie des Organisations, France Series: Studies in Higher Education The management of faculty careers is a critical issue in university autonomy, and in many countries recent reforms have increasingly addressed this area. Musselin examines this crucial issue through the use of exhaustive empirical research – including over 200 interviews – on academic job hiring practices and faculty career patterns.
The Reviewer’s Guide to Quantitative Methods in the Social Sciences Edited by Gregory R. Hancock, University of Maryland, College Park, USA and Ralph O. Mueller, University of Hartford, USA
This book is designed for evaluators of research manuscripts and proposals in the social and behavioral sciences, and beyond. Its thirty-one uniquely structured chapters cover both traditional and emerging methods of quantitative data analysis. The book updates readers on each technique’s key principles, appropriate usage, underlying assumptions, and limitations. It thereby assists reviewers to offer constructive commentary on works they evaluate, and also serves as an indispensable author’s reference for preparing sound research manuscripts and proposals.
2010: 254 x 178: 448pp Hb: 978-0-415-96507-1: £125.00 Pb: 978-0-415-96508-8: £44.99 eBook: 978-0-203-86155-4 For more information, visit: www.routledge.com/9780415965088
2009: 229 x 152: 282pp Hb: 978-0-415-99683-9: £70.00 eBook: 978-0-203-86306-0 For more information, visit: www.routledge.com/9780415996839
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s t u de n t af fa i r s
STUDENT AFFAIRS
The Marketisation of Higher Education and the Student as Consumer
Online Communication and Collaboration
Edited by Mike Molesworth, Richard Scullion and Elizabeth Nixon, all at Bournemouth University, UK
Edited by Helen Donelan, The Open University, UK, Karen Kear, The Open University, UK and Magnus Ramage, The Open University, UK
New
Fostering Success among Racially Diverse Student Populations
Until recently government policy in the UK has encouraged an expansion of Higher Education to increase participation and with an express aim of creating a more educated workforce. This expansion has led to competition between Higher Education institutions, with students increasingly positioned as consumers and institutions working to improve the extent to which they meet ‘consumer demands’.
A Reader
Online Communication and Collaboration presents a timely set of articles that cover a range of different perspectives, both classic and up-to-date.
Changes in higher education have been rapid, and there has been little critical research into the implications. This volume brings together internationally comparative academic perspectives, critical accounts and empirical research to explore fully the issues and experiences of education as a commodity, examining:
2009: 234 x 156: 304pp Hb: 978-0-415-56477-9: £85.00 Pb: 978-0-415-56478-6: £23.99
• the international and financial context of marketisation
Rethinking Contexts for Learning and Teaching
• the new purposes of universities • the implications of university branding and promotion • league tables and student surveys vs. quality of education • students as ‘active consumers’ in the co-creation of value • changing student experiences, demands and focus. With contributions from many of the leading names involved in Higher Education including Ron Barnett, Frank Furedi, Lewis Elton, Roger Brown and also Laurie Taylor in his journalistic guise as an academic at the University of Poppleton, this book will be essential reading for many.
For more information, visit: www.routledge.com/9780415564786
Communities, Activites and Networks Edited by Richard Edwards, University of Stirling, UK, Gert Biesta, University of Stirling, UK and Mary Thorpe, Open University, UK Drawing upon a variety of academic disciplines this book explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research.
2010: 234 x 156: 264pp Hb: 978-0-415-58445-6: £80.00 Pb: 978-0-415-58447-0: £24.99 eBook: 978-0-203-84282-9
2009: 234 x 156: 192pp Hb: 978-0-415-46775-9: £80.00 Pb: 978-0-415-46776-6: £24.99 eBook: 978-0-203-88175-0
For more information, visit: www.routledge.com/9780415584470
For more information, visit: www.routledge.com/9780415467766
The Handbook of Practice and Research in Study Abroad
The Routledge International Handbook of Higher Education
Higher Education and the Quest for Global Citizenship
Edited by Malcolm Tight, University of Lancaster, UK, Ka Ho Mok, The University of Hong Kong, Hong Kong, Jeroen Huisman, University of Bath, UK and Christopher Morphew, University of Georgia, USA
Edited by Ross Lewin, University of Connecticut, USA Co-published with the Association for American Colleges and Universities (AAC&U)
The Handbook of Practice and Research in Study Abroad is a comprehensive survey of the field. Each chapter eloquently conveys an enthusiasm for study abroad alongside a critical assessment of the most up-to-date research, theory, and practice.
This volume is a detailed and up-to-date reference work providing an authoritative overview of the main issues in higher education around the world today. Consisting of newly commissioned chapters and impressive journal articles, it surveys the state of the discipline and includes the examination and discussion of emerging, controversial and
cutting edge areas. 2009: 254 x 178: 608pp Hb: 978-0-415-99160-5: £105.00 Pb: 978-0-415-99161-2: £50.00 eBook: 978-0-203-87664-0 For more information, visit: www.routledge.com/9780415991612
2009: 254 x 178: 544pp Hb: 978-0-415-43264-1: £130.00 eBook: 978-0-203-88222-1 For more information, visit: www.routledge.com/9780415432641
Browse and order online: www.routledge.com/education
Creating Campus Cultures Edited by Samuel D. Museus, University of Massachusetts, Boston, USA and Uma M. Jayakumar, University of San Francisco, USA Creating Campus Cultures is the first book to explicitly focus on how campus cultures shape the experiences of racially diverse student populations. These students suffer vast disparities in persistence and degree attainment, and given that they also comprise a growing proportion of entering college classes, these disparities constitute an urgent problem that requires the attention of higher education policymakers and practitioners. This timely edited collection provides insights on how campus cultures can and do shape the experiences and outcomes of their increasingly diverse college student populations, paying particular attention to how cultures can be consciously shaped to foster success among racial minority students. Moving beyond an exploration of campus racial climates, Creating Campus Cultures addresses the considerable obstacles practitioners face as they attempt to transform entrenched institutional cultures to meet the needs of increasingly diverse student bodies. This book helps student affairs administrators navigate this increasingly difficult terrain by providing practical advice on how to enact long-term, holistic change at any institution. December 2011: 229 x 152 Hb: 978-0-415-88819-6: £95.00 Pb: 978-0-415-88820-2: £27.99 eBook: 978-0-203-83241-7 For more information, visit: www.routledge.com/9780415888202
New
Understanding Hip Hop on College Campuses Emery Petchauer, Lincoln University, USA From Ciphers to Classrooms explores how diverse groups of young adults embody hip-hop culture and actively connect it to their lives on college campuses. Instead of looking at hip-hop solely as content for educators to use for pedagogical purposes, this book argues that hip-hop is a cultural site created by young adults – both male and female, and from multiple ethnic backgrounds – that possesses a cultural logic, habits of mind, and ’ways of doing.’ The analytical lens extends beyond rap music, school curricula, and African American adolescents to include other creative activities such as dance, graffiti art, DJing, spoken word poetry, music production, and hip-hop based organizations on campus. College campuses have become rich sites of hip-hop culture and knowledge production. This book provides important insights for researchers and personnel working with college students. The author pushes researchers and practitioners to contemplate the nuanced, textured, and diverse ways that young adults connect the meaningful cultural sites in their lives to educational pursuits in college. November 2011: 224pp Hb: 978-0-415-88970-4: £80.00 Pb: 978-0-415-88971-1: £27.99 eBook: 978-0-203-80538-1 For more information, visit: www.routledge.com/9780415889711
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s tud ent affairs
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WTO/GATS and the Global Politics of Higher Education
LIFELONG LEARNING – THEORIES OF LEARNING
Antoni Verger, Universiteit van Amsterdam, the Netherlands Series: Studies in Higher Education The General Agreement on Trade in Services (GATS) has furthered international pressure towards the liberalization of education all over the world. Antoni Verger explores the constitution of global liberalization entailed by the GATS as well as the opposition to this process. 2009: 229 x 152: 270pp Hb: 978-0-415-99882-6: £75.00 eBook: 978-0-203-86667-2 For more information, visit: www.routledge.com/9780415998826
An Introduction to Career Learning & Development 11-19 Perspectives, Practice and Possibilities Anthony Barnes, Barbara Bassot, and Anne Chant, all at Canterbury Christ Church University, UK
’All recently appointed careers coordinators should read this book but more experienced practitioners will also find the final chapters challenging and inspiring.’ - David Andrews OBE, University of Cambridge Faculty of Education, UK
’This book is the perfect companion for anyone interested in extending their professionalism. Beginning with an introduction to the theoretical underpinning of career learning and development, it goes on to offer a myriad of ideas for classroom practice and is full of helpful hints for improving day to day delivery. There is something here for everyone at any stage of their role and responsibility for career learning and development.’ - Barbara McGowan, Senior Fellow, National Institute for Career Education and Counselling (NICEC) An Introduction to Career Learning and Development 11-19 is an indispensible source of support and guidance for all those who need to know why and how career learning and development should be planned, developed and delivered effectively to meet the needs of young people. It is a comprehensive resource providing a framework for career education conducive with the realities of lifelong learning, enterprise, flexibility and resilience in a dynamic world. It discusses the key under-pinning theory and policies and provides straight-forward, practical advice for students and practising professionals. 2010: 246 x 174: 168pp Hb: 978-0-415-57777-9: £80.00 Pb: 978-0-415-57778-6: £19.99 eBook: 978-0-203-84187-7 For more information, visit: www.routledge.com/9780415577786
New
New
The Fundamentals of Workplace Learning
Innovations in Lifelong Learning
Understanding How People Learn in Working Life
Critical Perspectives on Diversity, Participation and Vocational Learning
Knud Illeris, Danish University of Education, Denmark
Edited by Sue Jackson, Birkbeck College, University of London, UK
Fundamentals of Workplace Learning is a comprehensive guide to how people learn in the workplace, and the issues and challenges involved. Examining the essential aspects of workplace learning and unravelling the various influences which affect the success of work-based learners, Knud Illeris presents a holistic model to explain how diverse individuals can be encouraged and invited to learn at work.
This book opens up ways to engage critically with what counts as innovatory practice in lifelong learning today, locating its discussion of innovations in lifelong learning within an international and comparative framework.
Approaching workplace learning from the perspective of learners as human beings, with complex social and psychological needs, as opposed to resources to be managed, this book examines in detail the key issues surrounding workplace learning, including:
Innovations in Lifelong Learning engages first hand with issues and concerns from around the globe, offering an international perspective on current trends through its range of contributions from across the UK, Australia, New Zealand and the US. The broad focus allows for diverse information on the nature of these changes to come together under an assortment of empirical, theoretical and methodological approaches.
• The workplace environment as a learning space
The book takes three key elements of lifelong learning:
• A multitude of different kinds of workplace learning arrangements
• learning communities
• Job-transcending learning initiatives
• work-based learning and learning through work.
Presenting conclusions on workplace learning and possibilities for the future this book focuses on a way forward while detailing the fundamentals of successful workplace learning. 2010: 234 x 156: 192pp Hb: 978-0-415-57906-3: £80.00 Pb: 978-0-415-57907-0: £22.99 eBook: 978-0-203-83652-1 For more information, visit: www.routledge.com/9780415579070
• participation and non-participation It links these with themes on diversity, social justice and economic and global development so as to negotiate and re-negotiate the constant importance of innovation with employers, learners and educational institutions. 2010: 234 x 156: 272pp Hb: 978-0-415-54878-6: £90.00 Pb: 978-0-415-54879-3: £28.99 eBook: 978-0-203-83395-7 For more information, visit: www.routledge.com/9780415548793
4th Edition
Adult Education and Lifelong Learning Theory and Practice Peter Jarvis, University of Surrey, UK
Now in its fourth edition, Adult Education and Lifelong Learning is well established, and is regarded as the most widely used text about adult education. Fully revised and updated with substantial additional material, this new edition takes account of many changes which have occurred in the field of adult education. With new features for students and researchers, updates incorporate: • material on the ethical and political implications of lifelong learning • detailed information on changes relating to globalisation • increased emphasis on societal changes • information on the way technologies are affecting the way people learn • changing approaches to knowledge, knowledge acquisition and knowledge assessment.
2010: 234 x 156: 352pp Hb: 978-0-415-49478-6: £90.00 Pb: 978-0-415-49481-6: £26.99 For more information, visit: www.routledge.com/9780415494816
Complimentary Exam Copy
e-Inspection New in Paperback Companion Website
l i felo n g lear n i n g – the o r ie s o f lear n i n g
Lifelong Learning in Paid and Unpaid Work
Work Integrated Learning
Beyond Reflective Practice
A Guide to Effective Practice
Survey and Case Study Findings
Lesley Cooper, Wilfrid Laurier University, Canada, Janice Orrell, Flinders University, Australia and Margaret Bowden, Flinders University, Australia
New Approaches to Professional Lifelong Learning
Edited by D.W. Livingstone, University of Toronto, Canada Lifelong Learning in Paid and Unpaid Work provides a new paradigm for understanding work and learning, documenting the active contribution of workers to their development and their adaptation to paid and unpaid work. Empirical evidence drawn from national surveys in Canada and eight related case studies is used to explore the current learning activities of those in paid employment, housework and volunteer work, addressing all forms of learning including: formal schooling, further education courses, informal training and self-directed learning, particularly in the context of organisational and technological change. Proposing an expanded conceptual framework for investigating the relationships between learning and work, the contributors offer new insights into the ways in which adult learning adapts to and helps reshape the wide contemporary world of work throughout the life course. 2010: 234 x 156: 272pp Hb: 978-0-415-56564-6: £85.00 Pb: 978-0-415-61983-7: £24.99 eBook: 978-0-203-85316-0 For more information, visit: www.routledge.com/9780415619837
The demand for work-ready graduates, who are familiar with organizational practices in the workplace is increasing, and so the need for greater work integrated learning (WIL) is a growing concern for the education sector. With the globalization of higher education and the cultural and linguistic challenges this brings, WIL has become a core strategic issue for many organizations. Examining WIL as a process of integration between workplaces, higher education institutions, government, business and industry, this book includes: • Strategies for managing work integrated learning experiences • The what, when, where, why and who of WIL across professions
Edited by Helen Bradbury, University of Leeds, UK, Nick Frost, Leeds Metropolitan University, UK, Sue Kilminster, University of Leeds, UK and Miriam Zukas, University of Leeds, UK With contributions from some of the leading experts in the field of reflective practice, including David Boud, this book provides a thought-provoking look at the way forward in professional development and lifelong learning. 2009: 234 x 156: 240pp Hb: 978-0-415-46792-6: £80.00 Pb: 978-0-415-46793-3: £24.99 For more information, visit: www.routledge.com/9780415467933
International Perspectives on Competence Development Developing Skills and Capabilities
• Advice on building relationships between higher education and the workplace
Edited by Knud Illeris, Danish University of Education, Denmark
• Guidance on preparing learners effectively for work
• Practical case studies from firsthand experience
Narrative Learning Ivor F Goodson, University of Brighton, UK, Gert Biesta, University of Stirling, UK, Michael Tedder, University of Exeter, UK University of Exeter, UK and Norma Adair
Based on data gathered for the Learning Lives project, which sought to understand learning by questioning individuals about their life stories, this book seeks to define a new learning theory which focuses on the role of narrative and narration in learning. Through a number of detailed case-studies based on longitudinal interviews conducted over three and four-year periods with a wide range of life story informants, Narrative Learning highlights the role of narrative and narration in an individual’s learning and understanding of how they act in the world. The authors explore a domain of learning and human subjectivity which is vital but currently unexplored in learning and teaching and seek to re-position learning within the ongoing preoccupation with identity and agency. The insights presented seek to show that most people spend a significant amount of time rehearsing and recounting their life-story, which becomes a strong influence on their actions and agency, and an important site of learning in itself. Narrative Learning seeks to shift the focus of learning from the prescriptivism of a strongly defined curriculum to accommodate personal narrative styles and thereby encourage engagement and motivation in the learning process. Hence the book has radical and far-reaching implications for existing Governmental policies on school curriculum.
2010: 234 x 156: 152pp Hb: 978-0-415-48893-8: £75.00 Pb: 978-0-415-48894-5: £23.99 eBook: 978-0-203-85688-8
• Direct information and instruction on the use of WIL Work Integrated Learning is a practical guide that can be used by the education sector and employers alike. 2010: 234 x 156: 240pp Hb: 978-0-415-55676-7: £80.00 Pb: 978-0-415-55677-4: £23.99 eBook: 978-0-203-85450-1
In today’s complex and ever-changing world it has become obvious that even highly developed knowledge and skills are no longer sufficient to meet new challenges. This book builds on the experiences of its expert contributors, all of whom have worked with, studied and analysed competences.
For more information, visit: www.routledge.com/9780415556774
Handbook of Public Pedagogy
2009: 234 x 156: 240pp Hb: 978-0-415-49210-2: £80.00 Pb: 978-0-415-49211-9: £24.99
Education and Learning Beyond Schooling
For more information, visit: www.routledge.com/9780415492119
Edited by Jennifer A. Sandlin, Arizona State University, USA, Brian D. Schultz, Northeastern Illinois University, USA and Jake Burdick, Arizona State University, USA
2nd Edition
Series: Studies in Curriculum Theory Series
Bringing together scholars, public intellectuals, and activists from across the field of education, the Handbook of Public Pedagogy explores and maps the terrain of this burgeoning field.
2009: 254 x 178: 712pp Hb: 978-0-415-80126-3: £165.00 Pb: 978-0-415-80127-0: £75.00 eBook: 978-0-203-86368-8 For more information, visit: www.routledge.com/9780415801270
For more information, visit: www.routledge.com/9780415488945
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Learning, Creating, and Using Knowledge Concept Maps as Facilitative Tools in Schools and Corporations Joseph D. Novak, Florida Institute for Human and Machine Cognition, USA Fully revised and updated, this second edition updates Novak’s theory for meaningful learning and autonomous knowledge-building along with tools to make it operational – that is, concept maps, created with the use of CMapTools and the V diagram. It is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity. 2009: 229 x 152: 336pp Hb: 978-0-415-99184-1: £90.00 Pb: 978-0-415-99185-8: £32.99 For more information, visit: www.routledge.com/9780415991858
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Learning and Work and the Politics of Working Life
Researching Transitions in Lifelong Learning
Global Transformations and Collective Identities in Teaching, Nursing and Social Work
Edited by John Field, University of Stirling, UK, Jim Gallacher, Glasgow Caledonian University, UK and Robert Ingram, Glasgow Caledonian University, UK
Edited by Terri Seddon, Monash University, Australia, Lea Henriksson, University of Tampere, Finland and Beatrix Niemeyer, University of Flensburg, Germany
This thought-provoking, empirically researched book questions prevailing debates about compliance in work, education and lifelong learning, and affirms the importance of the politics of working life in a globalised world.
Researching Transitions in Lifelong Learning presents new research from Britain, Australia and North America. The authors include leading scholars with established international reputations - such as Kathryn Ecclestone, Norton Grubb, David Boud and Gert Biesta - as well as emerging researchers with fresh and sometimes challenging perspectives.
2009: 234 x 156: 240pp Hb: 978-0-415-49598-1: £80.00 Pb: 978-0-415-49599-8: £23.99 eBook: 978-0-203-87517-9 2009: 234 x 156: 248pp Hb: 978-0-415-55752-8: £85.00 Pb: 978-0-415-55753-5: £25.99 eBook: 978-0-203-86312-1 For more information, visit: www.routledge.com/9780415557535
Learning to be a Person in Society Peter Jarvis, University of Surrey, UK
How exactly do we learn to be a person through living? In this book, Peter Jarvis demonstrates the ways in which we become social human beings. It will appeal to a wide variety of audiences involved in the study of learning and development.
2009: 234 x 156: 240pp Hb: 978-0-415-41902-4: £80.00 Pb: 978-0-415-41903-1: £23.99 For more information, visit: www.routledge.com/9780415419031
For more information, visit: www.routledge.com/9780415495998
Transitions and Learning through the Lifecourse Edited by Kathryn Ecclestone, University of Birmingham, UK, Gert Biesta, University of Stirling, UK and Martin Hughes, University of Bristol, UK
‘Transition’ has numerous everyday and conceptual meanings yet, while certain transitions are unsettling and difficult for some people, risk, challenge and even difficulty might also be important factors in successful transitions for others.
2009: 234 x 156: 240pp Hb: 978-0-415-48173-1: £85.00 Pb: 978-0-415-48174-8: £24.99 eBook: 978-0-203-86761-7 For more information, visit: www.routledge.com/9780415481748
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LIFELONG LEARNING REFERENCE The Routledge Encyclopaedia of UK Education, Training and Employment From the earliest statutes to the present day John P. Wilson, University of Sheffield, UK
A comprehensive guide to all the main labour market initiatives and agencies combining education and employment in the UK, this encyclopaedia presents an historical progression from the Guilds and Statute of Artifices in 1563 through to present day initiatives and changes. Fully cross-referenced throughout, with a full list of acronyms, bibliographic and internet resources, the encyclopaedia includes: • Detailed descriptions of all major government initiatives connecting education, training and employment • Documentation covering England, Northern Ireland, Scotland and Wales, and initiatives in Ireland up to Irish independence • A brief history of education and employment in the UK • Chronological history of Government Departments • Outlines of all major public agencies and qualifications • An extensive glossary of acronyms • Information on rarely recorded and inaccessible historical documents With over 1500 entries, this encyclopaedia crosses knowledge boundaries providing for the first time an integrated map of national human capital development. It addresses: pre-school initiatives, primary, secondary, further and higher education; vocational education and training; labour market interventions including those designed to return people to employment; and, government strategies designed to enhance economic and technological competitiveness. 2010: 246 x 174: 416pp Hb: 978-0-415-55822-8: £125.00 For more information, visit: www.routledge.com/9780415558228
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New
New
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The Routledge International Handbook of Learning
Mentoring Teachers in Post-Compulsory Education
Theories of Learning for the Workplace
Edited by Peter Jarvis, University of Surrey, UK and Mary Watts
A guide to effective practice
Buiding blocks for training and professional development programs
As our understanding of learning begins to focus on the person and not so much on single aspects of learning, so it is beginning to be studied from a very wide variety of perspectives and disciplines. The aim of this handbook is to present an overview of the work on learning, written by leading scholars from all these different perspectives and disciplines.
The post-compulsory sector is complex and multifaceted, with highly diverse and sometimes challenging learner groups and subject to change from almost unending shifts in educational policy. Effective mentoring has a crucial role in the initial training of new teachers in the post-compulsory sector offering them the guidance and practical support they need to respond to these challenges.
This handbook captures the complexities of the learning process in seven major parts with forty-nine chapters which underline the significance of this inter-disciplinary approach by looking at all aspects of learning including: • Learning and the person: senses, cognitions, emotions, personality traits and learning styles
Bryan Cunningham
• What to expect as a mentor and what your mentee expects of you
• Learning across the disciplines: covering everything from anthropology to neuroscience
• The skills, attributes and functions that make an effective mentor
• Meaning systems’ interpretation
• Organising and conducting observations
November 2011: 234 x 156 Hb: 978-0-415-66939-9: £80.00 Pb: 978-0-415-66940-5: £19.99 eBook: 978-0-203-81595-3
Key figures in education, psychology and cognitive science present a comprehensive range of conceptual perspectives on learning theory, offering a wealth of new insights to support innovative research directions.
• What to do when things go wrong
For more information, visit: www.routledge.com/9780415669405
New
Promoting Diversity and Social Justice Educating People from Privileged Groups, Second Edition
Edited by Peter Jarvis, University of Surrey, UK
Diane J. Goodman
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.
Promoting Diversity and Social Justice provides theories, perspectives, and strategies that are useful for working with adults from privileged groups – those who are in a more powerful position in any given type of oppression. The thoroughly revised edition of this accessible and practical guide offers tools that allow educators to be more reflective and intentional in their work – helping them to consider who they’re working with, what they’re doing, why they’re doing it and how to educate more effectively.
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, policies, social movements, issues in lifelong learning, geographical dimensions. 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.
Workplace and professional learning, lifelong learning, adult learning, learning in different contexts have become of more and more interest and now dominate all aspects of twenty-first century life. Learning is no longer about ‘storing and recall’ but ‘development and flow’.
Accessible, practical and supportive, this book will help make mentoring an easier, more enjoyable and rewarding experience for all new mentors in the post-compulsory sector.
• Time management
Written by a wide range of global experts suggested by a team of expert advisors from including Professor Mary Watts – a psychologist with wide interests in counselling and health psychology and a former Pro-Vice Chancellor of City University – and Professor Kristiina Kumpalainen – director of Cicero, an interdisciplinary learning project at Helsinki University, this book is the first comprehensive multi-discipintary assessment of the topic and a much more complete collection than anything else that is available in one volume.
The Routledge International Handbook of Lifelong Learning
Theories of Learning in the Workplace offers fascinating overviews into some of the most important theories of learning and how they are practically applied to organisational or workplace learning. With each chapter co-authored by an academic researcher and an expert in business or industry, this unique book provides practical case studies combined with thorough analysis of theories and models of learning.
• Historical and contemporary learning theorists.
For more information, visit: www.routledge.com/9780415571302
Series: Routledge Psychology in Education
This second edition has been updated to reflect the new LLUK standards, current research and technological advances. Describing all of the expectations, responsibilities and rewards involved in mentoring, the book covers:
• Learning across the lifespan
September 2011: 246 x 174: 544pp Hb: 978-0-415-57130-2: £125.00
Filip Dochy, K. U Leuven, Belgium, David Gijbels, University of Antwerp, Belgium, Mien Segers, Leiden University, Netherlands and Piet van den Bossche, Maastricht University, Netherlands
Containing overviews of theories from Schön, Argyris, Senge, Engeström, Billet, Ericsson, Kolb, Boud and Mezirow, this book discusses: • adult learning; • workplace learning; • informal learning; • reflective practice; • experiential learning; • deliberate practice; • organisational and inter-organisational expansive learning. June 2011: 234 x 156: 176pp Hb: 978-0-415-61893-9: £80.00 Pb: 978-0-415-61894-6: £24.99 eBook: 978-0-203-81799-5 For more information, visit: www.routledge.com/9780415618946
New features include: • a new chapter, ’The Joy of Unlearning Privilege/ Oppression,’ highlights specific ways people from privileged groups benefit from unlearning privilege/ oppression and from creating greater equity • a new chapter, ’Allies and Action,’ gives focus and guidance on how people from privileged groups can constructively and appropriately be involved in social change efforts
2010: 246 x 174: 560pp Pb: 978-0-415-58165-3: £44.99
• updated Appendix of additional resources.
For more information, visit: www.routledge.com/9780415581653
April 2011: 229 x 152: 240pp Hb: 978-0-415-87287-4: £90.00 Pb: 978-0-415-87288-1: £22.99 eBook: 978-0-203-82973-8 For more information, visit: www.routledge.com/9780415872881
Browse and order online: www.routledge.com/education
Full Table of Contents For full table of contents on all titles featured in this catalog, visit: www.routledge.com/education
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New
Learning Across Sites
Work Related Learning in the Secondary School
New Tools, Infrastructures and Practices
Prue Huddlestone and Julian Stanley, both at University of Warwick, UK In the current economic climate, it is more important than ever that young people engage with the world of work and gain the knowledge, skills and experience they will need to prepare them for their future careers. This book provides an overarching framework for understanding all the separate parts of the work-related learning curriculum and constructs a research-based pedagogy with practical steps for students and teachers. The introductory chapters explain the theory behind all work-related learning and provide an overview of the programmes and initiatives designed to make learning more relevant and better connected to work. Drawing on contemporary research and innovative practice, the rest of the book contains practical advice and guidance to support practitioners in the delivery of the workrelated learning curriculum. All aspects of work-related learning from work experience, enterprise education, economic wellbeing and financial capacity to the diplomas and careers advice are covered in individual chapters. July 2011: 246 x 174: 200pp Hb: 978-0-415-57816-5: £75.00 Pb: 978-0-415-57817-2: £19.99 For more information, visit: www.routledge.com/9780415578172
Learning Across Sites brings together a diverse range of contributions from leading international researchers to examine the impacts and roles which evolving digital technologies have on our navigation of education and professional work environments. Viewing learning as a socially organised activity, the contributors explore the evolution of learning technologies and knowledge acquisition in networked societies through empirical research in a range of industries and workplaces. The areas of study include public administration, engineering, production, and healthcare and the contributions address the following questions:
In at the Deep End: A Survival Guide for Teachers in Post-Compulsory Education Jim Crawley Teachers working in Post Compulsory Education are recognised as being subject to a particularly acute set of pressures and challenges.
Now in its second edition, the highly regarded In at the Deep End will help you to manage the varied demands of teaching in PCE more effectively by offering friendly, professional advice and a range of teaching and learning activities which will help you become an effective, confident, committed and reflective teacher. With a range of strategies, activities and spaces to reflect, this positive and practical ‘survival guide’ provides advice on: • Meeting initial challenges, working positively with your students and handling challenging behaviour • Accessing support, working with your local colleagues and a greater community of practice • Supporting skills for life, key skills and essential skills
Connecting Text Features, Task Demands, and Respondent Skills Sheida White
• How are learning activities organised? • How are tools and infrastructures used? • What competences are needed to participate in specialised activities? • What counts as knowledge in multiple and diverse settings? • Where can parallels be drawn between workplaces?
2nd Edition
Edited by Sten R. Ludvigsen, Intermedia, University of Oslo, Norway, Andreas Lund, Intermedia, University of Oslo, Norway, Ingvill Rasmussen, Intermedia, University of Oslo, Norway and Roger Säljö, University of Goteborg, Sweden
Understanding Adult Functional Literacy
Addressing an emerging problem of adaptation in contemporary education, this book is essential reading for all those undertaking postgraduate study and research in the fields of educational psychology, informatics and applied information technology. 2010: 234 x 156: 400pp Hb: 978-0-415-58175-2: £90.00 Pb: 978-0-415-58176-9: £27.99 eBook: 978-0-203-84781-7 For more information, visit: www.routledge.com/9780415581769
Handbook of Research on Adult Learning and Development
’I don’t know of any book providing the same information. There is a shortage of literature in this area and the book is an excellent contribution.’ – Dolores Perin, Teachers College, Columbia University
’The contribution of the theory is important – not only to adult literacy but to our understanding of the reading process at nearly every level ... Additionally, the application of multidimensional item response modeling to the new TTR theory offers a tantalizing view of how the predictive validity of a theory might be tested and used to provide practical results.’ – Larry Mikulecky, Indiana University Very often, individual differences in literacy performance are understood exclusively in terms of the characteristics of the reader. Drawing on a rich array of empirical research, the author presents a detailed and highly integrative new theory of functional literacy. The text-task-respondent (TTR) theory of functional literacy offers improved understanding of how successful performance on everyday literacy tasks involves a dynamic relationship among the text, the task, and the reader. This book will appeal primarily to assessment developers who wish to select tasks and texts of varying difficulty to yield more precise estimates of adult literacy; to researchers who study cognitive, linguistic, and discourse processes; and to teachers who want to find new ways to increase text comprehension among students, including English language learners and struggling readers. 2010: 229 x 152: 280pp Hb: 978-0-415-88247-7: £95.00 Pb: 978-0-415-88248-4: £34.99 eBook: 978-0-203-84188-4 For more information, visit: www.routledge.com/9780415882484
Edited by M Cecil Smith with Nancy DeFrates-Densch, Assistant Editor Northern Illinois University, USA.
The time is right for this comprehensive, state-of-the-art Handbook that analyzes, integrates, and summarizes theoretical advances and research findings on adult development and learning - a rapidly growing field reflecting demographic shifts toward an aging population in Western societies. Featuring contributions from prominent scholars across diverse disciplinary fields (education, developmental psychology, public policy, gerontology, neurology, public health, sociology, family studies, and adult education), the volume is organized around six themes: • theoretical perspectives on adult development and learning • research methods in adult development • research on adult development • research on adult learning
• Making positive use of Information and Communications Technology to support learning
• aging and gerontological research
• Managing inspections, developing as a leader and becoming a ‘Reflective Practitioner’.
The Handbook is an essential reference for researchers, faculty, graduate students and practitioners whose work pertains to adult and lifespan development and learning.
2010: 246 x 174: 224pp Hb: 978-0-415-49988-0: £80.00 Pb: 978-0-415-49989-7: £19.99 eBook: 978-0-203-84564-6
2008: 254 x 178: 832pp Hb: 978-0-8058-5819-8: £180.00 Pb: 978-0-8058-5820-4: £70.00 eBook: 978-0-203-88788-2
For more information, visit: www.routledge.com/9780415499897
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• policy perspectives on aging.
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Understanding Advanced Second-Language Reading Elizabeth B. Bernhardt, Stanford University, USA
What distinguishes this book is its broad, yet thorough, view of theory, process, and research on adult second-language reading. Offering extensive discussions of upper-register second-language texts (both expository and narrative) that adult second-language readers encounter daily across the globe, it also presents an assessment schema for second-language text comprehension as well as for the assessment of teaching. Understanding Advanced Second-Language Reading: • includes languages other than English in the discussion of second language reading
• is firmly anchored in a theory of second language reading • emphasizes the multi-dimensionality and dynamic nature of L2 reading development • focuses on comprehension of upper-register literary texts • balances theory and instructional practices. Filling the need for a coherent, theoretically consistent, and research-based portrait of how literate adolescents and adults comprehend, and learn to comprehend, at greater levels of sophistication and whether that ability can be enhanced by instruction, this is a must-have resource for reading and second-language researchers, students, and teachers.
related Journals
For more information, visit: www.routledge.com/9780415879101
Editor: James K. Broomall, University of Delaware, USA Volume 59, 2011 • 3 issues per year
American Journal of Distance Education Editor: Michael Grahame Moore, The Pennsylvania State University, USA
Official Journal of the Association for Continuing Higher Education, The Journal of Continuing Higher Education strives to support continuing higher education by serving as a forum for the reporting and exchange of information based on research, observations, and the experience relevant to the field.
Volume 25, 2011 • 4 issues per year
www.tandf.co.uk/journals/ujch
The American Journal of Distance Education is the internationally recognized journal of research and scholarship in the field of American distance education established with the mission of disseminating information about research and scholarship in the Americas.
The Journal of Economic Education
www.tandf.co.uk/journals/hajd
Editor: William B. Walstad, University of Nebraska – Lincoln, USA
Change: The Magazine of Higher Learning
Volume 42, 2011 • 4 issues per year
Editor: Margaret A. Miller, Center for the Study of Higher Education, University of Virginia, USA Volume 43, 2011 • 6 issues per year Change spotlights trends, provides new insights and ideas, and analyzes the implications of educational programs, policies, and practices. Change magazine has a partnership with The Council of Colleges of Arts and Sciences (CCAS). www.tandf.co.uk/journals/vchn
2010: 229 x 152: 240pp Hb: 978-0-415-87909-5: £95.00 Pb: 978-0-415-87910-1: £32.99 eBook: 978-0-203-85240-8
Journal of Continuing Higher Education
College Teaching Editors: Michael C. Loui, University of Illinois at Urbana-Champaign, USA, Barbara J. Millis, University of Texas at San Antonio, USA, Scott P. Simkins, North Carolina A&T State University, USA Volume 59, 2011 • 4 issues per year College Teaching publishes peer-reviewed articles on how instructors across all academic disciplines can improve student learning. Each issue includes practical ideas and new strategies for successful teaching. www.tandf.co.uk/journals/vcol
Community College Journal of Research and Practice
The Journal of Economic Education offers original articles on teaching economics, teaching techniques, materials, and programs. The Journal of Economic Education is published quarterly in cooperation with the National Council on Economic Education and the Advisory Committee on Economic Education of the American Economic Association. www.tandf.co.uk/journals/vece
Journal of Education for Business Editors: James L. Morrison, University of Delaware, Newark, USA, Neil Terry, West Texas A&M University, USA, Wanda L. Stitt-Gohdes, University of
Georgia, Athens, USA, Bonnie J. White, Auburn University, USA Volume 86, 2011 • 6 issues per year
The Journal of Education for Business features basic and applied research-based articles in accounting, communications, economics, finance, information systems, management, marketing, and other business disciplines, trends, and professional information. www.tandf.co.uk/journals/vjeb
Journal of Teaching in International Business Editor: Erdener Kaynak, The Pennsylvania State University at Harrisburg, USA
Editor: D. Barry Lumsden, Texas A&M University, USA
Volume 22, 2011 • 4 issues per year
Volume 35, 2011 • 12 issues per year
The Journal of Teaching in International Business instructs international business educators, curriculum developers, and institutions of higher education worldwide on methods and techniques for better teaching to ensure optimum, cost-effective learning on the part of students of international business.
Community College Journal of Research and Practice promotes an increased awareness of community college issues by providing an exchange of ideas, research, and empirically tested educational innovations. www.tandf.co.uk/journals/ucjc
Educational Gerontology Editor: D. Barry Lumsden, Texas A&M University, USA
www.tandf.co.uk/journals/wtib
Christian Higher Education Editor: D. Barry Lumsden, Texas A&M University, USA
Volume 37, 2011 • 12 issues per year
Volume 10, 2011 • 5 issues per year
This well-respected journal offers up-to-date original research in the fields of gerontology, adult education, and the social and behavioral sciences.
Christian Higher Education is a peer reviewed archival journal that features articles on developments being created and tested by those engaged in the study and practice of Christian higher education.
www.tandf.co.uk/journals/uedg
www.tandf.co.uk/journals/uche
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relate d journ als
Peabody Journal of Education Editors: Camilla P. Benbow, Peabody College, USA, Robert Crowson, Editor, Meredith Ross, Associate Editor Jayme Place, Associate Editor, Michele Thompson, Coordinating Editor
Journal of Higher Education Policy & Management
International Journal for Academic Development
Editor: Ian R. Dobson, Centre for Population and Urban Research, Monash University, Australia,
Editors: Dr Barbara Grant, The University of Auckland, New Zealand, and HERDSA, Professor Mick Healey, HE Consultant and Researcher, University of Gloucestershire, UK, K. Lynn Taylor PhD, Dalhousie University, Canada and STLHE
Increasing to 5 issues in 2011 Volume 86, 2011 • 5 issues per year
Educational Policy Institute, Australia
Published in cooperation with the Peabody College of Vanderbilt University, Peabody Journal of Education publishes quarterly symposia in the broad area of education, including but not limited to topics related to formal institutions serving students in early childhood, pre-school, primary, elementary, intermediate, secondary, post-secondary, and tertiary education.
The Journal of Higher Education Policy and Management is an international journal of professional experience and ideas in post-secondary education. It is a must read for those seeking to influence educational policy making.
News: Increasing to 6 issues in 2011
URL: www.tandf.co.uk/journals/jhepm
URL: www.tandf.co.uk/journals/ijad
www.tandf.co.uk/journals/hpje
Assessment & Evaluation in Higher Education Editor: Dr Susan Martin, Department of Education, University of Bath, UK Assessment & Evaluation in Higher Education is an established international peer-reviewed journal which publishes papers and reports on all aspects of assessment and evaluation within higher education. URL: www.tandf.co.uk/journals/aehe
International Journal of Lifelong Education Editors: Peter Jarvis, Department of Political, International & Policy Studies, University of Surrey, UK, John Holford, School of Education, University of Nottingham, UK The International Journal of Lifelong Education provides a forum for debate on the principles and practice of lifelong, adult, continuing, recurrent and initial education and learning, whether in formal, institutional or informal settings. URL: www.tandf.co.uk/journals/ijle
Higher Education Research & Development Editors: Professor Ian Macdonald, Victoria University, Australia, Associate Professor Martin Davies, University of Melbourne, Australia Higher Education Research and Development (HERD) is a refereed international journal, established in 1982 as the principal learned journal of the Higher Education Research and Development Society of Australasia. URL: www.tandf.co.uk/journals/herd
Journal of Further and Higher Education Published on Behalf of UCU Editor: Jennifer Rowley, Manchester Metropolitan University, UK Journal of Further and Higher Education is an international, peer-reviewed journal which publishes articles and book reviews representing the whole field of post-16 education and training. URL: www.tandf.co.uk/journals/jfhe
Quality in Higher Education Published in association with INQAAHE Editor: Professor Lee Harvey, Copenhagen Business School, Denmark Associate Editor: Dr James Williams, Birmingham City University, UK Quality in Higher Education is an international refereed journal aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education. URL: www.tandf.co.uk/journals/qhe
The purpose of the International Journal for Academic Development is to enable educational developers in higher education across the world to exchange ideas about practice and extend the theory of educational development, with the goal of improving the quality of higher education internationally.
Tertiary Education & Management Journal of EAIR - The European Higher Education Society Editor: Bernard Longden, Liverpool Hope University, UK Tertiary Education and Management (TEAM) is an international peer-reviewed journal intended to create a better linkage of research, policy and practice in teaching and learning as well as in higher education management, governance and organisation. URL: www.tandf.co.uk/journals/team
New for 2011
The European Journal of Higher Education (formerly Higher Ed in Europe) Editors: Daniel Lincoln, University of Massachusetts-Amherst, USA European Journal of Higher Education (EJHE) is a new, scholarly publication to address current issues and trends in European higher education. The journal will feature methodologically and theoretically incisive papers addressing higher education topics across the European region. URL: www.tandf.co.uk/journals/rehe
Studies in Higher Education Editors: Professor Malcolm Tight, Department of Educational Research, Lancaster University, UK Extra: 2009 Impact Factor: 0.929. Ranking: 48/139 (Education & Educational Research) Š Thomson Reuters, Journal Citation Reports 2010 Studies in Higher Education welcomes research-based empirical, reflective or synoptic articles dealing with higher education, approached from any perspective or discipline. URL: www.tandf.co.uk/journals/sihe
Perspectives Extra: Journal of the Association of University Administrators (AUA) Editors: Dr Giles H. Brown, School of Geographical Sciences, University of Bristol, UK Perspectives: Policy & Practice in Higher Education provides higher education managers and administrators with innovative material which analyses and informs their practice of management. URL: www.tandf.co.uk/journals/perspectives
Teaching in Higher Education Editors: Sue Clegg, Leeds Metropolitan University, UK Extra: Included in ISI Social Science Citation Index Teaching in Higher Education is an international, peer-reviewed journal and addresses the roles of teaching, learning and the curriculum in higher education in order to explore and clarify the intellectual challenges which they present. URL: www.tandf.co.uk/journals/tihe
Journal of Marketing for Higher Education Editors: Anthony Lowrie, Professor of Marketing, Minnesota State University Moorhead, USA,
Jane Hemsley-Brown, Reader in Marketing, University of Surrey, UK The Journal of Marketing for Higher Education is a well-established, double-blind peer reviewed, international journal that publishes original research and review articles. URL: www.tandf.co.uk/journals/wmhe
Studies in Continuing Education Editors: Professor David Boud, Faculty of Arts and Social Sciences, University of Technology Sydney, Australia, Professor Nicky Solomon, Dean, University Graduate School, University of Technology Sydney, Australia Studies in Continuing Education is a scholarly journal concerned with all aspects of continuing, professional and lifelong learning. URL: www.tandf.co.uk/journals/csce
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School Leadership & Management
Routledge Paperbacks Direct
Editor: Chris Chapman, University of Manchester, UK
A new way to expand your personal library!
School Leadership & Management is an international, refereed journal which publishes articles, reports, news and information on all aspects of the leadership and management of schools.
A growing selection of our Education hardback monographs are now available, for individual purchase, in paperback format from the price of £23.50. These books are only available directly from Routledge and can be ordered in one of three easy ways:
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The Academic Citizen www.routledge.com/9780415561402
Bruce MacFarlane
Pb: 978-0-415-56140-2
£24.95
The Challenge to Scholarship www.routledge.com/9780415560320
Gill Nicholls
Pb: 978-0-415-56032-0
£24.95
Changing Identities in Higher Education www.routledge.com/9780415567084
Ronald Barnett and Roberto Di Napoli
Pb: 978-0-415-56708-4
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Democratizing Higher Education Policy www.routledge.com/9780415884068
M.T. Sehoole
Pb: 978-0-415-88406-8
£24.95
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Higher Education and Sustainable Development www.routledge.com/9780415560511
Stephen Gough and William Scott
Pb: 978-0-415-56051-1
£24.95
International Journal of Leadership in Education Theory & Practice
Policy Discourses, Gender, and Education www.routledge.com/9780415886062
Elizabeth Allan
Pb: 978-0-415-88606-2
£24.95
Structuring Mass Higher Education www.routledge.com/9780415885072
David Palfreyman and Ted Tapper
Pb: 978-0-415-88507-2
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Editor: Duncan Waite, Ph.D.Texas State University, USA
Towards Virtuous University www.routledge.com/9780415875141
Jon Nixon
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index a Academic and Professional Identities in Higher Education. . . . . . . . . . . . . . . . . . . . . 18 Academic Citizen, The. . . . . . . . . . . . . . . . . . . 33 Academic Writing. . . . . . . . . . . . . . . . . . . . . . 10 Academic Writing for International Students of Business . . . . . . . . . . . . . . . . . . . . . . . . . 10 Accountability in Higher Education. . . . . . . . . 17 Action Research and Reflective Practice. . . . . . . 7 Activity Theory in Practice. . . . . . . . . . . . . . . . . 8 Actor-Network Theory in Education. . . . . . . . . .7 Adair, Norma . . . . . . . . . . . . . . . . . . . . . . . . . 27 Adult Education and Lifelong Learning. . . . . . 26 Aitchison, Claire. . . . . . . . . . . . . . . . . . . . . . . 10 Alexander, Kern . . . . . . . . . . . . . . . . . . . . . . . 20 Alexander, Klinton W.. . . . . . . . . . . . . . . . . . . 20 Alexandrou, Alex . . . . . . . . . . . . . . . . . . . . . . 33 Allan, Elizabeth J.. . . . . . . . . . . . . . . . . . . . 22,33 Altbach, Philip G. . . . . . . . . . . . . . . . . . . . . . . 15 Ananiadou, Katerina. . . . . . . . . . . . . . . . . . . . 12 Anderson, Melissa S.. . . . . . . . . . . . . . . . . . . . 17 Andrews, Richard. . . . . . . . . . . . . . . . . . . . . . . 7 Argumentation in Higher Education . . . . . . . . . 7 Arthur, James. . . . . . . . . . . . . . . . . . . . . . . . . . 2 Aspin, Liam. . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Assessment for Learning in Higher Education . . 4 Ayre, Mary Elizabeth. . . . . . . . . . . . . . . . . . . . 24
b Babcock, Elizabeth . . . . . . . . . . . . . . . . . . . . . 16 Bailey, Stephen. . . . . . . . . . . . . . . . . . . . . . . . 10 Bakker, Arthur. . . . . . . . . . . . . . . . . . . . . . . . .12 Balzer, William K. . . . . . . . . . . . . . . . . . . . . . . 15 Barnes, Anthony. . . . . . . . . . . . . . . . . . . . . . . 26 Barnett, Ronald. . . . . . . . . . . . . . . . . 17,20,22,33 Barrett, Terry. . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Barton, David. . . . . . . . . . . . . . . . . . . . . . . . . 13 Bassett, Roberta Malee. . . . . . . . . . . . . . . . 18,33 Bassot, Barbara. . . . . . . . . . . . . . . . . . . . . . . . 26 Bates, Tony. . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Bathmaker, Ann-Marie. . . . . . . . . . . . . . . . . . 13 Beetham, Helen . . . . . . . . . . . . . . . . . . . . . . . . 9 Being a University. . . . . . . . . . . . . . . . . . . . . . 20 Being an Academic. . . . . . . . . . . . . . . . . . . . . . 4 Bernhardt, Elizabeth B.. . . . . . . . . . . . . . . . . . 31 Bertram Gallant, Tricia. . . . . . . . . . . . . . . . . . . 14 Beyond Reflective Practice. . . . . . . . . . . . . . . . 27 Biesta, Gert. . . . . . . . . . . . . . . . . . . . 11,25,27,28 Blanchett, Wanda J. . . . . . . . . . . . . . . . . . . . . 23 Bleak, Jared . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Blythman, Margo . . . . . . . . . . . . . . . . . . . . . . . 6 Bossche, Piet van den. . . . . . . . . . . . . . . . . . . 29 Bowden, Margaret. . . . . . . . . . . . . . . . . . . . . 27 Bowman III, Nelson. . . . . . . . . . . . . . . . . . . . . . 4 Bradbury, Helen . . . . . . . . . . . . . . . . . . . . . . . 27 Breaking Through the Access Barrier. . . . . . . . 20 Brennan, John. . . . . . . . . . . . . . . . . . . . . . . . . 12 Brown, Roger. . . . . . . . . . . . . . . . . . . . . . . . . 15 Brown, Sally. . . . . . . . . . . . . . . . . . . . . . . . . . 16 Buckholdt, David R.. . . . . . . . . . . . . . . . . . . . . 33 Burdick, Jake. . . . . . . . . . . . . . . . . . . . . . . . . . 27 Burke, Penny Jane. . . . . . . . . . . . . . . . . . . . . . 19 Burnham, Joy J.. . . . . . . . . . . . . . . . . . . . . . . . .6 Business Practices in Higher Education . . . . . . 14
Collaborative Working in Higher Education. . . . 9 College Organization and Professional Development. . . . . . . . . . . . . . . . . . . . . . . . 21 Companions for PhD and DPhil Research (series). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Connecting with E-learning (series). . . . . . . 3,5,8 Cook, Tony. . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Cooper, Lesley. . . . . . . . . . . . . . . . . . . . . . . . .27 Core Concepts in Higher Education (series). . . 22 Crawley, Jim. . . . . . . . . . . . . . . . . . . . . . . . . . 30 Creating Campus Cultures. . . . . . . . . . . . . . . . 25 Creating the Ethical Academy. . . . . . . . . . . . . 14 Cross-border Partnerships in Higher Education. 17 Crozier, Gill. . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Cunningham, Bryan . . . . . . . . . . . . . . . . . . . . 29
d Danaher, Geoff. . . . . . . . . . . . . . . . . . . . . . . . . 7 Danaher, Patrick Alan. . . . . . . . . . . . . . . . . . . . 7 Daniel, John. . . . . . . . . . . . . . . . . . . . . . . . . . 16 Daniels, Harry. . . . . . . . . . . . . . . . . . . . . . . . . . 8 David, Miriam. . . . . . . . . . . . . . . . . . . . . . . . . 13 Davis, Pauline. . . . . . . . . . . . . . . . . . . . . . . . . 13 Davis, Tracy. . . . . . . . . . . . . . . . . . . . . . . . . . . 19 de Freitas, Sara. . . . . . . . . . . . . . . . . . . . . . . . . 9 Decentring of the Traditional University, The. . 20 DeFrates-Densch, Assistant Editor, with Nancy. . . 30 Dembo, Myron H.. . . . . . . . . . . . . . . . . . . . . . . 3 Democratizing Higher Education Policy. . . . . . 33 Dennick, Reg . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Denton, Steve. . . . . . . . . . . . . . . . . . . . . . . . . 16 Developing Cultural Capability in International Higher Education. . . . . . . . . . . . . . . . . . . . . . 7 Developing Inquiry for Learning . . . . . . . . . . . . 4 Developing Narrative Theory. . . . . . . . . . . . . . 23 Di Napoli, Roberto . . . . . . . . . . . . . . . . . . . . . 33 Diversity in American Higher Education. . . . . . 19 Dochy, Filip. . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Doing Your Undergraduate Social Science Dissertation. . . . . . . . . . . . . . . . . . . . . . . . . 10 Donelan, Helen. . . . . . . . . . . . . . . . . . . . . . . . 25 Drake, Pat. . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Droogsma Musoba, Glenda . . . . . . . . . . . . . . 21
e Ecclestone, Kathryn. . . . . . . . . . . . . . . . . . . . . 28 Edmunds, Robert . . . . . . . . . . . . . . . . . . . . . . 12 Educational Experiences of Hidden Homeless Teenagers. . . . . . . . . . . . . . . . . . . . . . . . . . 19 Edwards, Anne. . . . . . . . . . . . . . . . . . . . . . . 8,12 Edwards, Richard . . . . . . . . . . . . . . . . 7,13,23,25 Ellis, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Emerging Approaches to Educational Research. . . . . . . . . . . . . . . . . . . . . . . . . . . 23 E-Moderating. . . . . . . . . . . . . . . . . . . . . . . . . . 4 Emery Petchauer. . . . . . . . . . . . . . . . . . . . . . . 25 Engaged University, The . . . . . . . . . . . . . . . . . 16 Engaging in Social Partnerships. . . . . . . . . . . . . 5 Engeström, Yrjo . . . . . . . . . . . . . . . . . . . . . . . . 8 Ertl, Hubert. . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Essentials of Online Course Design . . . . . . . . . . 5 Ethics and Academic Freedom in Educational Research. . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Evaluating e-learning . . . . . . . . . . . . . . . . . . . . 5 Evaluating Teaching and Learning. . . . . . . . . . . 5 Evaluating the Effectiveness of Academic Development. . . . . . . . . . . . . . . . . . . . . . . . 15 Evans, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . 12 Exley, Kate . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
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Challenge to Scholarship, The. . . . . . . . . . . . . 33 Chan, Carol . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Changing Identities in Higher Education. . . . . 33 Chant, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . 26 Chapman, David W.. . . . . . . . . . . . . . . . . . . . 17 Chinn, Clark A.. . . . . . . . . . . . . . . . . . . . . . . . . 2 Collaboration in Education . . . . . . . . . . . . . . . 24
Facer, Keri. . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Faculty Diversity, 2nd Edition. . . . . . . . . . . . . . 13 Faculty Stress . . . . . . . . . . . . . . . . . . . . . . . . . 33 Fanghanel, Joelle . . . . . . . . . . . . . . . . . . . . . . . 4 Farrell, Lesley . . . . . . . . . . . . . . . . . . . . . . . . . 23 Felstead, Alan. . . . . . . . . . . . . . . . . . . . . . . . . 13 Fenwick, Tara . . . . . . . . . . . . . . . . . . . . . . . . 7,23
Complimentary Exam Copy
Field, John . . . . . . . . . . . . . . . . . . . . . . . . . 11,28 Fisher, Amy S.. . . . . . . . . . . . . . . . . . . . . . . . . 20 Flint, Nerilee R.A. . . . . . . . . . . . . . . . . . . . . . . . 8 Foreman-Peck, Lorraine. . . . . . . . . . . . . . . . . . . 8 Fowler, Zoe. . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Francis, Russell . . . . . . . . . . . . . . . . . . . . . . . . 20 From Ciphers to Classrooms . . . . . . . . . . . . . . 25 Frost, Nick. . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Fuller, Alison. . . . . . . . . . . . . . . . . . . . . . . . . 6,13 Fuller, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Fundamentals of Workplace Learning, The. . . 26 Fundraising at Historically Black Colleges and Universities . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Future University, The. . . . . . . . . . . . . . . . . . . 17
g Gallacher, Jim. . . . . . . . . . . . . . . . . . . . . . . . . 28 Gallagher, Tony. . . . . . . . . . . . . . . . . . . . . . . . . 8 Gasman, Marybeth. . . . . . . . . . . . . . . . . . . . 4,22 Gender Inclusive Engineering Education . . . . . 24 Generation 1.5 in College Composition. . . . . . . 3 Georgeson, Jan. . . . . . . . . . . . . . . . . . . . . . . . 13 Gijbels, David. . . . . . . . . . . . . . . . . . . . . . . . . 29 Gill, Judith . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Ginns, Paul. . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Giving a Lecture. . . . . . . . . . . . . . . . . . . . . . . . 3 Goodman, Diane J.. . . . . . . . . . . . . . . . . . . . . 29 Goodson, Ivor F . . . . . . . . . . . . . . . . . . . . . . . 27 Goodson, Ivor F.. . . . . . . . . . . . . . . . . . . . . 11,23 Goodyear, Peter . . . . . . . . . . . . . . . . . . . . . . . . 3 Gordon, George. . . . . . . . . . . . . . . . . . . . . . . 18 Gough, Stephen. . . . . . . . . . . . . . . . . . . . . . . 33 Grumet, Madeleine. . . . . . . . . . . . . . . . . . . . . 24 Guide to Authentic e-Learning, A. . . . . . . . . . . 8
h Hallett, Ronald E. . . . . . . . . . . . . . . . . . . . . . . 19 Hancock, Gregory R.. . . . . . . . . . . . . . . . . . . . 24 Handbook of Practice and Research in Study Abroad, The . . . . . . . . . . . . . . . . . . . . . . . . 25 Handbook of Public Pedagogy . . . . . . . . . . . . 27 Handbook of Research on Adult Learning and Development. . . . . . . . . . . . . . . . . . . . . . . . 30 Harasim, Linda . . . . . . . . . . . . . . . . . . . . . . . . . 6 Harklau, Linda. . . . . . . . . . . . . . . . . . . . . . . . . 2,3 Harland, Tony. . . . . . . . . . . . . . . . . . . . . . . . . . 8 Harper, Shaun R.. . . . . . . . . . . . . . . . . . . . . . . 21 Harvey, Lee. . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Hawkins, Cyndy . . . . . . . . . . . . . . . . . . . . . . . . 4 Hayward, Geoff . . . . . . . . . . . . . . . . . . . . . . . 13 Healey, Mick. . . . . . . . . . . . . . . . . . . . . . . . . . 13 Heath, Linda. . . . . . . . . . . . . . . . . . . . . . . . . . 10 Heath, Sue. . . . . . . . . . . . . . . . . . . . . . . . . . 6,13 Henriksson, Lea. . . . . . . . . . . . . . . . . . . . . . . . 28 Herrington, Jan. . . . . . . . . . . . . . . . . . . . . . . . . 8 Higher Education and Sustainable Development. . . . . . . . . . . . . . . . . . . . . . . . 33 Higher Education and the Market. . . . . . . . . . 15 Higher Education Law. . . . . . . . . . . . . . . . . . . 20 Higher Education Manager’s Handbook, The. . 15 History of U.S. Higher Education – Methods for Understanding the Past, The . . . . . . . . . 22 Hmelo-Silver, Cindy E.. . . . . . . . . . . . . . . . . . . . 2 Hockings, Chris. . . . . . . . . . . . . . . . . . . . . . . . 13 Hodkinson, Phil. . . . . . . . . . . . . . . . . . . . . . . . 11 Hollister, Robert . . . . . . . . . . . . . . . . . . . . . . . 16 Hooper, Lisa M.. . . . . . . . . . . . . . . . . . . . . . . . . 6 Houston, Muir . . . . . . . . . . . . . . . . . . . . . . . . 12 How to Recruit and Retain Higher Education Students. . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Hoyles, Celia. . . . . . . . . . . . . . . . . . . . . . . . . . 12 Hu, Shouping. . . . . . . . . . . . . . . . . . . . . . . . . 20 Huddlestone, Prue . . . . . . . . . . . . . . . . . . . . . 30 Hughes, Buddug. . . . . . . . . . . . . . . . . . . . . . . 13 Hughes, Martin. . . . . . . . . . . . . . . . . . . . . . . . 28 Huisman, Jeroen. . . . . . . . . . . . . . . . . . . . . 18,25 Hurst, Alan. . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Hussey, Trevor. . . . . . . . . . . . . . . . . . . . . . . . . 16
i Illeris, Knud. . . . . . . . . . . . . . . . . . . . . . . . . 26,27 Improving Disabled Students’ Learning. . . . . . 13 Improving Learning (series). . . . . . . . . . 11,12,13 Improving Learning by Widening Participation in Higher Education. . . . . . . . . 13 Improving Learning in College. . . . . . . . . . . . . 13 Improving Learning in Later Life . . . . . . . . . . . 12 Improving Learning through the Lifecourse. . . 11 Improving Literacy at Work. . . . . . . . . . . . . . . 12 Improving Mathematics at Work. . . . . . . . . . . 12 Improving Research through User Engagement. . . . . . . . . . . . . . . . . . . . . . . . 12 Improving the Student Experience. . . . . . . . . . . 5 Improving What is Learned at University. . . . . 12 Improving Working as Learning. . . . . . . . . . . . 13 In at the Deep End: A Survival Guide for Teachers in Post-Compulsory Education. . . . 30 Ingram, Robert. . . . . . . . . . . . . . . . . . . . . . . . 28 Innovations in Lifelong Learning. . . . . . . . . . . 26 Intellectual Leadership in Higher Education. . . 14 International Handbook of Collaborative Learning, The . . . . . . . . . . . . . . . . . . . . . . . . 2 International Organizations and Higher Education Policy . . . . . . . . . . . . . . . . . . . . . 18 International Perspectives on Competence Development. . . . . . . . . . . . . . . . . . . . . . . . 27 International Perspectives on the Governance of Higher Education. . . . . . . . . . . . . . . . . . . 18 International Research Collaborations. . . . . . . 17 International Students Negotiating Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 International Studies in Higher Education (series). . . . . . . . . . . . . . . . . . . . . . . . 16,17,18 Internationalisation and the Student Voice . . . 18 Introduction to American Higher Education. . . 21 Introduction to Career Learning & Development 11-19, An . . . . . . . . . . . . . . . 26 Ip, Albert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Ivanic, Roz . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Iverson, Susan. . . . . . . . . . . . . . . . . . . . . . . . . 22
j Jackson, Jerlando F.L. . . . . . . . . . . . . . . . . . . . 21 Jackson, Sue. . . . . . . . . . . . . . . . . . . . . . . . . . 26 Jarvis, Peter. . . . . . . . . . . . . . . . . . . . 22,26,28,29 Jary, David. . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Jayakumar, Uma M. . . . . . . . . . . . . . . . . . . . . 25 Jenkins, Andrew. . . . . . . . . . . . . . . . . . . . . . . 12 Jewson, Nick. . . . . . . . . . . . . . . . . . . . . . . . . . 13 Johnson, Bruce. . . . . . . . . . . . . . . . . . . . . . . . . 8 Johnston, Brenda . . . . . . . . . . . . . . . . . . . . . . . 6 Jonassen, David H. . . . . . . . . . . . . . . . . . . . . . . 2 Jones, Elspeth. . . . . . . . . . . . . . . . . . . . . . . . . 18 Jung, Insung. . . . . . . . . . . . . . . . . . . . . . . . . . 14
k Kaczynski, Dan. . . . . . . . . . . . . . . . . . . . . . . . . 3 Kahn, Peter. . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Kamler, Barbara . . . . . . . . . . . . . . . . . . . . . . . 10 Kanno, Yasuko. . . . . . . . . . . . . . . . . . . . . . . . . 2 Kear, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . 7,25 Keith, Novella. . . . . . . . . . . . . . . . . . . . . . . . . . 5 Kelly, Katie. . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Kember, David . . . . . . . . . . . . . . . . . . . . . . . . . 5 Kempner, Ken. . . . . . . . . . . . . . . . . . . . . . . . . 17 Kennedy, Gregor. . . . . . . . . . . . . . . . . . . . . . . . 5 Kent, Phillip . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Key Guides for Effective Teaching in Higher Education (series). . . . . . . . . . . . . . . . . . . . . . 3 Key Issues in Higher Education (series). . . . . . . 22 Kezar, Adrianna . . . . . . . . . . . . . . . . . . . . . . . 21 Kilminster, Sue . . . . . . . . . . . . . . . . . . . . . . . . 27 Knowledge Mobilization and Educational Research. . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Knowledge Power. . . . . . . . . . . . . . . . . . . . . . 24 Ko, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Kretovics, Mark A. . . . . . . . . . . . . . . . . . . . . . 14
e-Inspection New in Paperback Companion Website
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l Laker, Jason A.. . . . . . . . . . . . . . . . . . . . . . . . 19 Latchem, Colin. . . . . . . . . . . . . . . . . . . . . . . . 14 Leadership for World-Class Universities. . . . . . 15 Lean Higher Education . . . . . . . . . . . . . . . . . . 15 Learning Across Sites . . . . . . . . . . . . . . . . . . . 30 Learning and Work and the Politics of Working Life. . . . . . . . . . . . . . . . . . . . . . . . 28 Learning Futures. . . . . . . . . . . . . . . . . . . . . . . 23 Learning Theory and Online Technology. . . . . . 6 Learning to be a Person in Society. . . . . . . . . . 28 Learning to Construct a New World (series). . . . . . . . . . . . . . . . . . . . . . . . 19,20,21 Learning to Solve Problems. . . . . . . . . . . . . . . . 2 Learning with Digital Games. . . . . . . . . . . . . . . 3 Learning, Creating, and Using Knowledge. . . . 27 Lebeau, Yann. . . . . . . . . . . . . . . . . . . . . . . . . 12 Lee, Alison . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Lee, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Leigh, Elyssebeth. . . . . . . . . . . . . . . . . . . . . . . . 3 Lewin, Ross. . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Lifelong Learning in Paid and Unpaid Work. . . 27 Lindsay, Beverly. . . . . . . . . . . . . . . . . . . . . . . . 23 Linguistic Minority Students Go to College . . . . 2 Livingstone, D.W.. . . . . . . . . . . . . . . . . . . . . . 27 Luckin, Rosemary . . . . . . . . . . . . . . . . . . . . . . 21 Ludvigsen, Sten R.. . . . . . . . . . . . . . . . . . . . . 8,30 Lund, Andreas . . . . . . . . . . . . . . . . . . . . . . . . 30
m Macfarlane, Bruce. . . . . . . . . . . . . . . . . . 9,14,33 Macleod, Flora J.. . . . . . . . . . . . . . . . . . . . . . . 11 Maldonado-Maldonado, Alma . . . . . . . . . . . . 18 Managing the Entrepreneurial University. . . . . 14 Manning, Kathleen. . . . . . . . . . . . . . . . . . . . . 22 Mannion, Greg. . . . . . . . . . . . . . . . . . . . . . . . 13 Marginson, Simon. . . . . . . . . . . . . . . . . . . . . . 17 Market for Academics, The. . . . . . . . . . . . . . . 24 Marketisation of Higher Education and the Student as Consumer, The. . . . . . . . . . . . . . 25 Martin-Jones, Marilyn. . . . . . . . . . . . . . . . . . . 13 Masculinities in Higher Education. . . . . . . . . . 19 Mazawi, André E.. . . . . . . . . . . . . . . . . . . . . . 24 McBurnie, Grant. . . . . . . . . . . . . . . . . . . . . . . 33 McCaffery, Peter. . . . . . . . . . . . . . . . . . . . . . . 15 McDowell, Liz. . . . . . . . . . . . . . . . . . . . . . . . . . 4 McIntosh, Paul . . . . . . . . . . . . . . . . . . . . . . . . . 7 McMullen, Cathi. . . . . . . . . . . . . . . . . . . . . . . . 3 McNaught, Carmel. . . . . . . . . . . . . . . . . . . . . . 5 Mega-Schools, Technology and Teachers. . . . . 15 Mentoring Teachers in Post Compulsory Education . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Miller, Gale E.. . . . . . . . . . . . . . . . . . . . . . . . . 33 Miller, Kate. . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Mills, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Mobile Learning Communities. . . . . . . . . . . . . . 7 Mojab, Shahrzad. . . . . . . . . . . . . . . . . . . . . . . 33 Mok, Ka Ho . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Molesworth, Mike. . . . . . . . . . . . . . . . . . . . . . 25 Montgomery, Catherine. . . . . . . . . . . . . . . . . . 4 Moody, JoAnn . . . . . . . . . . . . . . . . . . . . . . . . 13 Moon, Jennifer A.. . . . . . . . . . . . . . . . . . . . . . . 8 Moore, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . 2 Morgan, Michelle. . . . . . . . . . . . . . . . . . . . . . . 5 Moriarty, Beverley. . . . . . . . . . . . . . . . . . . . . . . 7 Morphew, Christopher. . . . . . . . . . . . . . . . . . 25 Mortiboys, Alan . . . . . . . . . . . . . . . . . . . . . . . . 6 Motivation and Learning Strategies for College Success. . . . . . . . . . . . . . . . . . . . . . . 3 Mueller, Ralph O. . . . . . . . . . . . . . . . . . . . . . . 24 Museus, Samuel D.. . . . . . . . . . . . . . . . . . . . . 25 Musselin, Christine. . . . . . . . . . . . . . . . . . . . . 24
n Narrative Learning. . . . . . . . . . . . . . . . . . . . . . 27 New Approaches to Problem-based Learning . . 2 New Perspectives on Learning and Instruction (series). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Newton, Douglas P. . . . . . . . . . . . . . . . . . . . . . 2 Nicholls, Gill. . . . . . . . . . . . . . . . . . . . . . . . . . 33 Niemeyer, Beatrix . . . . . . . . . . . . . . . . . . . . . . 28 Nixon, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . 25 Nixon, Jon. . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Noss, Richard . . . . . . . . . . . . . . . . . . . . . . . . . 12 Novak, Joseph D. . . . . . . . . . . . . . . . . . . . . . . 27
o O’Donnell, Angela M.. . . . . . . . . . . . . . . . . . . . 2 Oliver, Ron . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Online and Social Networking Communities. . . 7 Online Communication and Collaboration. . . . 25 Open and Flexible Learning Series (series). . . . . . . . . . . . . . . . . . . . . . . . 3,7,14,16 Ordorika, Imanol. . . . . . . . . . . . . . . . . . . . . . . 17 Organizational Theory in Higher Education. . . 22 Organizing for Social Partnership . . . . . . . . . . 16 Orrell, Janice. . . . . . . . . . . . . . . . . . . . . . . . . . 27 Osborne, Michael. . . . . . . . . . . . . . . . . . . . . . 12 Ovens, Peter. . . . . . . . . . . . . . . . . . . . . . . . . . . 4
p Palfreyman, David. . . . . . . . . . . . . . . . . . . . . . 33 Parry, Gareth. . . . . . . . . . . . . . . . . . . . . . . . . . 13 Pathways to Academic Success in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Peterson, Andrew. . . . . . . . . . . . . . . . . . . . . . . 2 Phillips, Rob . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Pickering, Neil. . . . . . . . . . . . . . . . . . . . . . . . . . 8 Piper, Heather. . . . . . . . . . . . . . . . . . . . . . . . . 33 Policy Discourses, Gender, and Education . . . . 33 Power of Role-based e-Learning, The . . . . . . . . 3 Practical Guide to University and College Management, A . . . . . . . . . . . . . . . . . . . . . 16 Practitioner Research at Doctoral Level . . . . . . 10 Professional Responsibility. . . . . . . . . . . . . . . . 20 Promoting Diversity and Social Justice. . . . . . . 29 Public Policy and Higher Education. . . . . . . . . 22 Publishing Pedagogies for the Doctorate and Beyond. . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Pusser, Brian. . . . . . . . . . . . . . . . . . . . . . . . . . 17
q Quality Assurance and Accreditation in Distance Education and e-Learning . . . . . . . 14
r Ramage, Magnus. . . . . . . . . . . . . . . . . . . . . . 25 Rasmussen, Ingvill. . . . . . . . . . . . . . . . . . . . . . 30 Ravid, Ruth. . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Reay, Diane. . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Recognizing and Serving Low-Income Students in Higher Education. . . . . . . . . . . . 21 Reconstructing Identities in Higher Education. . 14 Reconstructing Policy in Higher Education. . . . 22 Re-Designing Learning Contexts. . . . . . . . . . . 21 Reeves, Thomas C.. . . . . . . . . . . . . . . . . . . . . . 8 Research into Higher Education (series). . . . . . 14 Researching Transitions in Lifelong Learning . . 28 Researching with Integrity. . . . . . . . . . . . . . . . . 9 Rethinking Contexts for Learning and Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Rethinking Learning for a Digital Age. . . . . . . . 9 Rethinking Widening Participation in Higher Education. . . . . . . . . . . . . . . . . . . . . . 6 Reviewer’s Guide to Quantitative Methods in the Social Sciences, The. . . . . . . . . . . . . . 24 Richardson, John T.E. . . . . . . . . . . . . . . . . . . . 12 Rickinson, Mark . . . . . . . . . . . . . . . . . . . . . . . 12 Riddell, Sheila. . . . . . . . . . . . . . . . . . . . . . . . . 13 Roberge, Mark. . . . . . . . . . . . . . . . . . . . . . . . . 3 Roberts, Hazel. . . . . . . . . . . . . . . . . . . . . . . . . 13 Ropers-Huilman, Rebecca. . . . . . . . . . . . . . . . 22 Rossen, Steve. . . . . . . . . . . . . . . . . . . . . . . . . . 9 Routledge Companion to Education, The . . . . . 2 Routledge Doctoral Student’s Companion, The. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Routledge Doctoral Supervisor’s Companion, The. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Routledge Encyclopaedia of UK Education, Training and Employment, The. . . . . . . . . . .28 Routledge International Handbook of Higher Education, The . . . . . . . . . . . . . . . . . . . . . . 25 Routledge International Handbook of Learning, The . . . . . . . . . . . . . . . . . . . . . . . 29 Routledge International Handbook of Lifelong Learning, The. . . . . . . . . . . . . . . . . 29 Routledge International Handbooks of Education (series). . . . . . . . . . . . . . . . . . . 25,29 Routledge Psychology in Education (series). . . 29 Routledge Research in Education (series). . . . . . . . . . . . . . . . . . . . . . . . 23,24,33 Rushton, Brian S. . . . . . . . . . . . . . . . . . . . . . 116
Theories, Policy, and Practice of Lifelong Learning in East Asia. . . . . . . . . . . . . . . . . . 33 Thomson, Pat. . . . . . . . . . . . . . . . . . . . . . . . . 11 Thorpe, Mary . . . . . . . . . . . . . . . . . . . . . . . . . 25 Tight, Malcolm. . . . . . . . . . . . . . . . . . . . . . . . 25 Todd, Malcolm . . . . . . . . . . . . . . . . . . . . . . . . 10 Toma, J. Douglas. . . . . . . . . . . . . . . . . . . . . . . 14 Tools for Dossier Success. . . . . . . . . . . . . . . . . . 6 Towards Fairer University Assessment . . . . . . . . 8 Towards the Virtuous University . . . . . . . . . . . 33 Trahar, Sheila . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Transitions and Learning through the Lifecourse. . . . . . . . . . . . . . . . . . . . . . . . . . 28 Transnational Education . . . . . . . . . . . . . . . . . 33 Trouble with Higher Education, The. . . . . . . . .16
s
u
Sacred and Secular Tensions in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Sakamoto, Robin . . . . . . . . . . . . . . . . . . . . . . 17 Säljö, Roger . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Salmon, Gilly. . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Sambell, Kay. . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Sandlin, Jennifer A.. . . . . . . . . . . . . . . . . . . . . 27 Satchwell, Candice. . . . . . . . . . . . . . . . . . . . . 13 Sawchuk, Peter. . . . . . . . . . . . . . . . . . . . . . . . 23 Schostak, Jill. . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Schostak, John. . . . . . . . . . . . . . . . . . . . . . . . . 9 Schultz, Brian D.. . . . . . . . . . . . . . . . . . . . . . . 27 Scott, William. . . . . . . . . . . . . . . . . . . . . . . . . 33 Scullion, Richard. . . . . . . . . . . . . . . . . . . . . . . 25 Sebba, Judy . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Seddon, Terri. . . . . . . . . . . . . . . . . . . . . . . . . . 28 Segers, Mien. . . . . . . . . . . . . . . . . . . . . . . . . . 29 Sehoole, M.T.. . . . . . . . . . . . . . . . . . . . . . . . . 33 Seli, Helena. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Sharpe, Rhona . . . . . . . . . . . . . . . . . . . . . . . . . 9 Siegal, Meryl. . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Siegel, David J.. . . . . . . . . . . . . . . . . . . . . . . . 16 Sikes, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Slater, Judith J.. . . . . . . . . . . . . . . . . . . . . . . . 24 Smith, June. . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Smith, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . 10 Smith, M Cecil . . . . . . . . . . . . . . . . . . . . . . . . 30 Smith, Patrick. . . . . . . . . . . . . . . . . . . . . . . . . 16 Solbrekke, Tone . . . . . . . . . . . . . . . . . . . . . . . 20 Sosulski, Kristen . . . . . . . . . . . . . . . . . . . . . . . . 5 Southwood, Sue. . . . . . . . . . . . . . . . . . . . . . . 12 Sovic, Silvia. . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 St. John, Edward. . . . . . . . . . . . . . . . . . . . . . . 21 St. John, Edward P.. . . . . . . . . . . . . . . . 20,21,22 Stanley, Julian. . . . . . . . . . . . . . . . . . . . . . . . . 30 Stefani, Lorraine. . . . . . . . . . . . . . . . . . . . . . . 15 Steneck, Nicholas H.. . . . . . . . . . . . . . . . . . . . 17 Stensaker, Bjorn . . . . . . . . . . . . . . . . . . . . . . . 17 Strain, John. . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Stroud, Susan E.. . . . . . . . . . . . . . . . . . . . . . . 16 Structuring Mass Higher Education. . . . . . . . . 33 Students’ Experiences of e-Learning in Higher Education. . . . . . . . . . . . . . . . . . . . . . 3 Studies in Curriculum Theory Series (series). . . 27 Studies in Higher Education (series). . . . . . . 24,26 Stulberg, Lisa M.. . . . . . . . . . . . . . . . . . . . . . . 19 Successful Research Supervision . . . . . . . . . . . . 9 Sugrue, Ciaran. . . . . . . . . . . . . . . . . . . . . . . . 20 Sultana, Ronald G. . . . . . . . . . . . . . . . . . . . . . 24
Understanding Adult Functional Literacy. . . . . 30 Understanding Advanced Second-Language Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Union Learning Representatives . . . . . . . . . . . 33 Universities and Global Diversity. . . . . . . . . . . 23 Universities and the Public Sphere. . . . . . . . . . 17 Universities, Ethics and Professions. . . . . . . . . 22 Unwin, Lorna. . . . . . . . . . . . . . . . . . . . . . . . . 13 Using Educational Research to Inform Practice. . 8 Using Story. . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
t Tapper, Ted. . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Teaching for Understanding . . . . . . . . . . . . . . . 2 Teaching Online . . . . . . . . . . . . . . . . . . . . . . . . 9 Teaching with Emotional Intelligence. . . . . . . . .6 Teaching, Learning and Research in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Teaching/Learning Social Justice (series). . . . . . 29 Tedder, Michael. . . . . . . . . . . . . . . . . . . . . . . . 27 Tennant, Mark . . . . . . . . . . . . . . . . . . . . . . . . . 3 Theories of Learning for the Workplace. . . . . . 29
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v Vai, Marjorie. . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Values in Higher Education Teaching. . . . . . . . . 8 Verger, Antoni. . . . . . . . . . . . . . . . . . . . . . . . .26 Vignoles, Anna. . . . . . . . . . . . . . . . . . . . . . . . 13
w Waggoner, Michael D. . . . . . . . . . . . . . . . . . . 19 Waite, Edmund. . . . . . . . . . . . . . . . . . . . . . . . 12 Waldman, Julia. . . . . . . . . . . . . . . . . . . . . . . . 10 Walker, Melanie . . . . . . . . . . . . . . . . . . . . . . . 11 Wallis, Patricia. . . . . . . . . . . . . . . . . . . . . . . . . . 4 Walsh, Lorraine. . . . . . . . . . . . . . . . . . . . . . . . . 9 Watson, David . . . . . . . . . . . . . . . . . . . . . . . . 16 Watts, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . 29 Weedon, Elisabet . . . . . . . . . . . . . . . . . . . . . . 13 Weinberg, Sharon Lawner. . . . . . . . . . . . . . . . 19 Wells, Frances. . . . . . . . . . . . . . . . . . . . . . . . . . 4 When For-Profit Meets Nonprofit . . . . . . . . . . 33 Whitchurch, Celia. . . . . . . . . . . . . . . . . . . . 14,18 White, Sheida. . . . . . . . . . . . . . . . . . . . . . . . . 30 Whitton, Nicola. . . . . . . . . . . . . . . . . . . . . . . . . 3 Widening Educational Participation. . . . . . . . . 19 Williams, Julian. . . . . . . . . . . . . . . . . . . . . . . . 13 Wills, Sandra. . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Wilson, Alan. . . . . . . . . . . . . . . . . . . . . . . . . . 24 Wilson, John P.. . . . . . . . . . . . . . . . . . . . . . . . 28 Winch, Christopher. . . . . . . . . . . . . . . . . . . . . . 8 Withnall, Alexandra . . . . . . . . . . . . . . . . . . . . 12 Wolf, Alison. . . . . . . . . . . . . . . . . . . . . . . . . . 12 Women, War, Violence and Learning. . . . . . . . 33 Work Integrated Learning. . . . . . . . . . . . . . . . 27 Work Related Teaching and Learning . . . . . . . 30 World Yearbook of Education (series) . . . . . . . 24 World Yearbook of Education 2010 . . . . . . . . 24 World Yearbook of Education 2011 . . . . . . . . 24 Wright, Vivian H. . . . . . . . . . . . . . . . . . . . . . . . 6 Writing Research Critically. . . . . . . . . . . . . . . . . 9 WTO and the University, The. . . . . . . . . . . . . . 33 WTO/GATS and the Global Politics of Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . 26
y Yates, Lyn. . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
z Zhang, Weiyuan. . . . . . . . . . . . . . . . . . . . . . . 33 Ziguras, Christopher. . . . . . . . . . . . . . . . . . . . 33 Zukas, Miriam. . . . . . . . . . . . . . . . . . . . . . . . . 27
35
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Key Academic Writing and Doctoral Supervision Titles from Routledge
Successful Research Supervision
3rd Edition
Academic Writing
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Supervising Students Doing Research
By Stephen Bailey Most international students need to write essays and reports for exams and coursework. Yet writing good academic English is a demanding task. This new edition of Academic Writing has been fully revised to help students reach this goal. Clearly organised, the course explains the writing process from start to finish. Each stage is demonstrated and practised, from selecting suitable sources, reading, note-making and planning through to re-writing and proofreading. The book is divided into short sections which contain examples, explanations and exercises for use in the classroom or self-study. Cross-references allow easy access to relevant sections, and a full answer key is included. January 2011: 246 x 189: 320pp Hb: 978-0-415-59580-3: £80.00 Pb: 978-0-415-59581-0: £19.99 eBook: 978-0-203-83165-6
By Anne Lee It is vital for those supervising research at all levels in higher education if they want to ensure that their students succeed, gain efficiencies from working as part of an effective cohort and develop high levels of interdisciplinary understanding and criticality. From identifying and recruiting the best candidates to managing a project through to successful completion, this book guides the reader through a series of exercises to identify their strengths and weaknesses and then provides practical yet theoretically sound advice. The book is full of examples of best practice from outstanding scientists, social scientists and humanities supervisors in both the UK and the USA. July 2011: 234 x 156: 208pp Hb: 978-0-415-66352-6: £75.00 Pb: 978-0-415-66353-3: £24.99 eBook: 978-0-203-81684-4
Key e-Learning Titles from Routledge 3rd Edition
3rd Edition
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E-Moderating
A Practical Guide
The Key to Teaching and Learning Online
By Susan Ko and Steve Rossen Teaching Online: A Practical Guide is a practical, concise guide for educators teaching online. This updated edition has been fully revamped and reflects important changes that have occurred since the second edition’s publication. A leader in the online field, this best- selling resource maintains its reader friendly tone and offers exceptional practical advice, new teaching examples, faculty interviews, and an updated resource section. Focusing on the “how” and “whys” of implementation rather than theory, this text is a must-have resource for anyone teaching online or for students enrolled in Distance Learning and Educational Technology Masters Programs. March 2010: 216 x 138: 472pp Hb: 978-0-415-99733-1: £100.00 Pb: 978-0-415-99726-3: £29.99 eBook: 978-0-203-85520-1
By Gilly Salmon Professor Gilly Salmon has achieved continuity and illumination of the seminal five stage model, together with new research-based developments, in her much-awaited third edition of E-Moderating - the most quoted and successful guide for e-learning practitioners. Never content to offer superficial revisions or simple “solutions” against the pace of technological advances, the expanding interest and requirements for online learning, and the changes they have wrought, E-Moderating offers a richness of applied topics that will directly impact learners and teachers of all kinds. The book is carefully crafted and supported with evidence, examples, and resources for practical guidelines, making it potentially transformational for all practitioners. June 2011: 234 x 156: 240pp Hb: 978-0-415-88173-9: £90.00 Pb: 978-0-415-88174-6: £24.99 eBook: 978-0-203-81668-4
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www.routledge.com/education Routledge, 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Tel: 020 7017 6000 Fax: 020 7017 6699 Email: education@routledge.com Paper used in this catalogue is chlorine free and environmentally friendly. It is manufactured with pulp supplied from sustainable managed forests.