Routledge Higher Education Catalogue 2007/8 NEW TITLES AND KEY BACKLIST
Routledge Higher Education
Contents Key Textbooks . . . . . . . . . . . . . . . . . . . . . .1
Welcome to the Routledge Higher Education Catalogue where you will find our new titles for 2007 & 2008 together with key backlist titles. I am delighted to introduce myself as the new Acquisitions Editor for the Higher Education list at Routledge. I am strongly committed to publishing cutting edge books that effectively address the complex issues facing Higher Education in the USA, UK and internationally. Professionals in the field of Higher Education have a growing responsibility to prepare students to become global citizens. I consider it my responsibility to assist in this process by publishing books that address issues relating to participation, diversity, retention, technology, assessment and more. I have a strong interest in moving the discipline forward, opening doors for students from all backgrounds, providing key resources for Instructors, and upholding a list that carries on the tradition of publishing intellectually challenging, scholarly books.
Key Guides for Effective Teaching in Higher Education . . . . . . . . . . . . . . . . . . . .3 Effective Learning and Teahcing in Higher Education Series . . . . . . . . . . . . . . .6 SEDA Series . . . . . . . . . . . . . . . . . . . . . . . . .7 Practical Books . . . . . . . . . . . . . . . . . . . . . . 8 Special Needs . . . . . . . . . . . . . . . . . . . . . .15 Books by Jennifer A, Moon . . . . . . . . . . .17 Higher Education Management . . . . . . .18 E-Learning . . . . . . . . . . . . . . . . . . . . . . . . .20
I am always pleased to receive feedback on my publishing program, as well as ideas for new books. I am actively looking to expand my list to include course books for Student Affairs and Higher Education Master Programs in the USA. If you have any other comments or enquiries, please feel free to contact me at sarah.burrows@taylorandfrancis.com.
Lifelong Learning . . . . . . . . . . . . . . . . . . .21
If you have any marketing enquiries, please contact Lori Kelly at lori.kelly@taylorandfrancis.com for enquiries from the USA, Canada, and South America; and James Palser at james.palser@tandf.co.uk for enquiries from the UK, Europe, Australia and rest of world.
Reference . . . . . . . . . . . . . . . . . . . . . . . . .28
Please use the order form on the back of this catalogue to place your order; alternatively, all books can be ordered via our website: www.routledge.com/education. Thank you for your continued interest in Routledge. I look forward to breaking new ground and planting resourceful seeds for the ever growing field of Higher Education. With kind regards, Sarah Burrows Acquisitions Editor Routledge Education 270 Madison Avenue New York, NY 10016
Key Issues in Higher Education . . . . . . . .23 Lifelong Learning and Adult Education 24 Research . . . . . . . . . . . . . . . . . . . . . . . . .26
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Order Form . . . . . . . . . . . . . . . .Back Cover
CONTACT DETAILS Editorial Enquiries Sarah Burrows Acquisitions Editor sarah.burrows@taylorandfrancis.com Meg Savin Editorial Assistant margaret.savin@taylorandfrancis.com
Marketing Enquiries James Palser Marketing Executive james.palser@tandf.co.uk Sarah Tweddle Marketing Coordinator sarah.tweddle@tandf.co.uk
US Marketing Enquiries Lori Kelly Marketing Manager lori.kelly@taylorandfrancis.com
KEY TEXTBOOKS
1
New
2ND EDITION
3RD EDITION
Learning to Teach in Higher Education Paul Ramsden, Higher Education Academy, UK
A Handbook for Teaching and Learning in Higher Education
’Everyone who teaches in higher education should read this book ... it is sparkling with insight ... is accessible and interesting. ’ – Journal of Further and Higher Education
Enhancing Academic Practice Edited by Heather Fry, Imperial College London, UK, Steve Ketteridge and Stephanie Marshall, Foundation for Higher Education, UK
’Ramsden’s book should interest and enlighten anyone involved in teaching and learning in higher education. ’ – The New Academic
Praise for previous editions: ’This book should be essential reading for all new staff engaged in supporting teaching and learning within higher education.’ – Journal of Further and Higher Education ’It is excellent. A book of this quality will always have a place.’ – Educational Developments This best-selling Handbook has become one of the most popular – and influential – books for those developing their expertise and understanding of teaching in higher education. The combination of accessible and authoritative guidance, advice and good practice, combined with a firm foundation in the relevant pedagogic principles and research, makes this an essential book for higher education professionals. It provokes thought, gives rationales and examples, encourages reflection and development, and prompts action. It has contributions from learning experts, a wealth of case studies and opportunities to reflect on practice.
2003: 216x138: 288pp Hb: 0-415-30344-3 ISBN13: 978-0-415-30344-6: £85.00 Pb: 0-415-30345-1 ISBN13: 978-0-415-30345-3: £27.99
4TH EDITION
Learning in Groups A Handbook for Face-to-Face and Online Environments David Jaques, Independent Education Consultant, UK and Gilly Salmon, University of Leicester, UK ’This is a truly excellent book. With a solid theoretical underpinning, it is wide-ranging, accessible, practical and, above all, useful ... Whatever your role, if you want to enable groups to function and learn well, read and use this book!’ – Bob Rotheram, Leeds Metropolitan University, UK
The Handbook is sensitive to the competing demands of teaching, research and scholarship, academic management, and, for many, maintenance of standing and provision of service in a profession but the focus is firmly on developing professional academic skills for teaching. Dealing with the rapid expansion of the use of technology in higher education and widening student diversity, the fully updated and expanded edition includes: new material on e-learning, lecturing to large groups, formative and summative assessment, and supervising research students. Selected Contents: Part 1: Teaching and Supervising in Higher Education Part 2: Demonstrating and Enhancing Practice Part 3: Teaching in the Disciplines September 2008: 246x189: 464pp Hb: 0-415-43463-7 ISBN13: 978-0-415-43463-8: £90.00 Pb: 0-415-43464-5 ISBN13: 978-0-415-43464-5: £25.00 • AVAILABLE AS AN INSPECTION COPY
US $155.00
US $43.00
’What a great book! One of the all-time great writers on small group work joins forces with the queen of online learning. This book is readable, theoretically rigorous, practical, and excellently presented.’ – Trish Greenhalgh, University College London, UK This Handbook is a comprehensive guide for anyone involved in groupwork, with advice and practical exercises to develop group learning skills for learners and tutors. Thoroughly updated with valuable new material on group learning and collaborating online.
E-mail: education@routledge.com for more information
2006: 246x189: 360pp Hb: 0-415-36527-9 ISBN13: 978-0-415-36527-7: £90.00 Pb: 0-415-36526-0 ISBN13: 978-0-415-36526-0: £24.99
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US $150.00
US $49.45
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US $145.00
US $44.95
2
KEY TEXTBOOKS
2ND EDITION
3RD EDITION
The Theory and Practice of Teaching
The Lecturer’s Toolkit
Edited by Peter Jarvis, University of Surrey, UK
A Practical Guide to Assessment, Learning and Teaching
’On picking up the book, I decided not to be anyone - but someone, a student teacher to be precise. Reading the book from what I perceive to be a student teacher perspective, I looked for accessible pages, different styles of teaching and learning, practical hints to take into the classroom. It was all there.’ – ESCalate An introduction to the techniques, contemporary theories and methods of teaching from facilitating problem-based learning to the role of the lecture, this book explores the issues that underpin interpersonal methods of teaching, and offers genuine insights. It will help teachers at all levels to understand the techniques that they can use in different situations, and will enable them to develop more effective teaching practice.
Phil Race, Leeds Metropolitan University, UK ’This is a timely book of exploration that seeks illumination from experiences as well as theories.’ – Mary Henkel, Brunel University, UK The Lecturer’s Toolkit is the primary resource for all teachers in higher education, whatever their experience, who are seeking to improve their teaching skills. Developed around detailed, practical guidance on the core elements of effective teaching in higher education, it is packed full of accessible advice and helpful tips. This fully updated edition covers key topics including: • learning styles
This fully updated second edition contains new material on e-moderating (teaching online) and its implications for teaching theory, issues surrounding discipline and teaching, and the ethical dimensions of teaching. Additional topics include:
• assessment
• the nature of teaching
• large and small group teaching
• the ethics of the teaching and learning relationship
• blended learning
• the relationship between learning theory and the theory of teaching
• resource based and online learning
• teaching methods, including didactic, Socratic and experiential and monitoring
The Lecturer’s Toolkit is essential for anyone working towards a profesisonal qualification in teaching in higher education as well as for those who want to reflect on and develop existing skills.
• the issues of assessment of learning. The Theory and Practice of Teaching will be of interest to anyone wanting to develop a deep understanding of the key themes and latest developments in teaching and is an ideal companion volume to The Theory and Practice of Learning. 2006: 216x138: 272pp Hb: 0-415-36524-4 ISBN13: 978-0-415-36524-6: £80.00 Pb: 0-415-36525-2 ISBN13: 978-0-415-36525-3: £23.99
US $145.00
US $42.95
• lecturing • personal management skills • formative feedback
• peer observation of teaching.
2006: 297x210: 248pp Pb: 0-415-40382-0 ISBN13: 978-0-415-40382-5: £26.99 • AVAILABLE AS AN INSPECTION COPY
US $48.95
The Theory and Practice of Learning Peter Jarvis, John Holford and Colin Griffin An overview of the basic theories of learning, this book looks at how these have developed and demonstrates how they can be put into practice. The authors put forward their own theory as well as examining others.
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2003: 234x156: 208pp Hb: 0-7494-3931-6 ISBN13: 978-0-7494-3931-6: £80.00 Pb: 0-7494-3859-3 ISBN13: 978-0-7494-3859-3: £26.99
US $145.00
US $48.95
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KEY GUIDES FOR EFFECTIVE TEACHING IN HIGHER EDUCATION SERIES
Key Guides for Effective Teaching in Higher Education Series
3
New
One-to-One Teaching Supervising, Mentoring and Coaching Gina Wisker, Anglia Ruskin University, UK, Kate Exley, Nottingham University, UK and Maria Antoniou, University of Brighton, UK
New
Enhancing Learning through Formative Assessment and Feedback Alastair Irons, Northumbria University, UK This book is based on the argument that detailed and developmental formative feedback is the single most useful thing teachers can do for students. It helps to clarify the expectations of higher education and assist all students to achieve their potential. This book promotes student learning through formative assessment and feedback, which: • enables self-assessment and reflection in learning • encourages teacher-student dialogue • helps clarify what is good performance • provides students with quality information to help improve their learning • encourages motivation and self-confidence in students • aids the teacher in shaping teaching. Underpinned by the relevant theory, the practical advice and examples in this book directly address the issues of how to motivate students to engage in formative assessment effectively and shows teachers how they can provide further useful formative feedback.
This book is a jargon-free, practical guide to improving one-to-one teaching. It covers a wide range of teaching contexts, including mentoring students and staff, supervising dissertations and how to approach informal meetings outside of lectures. Written in an engaging, accessible style and grounded in experience, this book offers a combination of practical advice backed by relevant learning theory. Selected Contents: Coaching Skills and Supporting Learners. Mentoring Students and Developing Student Mentors. Supervising Undergraduate Projects and Dissertations. Supervising and Supporting Independent Learning. Work-Based Learning and Keeping Personal Development Portfolios. Peer Groups, Buddying. One-to-One Teaching Online. Interpersonal Skills: Dealing with Difficult People and Diversity. Supervising Postgraduates in Social Sciences, Arts and Humanities. Supervising Postgraduates in the Sciences. SENDA and Students with Disabilities. Additional Sources of Information March 2008: 216x138: 160pp Hb: 0-415-36530-9 ISBN13: 978-0-415-36530-7: £65.00 Pb: 0-415-36531-7 ISBN13: 978-0-415-36531-4: £16.99
Using C&IT to Support Teaching Paul Chin
Selected Contents: 1. Introduction 2. Student Learning Environment 3. Principles of Formative Assessment and Feedback 4. Using Formative Assessment and Formative Feedback in Learning and Teaching 5. Formative Feedback and Reflective Learning 6. Types of Formative Assessment and Feedback 7. Making Use of ICTs for Formative Feedback 8. Benefits of Formative Feedback for Academic Staff 9. Conclusions October 2007: 216x138: 128pp Hb: 0-415-39780-4 ISBN13: 978-0-415-39780-3: £65.00 Pb: 0-415-39781-2 ISBN13: 978-0-415-39781-0: £15.99
Written in a refreshingly accessible style, this book dispels common myths surrounding technology and offers pragmatic solutions that can be easily used or adapted to provide tangible benefits in the support of traditional teaching.
US $120.00
US $28.95
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2004: 216x138: 192pp Hb: 0-415-30714-7 ISBN13: 978-0-415-30714-7: £80.00 Pb: 0-415-30715-5 ISBN13: 978-0-415-30715-4: £18.99
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US $30.95
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KEY GUIDES FOR EFFECTIVE TEACHING IN HIGHER EDUCATION SERIES
New
Assessing Skills and Practice
Inclusivity and Diversity
Sally Brown, Leeds Metropolitan University, UK and Ruth Pickford, Leeds Metropolitan University, UK
Addressing the Needs of All Students
’This volume is an ideal introduction for new or part-time lecturers, and will also be valued by experienced teachers who are new to this area of assessment or who want to improve their current practice.’ – The Journal of the Physical Sciences Centre
Sue Grace, University of York, UK and Phil Gravestock, University of Gloucestershire, UK Inclusivity and Diversity is structured round the life-cycle and day to day experiences of staff and students as they make contact with each other. With reference to international examples and best practice, it covers a wider range of useful topics under the Inclusivity and Diversity heading so that teachers will have quick access to guidelines on relevant themes: • dyslexia and specific learning difficulties • mental health • gender and sexual orientation • wheelchair users and mobility difficulties • deaf or hard of hearing students • finance and employment
Assessing Skills and Practice outlines how to ensure fair, consistent and reliable assessment of practical activities. With a particular focus on formative feedback and its role in helping students to understand what is required of them, this guide is packed with advice, examples and case studies covering the key areas, including:
• blind or partially sighted students
• assessing across the arts, humanities and sciences – from labwork and clinical practice to dance
• students with autistic spectrum disorders
• assessing oral work
• unseen disabilities such as diabetes and epilepsy
• using feedback
• ethnicity, culture, class, language and religion.
• ensuring inclusive and fair assessment.
Covering issues commonly encountered but rarely discussed including; student drinking, working habits, child-care, short term ill-health and attendance, this book is written for all practitioners in higher education today – particularly those new lecturers meeting their students for the first time – who need to develop a better understanding of the issues involved in teaching a diverse range of students.
This volume is an ideal introduction for new or part-time lecturers and will also be valued by experienced teachers who are new to this area of assessment or who want to improve their current practice.
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Marking Essays and Reports Catherine Haines ’This text makes an excellent and timely read and can only better inform practice to the benefit of the student body.’ – Physical Sciences Educational Review 2004: 216x138: 160pp Hb: 0-415-30720-1 ISBN13: 978-0-415-30720-8: £80.00 Pb: 0-415-30721-X ISBN13: 978-0-415-30721-5: £18.99
US $131.00
US $31.00
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March 2008: 216x138: 176pp Hb: 0-415-43044-5 ISBN13: 978-0-415-43044-9: £75.00 Pb: 0-415-43045-3 ISBN13: 978-0-415-43045-6: £17.99
US $145.00
US $42.95
Assessing Students’ Written Work
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Selected Contents: 1. Starting Off – Preparing to Meet Your Students 2. Working With Students in Large Groups 3. Teaching Students in Small Groups 4. Using Learning Technologies 5. Your Students and Their Lives/Experience Out of the Classroom – Academic 6. Your Students and Their Lives/Experience Out of the Classroom – Welfare 7. Your Students and Their Lives/Experience Out of the Classroom – Skills 8. Assessment Time – How do I Attempt to Ensure Fairness for All? 9. After the Ball is Over… How do I Help My Student Prepare for Life After the Course has Ended? 10. Conclusions
2006: 216x138: 160pp Hb: 0-415-39400-7 ISBN13: 978-0-415-39400-0: £80.00 Pb: 0-415-39399-X ISBN13: 978-0-415-39399-7: £23.99
US $145.00
US $33.95
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KEY GUIDES FOR EFFECTIVE TEACHING IN HIGHER EDUCATION SERIES Designing Learning
Developing Your Teaching
From Module Outline to Effective Teaching
Ideas, Insight and Action
Christopher Butcher, Clara Davies and Melissa Highton, all at Leeds University, UK
Peter Kahn, University of Manchester, UK and Lorraine Walsh, University of Dundee, UK
Written in an informative and jargon-free style, this book is guided by principles of good practice and covers the relevant theory to deal with the essential aspects of designing a course.
’This book is a timely addition to the literature of learning and teaching in higher education ... I would certainly recommend this book as a core text to new higher education staff when joing the programme, as a friendly introduction to a sometimes complex area.’ – ESCalate
Important areas covered include: • learning levels and outcomes • aligning learning and teaching strategies • assessment methods • course management • C&IT • resources.
For new as well as more experienced lecturers, this motivational book is packed with accessible and practical advice, grounded in learning theory. The authors show how to take a step back, reflect on current practice and take measures to improve it. A wide range of creative and innovative ideas are explored including:
In this concise guide, the authors look to the future in terms of integration of computing and technology in course design and consider the promotion of student learning, the diversity of the student body and the need to create inclusive learning environments.
• using feedback from peers and students
2006: 216x138: 232pp Hb: 0-415-38031-6 ISBN13: 978-0-415-38031-7: £80.00 Pb: 0-415-38030-8 ISBN13: 978-0-415-38030-0: £17.99
• working with mentors
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• turning understanding into practice • getting involved in support networks • using teaching for progression.
US $31.95
2006: 216x138: 184pp Hb: 0-415-37272-0 ISBN13: 978-0-415-37272-5: £75.00 Pb: 0-415-37273-9 ISBN13: 978-0-415-37273-2: £18.99
Small Group Teaching Tutorials, Seminars and Beyond Reg Dennick and Kate Exley
2004: 216x138: 224pp Hb: 0-415-30716-3 ISBN13: 978-0-415-30716-1: £80.00 Pb: 0-415-30717-1 ISBN13: 978-0-415-30717-8: £18.99
From Presenting to Teaching Reg Dennick and Kate Exley ’This is a friendly book ... Recommended as a companion for beginners, a corrective for those who think they know it all, and for use in Teaching and Learning courses.’ – Physical Sciences Educational Reviews
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2004: 216x138: 192pp Hb: 0-415-30718-X ISBN13: 978-0-415-30718-5: £70.00 Pb: 0-415-30719-8 ISBN13: 978-0-415-30719-2: £18.99
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US $135.00
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Giving a Lecture
’The book is a mine of information and advice for both the trainee and recently qualified teacher ... The authors have produced a very useful text which has made me want to read more in the series.’ – Physical Science Educational Reviews
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EFFECTIVE LEARNING AND TEACHING IN HIGHER EDUCATION SERIES
Effective Learning and Teaching in Higher Education Series
Effective Learning and Teaching in Social Policy and Social Work Edited by Hilary Burgess and Imogen Taylor ’The passion and rigour brought by the authors to their task leap off the page and should help to give a discipline-based pedagogy a new lease of life.’ – British Journal of Social Work
Effective Learning and Teaching in Modern Languages Edited by Jim Coleman, The Open University, UK and John Klapper, University of Manchester, UK Written to meet the needs of teachers, lecturers and tutors, this is the definitive guide to surveying and understanding the key issues, best practices and new developments in teaching modern languages.
2004: 234x156: 256pp Hb: 0-415-33495-0 ISBN13: 978-0-415-33495-2: £90.00 Pb: 0-415-33496-9 ISBN13: 978-0-415-33496-9: £27.99
2004: 234x156: 256pp Hb: 0-415-34663-0 ISBN13: 978-0-415-34663-4: £85.00 Pb: 0-415-34664-9 ISBN13: 978-0-415-34664-1: £29.99
US $155.00
US $49.95
Effective Learning and Teaching in Computing US $150.00
US $53.95
Sylvia Alexander and Alastair Irons ’This is an excellent guide for both new and experienced teachers in computing.’ – British Journal of Educational Technology
Effective Learning and Teaching in Engineering Edited by Caroline Baillie and Ivan Moore ’This book would be a good purchase for those interested in expanding their teaching horizons.’ – Chris Davies, Materials World
2004: 234x156: 224pp Hb: 0-415-33500-0 ISBN13: 978-0-415-33500-3: £90.00 Pb: 0-415-33501-9 ISBN13: 978-0-415-33501-0: £27.99
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2004: 234x156: 240pp Hb: 0-415-33488-8 ISBN13: 978-0-415-33488-4: £85.00 Pb: 0-415-33489-6 ISBN13: 978-0-415-33489-1: £27.99
US $155.00
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SEDA SERIES Changing Higher Education
SEDA Series
The Development of Learning and Teaching
Written by experienced and well-known practitioners and published in association with the Staff and Educational Development Association (SEDA), each book in this series contributes to the development of learning, teaching and training and assists in the professional development of staff. These books present new ideas for learning development and facilitate the exchange of information and good practice.
Edited by Paul Ashwin, Lancaster University, UK ’A book well worth taking the time to read.’ – British Journal of Educational Technology In this book leading researchers in the field analyse in-depth the many changes that have taken place in learning and teaching in higher education over the last thirty years, with a detailed look at likely and desirable scenarios in the future.
The Realities of Change in Higher Education Interventions to Promote Learning and Teaching Edited by Lynne Hunt, Edith Cowan University, Australia, Adrian Bromage, Coventry University, UK and Bland Tomkinson, University of Manchester, UK The Realities of Change in Higher Education explores the theory and practice of the everyday reality of change to promote learning and teaching in universities. Drawing on international case studies, it analyses a range of practical strategies to promote change that enhances students’ learning.
2005: 234x156: 168pp Hb: 0-415-34128-0 ISBN13: 978-0-415-34128-8: £80.00 Pb: 0-415-34129-9 ISBN13: 978-0-415-34129-5: £23.99
2006: 234x156: 192pp Hb: 0-415-38581-4 ISBN13: 978-0-415-38581-7: £80.00 Pb: 0-415-38580-6 ISBN13: 978-0-415-38580-0: £25.99
Edited by David Baume and Peter Kahn ’This book, containing a rich source of case study experience and sensible, practical advice on the policy and practice implications for staff and educational developers and units, is a useful guide to enhancing practice.’ – Higher Education Review
US $145.00
US $46.95
2004: 234x156: 224pp Hb: 0-415-33504-3 ISBN13: 978-0-415-33504-1: £85.00 Pb: 0-415-33505-1 ISBN13: 978-0-415-33505-8: £27.99
Quality Issues in ICT-based Higher Education Edited by Rakesh Bhanot and Stephen Fallows This wide ranging account deals with concerns including: devising an institution wide-strategy, developing course materials, using ICT assisted assessment, and adopting professional support processes.
E-mail: education@routledge.com for more information
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2005: 234x156: 224pp Hb: 0-415-33520-5 ISBN13: 978-0-415-33520-1: £80.00 Pb: 0-415-33521-3 ISBN13: 978-0-415-33521-8: £23.99
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Enhancing Staff and Educational Development
Structured to flow from analysis of policy level change through to small-scale change at curriculum level, this book will appeal to all practitioners involved in improving learning and teaching outcomes in higher education.
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8
SEDA SERIES
PRACTICAL BOOKS
Education Development and Leadership in Higher Education
New
Implementing an Institutional Strategy
Teaching and Learning in Further Education
3RD EDITION
Edited by Kym Fraser ’Reading this book will provide a better understanding of the challenges we face and will offer some useful ideas for starting to bring about cultural change.’ – The Skill Journal
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Edited by Judith Carroll, Oxford Brookes University, UK and Janette Ryan, Monash University, Australia ’This is a timely, welcome and effective publication, edited by two of the leading authorities on the subject ... [The] collection of essays provides a valuable source of practical advice backed by theory from 14 different contributors of varying experiences and specialisms.’ – Educational Developments Teaching International Students explores the challenges presented to lecturer and student alike by increased cultural diversity within universities. It is packed with practical advice from experienced practitioners and underpinned by reference to pedagogic theory throughout.
• marginal groups in college, including second language learners and asylum seekers • workplace learning, college/workplace links, e-learning and individualised learning • developments in e-assessment, and personal records of achievement. Full of practical activities and case study examples, Teaching and Learning in Further Education helps the reader to consider differing student needs and how these might best be served. It is essential reading for lecturers, tutors and teaching assistants in higher and further education. Selected Contents: Part 1: Further Education in Context 1. Where Will I Teach? 2. The Student Body: Who Will I Teach? 3. Diverse Curricula: What Will I Teach? 4. Approaches to Learning 5. Teaching Strategies 6. Assessment and Recording Achievement Part 3: Professional Development 7. Evaluation, Reflection and Research 8. Professional Development 9. Networks and Support Agencies December 2007: 234x156: 240pp Pb: 0-415-41349-4 ISBN13: 978-0-415-41349-7: £22.99 • AVAILABLE AS AN INSPECTION COPY
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This new edition looks at recent developments in policy, legislation, the organisation of the FE sector, student profiles and other contextual factors, which have an impact on the everyday life of colleges. Topics in this third edition include: • 14-16 year olds in college and the impact of the Increased Flexibility Programme
Improving Learning for All
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’A helpful and timely volume ... Its principal virtue is that it reproduces concisely some of the best and ... most up-to-date information likely to be needed by anyone contemplating a job in FE, or having recently commenced one ... I warmly recommend it.’ – Journal of Further and Higher Education Presenting a practical guide to teaching and learning within the context of the changing further education environment, this book addresses the diverse nature of the curriculum and of the student body for which it is designed.
Teaching International Students
2005: 234x156: 168pp Hb: 0-415-35065-4 ISBN13: 978-0-415-35065-5: £85.00 Pb: 0-415-35066-2 ISBN13: 978-0-415-35066-2: £25.99
Prue Huddleston, University of Warwick, UK and Lorna Unwin, University of Leicester, UK
2004: 234x156: 240pp Hb: 0-415-33524-8 ISBN13: 978-0-415-33524-9: £85.00 Pb: 0-415-34969-9 ISBN13: 978-0-415-34969-7: £27.99
Diversity and Change
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PRACTICAL BOOKS
9
Teacher Professionalism in Further and Higher Education
New
Teaching and Learning in Transnational Higher Education
Challenges to Culture and Practice Jocelyn Robson, London Metropolitan University, UK
Offshore and International Students
The shape and nature of professional standards for further and higher education teachers are changing constantly. This book provides a current account of developments and debates about both groups in an attempt to challenge strongly held beliefs.
Edited by Michelle Wallace, Southern Cross University, Australia and Lee Dunn, Southern Cross University, Australia This book provides theoretical perspectives and practical guidelines for professionals involved in the delivery of programmes for transnational students, in line with that of the Higher Education Policy Institute. Including: increased transnational provision, e-learning and offshore campuses, the rise of professional subjects, and the internationalisation of science. Contributors from across the globe including Jude Carroll and Betty Leask cover key topics such as:
2005: 234x156: 159pp Hb: 0-415-33166-8 ISBN13: 978-0-415-33166-1: £75.00 Pb: 0-415-33167-6 ISBN13: 978-0-415-33167-8: £23.99
• cultural politics • communities of practice
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• student attitudes
Developing Creativity in Higher Education
• plagiarism • effective teaching • language barriers
An Imaginative Curriculum
• reflective practice
Edited by Norman Jackson, University of Surrey, UK, Martin Oliver, London Knowledge Lab, UK, Malcolm Shaw, University of Leeds, UK and James Wisdom, SEDA, Birmingham, UK
• technology • quality assurance • planning and management. Teaching and Learning in Transnational Higher Education provides sound theory and practical advice for HE administrators and managers involved in running offshore programmes and managing increased cultural diversity within universities, and provides educational developers and higher education lecturers with practical advice on improving the experience of the international students. Selected Contents: Part 1: Current and Emerging Issues in Transnational Education Part 2: Implications for Learners Part 3: Implications for Teachers Part 4: Implications for Institutions January 2008: 234x156: 224pp Hb: 0-415-42053-9 ISBN13: 978-0-415-42053-2: £75.00 Pb: 0-415-42054-7 ISBN13: 978-0-415-42054-9: £22.99
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’What is encompassed in Developing Creativity in Higher Education? Are we concerned with developing creativity in relevant teachers, students, processes, and/or curricula; with pedagogicpractice and/or theory; with institutional practice and/or public policy? The answer turns out to be “all of them and more” and all in little more than 200 pages. A daunting task, but this edited volume does all these topics justice to a remarkable extent.’ – British Journal of Educational Technology Offering a wealth of advice on how to foster creativity on an individual and an institutional level, this book will encourage lecturers to engage with the ideas and practice involved in helping students to be creative in all areas of their study. 2006: 234x156: 256pp Hb: 0-415-36533-3 ISBN13: 978-0-415-36533-8: £80.00 Pb: 0-415-36532-5 ISBN13: 978-0-415-36532-1: £25.99
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10 PRACTICAL BOOKS A Handbook for Doctoral Supervisors
New
Nigel Beasley, University of Durham, UK and Stan Taylor, Newcastle University, UK
Improving Student Retention in Higher Education
’This book will not only be extremely useful for new supervisors, it will also provide the types of information that experienced supervisors need. The handbook format is used well to combine, firstly, research based principles of good supervision with, secondly, insights drawn from the experience of supervisors, and thirdly, bullets and questions to prompt readers to think about their understanding of good supervision.’ – Higher Education Review US $48.95
Helping Doctoral Students Write Pedagogies for Supervision Barbara Kamler, Deakin University, Australia and Pat Thomson, University of Nottingham, UK ’We wanted to write something that theorised but with a very light touch; a book based in scholarship, rather than merely promoting it, which would address what are some of the complex issues at stake.’ – Barbara Kamler This essential guide offers a new approach to doctoral writing, written specifically for doctoral supervisors. Rejecting the DIY websites and manuals that promote a privatised skills-based approach to writing research, Kamler and Thomson offer a new framework for scholarly work to help doctorate students to produce clear and well-argued dissertations. Drawing on a wide range of research and hands-on experience, the authors argue that making an original contribution to scholarly knowledge requires doctoral candidates to do both text and identity work. Their discussion of the complexities of forming a scholarly identity is illustrated by the stories and writing of real doctoral students.
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This book provides a practical, curriculum-based response to the current situation in higher education, where participating students emanate from a range of backgrounds; international and lower socioeconomic backgrounds, mature aged students and students with disabilities. Underpinned by research indicating that students are more likely to continue with higher education if they are engaged in their studies and have developed networks and relationships with their fellow students, this book presents best practice examples of innovative and inclusive curriculum, from a range of countries. Selected Contents: Section 1: Introduction: The Dimensions of Facilitating Student Success in Higher Education Section 2: Facilitating Student Success Through Programs in the Disciplines of Study Section 3: Student Success and Student Diversity Section 4: Student Success and Flexible Modes Section 5: Synthesis and Conclusions November 2007: 234x156: 184pp Hb: 0-415-39920-3 ISBN13: 978-0-415-39920-3: £65.00 Pb: 0-415-39921-1 ISBN13: 978-0-415-39921-0: £22.99
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Enhancing Teaching in Higher Education New Approaches to Improving Student Learning Edited by Peter Hartley, University of Bradford, UK, Amanda Woods, University of Nottingham, UK and Martin Pill, University of West England, UK ’Busy lecturers keen to re-consider, re-evaluate and improve their teaching will find much to reward them in this book.’ – British Journal of Educational Technology This book brings together a collection of ground-breaking research and techniques in the field of learning and teaching in higher education.
2005: 234x156: 216pp Hb: 0-415-34136-1 ISBN13: 978-0-415-34136-3: £85.00 Pb: 0-415-33529-9 ISBN13: 978-0-415-33529-4: £26.99 • AVAILABLE AS AN INSPECTION COPY
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US $48.95
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2006: 234x156: 192pp Hb: 0-415-34683-5 ISBN13: 978-0-415-34683-2: £80.00 Pb: 0-415-34684-3 ISBN13: 978-0-415-34684-9: £22.99
Glenda Crosling, Monash University, Australia, Liz Thomas, Higher Education Academy, UK and Margaret Heagney, Monash University, Australia
2005: 234x156: 256pp Pb: 0-415-33545-0 ISBN13: 978-0-415-33545-4: £26.99 • AVAILABLE AS AN INSPECTION COPY
The Role of Teaching and Learning
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PRACTICAL BOOKS 11 New
New
Improving Learning Cultures in Further Education
Enhancing University Teaching
David James, University of the West of England, Bristol, UK and Gert Biesta, University of Exeter, UK
David Kember, The Chinese University of Hong Kong and Carmel McNaught, The Chinese University of Hong Kong
Series: Improving Learning Through its unique theoretical framework – a cultural understanding of teaching and learning – this book develops a new way of understanding educational improvement, one which focuses on the formation and transformation of the practices through which students learn. Based on detailed ethnographic research of seventeen learning sites in further education colleges, this book generates a unique insight into a wide variety of practices of teaching and learning. Illustrated by case studies, it is structured around three key questions: • What do learning cultures in further education look like and how do they transform over time?
Lessons from Research into Award-Winning Teachers
Written by experts in the field, this book aims to provide an alternative approach to quality teaching in higher education by deriving a model of good university teaching from the academics which universities have chosen as their best teachers. Award-winning teachers outline their beliefs and practices as a teacher, covering key topics including: • assessment • motivating students • planning courses and lessons • teaching large classes
• How do learning cultures transform people?
• reflection and feedback
• How can people (tutors, managers, policy makers, but also students) transform learning cultures for the better?
• managing discussion and group work.
Through a combination of theory and analysis, Improving Learning Cultures in Further Education makes a strong case for the importance of a cultural approach to the improvement of teaching and learning in further education, and provides practical guidance for researchers, policymakers and practitioners for implementing change for the better. Selected Contents: Part 1: What are the Issues? 1. Introduction to the TLC Project and the Book 2. An Outline of the Theoretical Framework Part 2: What Does the Research Tell Us? What are Learning Cultures in FE and How do they Change? 3. Learning Cultures Across the Sector 4. Learning Cultures Across Sites How do Learning Cultures Transform People? 5. The Practices of Learning 6. The Learning of Practices How Can Learning Cultures be Improved? 7. Managing, Mediating and Mitigating Learning Cultures 8. Policy, Professionality and Transformation Part 3: What are the Overall Implications? Methodological Appendix
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Selected Contents: 1. Introduction 2. Method 3. Teachers in Higher Education 4. Aims 5. What to Teach 6. How to Teach 7. Motivating Students 8. Planning Courses and Lessons 9. Teaching Large Classes 10. Managing Discussion and Group-Work 11. Ways of Encouraging Active Learning 12. Assessment 13. Influences on Good Teachers 14. Obtaining Feedback 15. Conclusion March 2007: 234x156: 176pp Hb: 0-415-41716-3 ISBN13: 978-0-415-41716-7: £75.00 Pb: 0-415-42025-3 ISBN13: 978-0-415-42025-9: £22.99
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July 2007: 216x138: 224pp Hb: 0-415-42735-5 ISBN13: 978-0-415-42735-7: £75.00 Pb: 0-415-42736-3 ISBN13: 978-0-415-42736-4: £22.99
Illustrated with extracts from interviews with the award-winning teachers, and packed with activities and further reading, this textbook provides a set of principles for good teaching internationally.
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12 PRACTICAL BOOKS New
New
Interdisciplinary Learning and Teaching in Higher Education
Internationalising Higher Education Edited by Elspeth Jones, Leeds Metropolitan University, UK and Sally Brown, Leeds Metropolitan University, UK
Theory and Practice
With increasing numbers of international students, this book explores how best to broaden the approaches to learning and teaching in the higher/further education environment. Rather than seeing internationalisation as a problem to be addressed, this text embraces the opportunities for the enrichment of the learning environment through a values-driven approach to internationalisation.
Edited by Balasubramanyam Chandramohan and Steven Fallows It is often overlooked that interdisciplinary study requires new approaches to teaching and learning, including an understanding of the critical perspectives and frameworks being operated in and often a blurring of intellectual and even professional boundaries. Some of the key features in this unique book are: • staff development • distance learning • mass communication courses • interdisciplinary science. This book is grounded in research and explores the issues and tensions provoked by interdisciplinary learning. It is the first to provide practical advice and guidance from around the world to improve the quality of teaching and learning in interdisciplinary programmes. Selected Contents: 1. Perspectives on Interdisciplinary Learning and Teaching Part 1: Horizontal Matters 2. Quality Assurance Issues 3. Learning Resources 4. Staff Development 5. Course Design 6. Assessment 7. Student Satisfaction 8. Research in Support of Programmes 9. E-Learning 10. Distance Learning Part 2: Vertical Examples 11. Work-Based Learning Programmes 12. Mass Communication Courses 13. Computing 14. Engineering 15. Business Studies 16. Social Sciences 17. Tourism 18. Interdisciplinary Science 19. Health Sciences November 2007: 234x156: 224pp Hb: 0-415-34131-0 ISBN13: 978-0-415-34131-8: £75.00 Pb: 0-415-34130-2 ISBN13: 978-0-415-34130-1: £24.99 • AVAILABLE AS AN INSPECTION COPY
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Taking a positive and practical approach to internationalising higher education, the book considers a range of questions about how to bring in global perspectives to the learning environment and education provision. Packed with case studies and vignettes from around the globe, the book proposes that the international student lies at the heart of the university as a source of cultural capital and intentional diversity, enriching the learning experience, enhancing staff experience and building a more powerful learning community. Selected Contents: 1. Introduction: Values, Valuing and Value in an Internationalised Higher Education Context. Perspectives on Policy and Institutional Cultures 2. Uneasy Global Ethics and the University 3. International Reflections and Culture Change 4. Globalisation and Sustainability: Global Perspectives and Education for Sustainable Development in Higher Education. Perspectives on Assessment, Learning, Teaching and Student Support 5. Assessment and International Students: Helping Clarify Puzzling Processes 6. Support and Guidance for Learning from an International Perspective 7. International Teachers and International Learning 8. Using a Quality Enhancement Audit Approach to Review Provision for International Students: A Case Study. Perspectives on Curriculum Enhancement 9. Internationalisation of the Curriculum 10. Internationalisation and Employability 11. Internationalisation and Engagement with the Wider Community 12. Taking Stock: An Appraisal of the Literature on Internationalising HE Learning. European Perspectives 13. Approaches to Services for International Students 14. European and European Union Dimensions to Mobility Conclusions 15. Contextualising International Higher Education
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May 2007: 234x156: 264pp Hb: 0-415-41989-1 ISBN13: 978-0-415-41989-5: £75.00 Pb: 0-415-41990-5 ISBN13: 978-0-415-41990-1: £22.99
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PRACTICAL BOOKS 13 Innovative Assessment in Higher Education
New
Edited by Cordelia Bryan, Higher Education Academy, York, UK and Karen Clegg, University of York, UK ’This book offers interesting practical examples of assessment innovation. All readers will no doubt find interesting case studies that can be applied to their own context.’ – British Journal of Educational Technology Throughout higher education assessment is changing, driven by increased class size, changing curricula and the need to support students better. At the same time assessment regulations and external quality assurance demands are constraining assessment options, driven by worries about standards, reliability and plagiarism. Innovative Assessment in Higher Education explores the difficulty of changing assessment in sometimes unhelpful contexts. Topics discussed include: • problems with traditional assessment methods • rationales behind different kinds of innovation in assessment • complex assessment contexts in which teachers attempt to innovate • innovation in assessment within a range of academic settings • theoretical and empirical support for innovations within higher education. More than a ‘how to do it’ manual, this book offers a unique mix of useful pragmatism and scholarship. A vital resource for higher education teachers and their educational advisors, it provides a fundamental analysis of the role and purpose of assessment and how change can be managed without compromising standards. 2006: 234x156: 256pp Hb: 0-415-35641-5 ISBN13: 978-0-415-35641-1: £80.00 Pb: 0-415-35642-3 ISBN13: 978-0-415-35642-8: £25.99
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Rethinking Assessment in Higher Education Learning for the Longer Term Edited by David Boud, University of Technology Sydney, Australia and Nancy Falchikov, University of Edinburgh, UK Assessment is a value-laden activity surrounded by debates about academic standards, preparing students for employment, measuring quality and providing incentives. There is substantial evidence that assessment, rather than teaching, has the major influence on students’ learning. It directs attention to what is important and acts as an incentive for study. This book revisits assessment in higher education, examining it from the point of view of what assessment does and can do and argues that assessment should be seen as an act of informing judgement and proposes a way of integrating teaching, learning and assessment to better prepare students for a lifetime of learning. It is essential reading for practitioners and policy makers in higher education institutions in different countries, as well as for educational development and institutional research practitioners. Selected Contents: Part 1: Setting the Scene 1. Assessment for the Longer Term 2. Reframing Assessment as if Learning was Important Part 2: The Context of Assessment 3. Assessment in Higher Education: An Impossible Mission? 4. Learning Assessment: Students’ Experiences in Post-School Qualifications Part 3: Themes 5. Contradictions of Assessment for Learning in Institutions of Higher Learning 6. Grading, Classifying and Future Learning 7. Assessment Engineering: Breaking Down Barriers between Teaching and Learning, and Assessment 8. Rethinking Feedback and Assessment-for-Learning 9. Conceptions of Self-Assessment: What is Needed for Long Term Learning? 10. The Place of Peers in Assessment 11. Assessment and Emotion: The Impact of Being Assessed Part 4: The Practice of Assessment 12. Writing about Practice for Future Learning 13. The Contribution of Sustainable Assessment to Teachers’ Continuing Professional Development 14. Developing Assessment for Informing Judgement
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March 2007: 234x156: 224pp Hb: 0-415-39778-2 ISBN13: 978-0-415-39778-0: £75.00 Pb: 0-415-39779-0 ISBN13: 978-0-415-39779-7: £23.99
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14 PRACTICAL BOOKS Teaching with Emotional Intelligence
New
A Step-by-Step Guide for Higher and Further Education Professionals
Personal, Academic and Career Development in Higher Education
Alan Mortiboys, University of Central England, UK Featuring lots of jargon-free activities, checklists and points for deeper reflection, the guidance in this book will help teachers encourage their learners to become more engaged, creative and motivated through the use of emotional intelligence.
SOAring to Success Arti Kumar, University of Luton, UK This book is the first to show how to integrate Personal Development Planning (PDP) activities into teaching in higher education. It is packed with activities, exercises, lesson plans, resources, reflective questionnaires, skills audits, and case studies, as well as suggestions for how these may be customised to suit different groups of students in different subject areas. By embedding activities into the curriculum, students are encouraged to engage with the PDP process to help them:
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Traditional and Innovative Models of Student Affairs Practice Kathleen Manning, University of Vermont, USA, Jillian Kinzie, NSSE and John H. Schuh, Iowa State University, USA In the day-to-day grind of higher education administration, student affairs professionals know that different institutional types – whether a small liberal arts college, a doctoral intensive institution, or a community college – require different practical approaches. Despite this, most student affairs literature emphasises a ’one size fits all’ approach to practice. In this book, leading scholars Kathleen Manning, Jillian Kinzie and John Schuh advocate a new approach by presenting thirteen possible models of student affairs practice. These models are based on a qualitative, multi-institutional case study research project involving twenty institutions of higher education varying by type, size and mission. By accessibly presenting different types of intuitions that have all experienced high levels of student engagement and graduation rates the authors set out to discover the policies, practices and programs that can contribute to student success.
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• become a more effective, independent and confident self directed learner. Personal Development Planning will help all staff and educational development professionals, teachers in HE, and advisers and support staff in careers services enable students to build up a personal development record to improve their ability to relate their learning and achievements to employers’ interests and needs and, ultimately, gain employment. Selected Contents: Part 1: A Theoretical and Applied Model for Integrating and Enabling Personal, Career and Academic Development 1. Introducing SOAR 2. Defining Key Concepts and Principles 3. Realizing the Potential of SOAR Part 2: Self in the SOAR Process: Building a MAP for the Journey Through Life Developing the Self-Awareness Skill-Set: Self-Assessment, Self-Esteem, Self-Efficacy, Self-Promotion and Self-Management 4. Building a Self MAP: Who am I? 5. Motivation in the Self-MAP: What do I Want and Need? 6. Ability in the Self-MAP: What am I Capable of Achieving? 7. Personality in the Self-MAP: How do I Interact with Others and with my Environment? Part 3: Opportunity in the SOAR Process 8. Researching and Engaging with Opportunity 9. Understanding the Changing World Part 4: Aspirations in the SOAR Process Forming, Clarifying, Testing and Implementing Aspirations: Decision-Making, Problem-Solving and Action-Planning Skills 10. Aspirations, Decisions, Plans Part 5: Results in the SOAR Process 11. Demonstrating Results 12. Evaluating Results – and Some Concluding Thoughts December 2007: 234x156: 208pp Hb: 0-415-42359-7 ISBN13: 978-0-415-42359-5: £80.00 Pb: 0-415-42360-0 ISBN13: 978-0-415-42360-1: £23.99
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• gain a clear idea of strengths and areas for development • improve ability to explain and discuss skills and abilities with prospective employers, with the evidence to support your claims
One Size Does Not Fit All
2006: 200pp Hb: 0-415-95257-3 ISBN13: 978-0-415-95257-6: £70.00 Pb: 0-415-95258-1 ISBN13: 978-0-415-95258-3: £19.99
• improve study skills
2005: 234x156: 160pp Hb: 0-415-37318-2 ISBN13: 978-0-415-37318-0: £75.00 Pb: 0-415-35088-3 ISBN13: 978-0-415-35088-4: £19.99 •AVAILABLE AS AN INSPECTION COPY
• gain a better understanding of what and how they are learning
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SPECIAL NEEDS 15 New
New
3RD EDITION
Supporting Students with Dyslexia in Higher Education
Dyslexia at College Elizabeth Ann Du Pre, University of Wales, Bangor, UK, Dorothy Gilroy and T.R. Miles, University of Wales, Bangor, UK This fully updated third edition contains practical and useful advice that will be invaluable for students with dyslexia, their parents and all of those involved in teaching and supporting them in their studies. Including the latest research into dyslexia, changes in legislation and information technology and the real-life experiences of six former Bangor students, this book will: • guide students through the process of applying for university, suggesting strategies for general organisation and for particular aspects of study • outline how to get the best personally and academically from higher education • give practical advice on setting up and using support facilities (both human and technological) • be an accessible text for mainstream lecturers and tutors who need to be aware of the implications of the Disability Discrimination Act.
A Handbook for Lecturers and Tutors Margaret Herrington, University of Nottingham, UK This book provides useful and practical advice on how lecturers’ teaching and learning practices can take full account of a students’ dyslexia and shows how they can incorporate an awareness of their needs into course design and delivery. The author, who has over ten years’ experience of working with students with dyslexia in HE, pays particular attention to the variety of academic practice across disciplines and explores how staff in different subject areas can respond effectively to their dyslexic students. Margaret Herrington also explores and explains the issues surrounding topics such as visual skills, thinking and learning styles and writing. This much needed book will be essential reading to any lecturer in HE who wishes to meet their professional legislative obligations, and will be of particular interest to those actually teaching a student with dyslexia. Staff development personnel, disability officers and Student Union staff will find this book invaluable and students themselves with dyslexia will be encouraged and motivated by the timely advice and guidance provided. May 2008: 234x156: 208pp Hb: 0-415-33570-1 ISBN13: 978-0-415-33570-6: £75.00 Pb: 0-415-33571-X ISBN13: 978-0-415-33571-3: £22.99
New chapters include ’Dyslexia plus’, giving information on dyspraxia, attention disorders, Asperger’s syndrome, and the more controversial ’dyscalculia’. ‘Out of College and into Work’ gives advice for students on the challenges they face after graduation. Selected Contents: 1. The Nature of Dyslexia 2. Dyslexia Plus 3. Understanding Your Assessment 4. The Move to Higher Education 5. Changes to The Landscape 6. Preparations for College 7. Social and Academic Relationships 8. Organising a Support Service 9. Study Skills and The Support Tutor 10. Organising Yourself and Your Time; Helping Yourself to Concentrate 11. Taking Notes in Lectures and From Books; Strategies for Reading 12. Essays and other Written Assignments 13. Grammar and Punctuation 14. Spelling 15. Mathematics and Statistics 16. Information Technology 17. Examination Arrangements 18. Preparing for Examinations, Revision and Memorisation 19. Sitting the Examinations 20. Discussion Points for Moderators and Examining Boards 21. Out of College and into Work
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July 2007: 234x156: 352pp Hb: 0-415-40417-7 ISBN13: 978-0-415-40417-4: £70.00 Pb: 0-415-40418-5 ISBN13: 978-0-415-40418-1: £23.99 • AVAILABLE AS AN INSPECTION COPY
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16 SPECIAL NEEDS Towards Inclusive Learning in Higher Education
Related Journals
Developing Curricula for Disabled Students Edited by Mike Adams, Disability Rights Commission, Chelmsford, UK and Sally Brown, Leeds Metropolitan University, UK
Teaching in Higher Education Sue Clegg, Leeds Metropolitan University, UK
Towards Inclusive Learning in Higher Education is a rich source of practical advice and resources. Experienced contributors share their own techniques, outlining innovative methods and activities that will help both individuals and institutions to improve their classroom practice and develop inclusive curricula for disabled students. The book explores the all the key areas in higher education today,
Teaching in Higher Education addresses the roles of teaching, learning and the curriculum in higher education in order to explore and clarify the intellectual challenges which they present. The journal is interdisciplinary and aims to open up discussion across subject areas by involving all those who share an enthusiasm for learning and teaching. ISSN: 1470-1294 (electronic) 1356-2517 (paper) Vol: 12 Issues Per Year: 6
www.informaworld.com/TIHE
Journal of Further and Higher Education
including: • the student’s transition from FE to HE
Jennifer Rowley, Bangor Business School, University of Wales, UK
• current barriers to inclusive education • uses and requirements for information technology
Published on behalf of The University and College Union (UCU)
• quality issues and benchmark descriptors • examinations and assessment
The Journal of Further and Higher Education publishes articles and book reviews representing the whole field of post-16 education and training. Topic areas include management and administration, teacher education and training, curriculum, staff and institutional development, and teaching and learning strategies and processes.
• employability and work placements. 2006: 234x156: 224pp Hb: 0-415-36528-7 ISBN13: 978-0-415-36528-4: £80.00 Pb: 0-415-36529-5 ISBN13: 978-0-415-36529-1: £25.99
Included in Social Sciences Citation Index®
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Disabled Students in Higher Education
ISSN: 1469-9486 (electronic) 0309-877X (paper) Vol: 31 Issues Per Year: 4
www.informaworld.com/jfhe
Perspectives on Widening Access and Changing Policy Sheila Riddell, Strathclyde Centre for Disability Research, UK, Teresa Tinklin and Alastair Wilson Here, highly qualified authors analyse the participation and experiences of disabled students in higher education over a two year period by comparing the responses of eight universities to the new anti-discriminatory practice with student case studies.
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2005: 234x156: 224pp Hb: 0-415-34078-0 ISBN13: 978-0-415-34078-6: £85.00 Pb: 0-415-34079-9 ISBN13: 978-0-415-34079-3: £26.99
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BOOKS BY JENNIFER A. MOON 17 2ND EDITION
New
Learning Journals
Critical Thinking
A Handbook for Reflective Practice and Professional Development
An Exploration of Theory and Practice Jennifer A. Moon, University of Bournemouth, UK
Jennifer A. Moon, University of Bournemouth, UK
In this book, Jenny Moon explores and clarifies critical thinking and provides practical guidance for improving student learning and supporting the teaching process.
’This book is described in the title as a “handbook” and that is exactly what is provided. It is invaluable for teachers who wish to find ways of making the journal process come alive for students and I shall certainly be trying out some of her suggested approaches.’ – Barbara Maiden, University of Wolverhampton, UK
Key themes covered include: • different views of and approaches to critical thinking with an emphasis on a practical basis that can be translated into use in the classroom • links between learning, thinking and writing • the place of critical thinking alongside other academic activities such as reflective learning and argument • critical thinking and assessment, class environments, staff knowledge and development, writing tasks and oral tasks. Teachers in all disciplines in post-compulsory education will find this approach to defining and improving students’ critical thinking skills invaluable. October 2007: 234x156: 248pp Hb: 0-415-41178-5 ISBN13: 978-0-415-41178-3: £75.00 Pb: 0-415-41179-3 ISBN13: 978-0-415-41179-0: £22.99
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Fully updated with important new theory and practical material, this second edition of Learning Journals offers guidance on keeping and using journals and gives step-by-step advice on integrating journal writing on taught courses, in training and professional development and in supporting Personal Development Planning (PDP) activities. Key topics covered include: • the nature of learning journals and how we learn from them
A Handbook of Reflective and Experiential Learning
• the broad range of uses of learning journals, including portfolios and personal and professional development • the depth and quality of reflection in learning journals
Theory and Practice
• the assessment of learning journals and reflective writing
Jennifer A. Moon, University of Bournemouth, UK ’A useful guide to understanding and using reflective and experiential learning, looking both at theory and practical implementation. Jenny Moon adopts a fairly broad definition of the terms reflective and experiential learning and thus makes her book relevant to a wide range of people such as those engaged in PBL, placement learning, peer and self-assessment, education and drama courses, or indeed anyone trying to embed some formal reflective or experiential learning in their courses.’ – Sally Bentley, Bishop Grosseteste College, Lincoln, Escalate website
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With useful exercises and activities that enhance learning journal work in a structured manner, this book is invaluable reading for teachers and students in higher education, for all professionals, particularly those working in the health services and business and training, and for all those who want to learn more about keeping a fulfilling personal journal. 2006: 234x156: 208pp Hb: 0-415-40376-6 ISBN13: 978-0-415-40376-4: £80.00 Pb: 0-415-40375-8 ISBN13: 978-0-415-40375-7: £23.99
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2004 :234x156: 264pp Hb:0-415-33515-9 ISBN13: 978-0-415-33515-7: £90.00 Pb:0-415-33516-7 ISBN13: 978-0-415-33516-4: £26.99
• the use of narrative and story-telling techniques in journals.
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18 HIGHER EDUCATION MANAGEMENT The Higher Education Manager’s Handbook
New
Effective Leadership and Management in Universities and Colleges Peter McCaffery ’This is a book well worth having on the bookshelf. It is well written in plain English, and it deals in a very clear way with some quite complex material.’ – Journal of Higher Education Policy and Manageme
2004: 246x174: 336pp Hb: 0-415-34120-5 ISBN13: 978-0-415-34120-2: £125.00 Pb: 0-415-33507-8 ISBN13: 978-0-415-33507-2: £29.99 • AVAILABLE AS AN INSPECTION COPY
Strategic Leadership of Change in Higher Education What’s New? Edited by Stephanie Marshall, Foundation for Higher Education, UK Drawing on the current research base on the management of change, this book analyses the key features in planning, delivery and monitoring the impact of planned change initiatives in higher education. Comparing and contrasting the findings of twenty-five action research high level corporate change management projects, the initiatives discussed include:
US $225.00
US $53.95
New
Total Quality Management in Distance Education Nayantara Padhi, Indira Gandhi National Open University, India Total Quality Management in Distance Education reviews the studies that have been conducted to measure the benefits of implementing Total Quality Management (TQM) in Higher Education Institutions and vocational institutions. The book is divided into two sections. Section A contains eleven original chapters, all written by the lead author, Nayantara Padhi. Each of these eleven chapters present examples, figures, tables and illustrations to engage the reader, and offer direction to other sources such as books, articles, and web sites. In addition, the author explains the concept of TQM, reviews the adoption and use of TQM in HEIs, describes the elements and techniques, and provides a strategic framework for implementing TQM in DEIs. Section B contains five additional chapters, each one represents a case study of TQM practice in different DEIs worldwide, and contributed by eminent researchers in the field of quality in DEIs.
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• the introduction of a mentoring scheme to promote diversity and equality and greater understanding and support of black and ethnic minority staff. Filled with practical lessons for leadership and change in higher education, this book raises awareness as to how to tackle topical issues and effectively lead universities through major change. With expert commentary and feedback from the stakeholders involved at each institution, Strategic Leadership of Change in Higher Education is essential reading for all those taking on leadership and management positions in higher education. Selected Contents: Section 1: Structured Frameworks for Leading and Managing Change Section 2: Incentivised Approaches to Leading and Managing Change Section 3: Capacity Building to Lead and Manage Change March 2007: 234x156: 224pp Hb: 0-415-41172-6 ISBN13: 978-0-415-41172-1: £75.00 Pb: 0-415-41173-4 ISBN13: 978-0-415-41173-8: £24.99
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• a major cultural shift programme to bring about globalisation of all aspects of the university, taking account the perspectives as to how this should be achieved
March 2008: 234x156: 224pp Hb: 0-415-96159-9 ISBN13:978-0-415-96159-2: £75.00 Pb: 0-415-96160-2 ISBN13:978-0-415-96160-8: £24.99
• the introduction of Kaplan and Norton’s ‘Balanced Scorecard’ approach, resulting in strategic mapping at all levels
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HIGHER EDUCATION MANAGEMENT 19 Learning to Lead in Higher Education
New
Paul Ramsden
Higher Education Marketing ’Ramsden is to be congratulated for this committed and passionate intervention in a vital educational arena that is clearly set to become increasingly important and contested in our current political milieu.’ – ESCalate
A Professional’s Guide to Strategic Theory and Practice Edited by David Roberts, The Knowledge Partnership, UK
1998: 234x156: 304pp Hb: 0-415--15199-6 ISBN13: 978-0-415-15199-3: £90.00 Pb: 0-415-15200-3 ISBN13: 978-0-415-15200-6: £27.99
US $155.00
US $49.95
Financing Higher Education
Built upon original research this informative book provides practical guidance to marketers and senior managers who have responsibility for developing and then executing marketing strategies. Higher Eduucation Marketing introduces a range of new marketing tools, models and concepts that have been specifically developed for education. Illustrated by useful case studies this book covers all aspects of design, implementation and management of higher education marketing. Key topics include: • creating the marketing strategy
Nicholas Barr, London School of Economics, UK and Iain Crawford, London School of Economics, UK
• internal analysis and competitor (and collaborator) analysis • internal marketing and communications
This book tells the story of the UK higher education debate, illustrating a head-on collision between the economic imperatives of student loans and regulated market forces, and the political imperative of ’free’ higher education. 2005: 234x156: 336pp Hb: 0-415-34620-7 ISBN13: 978-0-415-34620-7: £80.00 Pb: 0-415-34857-9 ISBN13: 978-0-415-34857-7: £29.99
US $145.00
US $52.00
• reputation, branding and positioning • how to position a university, department or course • retention and relationship marketing • new course development • costing and pricing • marketing academic research. Selected Contents: Section 1: Evolution of Education Markets and Marketing Section 2: Creating the Marketing Strategy Section 3: Internal Marketing and Communications Section 4: Reputation, Branding and Positioning Part 4: Managing the Product and Service Portfolio Section 5: Pushing the Boundaries June 2008: 234x156: 272pp Hb: 0-415-42051-2 ISBN13: 978-0-415-42051-8: £75.00 Pb: 0-415-42052-0 ISBN13: 978-0-415-42052-5: £26.99
Financial Management and Control in Higher Education
Faculty Diversity
Eric Morgan and Malcolm Prowle ’A professional guide that is authoritative and comprehensive enough for professional accountants, yet accessible to non-finance professional, with case studies, examples and diagrams throughout to better explain the concepts.’ – Education Executive 2004: 234x156: 304pp Hb: 0-415-33538-8 ISBN13: 978-0-415-33538-6: £90.00 Pb: 0-415-33539-6 ISBN13: 978-0-415-33539-3: £28.99
US $160.00
Problems and Solutions Jo Ann Moody ’Moody has done a first-rate job of identifying the barriers to enhancing faculty diversity. She also offers numerous practical strategies and tactics for academic leaders who care about faculty diversity and hope to make a difference. In addition, Moody backs up these recommendations with key references to the most important literature in the field. Faculty Diversity is one-stop shopping for those who wish to make progress in this important arena.’ – Denice Denton, University of Washington, USA 2004: 234x156: 264pp Pb: 0-415-94867-3 ISBN13: 978-0-415-94867-8: £18.99
E-mail: education@routledge.com for more information
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US $48.95
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20 E-LEARNING New
New
Virtual Learning Environments
Preparing for Blended e-Learning
Using, Choosing and Developing your VLE
Allison Littlejohn, Glasgow Caledonian University, UK and Chris Pegler, Institute of Technology, The Open University, Milton Keynes, UK
Martin Weller, The Open University, UK Virtual learning environments are widely spread in higher education, yet they are often under utilised by the institutions that employ them. This book addresses the need to move beyond thinking about the VLE simply in terms of the particular package that an institution has adopted, and viewing it as a significant educational technology that will shape much of the teaching and learning process in the coming years. Considering how virtual learning environments can be successfully deployed and used for effective teaching, it sets out a model for effective use, focussing on pedagogic application rather than a specific technology, and seeks to provide a bridge between pedagogical approaches and the tools educators have at their disposal. Selected Contents: 1. What We Talk About When We Talk About E-Learning 2. VLEs, Democrats and Revolutionaries 3. Using Common VLE Tools 4. Beyond the VLE 5. Choosing a VLE 6. MLEs and Metaphors 7. Standards and Specifications 8. Learning Design 9. The Open Source Option 10. Personalization and VLEs 11. Affordances and Patterns 12. Case Studies 13. Technology Succession 14. VLE 2.0 February 2007: 234x156: 192pp Hb: 0-415-41430-X ISBN13: 978-0-415-41430-2: £75.00 Pb: 0-415-41431-8 ISBN13: 978-0-415-41431-9: £24.99
US $135.00
US $44.95
Series: Connecting with E-learning Blended and online learning skills are rapidly becoming essential for effective teaching and learning in universities and colleges. Covering theory where useful but maintaining an emphasis on practice, this book provides teachers and lecturers with an accessible introduction to e-learning. Beginning by exploring the meaning of ’e-learning’, it supports tutors in identifying how they plan to use technology to support courses that blend online and face-to-face interactions. Illustrated by a range of case of studies, the book covers: • designing quality, appropriate effective and online learning • efficient and sustainable e-learning activity • providing appropriate feedback to learners • devising student activities and sourcing learning resources • managing online and offline interactions. Packed with practical advice and ideas, this book provides the core skills and knowledge that teachers in HE and FE need when starting out and further developing their teaching course design for blended and online learning. Selected Contents: 1. What is E-Learning and Why Do We Need It? 2. Online or Blended Learning? 3. Devising Learning Activities 4. Documenting Course Design Lesson Plans, Storyboards and Mindmaps 5. Blending the Old and the New 6. Supporting Students Online 7. Tools That Support Student Activities 8. Implementing Sustainable and Scaleable Course Design 9. Ethical and Strategic Issues
2ND EDITION
Technology, E-Learning and Distance Education A.W. Bates, University of British Columbia, Canada
April 2007: 216x138: 272pp Pb: 0-415-40361-8 ISBN13: 978-0-415-40361-0: £22.99
Series: Routledge Studies in Distance Education
US $41.95
This update to the award-winning first edition analyses the pros and cons of different media and focuses on general guidelines and basic principles, making the ideas in this guide transferable to future technologies.
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2005: 234x156: 256pp Hb: 0-415-28436-8 ISBN13: 978-0-415-28436-3: £75.00 Pb: 0-415-28437-6 ISBN13: 978-0-415-28437-0: £26.99
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LIFELONG LEARNING AND ADULT EDUCATION 21 New
Lifelong Learning
The e-Revolution and Post-Compulsory Education
Concepts and Contexts
Using e-Business Models to Deliver Quality Education
Edited by Jim Crowther, University of Edinburgh, UK and Peter Sutherland, University of Stirling, UK This guide to lifelong learning brings together new writing from leading thinkers in the field to provide a critical summary of current developments in understanding adult learning and the societal context in which they are located.
Edited by Jos Boys, London Metropolitan University, UK and Peter Ford, Nottingham University, UK Moving debates about ICT and higher education beyond a simple focus on e-learning, this book takes into consideration the provision of post-secondary education as a whole. Discussing what is meant by e-business, why e-business approaches are relevant to universities and colleges and the key issues this raises for post-secondary education, this book: • examines emerging technologies and provides examples of what an e-institution for education might look like • explores what can be learnt from e-business in re-defining the relationships between enterprises and their users and in developing processes to improve services and competitive advantage • considers how to improve administrative efficiency, implement faster access and response to information, enhance skills and knowledge development and improve the student experience • examines technological innovation and integration, leadership styles, risk assessment and cost-benefit type analyses, re-designing existing organisational frameworks, techniques for overcoming barriers to change and successfully implementing change and the types of technologies required for an e-integrated educationa provision.
2005: 234x156: 272pp Hb: 0-415-35372-6 ISBN13: 978-0-415-35372-4: £70.00 Pb: 0-415-44305-9 ISBN13: 978-0-415-44305-0: £22.99
Peter Jarvis, University of Surrey, UK Series: Lifelong Learning and the Learning Society
E-mail: education@routledge.com for more information
This book assesses theories of learning across all ages to construct a new model for analysing how humans learn. 2005: 234x156: 232pp Hb: 0-415-35540-0 ISBN13: 978-0-415-35540-7: £80.00 Pb: 0-415-35541-9 ISBN13: 978-0-415-35541-4: £23.99
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Towards a Comprehensive Theory of Human Learning
In a highly competitive educational marketplace, institutions need to react to and embrace new technologies to provide rich and competitive learning environments for the students of tomorrow. The discussion and guidance in this book is essential reading for all leaders, managers and heads of e-learning in higher and further education. December 2007: 234x156: 160pp Hb: 0-415-41986-7 ISBN13: 978-0-415-41986-4: £75.00 Pb: 0-415-41987-5 ISBN13: 978-0-415-41987-1: £22.99
US $125.00
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22 LIFELONG LEARNING AND ADULT EDUCATION Adult Learning in the Digital Age Information Technology and the Learning Society Neil Selwyn, Cardiff University, UK, Stephen Gorard, University of York, UK and John Furlong, University of Oxford, UK
Learning Cities, Learning Regions, Learning Communities Lifelong Learning and Local Government Norman Longworth, University of Stirling, UK This book explores the mental and social landscape of the city of today and tomorrow; the way in which people think, interact, work together, learn and live with and among each other. Written to address the urgent need for a guide to the principles and practices of lifelong learning, the topics covered include:
This engaging book sheds light on the ways in which adults in the twenty-first century interact with technology in different learning environments. Based on one of the first large-scale academic research projects in this area, the authors present their findings and offer practical recommendations for the use of new technology in a learning society.
• an introduction to the idea of learning cities • policies and strategies for the learning city, including examples form around the world
2005: 234x156: 248pp Hb: 0-415-35698-9 ISBN13: 978-0-415-35698-5: £80.00 Pb: 0-415-35699-7 ISBN13: 978-0-415-35699-2: £24.99
US $145.00
• how to activate learning, involve stakeholders an encourage citizen participation in a learning city or region.
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Gender and Lifelong Learning Critical Feminist Engagements Edited by Carole Leathwood, London Metropolitan University, UK and Becky Francis, Roehampton University, UK This insightful book is ideal for students, researchers and policy makers wanting a sound overview of the critical issues of gender in lifelong learning. Asking pertinent questions relating to discourses on policy, the authors offer the reader a rare view of lifelong learning from a gender-focused perspective, filling a gap in the literature and moving current debate on into new areas. Questions addressed include:
Written by one of the world’s foremost thinkers in the field, this book is highly readable and easily accessible to anyone interested in the issues addressed. Workers in local, regional and national government, academics and students of lifelong learning, in addition to anyone with an interest in the future of cities and communities will find this a truly invaluable resource and guide to a way of thinking that many see as the way to a better tomorrow. 2006: 234x156: 248pp Hb: 0-415-37174-0 ISBN13: 978-0-415-37174-2: £80.00 Pb: 0-415-37175-0 ISBN13: 978-0-415-37175-9: £24.99
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3RD EDITION
Psychology and Adult Learning Mark Tennant, Sydney University of Technology, Australia The third edition of this popular book examines the role of psychology in informing adult education practice and has been fully updated to reflect the effect of changes in the structure of society, globalisation, technology and the impact of postmodernism.
• What are the gender implications of lifelong learning policy? • In what ways are learners’ identities constructed through lifelong learning? • Does lifelong learning provide opportunities to challenge or transgress gender binaries? • What are the implications for practice?
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2005: 234x156: 176pp Hb: 0-415-37334-4 ISBN13: 978-0-415-37334-0: £85.00 Pb: 0-415-37335-2 ISBN13: 978-0-415-37335-7: £25.99 • AVAILABLE AS AN INSPECTION COPY
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2006: 234x156: 232pp Hb: 0-415-37484-7 ISBN13: 978-0-415-37484-2: £80.00 Pb: 0-415-37485-5 ISBN13: 978-0-415-37485-9: £22.99
US $150.00
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KEY ISSUES IN HIGHER EDUCATION 23 Learning Outside the Academy
Key Issues in Higher Education Series
International Research Perspectives on Lifelong Learning Edited by Richard Edwards, University of Stirling, UK, Jim Gallacher, Glasgow Caledonian University, UK and Susan Whittaker, Glasgow Caledonian University, UK This book weaves together different strands of research in the area of lifelong learning that concentrates particularly on learning in alternative settings and ways, such experiential learning and informal and community learning. Drawing upon international research, the book examines how these strands of research can contribute to each other. The contributions to this book are based on material presented at a conference at the Centre for Research in Lifelong Learning, UK, and they focus on research into key issues of policy and practice in lifelong learning. Establishing a wider framework for debate about the meaning and significance of lifelong learning, this timely and thought-provoking book provides practitioners in the field with a relevant and current discussion on some very important ideas about non-formal education. 2006: 234x156: 256pp Hb: 0-415-36585-6 ISBN13: 978-0-415-36585-7: £80.00
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Flexibility and Lifelong Learning
New
Towards the Virtuous University The Moral Bases of Academic Professionalism Jon Nixon, University of Sheffield, UK A good university is invariably assumed to be one which is managerially effective in terms of its economic efficiency, and is judged in terms of entrepreneurialism, self-promotion and competitive innovation. This book argues that in the majority of institutions, these goals are being pursued to the exclusion of academic excellence and public service. It proposes that there is a marked lack of intellectual leadership at senior management level within HE institutions and that academic workers must assume responsibility for the moral purposefulness of their institutions. This will not be a retreat into the old values of an elitist ’ivory tower’, but a rejection of the current deeply stratified university system which prematurely selects students for differentiated institutional streams. April 2008: 234x156: 192pp Hb: 0-415-33533-7 ISBN13: 978-0-415-33533-1: £70.00
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Policy, Discourse, Politics Katherine Nicoll, University of Stirling, UK
New
This book develops different approaches to policy analysis through a discursive and rhetorical engagement with the themes of flexibility and lifelong learning within Australia, England and Scotland. It draws together some previously published writing with newer work to illustrate that rhetorical analysis offers a rich arena through which to explore and examine education policy issues, specifically those around flexibility and lifelong learning. The book therefore makes a significant contribution to policy studies in elucidating the persuasiveness and discursive power of rhetoric in policy debates in and around flexibility and lifelong learning.
Grading Student Achievement in Higher Education
Selected Contents: 1. Departures and Beginnings 2. Meanings of Flexibility and Lifelong Learning 3. A Political, Discursive and Rhetorical Terrain 4. A Realization of Flexibility 5. Mobilizing Flexibility and Lifelong Learning 6. Realizing Lifelong Learning 7. An ‘Odious’ but Slender Wedge 2006: 234x156: 176pp Hb: 0-415-37283-6 ISBN13: 978-0-415-37283-1: £75.00
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Signals and Shortcomings Mantz Yorke, Liverpool John Moores University, UK As higher education is now a mass rather than an elite system, what is expected of its graduates has changed. Students are expected not only to be able to demonstrate high standards of academic achievement, but also a variety of capabilities that have at different times been given labels such as ‘generic skills’ and ‘transferable skills’. Using the UK honours degree classifications as a case study, this book appraises the way in which summative assessment in higher education is approached and shows that the foundations of current practices (in the UK and elsewhere) are of questionable robustness. It argues that there is a need to widen the assessment frame if the breadth of valued student achievements is to be recognised adequately. Selected Contents: 1. Assessing Achievement 2. Perceptions of Grade Inflation 3. Case Study: UK Honours Degree Classifications, 1994-5 to 2001-2 4. Grading and its Limitations 5. The Cumulation of Grades 6. Credit 7. Value-Added 8. Conclusion: Judgement, Rather than Measurement?
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August 2007: 234x156: 272pp Hb: 0-415-39396-5 ISBN13: 978-0-415-39396-6: £80.00
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24 LIFELONG LEARNING AND ADULT EDUCATION New
New
Changing Identities in Higher Education
Higher Education and Sustainable Development
Voicing Perspectives
Paradox and Possibility
Ronald Barnett, Institute of Education, UK and Roberto Di Napoli, Imperial College, London, UK
Stephen Gough, University of Bath, UK and William Scott, University of Bath, UK
In this timely and innovative book, scholars from Europe, the UK, North America and Australia, explore their own sense of identity, reflecting both on their research and scholarly interests, and their work experiences.
Is it actually possible to mandate, plan, monitor and evaluate the higher education sector’s route to the production of educated, innovative, independent, self-determining, critical individuals while at the same time achieving a range of wider policy goals on the side?
Taking the form of a debate, Changing Identities in Higher Education helps to widen the contemporary space for debates on the future of higher education itself. The book is split into three parts: • part one presents a set of essays each on a set of identities within higher education (academic, student, administrative/managerial and educational developers) • part two includes responses to part one from authors speaking from their own professional and scholarly identity perspective • part three illustrates perspectives on the identities of students, provided by students themselves. With its original, dialogic form and varied content, this book is of interest to all those concerned in current debates about the state and nature of higher education today and those interested in questions of identity. August 2007: 234x156: 224pp Hb: 0-415-42605-7 ISBN13: 978-0-415-42605-3: £75.00
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The Academic Citizen The Virtue of Service in University Life Bruce Macfarlane, Thames Valley University, UK With increasing focus on excellence in research and teaching, the service role of the individual academic is often neglected. This book calls for greater recognition of this important aspect of academic life, highlighting the importance of mentoring, committee work and pastoral care in the daily running of universities. Drawing from extensive examples from models around the world, The Academic Citizen points to the benefits of effective communication with colleagues in the faculty, across the university and in corresponding faculties across the world, as well as those in maintaining positive associations with the wider world.
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Selected Contents: Part 1: What is Higher Education For? Possibilities and Their Problems Part 2: Aspects of Sustainable Development Part 3: Case Studies. Conclusions: No Noiseless Steps - No Backdoor Exit December 2007: 234x156: 240pp Hb: 0-415-41652-3 ISBN13: 978-0-415-41652-8: £80.00
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The Challenge to Scholarship Rethinking Learning, Teaching and Research Gill Nicholls, Kings College, University of London, UK This book is a lively and engaging investigation that seeks to establish what it means to be a scholar and the value of scholarship. 2005: 234x156 Hb: 0-415-33532-9 ISBN13: 978-0-415-33532-4: £80.00
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Illustrated by four in-depth case studies this book considers these complex inter-relationships of a free society and sustainable development in the context of higher education and makes recommendations for realistic future development.
2006: 234x156: 224pp Hb: 0-415-35759-4 ISBN13: 978-0-415-35759-3: £80.00
This book examines this question in the context of an international policy issue – sustainable development. Over the last thirty years, the idea of sustainable development has come to be seen in policy circles across the globe – UN agencies, national governments and international NGOs – as a necessary and urgent response to a range of social and environmental issues that both threaten the integrity of the biosphere and human well-being. Increasingly, higher education is seen to have a key role to play in this development, yet sustainable development is more than just an externally mandated policy target: it has fundamental implications for learning and teaching.
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LIFELONG LEARNING AND ADULT EDUCATION 25 Citizenship and Higher Education The Role of Universities in Communities and Society Edited by James Arthur, Canterbury Christ Church University College, UK and Karen Bohlin, Boston University, USA
Related Journals Higher Education in Europe
’This book develops some useful ideas around the notion of citizenship and higher education, which makes a scholarly contribution to the discussion about aims, values and broader purpose of higher education.’ – Claire Tilbury, Griffith University
Melanie Seto, UNESCO-CEPES, Romania
This comparative text considers models of higher education in the UK and the US and individuals’ perceptions about the role of university in society.
ISSN: 1469-8358 (electronic) 0379-7724 (paper) Vol: 31 Issues Per Year: 4
2005: 234x156: 208pp Hb: 0-415-33487-X ISBN13: 978-0-415-33487-7: £80.00
Towards a Critical Approach Alan Skelton, University of Sheffield, UK ’Here we have a bold and original book that cruelly exposes some of the myth-making mechanisms that politicians and their handservants have clumsily sought to impose upon contemporary HE. Extremely well written and a model of clear organisation.’ – British Journal of Educational Technology
E-mail: education@routledge.com for more information
Lee Harvey, Sheffield Hallam University, UK Published in assoication with The International Network for Quality Assurance Agencies in Higher Education 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. ISSN: 1470-1081 (electronic) 1353-8322 (paper) Vol: 13 Issues Per Year: 3
www.informaworld.com/QHE
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Quality in Higher Education
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Understanding Teaching Excellence in Higher Education
2005: 234x156: 208pp Hb: 0-415-33327-X ISBN13: 978-0-415-33327-6: £80.00 Pb: 0-415-33328-8 ISBN13: 978-0-415-33328-3: £25.99
Higher Education in Europe is a scholarly publication dealing with major problems and trends in contemporary higher education. It presents information, interpretations, and criticism in regard to current developments in the field.
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26 RESEARCH Eduactional Design Research
New
Edited by Jan Van den Akker, University of Twente, the Netherlands, Koeno Gravemeijer, University of Utrecht, the Netherlands, Susan McKenney, University of Twente, the Netherlands and Nienke Nieveen, University of Twente, the Netherlands
Thesis and Dissertation Writing in a Second Language
The field of design research has been gaining momentum over the last five years, particularly in educational studies. As papers and articles have grown in number, definition of the domain is now beginning to standardise. This book fulfils a growing need by providing a synthesised assessment of the use of development research in education. It looks at four main elements: • background information including origins, definitions of development research, description of applications and benefits and risks associated with studies of this kind • how the approach can serve the design of learning environments and educational technology • quality assurance – how to safeguard academic rigor while conducting design and development studies • a synthesis and overview of the topic along with relevant reflections. 2006: 234x156: 176pp Hb: 0-415-39634-4 ISBN13: 978-0-415-39634-9: £80.00 Pb: 0-415-39635-2 ISBN13: 978-0-415-39635-6: £24.99
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A Handbook for Supervisors Brian Paltridge, University of Sydney, Australia and Sue Starfield, University of New South Wales, Australia The relationship of supervisor to student has traditionally been seen as one of apprenticeship, in which much learning is tacit, with the expectation that the student will become much like the tutor. The changing demographics of higher education in conjunction with imperatives of greater accountability and support for research students have rendered this scenario both less likely and less desirable and unfortunately many supervisors are challenged by the task of guiding non-native speaker students to completion. This Handbook is the ideal guide for all supervisors working with undergraduate and postgraduate non-native speaker students writing a thesis or dissertation in English as it explicitly unpacks thesis writing, using language that is accessible to research supervisors from any discipline. Selected Contents: 1. The Background to Thesis and Dissertation Writing 2. The Research Process 3. Working with Non-Native Speaker Students 4. Thesis and Dissertation Writing in a Second Language 5. Writing a Research Proposal 6. The Overall Shape of Theses and Dissertations 7. Writing the Introduction 8. Writing the Background Chapters 9. Writing the Methodology Chapter 10. Writing the Results Chapters 11. Writing the Discussion Chapters 12. Writing the Concluding Chapter 13. Writing the Abstract and Acknowledgements Sections 14. Resources for Thesis and Dissertation Writing
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June 2007: 234x156: 200pp Hb: 0-415-37170-8 ISBN13: 978-0-415-37170-4: £75.00 Pb: 0-415-37173-2 ISBN13: 978-0-415-37173-5: £19.99
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RESEARCH 27 New
Related Journals
International Perspectives on Teaching Excellence in Higher Education Higher Education Research & Development
Improving Knowledge and Practice Edited by Alan Skelton, University of Sheffield, UK This book constitutes the first serious scrutiny of how and why teaching excellence should be achieved. International perspectives from educational researchers, award winning teachers, practitioners and educational developers consider key topics, including: • policy initiatives
Izabel Soliman, University of New England, Australia and Ian Macdonald, University of New England, Australia Journal of The Higher Education Research and Development Society of Australasia (HERDSA) Higher Education Research and Development aims to serve the needs of teachers, researchers, students, administrators and those concerned with the present and future of higher education. This includes comparative reviews and critically reflective case studies, as well as empirically-based papers.
• research-led teaching • teaching excellence and scholarship • the significance of academic disciplines • research into teaching excellence • rewarding through promotion
ISSN: 1469-8366 (electronic) 0729-4360 (paper) Vol: 26 Issues Per Year: 4
• inclusive learning and ICT.
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This book provides a guide for all those supporting, promoting and trying to achieve teaching excellence in higher education and sets the scene for teaching excellence as a field for serious investigation and critical enquiry.
Studies in Higher Education
Selected Contents: 1. Teaching Excellence Comes as Standard 2. Research-Led Teaching Excellence: Exploring the Relationship between Teaching and Research 3. Teaching Excellence and Scholarship: An Uneasy Alliance? 4. The Significance of Academic Disciplines 5. How do we Conduct Research into Teaching Excellence? 6. Quality Assurance and Teaching Excellence 7. Reflections on National Level Quality Enhancement Initiatives 8. Rewarding Teaching Excellence through the Promotion System 9. Professional Development for Teaching Excellence 10. A Postmodern Celebration of Difference: Conceptions of Teaching Excellence in the UK CETL 11. Teaching Excellence in a South African University at a Time of Social Change 12. Models of the Higher Educator and Teaching Excellence 13. Teaching Excellence as Critical Pedagogy 14. Cultural Conceptions of Teaching Excellence 15. Teaching Excellence and Inclusive Learning Environments 16. Teaching Excellence and New Information Technologies 17. Using Visual Reflection to Support Teaching Excellence: Conclusion 18. What Sort of Teaching Excellence Do We Want?
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Included in Social Sciences Citation Index® Published on behalf of The Society for Research in Higher Education (SRHE) Studies in Higher Education publishes empirically based, reflective and synoptic articles dealing with any aspect of higher education, approached from any perspective or discipline. ISSN: 1470-174X (electronic) 0307-5079 (paper) Vol: 32 Issues Per Year: 6
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US $145.00
July 2007: 234x156: 296pp Hb: 0-415-40362-6 ISBN13: 978-0-415-40362-7: £80.00
Malcolm Tight, Department of Educational Research, Lancaster University, UK
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28 REFERENCE New
World Yearbook of Education 2006
World Yearbook of Education 2008
Education Research and Policy: Steering the Knowledge-Based Economy
Geographies of Knowledge, Geometries of Power: Higher Education in the 21st Century Edited by Debbie Epstein, Rebecca Boden, Rosemary Deem, Fazal Rizvi and Susan Wright Selected Contents Part 1: Producing and Re-Producing the University Part 2: Supplying Knowledge Part 3: Demanding Knowledge-Marketing and Consumption Part 4: MovingFlows and Disjuncture January 2008: 234x156: 352pp 0-415-96378-8 ISBN13: 978-0-415-96378-7: £80.00
Edited by Jenny Ozga, University of Edinburgh, UK, Terri Seddon, Monash University, Australia and Thomas S. Popkewitz, University of Wisconsin, USA Series: World Yearbook of Education series The 2006 edition of one of the most respected annual publications in education, focusing on research and its effects on educational policy around the globe.
US $140.00
2006: 234x156: 360pp Hb: 0-415-35934-1 ISBN13: 978-0-415-35934-4: £85.00
New
World Yearbook of Education 2007
US $150.00
Educating the Global Workforce: Knowledge, Knowledge Work and Knowledge Workers Edited by Lesley Farrell, Monash University, Australia and Tara Fenwick, University of Alberta, Canada Series: World Yearbook of Education series The 2007 edition of this respected international volume considers the challenges facing work related education arising from the rapid expansion of the global economy and the impact of this on labour markets and individual workers.
New
Key topics include:
This book examines the complexity of plagiarism in practice, from both the teachers’ and students’ perspectives, considers the evolution of plagiarism and its impact in diverse cultural settings and offers a model to more effectively deal with the tension between plagiarism policy and classroom practice.
• the current global context when all work, even local, is influenced by global economic activity • work related education must prepare workers for the global economy and specific contexts, where governments attract global companies by promoting education and literate workforces • how the responsibility for providing work-education is distributed between schools, vocational education, HE, professional bodies, local and global companies, governments, the private sector and individuals • the pressures on formal education and training institutions to produce graduates with certain kinds of knowledge, skills and personal attributes. Selected Contents: Section 1: What Counts as Working Knowledge and Who Says So Section 2: Knowing and Working in the Global Economy Section 3: Work, Working Life and Working Identities Section 4: Challenges for Work-Related Education
See Order Form at the back of this catalogue
Wendy Sutherland-Smith, Monash University, Australia
With a particular focus on Internet plagiarism and the booming anti-plagiarism software market, the author examines how policies differ across countries including Australia, Canada, China, New Zealand, the UK and USA. Teachers explain their definitions of plagiarism, describe particular cases of plagiarism arising in their classrooms, share their experiences of pursuing cases of plagiarism through formal and informal channels and the outcomes of their actions both for themselves and their students. Combining theoretical understandings with a practical model of plagiarism this book aims to explain why and how plagiarism developed. It offers a new way to conceptualise plagiarism and provides a framework for professionals dealing with plagiarism in higher education. March 2008 Hb: 0-415-43292-8 ISBN13: 978-0-415-43292-4: £70.00 Pb: 0-415-43293-6 ISBN13: 978-0-415-43293-1: £22.99
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US $41.95
US $145.00
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Improving Academic Integrity
January 2007: 234x156: 336pp Hb: 0-415-41603-5 ISBN13: 978-0-415-41603-0: £80.00
Plagiarism, the Internet and Student Learning
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REFERENCE 29 Higher Education and National Development
Transnational Education
Universities and Societies in Transition
Grant McBurnie, Office of International Development, Australia and Christopher Ziguras, RMIT University, Australia
Issues and Trends in Offshore Higher Education
Edited by David Bridges, University of East Anglia, UK, Palmira Juceviciene, Kauna University of Technology, Lithuania, Roberta Jucevicius, Kauna University of Technology, Lithuania, Terence H. Mclaughlin, Institute of Education, UK and Jolanta Stankeviciute, St Edmund’s College, Cambridge, UK Universities and societies around the world are involved in significant transition. Universities are now invited to expand their central aims and purposes in order to embrace a role in relation to the development of the societies in which they are located. This change of focus has major implications for curricula, modes of teaching and the student body. International contributors to this wide ranging text discuss different aspects of the phenomenon of globalisation in relation to higher education, but also in relation to moves by nation states to devolve government to regional and subregional bodies and the implications this has for educational systems. 2006: 234x156: 336pp Hb: 0-415-33110-2 ISBN13: 978-0-415-33110-4: £70.00
James Arthur, Canterbury Christ Church University College, UK This book is a detailed study of higher education institutions affiliated to particular religions. It considers the debates surrounding academic freedom, institutional governance, educational policy, mission and identity together with institutions’ relations with the state and their wider communities. A wide range of institutions are examined, including: Christian, Islamic and Jewish universities in the US, Europe and the Middle East. Essentially, this volume questions whether such institutions can be both religious and a ‘university’ and also considers the appropriate role of religious faith within colleges and universities. Selected Contents: 1. Historical Context and Setting 2. Mission and Identity 3. Governance and Control 4. The Challenge of Secularisation 5. Academic Freedom and the Religious University 6. Knowledge and the Curriculum 7. The State and Religious Universities 8. Religious Universities and Society
E-mail: education@routledge.com for more information
• the extent and form of offshore activity • the pedagogical and cultural controversies that have plagued transnational education • the challenges it presents to governments, educators an HE managers • how governments are developing forms of regulation to integrate cross-border programs and branch-campuses into their strategic planning for the sector Transnational Education presents a global perspective on the development of international online education, partner-supported transnational programs and international branch campuses. It provides a comprehensive and analytical account of the active role some universities are playing on the international stage and offers valuable guidance on future trends in the sector. 2006: 234x156: 192pp Hb: 0-415-37267-4 ISBN13: 978-0-415-37267-1: £80.00
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Understanding Mass Higher Education Comparative Perspectives on Access David Palfreyman and Ted Tapper ‘This book shows that England is unusual if not unique in establishing an Office for Fair Access to safeguard and promote fair access by regulating institutions charging of variable tuition fees for undergraduate programmes through approval of access agreements. For this reason if no other, the experiment should be worth observing.’ – Gareth Moodie, Griffith University, Australia 2004: 234x156: 192pp Hb: 0-415-35491-9 ISBN13: 978-0-415-35491-2: £80.00
US $145.00
@
Topics discussed in this new volume include:
• the new opportunities for students and institutions. US $125.00
Faith and Secularisation in Religious Colleges and Universities
2006: 234x156: 192pp Hb: 0-415-35940-6 ISBN13: 978-0-415-35940-5: £80.00
While the international mobility of students is a well-established feature of higher education, the international mobility of institutions and courses on a large scale is a more novel phenomenon. Transnational education is at the leading-edge of the most fundamental changes taking place in higher education today.
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30 REFERENCE Overcoming Barriers to Student Understanding
New
Threshold Concepts and Troublesome Knowledge
An Holistic Approach
Human Learning
Jan Meyer, University of Durham, UK and Ray Land, University of Strathclyde, Scotland, UK It has long been a matter of concern to teachers in higher education why certain students ‘get stuck’ at particular points in the curriculum whilst others grasp concepts with comparative ease. What accounts for this variation in student performance and, more importantly, how can teachers change their teaching and courses to help students overcome such barriers? This book examines the difficulties of student learning and offers advice on how to overcome them through course design, assessment practice and teaching methods. It also provides innovative case material from a wide range of institutions and disciplines, including the social sciences, the humanities, the sciences and economics. Selected Contents: Section 1: Towards a Theoretical Framework 1. Threshold Concepts and Troublesome Knowledge: An Introduction 2. Threshold Concepts and Troublesome Knowledge: Issues of Liminality 3. Constructivism and Troublesome Knowledge 4. Metacognition, Affect and Conceptual Difficulty 5. Threshold Concepts: How Can We Recognise Them? Section 2: Threshold Concepts in Practice 6. Threshold Concepts in Biology – Do They Fit the Definition? 7. The Troublesome Nature of a Threshold Concept in Economics 8. Threshold Concepts in Economics - A Case Study 9. Threshold Concepts, Troublesome Knowledge and Emotional Capital: An Exploration into Learning about Others 10. Threshold Concepts in Introductory Accounting 11. Disjunction as a Form of Troublesome Knowledge in Problem-Based Learning 12. On the Mastery of Philosophical Concepts: Socratic Discourse and the Unexpected ’Affect’ 13. Using Analogy in Science Teaching as a Bridge to Students’ Understanding of Complex Issues 14. Implications of Threshold Concepts for Curriculum Design and Evaluation 2006: 234x156: 240pp Hb: 0-415-37430-8 ISBN13: 978-0-415-37430-9: £80.00
US $145.00
Edited by Peter Jarvis, University of Surrey, UK and Stella Parker, University of Nottingham, UK Learning is among the most basic of human activities. The study of, and research into, learning forms a central part of educational studies. The well-respected and established authors, Jarvis and Parker, not only focus on the psychological processes of human learning, but they also examine the importance of the relationship between the body and the mind. For the first time, this book considers how our neurological, biological, emotional and spiritual faculties all impact on human learning. Topics covered include: • the biology of learning • personality and human learning • thinking and learning styles • gender and human learning • life cycle development and human learning • emotional intelligence and learning • morality and human learning • learning in the social context. Drawing on material from the worlds of science and social science, and with contributions from international authors, this book will be of interest to academics in a wide range of disciplines. Selected Contents: 1. Towards a Philosophy of Human Learning: An Existentialist Perspective 2. The Biology of Learning 3. The Brain and Learning 4. Multiple Intelligences Theory and Adult Literacy 5. The Role of Individual Differences in Approaches to Learning 6. A Comprehensive Understanding of Human Learning 7. Cognition 8. Human Learning: The Inter-Relationship of the Individual and Social Structures 9. Morality and Human Learning 10. Emotional Intelligence and Experiential Learning 11. The Spiritual and Human Learning 12. Women, Fabric Crafts and Fashion: Learning at the Boundaries 13. Life Cycle Development and Human Learning 14. Learning Trajectories: Reconsidering the Barriers to Participation 15. Human Learning: The Themes
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March 2007: 234x156: 240pp Hb: 0-415-34098-5 ISBN13: 978-0-415-34098-4: £90.00 Pb: 0-415-43218-9 ISBN13: 978-0-415-43218-4: £24.99
US $155.00
US $44.95
www.routledge.com/education
REFERENCE 31 New
Privilege and Diversity in the Academy
Structure and Agency in the Neoliberal University
Frances A. Maher, Wheaton College, USA and Mary Kay Thompson Tetreault, Portland State University, USA
Edited by Joyce E. Canaan, University of Central England, UK and Wesley Shumar
Over the past several decades, higher education has been transformed by the entry of faculty of colour and women into the university system. Through detailed institutional ethnographies of three very different universities, Privilege and Diversity in the Academy explores how this diversification has dismantled and reconfigured relationships of privilege and diversity in higher education.
Series: Routledge Research in Education This volume considers how current transitions in postsecondary education are impacting Higher Education (HE) institutions and subjects in a number of Northern nations as well as how these transitions are indicative of the wider shift from the welfare to the market state. The university is now considered a key site for training and wealth generation in the so-called ’knowledge economy’ that operates in a globalising, high tech world. Furthermore, these transitions are underpinned by neo-liberal economic ideas that assume that the public sector is a drag on the economy unless it is subject to the rules, regulations and assumptions that govern the private sector. This excellent volume – an important contribution to Education as well as Economics and Politics – furthers our understandings of universities as marketable entities as part of the globalised economy. October 2007: 300pp Hb: 0-415-95672-2 ISBN13: 978-0-415-95672-7: £60.00
M.T. Sehoole, University of Pretoria, South Africa Series: RoutledgeFalmer Studies in Higher Education This book was written with the a purpose of analysing the challenges faced by the post-apartheid government in South Africa with regard to reform of higher education.
Francesca Purcell In view of the increasing number of Third World countries considering the establishment of women’s colleges to meet the demand for the higher education of women, presenting a case study of two key women’s colleges in the Philippines. 2005: 200pp Hb: 0-415-97571-9 ISBN13: 978-0-415-97571-1: £50.00
US $80.00
2005: 250pp Hb: 0-415-97445-3 ISBN13: 978-0-415-97445-5: £50.00
US $75.00
Dominant Beliefs and Alternative Voices Discourse, Belief, and Gender in American Study Joan Elias Gore, Denmark’s International Study Program, Denmark
The Changing Landscape of the Academic Profession
Series: RoutledgeFalmer Studies in Higher Education
Faculty Culture at For-Profit Colleges and Universities Vicente M. Lechuga, University of Southern California, USA This study provides a framework for understanding faculty roles and responsibilities at for profit colleges and universities.
This book examines why study abroad is a marginal activity in American higher education and evaluates the role gender has played in the development and maintenance of this marginality. 2005: 278pp Hb: 0-415-97457-7 ISBN13: 978-0-415-97457-8: £50.00
US $75.00
2005: 234pp Hb: 0-415-97699-5 ISBN13: 978-0-415-97699-2: £50.00
for more information
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Constraints of Reform in Post-Apartheid South Africa
Women’s Colleges in the Philippines During the Post-Marcos Era
E-mail: education@routledge.com
2006: 240pp Hb: 0-415-94664-6 ISBN13: 978-0-415-94664-3: £70.00 Pb: 0-415-94665-4 ISBN13: 978-0-415-94665-0: £19.99
Democratizing Higher Education Policy US $95.00
Coming of Age
@
Authors Maher and Tetreault use examples from a top-ranked private university, a comprehensive urban university, and a major public university to illustrate how privilege is enacted, resisted, and transformed as changes occur in the student bodies and faculties of these schools. In their analyses, they identify the institutional structures that facilitate the success of a diverse faculty and make valuable observations about patterns of institutional change and resistance.
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32 INDEX E
Academic Citizen, The . . . . . . . . . . . . . . . . . . .24 Adams, Mike . . . . . . . . . . . . . . . . . . . . . . . . .16 Adult Learning in the Digital Age . . . . . . . . . . .22 Akker, Jan Van den . . . . . . . . . . . . . . . . . . . .26 Alexander, Sylvia . . . . . . . . . . . . . . . . . . . . . . .6 Antoniou, Maria . . . . . . . . . . . . . . . . . . . . . . .3 Arthur, James . . . . . . . . . . . . . . . . . . . . .25, 29 Ashwin, Paul . . . . . . . . . . . . . . . . . . . . . . . . . .7 Assessing Skills and Practice . . . . . . . . . . . . . . . .4 Assessing Students' Written Work . . . . . . . . . . . .4
Eduactional Design Research . . . . . . . . . . . . . .26 Education Development and Leadership in Higher Education . . . . . . . . . . . . . . . . . . . . . . .8 Edwards, Richard . . . . . . . . . . . . . . . . . . . . .23 Effective Learning and Teaching in Computing . .6 Effective Learning and Teaching in Engineering .6 Effective Learning and Teaching in Modern Languages . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Effective Learning and Teaching in Social Policy and Social Work . . . . . . . . . . . . . . . . . . . . . . .6 Enhancing Learning through Formative . . . . . . . . Assessment and Feedback . . . . . . . . . . . . . . . .3 Enhancing Staff and Educational Development .7 Enhancing Teaching in Higher Education . . . . .10 Enhancing University Teaching . . . . . . . . . . . .11 Epstein, Debbie . . . . . . . . . . . . . . . . . . . . . .28 e-Revolution and Post-Compulsory Education, The . . . . . . . . . . . . . . . . . . . . . . .21 Exley, Kate . . . . . . . . . . . . . . . . . . . . . . . . .3, 5
Baillie, Caroline . . . . . . . . . . . . . . . . . . . . . . . .6 Barnett, Ronald . . . . . . . . . . . . . . . . . . . . . . .24 Barr, Nicholas . . . . . . . . . . . . . . . . . . . . . . . .19 Bates, A.W. . . . . . . . . . . . . . . . . . . . . . . . . .20 Baume, David . . . . . . . . . . . . . . . . . . . . . . . . .7 Beasley, Nigel . . . . . . . . . . . . . . . . . . . . . . . .10 Bhanot, Rakesh . . . . . . . . . . . . . . . . . . . . . . . .7 Biesta, Gert . . . . . . . . . . . . . . . . . . . . . . . . . .11 Boden, Rebecca . . . . . . . . . . . . . . . . . . . . . .28 Bohlin, Karen . . . . . . . . . . . . . . . . . . . . . . . .25 Boud, David . . . . . . . . . . . . . . . . . . . . . . . . .13 Boys, Jos . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Bridges, David . . . . . . . . . . . . . . . . . . . . . . .29 Bromage, Adrian . . . . . . . . . . . . . . . . . . . . . . .7 Brown, Sally . . . . . . . . . . . . . . . . . . . .4, 12, 16 Bryan, Cordelia . . . . . . . . . . . . . . . . . . . . . .13 Burgess, Hilary . . . . . . . . . . . . . . . . . . . . . . . .6 Butcher, Christopher . . . . . . . . . . . . . . . . . . . .5
C Canaan, Joyce E. . . . . . . . . . . . . . . . . . . . . .31 Carroll, Judith . . . . . . . . . . . . . . . . . . . . . . . . .8 Challenge to Scholarship, The . . . . . . . . . . . . .24 Chandramohan, Balasubramanyam . . . . . . .12 Changing Higher Education . . . . . . . . . . . . . . . .7 Changing Identities in Higher Education . . . . .24 Changing Landscape of the Academic Profession, The . . . . . . . . . . . . . . . . . . . . . .31 Chin, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Citizenship and Higher Education . . . . . . . . . .25 Clegg, Karen . . . . . . . . . . . . . . . . . . . . . . . . .13 Clegg, Sue . . . . . . . . . . . . . . . . . . . . . . . . . .16 Coleman, Jim . . . . . . . . . . . . . . . . . . . . . . . . .6 Coming of Age . . . . . . . . . . . . . . . . . . . . . . . .31 Connecting with E-learning Series . . . . . . . . . .20 Crawford, Iain . . . . . . . . . . . . . . . . . . . . . . . .19 Critical Thinking . . . . . . . . . . . . . . . . . . . . . . .17 Crosling, Glenda . . . . . . . . . . . . . . . . . . . . . .10 Crowther, Jim . . . . . . . . . . . . . . . . . . . . . . . .21
D Davies, Clara . . . . . . . . . . . . . . . . . . . . . . . . . .5 Deem, Rosemary . . . . . . . . . . . . . . . . . . . . .28 Democratizing Higher Education Policy . . . . . .31 Dennick, Reg . . . . . . . . . . . . . . . . . . . . . . . . .5 Designing Learning . . . . . . . . . . . . . . . . . . . . . .5 Developing Creativity in Higher Education . . . . .9 Developing Your Teaching . . . . . . . . . . . . . . . . .5 Disabled Students in Higher Education . . . . . . .16 Dominant Beliefs and Alternative Voices . . . . . .31 Dunn, Lee . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Dyslexia at College . . . . . . . . . . . . . . . . . . . . .15
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F Faculty Diversity . . . . . . . . . . . . . . . . . . . . . . .19 Faith and Secularisation in Religious Colleges and Universities . . . . . . . . . . . . . . . . . . . . . . .29 Falchikov, Nancy . . . . . . . . . . . . . . . . . . . . . .13 Fallows, Stephen . . . . . . . . . . . . . . . . . . . . . . .7 Fallows, Steven . . . . . . . . . . . . . . . . . . . . . . .12 Farrell, Lesley . . . . . . . . . . . . . . . . . . . . . . . .28 Fenwick, Tara . . . . . . . . . . . . . . . . . . . . . . . .28 Financial Management and Control in Higher Education . . . . . . . . . . . . . . . . . . . . . .19 Financing Higher Education . . . . . . . . . . . . . . .19 Flexibility and Lifelong Learning . . . . . . . . . . . .23 Ford, Peter . . . . . . . . . . . . . . . . . . . . . . . . . .21 Francis, Becky . . . . . . . . . . . . . . . . . . . . . . . .22 Fraser, Kym . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Fry, Heather . . . . . . . . . . . . . . . . . . . . . . . . . .1 Furlong, John . . . . . . . . . . . . . . . . . . . . . . . .22
G Gallacher, Jim . . . . . . . . . . . . . . . . . . . . . . . .23 Gender and Lifelong Learning . . . . . . . . . . . . .22 Gilroy, Dorothy . . . . . . . . . . . . . . . . . . . . . . .15 Giving a Lecture . . . . . . . . . . . . . . . . . . . . . . . .5 Gorard, Stephen . . . . . . . . . . . . . . . . . . . . . .22 Gore, Joan Elias . . . . . . . . . . . . . . . . . . . . . .31 Gough, Stephen . . . . . . . . . . . . . . . . . . . . . .24 Grace, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Grading Student Achievement in Higher Education . . . . . . . . . . . . . . . . . . . . . .23 Gravemeijer, Koeno . . . . . . . . . . . . . . . . . . .26 Gravestock, Phil . . . . . . . . . . . . . . . . . . . . . . .4 Griffin, Colin . . . . . . . . . . . . . . . . . . . . . . . . . .2
H Haines, Catherine . . . . . . . . . . . . . . . . . . . . . .4 Handbook for Doctoral Supervisors, A . . . . . . .10 Handbook for Teaching and Learning in Higher Education, A . . . . . . . . . . . . . . . . . . . . . . . . . .1 Handbook of Reflective and Experiential Learning, A . . . . . . . . . . . . . . . . . . . . . . . . . .17 Hartley, Peter . . . . . . . . . . . . . . . . . . . . . . . .10 Harvey, Lee . . . . . . . . . . . . . . . . . . . . . . . . . .25 Heagney, Margaret . . . . . . . . . . . . . . . . . . . .10 Helping Doctoral Students Write . . . . . . . . . . .10 Herrington, Margaret . . . . . . . . . . . . . . . . . .15
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Higher Education and National Development . .29 Higher Education and Sustainable Development . . . . . . . . . . . . . . . . . . . . . . . . .24 Higher Education in Europe . . . . . . . . . . . . . . .25 Higher Education Manager's Handbook, The . .18 Higher Education Marketing . . . . . . . . . . . . . .19 Higher Education Research & Development . . .27 Highton, Melissa . . . . . . . . . . . . . . . . . . . . . . .5 Holford, John . . . . . . . . . . . . . . . . . . . . . . . . .2 Huddleston, Prue . . . . . . . . . . . . . . . . . . . . . .8 Human Learning . . . . . . . . . . . . . . . . . . . . . . .30 Hunt, Lynne . . . . . . . . . . . . . . . . . . . . . . . . . .7
I Improving Learning Cultures in Further Education . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Improving Learning Series . . . . . . . . . . . . . . . .11 Improving Student Retention in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Inclusivity and Diversity . . . . . . . . . . . . . . . . . . .4 Innovative Assessment in Higher Education . . .13 Interdisciplinary Learning and Teaching in Higher Education . . . . . . . . . . . . . . . . . . . . . .12 International Perspectives on Teaching Excellence in Higher Education . . . . . . . . . . . . . . . . . . . .27 Internationalising Higher Education . . . . . . . . .12 Irons, Alastair . . . . . . . . . . . . . . . . . . . . . . .3, 6
J Jackson, Norman . . . . . . . . . . . . . . . . . . . . . .9 James, David . . . . . . . . . . . . . . . . . . . . . . . . .11 Jaques, David . . . . . . . . . . . . . . . . . . . . . . . . .1 Jarvis, Peter . . . . . . . . . . . . . . . . . . . . .2, 21, 30 Jones, Elspeth . . . . . . . . . . . . . . . . . . . . . . . .12 Journal of Further and Higher Education . . . . .16 Juceviciene, Palmira . . . . . . . . . . . . . . . . . . .29 Jucevicius, Roberta . . . . . . . . . . . . . . . . . . . .29
K Kahn, Peter . . . . . . . . . . . . . . . . . . . . . . . . .5, 7 Kamler, Barbara . . . . . . . . . . . . . . . . . . . . . .10 Kember, David . . . . . . . . . . . . . . . . . . . . . . .11 Ketteridge, Steve . . . . . . . . . . . . . . . . . . . . . .1 Key Guides for Effective Teaching in Higher Education Series . . . . . . . . . . . . . . . . .3, 4, 5, 6 Key Issues in Higher Education Series . .23, 24, 25 Kinzie, Jillian . . . . . . . . . . . . . . . . . . . . . . . . .14 Klapper, John . . . . . . . . . . . . . . . . . . . . . . . . .6 Kumar, Arti . . . . . . . . . . . . . . . . . . . . . . . . . .14
L Land, Ray . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Learning Cities, Learning Regions, Learning Communities . . . . . . . . . . . . . . . . . . . . . . . . . .22 Learning in Groups . . . . . . . . . . . . . . . . . . . . . .1 Learning Journals . . . . . . . . . . . . . . . . . . . . . . .17 Learning Outside the Academy . . . . . . . . . . . .23 Learning to Lead in Higher Education . . . . . . .19 Learning to Teach in Higher Education . . . . . . . .1 Leathwood, Carole . . . . . . . . . . . . . . . . . . . .22 Lechuga, Vicente M. . . . . . . . . . . . . . . . . . .31 Lecturer's Toolkit, The . . . . . . . . . . . . . . . . . . . .2 Lifelong Learning . . . . . . . . . . . . . . . . . . . . . . .21 Lifelong Learning and the Learning Society Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Littlejohn, Allison . . . . . . . . . . . . . . . . . . . . .20 Longworth, Norman . . . . . . . . . . . . . . . . . . .22
+44 (0)20 7017 6699
A
www.routledge.com/education
INDEX 33 Macdonald, Ian . . . . . . . . . . . . . . . . . . . . . .27 Macfarlane, Bruce . . . . . . . . . . . . . . . . . . . . .24 Maher, Frances A. . . . . . . . . . . . . . . . . . . . .31 Manning, Kathleen . . . . . . . . . . . . . . . . . . . .14 Marshall, Stephanie . . . . . . . . . . . . . . . . .1, 18 McBurnie, Grant . . . . . . . . . . . . . . . . . . . . . .29 McCaffery, Peter . . . . . . . . . . . . . . . . . . . . . .18 McKenney, Susan . . . . . . . . . . . . . . . . . . . . .26 McIaughlin, Terence H. . . . . . . . . . . . . . . . .29 McNaught, Carmel . . . . . . . . . . . . . . . . . . . .11 Meyer, Jan . . . . . . . . . . . . . . . . . . . . . . . . . .30 Miles, T.R. . . . . . . . . . . . . . . . . . . . . . . . . . .15 Moody, Jo Ann . . . . . . . . . . . . . . . . . . . . . .19 Moon, Jennifer A. . . . . . . . . . . . . . . . . . . . .17 Moore, Ivan . . . . . . . . . . . . . . . . . . . . . . . . . .6 Morgan, Eric . . . . . . . . . . . . . . . . . . . . . . . . .19 Mortiboys, Alan . . . . . . . . . . . . . . . . . . . . . .14
N Napoli, Roberto Di . . . . . . . . . . . . . . . . . . . .24 Nicholls, Gill . . . . . . . . . . . . . . . . . . . . . . . . .24 Nicoll, Katherine . . . . . . . . . . . . . . . . . . . . . .23 Nieveen, Nienke . . . . . . . . . . . . . . . . . . . . . .26 Nixon, Jon . . . . . . . . . . . . . . . . . . . . . . . . . .23
O Oliver, Martin . . . . . . . . . . . . . . . . . . . . . . . . .9 One Size Does Not Fit All . . . . . . . . . . . . . . . . .14 One-to-One Teaching . . . . . . . . . . . . . . . . . . . .3 Overcoming Barriers to Student Understanding 30 Ozga, Jenny . . . . . . . . . . . . . . . . . . . . . . . . .28
P Padhi, Nayantara . . . . . . . . . . . . . . . . . . . . .18 Palfreyman, David . . . . . . . . . . . . . . . . . . . . .29 Paltridge, Brian . . . . . . . . . . . . . . . . . . . . . . .26 Parker, Stella . . . . . . . . . . . . . . . . . . . . . . . . .30 Pegler, Chris . . . . . . . . . . . . . . . . . . . . . . . . .20 Personal, Academic and Career Development in Higher Education . . . . . . . . . . . . . . . . . . . . . .14 Pickford, Ruth . . . . . . . . . . . . . . . . . . . . . . . . .4 Pill, Martin . . . . . . . . . . . . . . . . . . . . . . . . . .10 Plagiarism, the Internet and Student Learning .28 Popkewitz, Thomas S. . . . . . . . . . . . . . . . . .28 Pre, Elizabeth Ann Du . . . . . . . . . . . . . . . . .15 Preparing for Blended e-Learning . . . . . . . . . . .20 Privilege and Diversity in the Academy . . . . . . .31 Prowle, Malcolm . . . . . . . . . . . . . . . . . . . . . .19 Psychology and Adult Learning . . . . . . . . . . . .22 Purcell, Francesca . . . . . . . . . . . . . . . . . . . . .31
Q Quality in Higher Education . . . . . . . . . . . . . . .25 Quality Issues in ICT-based Higher Education . . .7
R Race, Phil . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Ramsden, Paul . . . . . . . . . . . . . . . . . . . . .1, 19 Realities of Change in Higher Education, The . . .7 Rethinking Assessment in Higher Education . . .13 Riddell, Sheila . . . . . . . . . . . . . . . . . . . . . . . .16 Rizvi, Fazal . . . . . . . . . . . . . . . . . . . . . . . . . .28 Roberts, David . . . . . . . . . . . . . . . . . . . . . . .19 Robson, Jocelyn . . . . . . . . . . . . . . . . . . . . . . .9 Routledge Research in Education Series . . . . . .31 Routledge Studies in Distance Education Series .20
@
RoutledgeFalmer Studies in Higher Education Series . . . . . . . . . . . . . . . . . . . . . . .31 Rowley, Jennifer . . . . . . . . . . . . . . . . . . . . . .16 Ryan, Janette . . . . . . . . . . . . . . . . . . . . . . . . . .8
S Salmon, Gilly . . . . . . . . . . . . . . . . . . . . . . . . .1 Schuh, John H. . . . . . . . . . . . . . . . . . . . . . .14 Scott, William . . . . . . . . . . . . . . . . . . . . . . . .24 SEDA Series . . . . . . . . . . . . . . . . . . . . . . . . . .7, 8 Seddon, Terri . . . . . . . . . . . . . . . . . . . . . . . .28 Sehoole, M.T. . . . . . . . . . . . . . . . . . . . . . . . .31 Selwyn, Neil . . . . . . . . . . . . . . . . . . . . . . . . .22 Seto, Melanie . . . . . . . . . . . . . . . . . . . . . . . .25 Shaw, Malcolm . . . . . . . . . . . . . . . . . . . . . . . .9 Shumar, Wesley . . . . . . . . . . . . . . . . . . . . . .31 Skelton, Alan . . . . . . . . . . . . . . . . . . . . . .25, 27 Small Group Teaching . . . . . . . . . . . . . . . . . . . .5 Soliman, Izabel . . . . . . . . . . . . . . . . . . . . . . .27 Stankeviciute, Jolanta . . . . . . . . . . . . . . . . . .29 Starfield, Sue . . . . . . . . . . . . . . . . . . . . . . . . .26 Strategic Leadership of Change in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Structure and Agency in the Neoliberal University . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Studies in Higher Education . . . . . . . . . . . . . . .27 Supporting Students with Dyslexia in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Sutherland, Peter . . . . . . . . . . . . . . . . . . . . .21 Sutherland-Smith, Wendy . . . . . . . . . . . . . .28
Understanding Mass Higher Education . . . . . . .29 Understanding Teaching Excellence in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Unwin, Lorna . . . . . . . . . . . . . . . . . . . . . . . . .8 Using C&IT to Support Teaching . . . . . . . . . . . .3
V Virtual Learning Environments . . . . . . . . . . . . .20
W Wallace, Michelle . . . . . . . . . . . . . . . . . . . . . .9 Walsh, Lorraine . . . . . . . . . . . . . . . . . . . . . . . .5 Weller, Martin . . . . . . . . . . . . . . . . . . . . . . . .20 Whittaker, Susan . . . . . . . . . . . . . . . . . . . . . .23 Wilson, Alastair . . . . . . . . . . . . . . . . . . . . . . .16 Wisdom, James . . . . . . . . . . . . . . . . . . . . . . . .9 Wisker, Gina . . . . . . . . . . . . . . . . . . . . . . . . . .3 Woods, Amanda . . . . . . . . . . . . . . . . . . . . . .10 World Yearbook of Education 2006 . . . . . . . . .28 World Yearbook of Education 2007 . . . . . . . . .28 World Yearbook of Education 2008 . . . . . . . . .28 World Yearbook of Education series . . . . . . . . .28 Wright, Susan . . . . . . . . . . . . . . . . . . . . . . . .28
Y Yorke, Mantz . . . . . . . . . . . . . . . . . . . . . . . . .23
Z Ziguras, Christopher . . . . . . . . . . . . . . . . . . .29
Tapper, Ted . . . . . . . . . . . . . . . . . . . . . . . . . .29 Taylor, Imogen . . . . . . . . . . . . . . . . . . . . . . . .6 Taylor, Stan . . . . . . . . . . . . . . . . . . . . . . . . . .10 Teacher Professionalism in Further and Higher Education . . . . . . . . . . . . . . . . . . . . . . .9 Teaching and Learning in Further Education . . . .8 Teaching and Learning in Transnational Higher Education . . . . . . . . . . . . . . . . . . . . . . .9 Teaching in Higher Education . . . . . . . . . . . . . .16 Teaching International Students . . . . . . . . . . . . .8 Teaching with Emotional Intelligence . . . . . . . .14 Technology, E-Learning and Distance Education . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Tennant, Mark . . . . . . . . . . . . . . . . . . . . . . .22 Tetreault, Mary Kay Thompson . . . . . . . . . .31 Theory and Practice of Learning, The . . . . . . . . .2 Theory and Practice of Teaching, The . . . . . . . . .2 Thesis and Dissertation Writing in a Second Language . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Thomas, Liz . . . . . . . . . . . . . . . . . . . . . . . . .10 Thomson, Pat . . . . . . . . . . . . . . . . . . . . . . . .10 Tight, Malcolm . . . . . . . . . . . . . . . . . . . . . . .27 Tinklin, Teresa . . . . . . . . . . . . . . . . . . . . . . . .16 Tomkinson, Bland . . . . . . . . . . . . . . . . . . . . . .7 Total Quality Management in Distance Education . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Towards a Comprehensive Theory of Human Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Towards Inclusive Learning in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Towards the Virtuous University . . . . . . . . . . . .23 Transnational Education . . . . . . . . . . . . . . . . .29
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