Education Studies & Teaching Higher & Further Education Books

Power, Knowledge and Feminist Scholarship: An Ethnography of Academia (Transformations)

Feminist scholarship is sometimes dismissed as not quite ‘proper’ knowledge – it’s too political or subjective, many argue. But what are the boundaries of ‘proper’ knowledge? Who defines them, and how are they changing? How do feminists negotiate them? And how does this boundary-work affect women’s and gender studies, and its scholars’ and students’ lives?These are the questions tackled by this ground-breaking ethnography of academia inspired by feminist epistemology, Foucault, and science and technology studies. Drawing on data collected over a decade in Portugal and the UK, US and Scandinavia, this title explores different spaces of academic work and sociability, considering both official discourse and ‘corridor talk’. It links epistemic negotiations to the shifting political economy of academic labour, and situates the smallest (but fiercest) departmental negotiations within global relations of unequal academic exchange. Through these links, this timely volume also raises urgent questions about the current state and status of gender studies and the mood of contemporary academia. Indeed, its sobering, yet uplifting, discussion of that mood offers fresh insight into what it means to produce feminist work within neoliberal cultures of academic performativity, demanding increasing productivity.As the first book to analyse how academics talk (publicly or in off-the-record humour) about feminist scholarship, Power, Knowledge and Feminist Scholarship is essential reading for scholars and students in gender studies, LGBTQ studies, post-colonial studies, STS, sociology and education.Winner of the FWSA 2018 Book Prize competitionThe Open Access version of this book, available at https://doi.org/10.4324/9781315692623, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Higher Education in the Era of the Fourth Industrial Revolution

This open access collection examines how higher education responds to the demands of the automation economy and the fourth industrial revolution. Considering significant trends in how people are learning, coupled with the ways in which different higher education institutions and education stakeholders are implementing adaptations, it looks at new programs and technological advances that are changing how and why we teach and learn. The book addresses trends in liberal arts integration of STEM innovations, the changing role of libraries in the digital age, global trends in youth mobility, and the development of lifelong learning programs. This is coupled with case study assessments of the various ways China, Singapore, South Africa and Costa Rica are preparing their populations for significant shifts in labour market demands – shifts that are already underway. Offering examples of new frameworks in which collaboration between government, industry, and higher education institutions can prevent lagging behind in this fast changing environment, this book is a key read for anyone wanting to understand how the world should respond to the radical technological shifts underway on the frontline of higher education.

Higher Education Landscape 2030: A Trend Analysis Based on the AHEAD International Horizon Scanning (SpringerBriefs in Education)

This open access Springer Brief provides a systematic analysis of current trends and requirements in the areas of knowledge and competence in the context of the project “(A) Higher Education Digital (AHEAD)—International Horizon Scanning / Trend Analysis on Digital Higher Education.” It examines the latest developments in learning theory, didactics, and digital-education technology in connection with an increasingly digitized higher education landscape. In turn, this analysis forms the basis for envisioning higher education in 2030.Here, four learning pathways are developed to provide a glimpse of higher education in 2030: Tamagotchi, a closed ecosystem that is built around individual students who enter the university soon after secondary education; Jenga, in which universities offer a solid foundation of knowledge to build on in later phases; Lego, where the course of study is not a monolithic unit, but consists of individually combined modules of different sizes; and Transformer, where students have already acquired their own professional identities and life experiences, which they integrate into their studies. In addition, innovative practice cases are presented to illustrate each learning path.

Value and the Humanities: The Neoliberal University and Our Victorian Inheritance (Palgrave Studies in Literature, Culture and Economics)

Tracing the shift from liberal to neoliberal education from the nineteenth century to the present day, this open access book provides a rich and previously underdeveloped narrative of value in higher education in England. Value and the Humanities draws upon historical, financial, and critical debates concerning educational and cultural policy. Rather than writing a singular defence of the humanities against economic rationalism, Zoe Hope Bulaitis constructs a nuanced map of the intersections of value in the humanities, encompassing an exploration of policy engagement, scientific discourses, fictional representation, and the humanities in public life. The book articulates a kaleidoscopic range of humanities practices which demonstrate that although recent policy encourages higher education to be entirely motivated by outcomes, fiscal targets, and the acquisition of employability skills, the humanities continue to inspire and aspire beyond these limits. This book is a historically-grounded and theoretically-informed analysis of the value of the humanities within the context of the market.

A New Approach to Research Ethics: Using Guided Dialogue to Strengthen Research Communities

A New Approach to Research Ethics is a clear, practical and useful guide to the ethical issues faced by researchers today. Examining the theories of ethical decision-making and applying these theories to a range of situations within a research career and process, this text offers a broader perspective on how ethics can be a positive force in strengthening the research community.Drawing upon a strong selection of challenging case studies, this text offers a new approach to engage with ethical issues and provides the reader with:a broader view on research ethics in practice, capturing both different stages of research careers and multiple tasks within that career, including supervision and research assessmentsthoughts on questions such as increasing globalisation, open science and intensified competitionan increased understanding of undertaking research in a world of new technologiesan extension of research ethics to a multidisciplinary and interdisciplinary approachan introduction to a ‘guided dialogue’ method, which helps to identify and engage with ethical issues individually and as a research community. A New Approach to Research Ethics allows for self-reflection and provides guidance for professional development in an increasingly competitive area. Full of valuable guidance for the researcher and ethical decision-maker, this is an essential text for postgraduate students, senior academics and developers of training courses on ethics for researchers.

The Gender-Sensitive University: A Contradiction in Terms? (Routledge Research in Gender and Society)

The Gender-Sensitive University explores the prevailing forces that pose obstacles to driving a gender-sensitive university, which include the emergence of far-right movements that seek to subvert advances towards gender equality and managerialism that promotes creeping corporatism. This book demonstrates that awareness of gender equality and gender sensitivity are essential for pulling contemporary academia back from the brink. New forms of leadership are fundamental to reforming our institutions. The concept of a gender-sensitive university requires re-envisioning academia to meet these challenges, as does a different engagement of men and a shift towards fluidity in how gender is formulated and performed. Academia can only be truly gender sensitive if, learning from the past, it can avoid repeating the same mistakes and addressing existing and new biases. The book chapters analyse these challenges and advocate the possibilities to ‘fix it forward’ in all areas.Representing ten EU countries and multiple disciplines, contributors to this volume highlight the evidence of persistent gender inequalities in academia, while advocating a blueprint for addressing them. The book will be of interest to a global readership of students, academics, researchers, practitioners, academic and political leaders and policymakers who share an interest in what it takes to establish gender-sensitive universities.This book is available for free in PDF format as Open Access from the individual product page at www.routledge.com. It has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license

Research on Teaching and Learning Mathematics at the Tertiary Level: State-of-the-art and Looking Ahead (ICME-13 Topical Surveys)

This topical survey focuses on research in tertiary mathematics education, a field that has experienced considerable growth over the last 10 years. Drawing on the most recent journal publications as well as the latest advances from recent high-quality conference proceedings, our review culls out the following five emergent areas of interest: mathematics teaching at the tertiary level; the role of mathematics in other disciplines; textbooks, assessment and students’ studying practices; transition to the tertiary level; and theoretical-methodological advances. We conclude the survey with a discussion of some potential directions for future research in this new and rapidly evolving domain of inquiry.

Research Assessment in the Humanities: Towards Criteria and Procedures

This book analyses and discusses the recent developments for assessing research quality in the humanities and related fields in the social sciences. Research assessments in the humanities are highly controversial and the evaluation of humanities research is delicate. While citation-based research performance indicators are widely used in the natural and life sciences, quantitative measures for research performance meet strong opposition in the humanities. This volume combines the presentation of state-of-the-art projects on research assessments in the humanities by humanities scholars themselves with a description of the evaluation of humanities research in practice presented by research funders. Bibliometric issues concerning humanities research complete the exhaustive analysis of humanities research assessment. The selection of authors is well-balanced between humanities scholars, research funders, and researchers on higher education. Hence, the edited volume succeeds in painting a comprehensive picture of research evaluation in the humanities. This book is valuable to university and science policy makers, university administrators, research evaluators, bibliometricians as well as humanities scholars who seek expert knowledge in research evaluation in the humanities.

The European Higher Education Area: Between Critical Reflections and Future Policies

Bridging the gap between higher education research and policy making was always a challenge, but the recent calls for more evidence-based policies have opened a window of unprecedented opportunity for researchers to bring more contributions to shaping the future of the European Higher Education Area (EHEA). Encouraged by the success of the 2011 first edition, Romania and Armenia have organised a 2nd edition of the Future of Higher Education – Bologna Process Researchers’ Conference (FOHE-BPRC) in November 2014, with the support of the Italian Presidency of the European Union and as part of the official EHEA agenda. Reuniting over 170 researchers from more than 30 countries, the event was a forum to debate the trends and challenges faced by higher education today and look at the future of European cooperation in higher education. The research volumes offer unique insights regarding the state of affairs of European higher education and research, as well as forward-looking policy proposals. More than 50 articles focus on essential themes in higher education: Internationalization of higher education; Financing and governance; Excellence and the diversification of missions; Teaching, learning and student engagement; Equity and the social dimension of higher education; Education, research and innovation; Quality assurance, The impacts of the Bologna Process on the EHEA and beyond and Evidence-based policies in higher education. "The Bologna process was launched at a time of great optimism about the future of the European project – to which, of course, the reform of higher education across the continent has made a major contribution. Today, for the present, that optimism has faded as economic troubles have accumulated in the Euro-zone, political tensions have been increased on issues such as immigration and armed conflict has broken out in Ukraine. There is clearly a risk that, against this troubled background, the Bologna process itself may falter. There are already signs that it has been downgraded in some countries with evidence of political withdrawal. All the more reason for the voice of higher education researchers to be heard. Since the first conference they have established themselves as powerful stakeholders in the development of the EHEA, who are helping to maintain the momentum of the Bologna process. Their pivotal role has been strengthened by the second Bucharest conference." Peter Scott, Institute of Education, London (General Rapporteur of the FOHE-BPRC first edition)

Successful Global Collaborations in Higher Education Institutions

This open access book presents deep investigation to the manifold topics pertaining to global university collaboration. It outlines the strategies King Abdulaziz University has employed to rise in global rankings, and the reasons chosen to collaborate with other academic and research institutes. The environment in which universities currently exist is considered, and subsequently how an innovative culture might be established and maintained to enable global partnerships to be implemented and to succeed is discussed. The book provides an intense focus on why collaboration is a necessary ingredient for knowledge transfer and explains how to do it. The last part of the book considers how to sustain partnerships. This is because one of the challenges of global partnerships is not just setting them up, but also sustaining them.

Becoming a World-Class University: The case of King Abdulaziz University

This book written by international experts in the field of educational innovation is a guide for universities to become world-class universities. It contributes to the current international intellectual debate on the future of higher education. It also tells the story of King Abdulaziz University in Jeddah (Saudi Arabia) and its effort to become a world-class university. The book discusses excellence in different aspects such as education, research, community services, strategic planning, knowledge economy and international cooperation.

The Governing-Evaluation-Knowledge Nexus: Swedish Higher Education as a Case (Evaluating Education: Normative Systems and Institutional Practices)

This Open Access book analyses the interplay between governing, evaluation and knowledge with an empirical focus on Swedish higher education. It investigates the origins, logics, and mechanisms of evaluation and quality assurance reforms and their dynamic interactions with institutional, national and European policy contexts. The chapters report findings from extensive empirical studies that offer detailed insight into the work of governing in higher education, by giving voice to actors at various levels and positions including the ministry, national agency and University employees. Central themes include the influence of European policy, changing system designs, media relations and quality assurance enactments in University institutions. The book also explores the ways in which an emerging professional cadre, labelled qualocrats, enacts and mediates evaluation and quality assurance policy and practice. Taken together, the expanding evaluation machinery in Swedish higher education highlights the pivotal role of knowledge as a governing resource, and points to special features of evaluation as a particular form of practice that makes knowledge work for governing.