higher education 2009 (us)

HigherEducation

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CONTENTSEffective Teaching and Learningin Higher Education . . . . . . . . . . . . . . . . . . . .1

e-Learning and Technology . . . . . . . . . . . . . . . .3

Key Guides for Effective Teachingin Higher Education Series . . . . . . . . . . . . . . .5

Practical Books . . . . . . . . . . . . . . . . . . . . . . . . .6

Books by Jennifer A. Moon . . . . . . . . . . . . . . .7

Higher Education Administrationand Leadership . . . . . . . . . . . . . . . . . . . . . . . . .7

Student Affairs . . . . . . . . . . . . . . . . . . . . . . . .11

Key Issues in Higher Education Series . . . . . . .12

SEDA Series . . . . . . . . . . . . . . . . . . . . . . . . . .13

Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Order Form . . . . . . . . . . . . . . . . . . . . . . . . . . .24

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Welcome to the Routledge

Higher Education CatalogNew Titles & Key Backlist 2009

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American Journal of Distance EducationEditor: Michael Grahame MooreThe Pennsylvania State UniversityVolume 22, 2009, 4 issues per yearPrint ISSN: 0892-3647Online ISSN: 1538-9286www.informaworld.com/hajd

Christian Higher EducationEditor: Barry LumsdenUniversity of AlabamaVolume 8, 2009, 4 issues per yearPrint ISSN: 1536-3759Online ISSN: 1539-4107www.informaworld.com/uche

Community College Journal of Research and PracticeEditor: Barry LumsdenUniversity of AlabamaVolume 33, 2009, 12 issues per yearPrint ISSN: 1066-8926Online ISSN: 1521-0413www.informaworld.com/ucjc

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NEW3RD EDITION

A Handbook for Teaching andLearning in Higher EducationEnhancing Academic Practice

Edited by Heather Fry, Imperial College, Universityof London, UK, Steve Ketteridge Queen Mary,University of London and Stephanie Marshall,Leadership Foundation for Higher Education, UK

”The third edition of AHandbook for Teaching &Learning in HigherEducation is a verywelcome contribution tothe literature on learningand teaching in highereducation. It is wide-ranging and up-to-the-minute; it remains perhapsthe most relevant text for

those taking postgraduate certificates inlearning and teaching in higher education.”– ESCalate

The Handbook is sensitive to the competingdemands of teaching, research and scholarship,academic management. Against the contexts, thebook focuses on developing professional academicskills for teaching. Dealing with the rapid expansionof the use of technology in higher education andwidening student diversity, the fully updated andexpanded edition includes new material on e-learning, lecturing to large groups, formative andsummative assessment, and supervising researchstudents.

Part 1 examines teaching and supervising in highereducation, focusing on a range of approaches andcontexts

Part 2 examines teaching in discipline-specific areasand includes new chapters on engineering,economics, law, and the creative and performingarts

Part 3 considers approaches to demonstrating andenhancing practice

Written to support the excellence in teachingrequired to bring about learning of the highestquality, this will be essential reading for all newlecturers, particularly anyone taking an accreditedcourse in teaching and learning in higher education,as well as all those experienced lecturers who wishto improve their teaching. Those working in adultlearning and education development will find it aparticularly useful resource.

2008: 7 x 10: 544ppHb: 978-0-415-43463-8: £90.00 $162.95Pb: 978-0-415-43464-5: £27.99 $55.95eBook: 978-0-203-89141-4

FORTHCOMING

Argumentation in Higher EducationImproving Professional Practice through Theoryand Research

Richard Andrews, Institute of Education, UK

A professional guide written to support teachingexcellence in Higher Education, Argumentation inHigher Education offers professors, lecturers andresearchers informative and practical guidance forimplementing effective argumentation skills intotheir teaching practices. This book is written in ahighly accessible style and aims to make thecomplex topic of argumentation much more openand transparent. Grounded in empirical research andtheory, this text explores the generic aspects ofargumentation that are relevant to lecturers acrosshigher education disciplines. Comparative andglobalized approaches to argumentation areexplored throughout. A distinctive aspect andfunction of this text is that it also helps determinefor the reader the best balance between generic andfield-specific kinds of argument.

There is very little research on this topic that hasbeen published to date. Argumentation in HigherEducation is unique and ground breaking as it drawson a number of research projects and aims toimprove the teaching of argument. Written toenlighten even the most experienced professor, thistext contributes to a better understanding of thedemands of speaking, writing, and visualargumentation in higher education; and willundoubtedly inform and enhance course design.Each chapter includes practical exercises for class useand concludes with a discussion of practicalapplications.

Professors (new and experienced), lecturers, andresearchers worldwide will find this accessible text tobe an extremely valuable resource to hone theirargumentation skills via a research based approach.It is also appropriate for graduate students,professional developers, and writing centerprograms.

August 2009: 6 x 9: 224ppHb: 978-0-415-99500-9: £70.00 $140.00Pb: 978-0-415-99501-6: £21.99 $44.95

FORTHCOMING

Teaching, Learning, and Researchin Higher EducationEnhancing Practice through Critique

Mark Tennant, Sydney University of Technology,Australia, Cathi McMullen, Charles StuartUniversity, Australia and Dan Kaczynski, CentralMichigan University, USA

Written to enhance the practice of teaching,learning, and research in higher education, this textoffers a combination of critical perspective andpractical advice. Ideally suited for individuals whoare interested in learning how to enhance theirpractice through the analysis of critique. The aim isto promote a critical understanding of one’s owndeveloping practices, and offers advice on how tobest position onself as a worker in contemporaryacademic life. At a practical level this means tocontinuously think about how to adjust practicerather than following a formulaic approach derivedfrom any particular educational theory.

This text fills a gap between those books thatprovide a high level analysis of contemporary highereducation, the more practical texts on how to be agood teacher in higher education, and those textswhich aim to improve teaching through betterunderstanding of the learning process.

July 2009: 6 x 9: 192ppHb: 978-0-415-96272-8: £70.00 $140.00Pb: 978-0-415-96263-6: £22.99 $45.95

Enhancing University TeachingLessons from Research into Award-WinningTeachers

David Kember, The Chinese University of HongKong and Carmel McNaught, The ChineseUniversity of Hong Kong

2007: 6-1/8 x 9-1/4: 176ppHb: 978-0-415-41716-7: £75.00 $160.00Pb: 978-0-415-42025-9: £22.99 $48.95eBook: 978-0-203-96294-7

FORTHCOMING

EFFECTIVE TEACHING AND LEARNING IN HIGHER EDUCATION 1

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FORTHCOMING

Engaging with Feedback inHigher EducationThe Complete Guide

Phil Race and Ruth Pickford, both at LeedsMetropolitan University, UK

Written for College and University teaching staff andprofessionals, Engaging with Feedback in HigherEducation is a practical guide that clearly explainshow to improve the timeliness, relevance and qualityof academic feedback to students, and how tobenefit from student feedback. Feedback is anessential component to successful learning. Best-selling authors, Race and Pickford, effectivelypropose that to optimize learning, feedback needsto be a two-way process—to students and fromstudents.

Busy academics will find this book is loaded withbest practice advice and bite-size, solution-focusedtips. The main overarching themes center aroundhow best to promote student achievement andretention, how best to ensure student successthrough giving, feedback, and how best to gather,analyze and use feedback from students to betterimprove teaching and assessment design.

December 2009: 7 x 10Hb: 978-0-415-80062-4: £70.00 $140.00Pb: 978-0-415-80063-1: £22.99 $44.95

NEW

Interdisciplinary Learning andTeaching in Higher EducationTheory and Practice

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

As universities increasinglyoffer courses that breakthe confines of a singlesubject area, more studentsare enrolling oninterdisciplinary programswithin multidisciplinarydepartments. Teaching andlearning withininterdisciplinary study requiresnew approaches, including anunderstanding of the critical

perspectives and frameworks and the rearranging ofintellectual and professional boundaries.

Interdisciplinary Learning and Teaching in HigherEducation explores the issues and tensions provokedby interdisciplinary learning.

Grounded in thorough research, this collection is thefirst of its kind to provide practical advice andguidance from around the world, improving thequality of teaching and learning in interdisciplinaryprograms.

2008: 6 x 9: 184ppHb: 978-0-415-34131-8: £85.00 $150.00Pb: 978-0-415-34130-1: £24.99 $44.95eBook: 978-0-203-92870-7

Rethinking Assessment inHigher EducationLearning for the Longer Term

Edited by David Boud, University of TechnologySydney, Australia and Nancy Falchikov, Universityof Edinburgh, UK

2007: 6-1/8 x 9-1/4: 224ppHb: 978-0-415-39778-0: £75.00 $155.00Pb: 978-0-415-39779-7: £22.99 $48.95eBook: 978-0-203-96430-9

3RD EDITION

The Lecturer’s ToolkitA Practical Guide to Assessment, Learning andTeaching

Phil Race, Leeds Metropolitan University, UK

The Lecturer’s Toolkit is the primary resource for allteachers in HE who are seeking to improve theirteaching skills. It is developed around detailed,practical guidance on the core elements of effectiveteaching in HE and is packed with accessible adviceand common sense.

2006: 8-1/4 x 11-3/4: 248ppHb: 978-0-415-40383-2: $262.95Pb: 978-0-415-40382-5: $52.95

Personal, Academic and CareerDevelopment in Higher EducationSOARing to Success

Arti Kumar, University of Bedfordshire, UK

This book is the first to showhow to integrate PersonalDevelopment Planning (PDP)activities into teaching inhigher education. It is packedwith activities, exercises,lesson plans, resources,reflective questionnaires, skillsaudits and case studies, andwith suggestions for howthese may be customized tosuit different groups of

students in different subject areas.

It will help all staff and educational developmentprofessionals, teachers in HE, and advisers andsupport staff in careers services enable students tobuild up a personal development record to improvetheir ability to relate their learning and achievementsto employers’ interests and needs and, ultimately,gain employment.

2008: 6-1/8 x 9-1/4: 296ppHb: 978-0-415-42359-5: £80.00 $165.00Pb: 978-0-415-42360-1: £21.99 $45.95

NEW

The University and its DisciplinesTeaching and Learning within and beyonddisciplinary boundaries

Carolin Kreber, University of Edinburgh, UK

University teaching andlearning take place withinever more specializeddisciplinary settings, eachcharacterized by its uniquetraditions, concepts, practicesand procedures. It is nowwidely recognized thatsupport for teaching andlearning needs to take thisdiscipline-specificity into

account. However, in a world characterized by rapidchange, complexity and uncertainty, problems donot present themselves as distinct subjects butincreasingly within trans-disciplinary contexts callingfor graduate outcomes that go beyond specializedknowledge and skills. This groundbreaking bookhighlights the important interplay between context-specific and context-transcendent aspects ofteaching, learning and assessment.

Written for university teachers, educationaldevelopers, as well as new and experiencedresearchers of Higher Education, this highly-anticipated first edition offers innovativeperspectives from leading Canadian, US, and UKscholars on how academic learning within particulardisciplines can help students acquire the skills,abilities and dispositions they need to succeedacademically and also post graduation.

2008: 7 x 10: 272ppHb: 978-0-415-96520-0: £65.00 $140.00Pb: 978-0-415-96521-7: £21.99 $44.95eBook: 978-0-203-89259-6

Undergraduates in aSecond LanguageChallenges and Complexities of AcademicLiteracy Development

Ilona Leki, University of Tennessee at Knoxville, USA

This is the first book-lengthstudy of bilingual,international, and immigrantstudents in English writingcourses that attempts to fullyembed their writingexperiences within thebroader frame of theirpersonal histories, the humancontext of their development,and the disciplinary contextsof their majors.

2007: 6 x 9: 352ppHb: 978-0-8058-5637-8: £65.00 $95.00Pb: 978-0-8058-5638-5: £19.99 $33.95

EFFECTIVE TEACHING AND LEARNING IN HIGHER EDUCATION2

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TEXTBOOK3RD EDITION

Motivation and LearningStrategies for College SuccessA Self-management Approach

Myron H. Dembo and Helena Seli, both atUniversity of Southern California, USA

2007: 7 x 10: 360ppPb: 978-0-8058-6229-4: £21.99 $41.95For a complimentary copy visit:www.routledge.com/9780805862294

3RD EDITION

Teaching and Learning inFurther EducationDiversity and Change

Prue Huddleston, University of Warwick, UK andLorna Unwin, Institute of Education, University ofLondon, UK

”...its principal virtue isthat it reproduces conciselysome of the bestand...most up-to-dateinformation likely to beneeded by anyonecontemplating a job in FE,or having recentlycommenced one...I warmlyrecommend it.” – Journal ofFurther and Higher Education

2007: 6-1/8 x 9-1/4: 264ppHb: 978-0-415-41350-3: £75.00 $155.00Pb: 978-0-415-41349-7: £23.99 $45.95

BESTSELLER2ND EDITION

Learning to Teach inHigher EducationPaul Ramsden, Higher Education Academy, UK

2003: 5-1/2 x 8-1/4: 304ppHb: 978-0-415-30344-6: £85.00 $180.00Pb: 978-0-415-30345-3: £27.99$58.95

4TH EDITION

Learning in GroupsA Handbook for Face-to-Face and OnlineEnvironments

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

”What a great book! Oneof the all-time greatwriters on small groupwork joins forces with thequeen of online learning.This book is readable,theoretically rigorous,practical, and excellentlypresented.” – TrishGreenhalgh, UniversityCollege London, UK

This handbook is a comprehensive guide for anyoneinvolved in groupwork, with advice and practicalexercises to develop group learning skills for learnersand tutors. Thoroughly updated with valuable newmaterial throughout on group learning andcollaborating online.

2007: 7 x 10: 360ppHb: 978-0-415-36527-7: £90.00 $180.00Pb: 978-0-415-36526-0: £24.99 $52.95

FORTHCOMING

A Practical Guide to Authentice-LearningJan Herrington, University of Wollongong,Australia, Thomas Reeves, The University ofGeorgia, USA, and Ron Oliver, Edith CowanUniversity, Australia

Series: Connecting with E-learning

As technology continues to open up possibilities forinnovative and effective teaching and learningopportunities, students and teachers are no longercontent to accept familiar classroom or lecture-based pedagogies that rely on information deliveryand little else. Situated and constructivist theoriesadvocate that learning is best achieved incircumstances resembling the real life application ofknowledge. While there are multiple learning designmodels that share similar foundations, authentic e-learning tasks are unique in their focus that goesbeyond just a process—they are complex, sustainedactivities that result in realistic outcomes.

A Practical Guide to Authentic e-Learning is thelatest title to publish in the ground breakingConnecting with e-learning series. Written forteaching professionals in Higher Education who areteaching in an online setting, this text offersconcrete guidelines and examples to develop andimplement the authentic e-learning tasks model inways that challenge learners to maximize theirlearning. This essential book provides effective,working examples to engages learners withauthentic learning tasks in online learning settings.

December 2009: 5-1/2 x 8-1/2: 224ppHb: 978-0-415-99799-7: £75.00 $150.00Pb: 978-0-415-99800-0: £20.99 $41.95

FORTHCOMING

Digital DiscourseNew Directions for Technology-EnhancedLearning

Denise Whitlock, Open University, UK

Written to promote e-learning excellence, DigitalDiscourse outlines and illustrates the effectiveness ofcomputer mediated discourse in teaching andtechnology-enhanced learning courses. It offers acoherent and effective teaching approach throughthe use of digital discourses. This approach hasproven to be successful in raising studentparticipation and reflection in the learning process.Grounded in pedagogical research conductedthrough The Institute of Educational Technology atthe Open University, this book provides evidence ofthe mediating role of such discourse in thedevelopment of thinking and also in theconstruction of different communities of practice. Itincludes further examples in the US that show howe-learning environments provide enriched learningopportunities offered by a dialogic approach.

Up-to-date and innovative in its approach, this bookfocuses on the practical and theoretical aspects ofdigital discourses, including Aesopic Dialogue or thesharing and telling of stories. It further examines anumber of recent developments that exhibitinnovation in electronic communication thatencourage the learning process; the most recentdevelopments in pedagogical communication tools,such as ’BuddySpace’ and ’BuddyFinder’ arediscussed together with the role of mobiletechnologies in support of learning dialogues.

Practicing lecturers, course leaders, designers, staffdevelopers and students will find this book aninvaluable resource. It presents new opportunitiesfor the use of technology enhanced discourselearning and sheds light on the true power ofdiscourse thinking in Higher Education.

September 2009: 6 x 9: 176ppHb: 978-0-415-99021-9: £75.00 $135.00Pb: 978-0-415-99022-6: £24.99 $44.95

A Practical Guide to Problem-BasedLearning OnlineMaggi Savin-Baden, University of Coventry, UK

2007: 6-1/8 x 9-1/4: 168ppHb: 978-0-415-43787-5: £75.00 $141.95Pb: 978-0-415-43788-2: £22.99 $44.95eBook: 978-0-203-93814-0

Mobile Learning CommunitiesCreating New Educational Futures

PPaattrriicckk DDaannaahheerr, University of SouthernQueensland, Australia, BBeevveerrlleeyy MMoorriiaarrttyy, CentralQueensland University, Australia and GGeeooffffDDaannaahheerr, Central Queensland University, Australia

Mobile Learning Communities explores the diverseways in which traveling groups experience learning“on the run”. This book provides empirical evidencethat draws on the authors’ 17 years of continuingresearch with international occupational travelers. Itengages with themes such as workplace learning,globalization, multiliteracies, and emergingtechnologies which impinge on the ways mobilegroups make sense of themselves as learningcommunities. International in focus, this book dealswith an issue of increasing global significance andshows the complexities of the lives and learningexperiences of such mobile cultures and theirstrategies for earning, learning, and living, thuschallenging simplistic and stereotypical images oftraveling groups still found in mainstream media andpopular culture.

Mobile Learning Communities brings together forthe first time mobilities and learning communitiesinto a single and comprehensive focus. It provides adetailed analysis of how mobile groups positionthemselves and how they are positioned by others.This text will appeal to scholars in the field ofdistance education and educational technology andto researchers in education, cultural studies, andsociology. It will also be of interest to educationalinstructors, policy-makers, and administrators, aswell as teacher educators and pre-service teachers. Itpaints a vivid picture of the experience of mobilitythrough the words of the mobile learnersthemselves, but also critiques existing notions oflearning and suggests ways of creating neweducational futures for all learners and educators.

May 2009: 6 x 9: 224ppHb: 978-0-415-99158-2: $140.00Pb: 978-0-415-99159-9: £22.99 $44.95


Teaching OnlineA Practical Guide

Susan Ko, University of Maryland, USA

Now available fromRoutledge, this classic text iswritten by authors who havetaught online themselves andhave trained thousands ofother faculty to teach online,this best selling and practicalguide answers the mostcommonly asked questionsand concerns.

Teaching Online: A PracticalGuide is a must-have resource

for anyone teaching online or for instructorssupplementing a traditional classroom with onlineelements. It is also appropriate for students enrolledin Distance Learning and Ed Technology MastersPrograms and librarians working within the contextof online education.

2008: 210 x 140: 352ppPb: 978-0-415-99690-7: £22.99 $46.95

e-Learning and Social NetworkingHandbookResources for Higher Education

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

Student engagement withdigital learning resources andonline social networking arestrong forces in educationtoday. How can theseresources best be utilized byeducators and coursedesigners in highereducation? This book aims toprovide the reader withenough backgroundinformation to appreciate the

value of social networking, especially for distributededucation. Through highlighting the most relevant,interesting, and challenging aspects of e-Learningthe book provides practical advice for using socialnetworking tools in course design. This volumecovers the following issues of course design usingsocial networking.

Illustrated by short descriptive case studies, it alsohighlights contact addresses, websites, and furtherreading to help readers find resources and enhancetheir design. This practical guide will help all thoseinvolved in the design and delivery of onlinelearning in higher education make the best choiceswhen preparing courses for distributed learning.

Robin Mason is Professor of Educational Technologyat the Open University where she is a specialist inthe design and practice of online teaching andlearning.

Frank Rennie is Professor of Sustainable RuralDevelopment at the UHI Millennium Institute in theHighlands and Islands of Scotland.

Please visit the authors’ wiki at:www.socialnetworking.wetpaint.com

2008: 6 x 9: 208ppHb: 978-0-415-42606-0: £75.00 $140.00Pb: 978-0-415-42607-7: £22.99 $44.95eBook: 978-0-203-92776-2

FORTHCOMING

Learning Theory, Design andEducational TechnologyEdited by Linda Harasim, Simon Fraser University, Canada

Written for Instructional and Educational TechnologyMasters Programs, Learning Theory, Design andEducational Technology makes clear how teachingand learning online can provide a powerful newlearning environment when built upon the successof traditional classroom and distance learning. Thisbreak-through text is based on extensive experience,theory and research, and reflects the growingrecognition that online learning empowers manystudents with improved access to opportunities inHigher Education.

Learning Theory, Design and Educational Technologyoffers a powerful overview of the current state of e-learning, a foundation of its historical roots andgrowth, and a framework for discriminating amongthe major types of e-learning. Readers will learn themost successful approaches to e-learning. It furtherreviews the key issues relevant to the field andfocuses on empirical ñbased theoretical approachesto online teaching. It effectively addresses pedagogy(how to design an effective online environment forlearning?), evaluation (How to know that studentsare learning?), and history (How can the pasttwenty-five years of research help to guidesuccessful online teaching and learning outcomes?).

July 2009: 7 x 10: 288ppHb: 978-0-415-99975-5: £70.00 $140.00Pb: 978-0-415-99976-2: £22.99 $45.95

Rethinking Pedagogy for a Digital AgeDesigning and Delivering E-Learning

Edited by Helen Beetham, JISC E-learning Team,University of Bristol, UK and Rhona Sharpe, OxfordBrookes University, UK

2007: 6-1/8 x 9-1/4: 288ppHb: 978-0-415-40873-8: £75.00 $155.00Pb: 978-0-415-40874-5: £22.99 $48.95eBook: 978-0-203-96168-1

E-LEARNING AND TECHNOLOGY4



FORTHCOMING

Learning with Digital GamesA Practical Guide to Engage Students in HigherEducation

Nicola Whitton, Manchester MetropolitanUniversity, UK

Series: The Open and Flexible Learning Series

Written for Higher Education teaching and learningprofessionals, Computer Game-Based Learningprovides a straightforward introduction to the fieldof computer game-based learning. Keeping up todate with current trends and the changing learningneeds to engage todayís students, this text offersstraightforward guidance on how to effectivelyimplement computer game-based learning activitiesat the HE level. Loaded with practical tips andstrategies, this timely and accessible text is theperfect starter’s guide.

Learning with Digital Games enables readers toquickly grasp the practical and technologicalconcepts, with examples that can easily be appliedto their own practice. It also offers:

•A toolkit of guidelines and checklists

•Concrete examples of different types of game-based learning using twelve case studies

•Games that link active and experiential learning

•Activities such as role play, simulation and puzzles.

This professional guide is grounded in theory andclosely links examples from practice. HigherEducation academics, e-learning practitioners,developers and training professionals at all technicalskill levels and experience will find this text is theperfect resource for explaining “how to” integratecomputer games into their teaching practice.

A companion website is available and provides up-to-date technological information, additionalresources and further examples.

June 2009: 6 x 9: 192ppHb: 978-0-415-99774-4: £70.00 $140.00Pb: 978-0-415-99775-1: £22.99 $45.95

preparing for blended e-learningAllison Littlejohn, Glasgow Caledonian University,UK and Chris Pegler, Institute of Technology, OpenUniversity, UK


2007: 5-1/2 x 8-1/2: 272ppHb: 978-0-415-40360-3: £75.00 $155.00Pb: 978-0-415-40361-0: £22.99 $46.95eBook: 978-0-203-96132-2

The Educational Potential of e-PortfoliosSupporting Personal Development and ReflectiveLearning

Lorraine Stefani, University of Auckland, NewZealand, Robin Mason, The Open University, UKand Chris Pegler, Institute of Technology, OpenUniversity, UK


2007: 5-1/2 x 8-1/2: 200ppHb: 978-0-415-41213-1: £75.00 $155.00Pb: 978-0-415-41214-8: £17.99 $37.95eBook: 978-0-203-96129-2

FORTHCOMING2ND EDITION

Giving a LectureFrom Presenting to Teaching

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

The second edition of Givinga Lecture is an excellentresource for those new toteaching at the University andCollege level and for thosewho just want to reflect uponand refresh their lecturingpractice. The best selling firstedition has been fully revised,and this edition continues tocover all the basics on how togo about lecturing while

maintaining its jargon-free and accessible style. Newlecturers will find the second edition equips themwith the essential tools and guidance for deliveringa successful lecture, and explains exciting newdevelopments along with the fundamentals oflecturing.

With a new chapter on podcasting and e-lecturingand the effective use of PowerPoint, this handyguide uses a multi-disciplinary approach based onsound educational theory to provide clear guidanceand engaging ideas on giving a memorable andmotivational lecture. Readers will find itsstraightforward approach is both readable and verypractical, and new University and College Teachers,Graduate Teaching Assistants, Part-time Tutors,Teaching Clinicians and Practitioners, together withthose interested in educational and staffdevelopment, will find this book provides them withall the guidance they need to lecture withconfidence and skill.

April 2009: 6 x 9: 216ppHb: 978-0-415-47139-8: £70.00 $140.00Pb: 978-0-415-47140-4: £17.99 $35.95eBook: 978-0-203-87992-4

Enhancing Learning throughFormative Assessment andFeedbackAlastair Irons, Northumbria University, UK

2007: 5-1/2 x 8-1/2: 174ppHb: 978-0-415-39780-3: £65.00 $135.00Pb: 978-0-415-39781-0: £15.99 $32.95eBook: 978-0-203-93433-3

NEW

Inclusion and DiversityMeeting the Needs of All Students

Sue Grace, University of York, UK and Phil Gravestock, University of Gloucestershire, UK

Increasingly, universities aredrawing from a lesstraditional group of students– international students,disabled students, part timestudents, and maturestudents. This book offersspecific, practical advice onthe issues that teachersencounter when teaching in adiverse classroom. Inclusionand Diversity highlights good

practice for all students, and provides a helpfulstructure around the day-to-day experiences of staffand students as they make contact with each other.With reference to the international literature, anddiscussing some of the educational principles thatunderpin an inclusive curriculum, this bookaddresses a range of themes, including student age,ethnicity, disability, sexuality and gender, this bookaids all practitioners in higher education today –particularly those new lecturers meeting theirstudents for the first time – to develop a betterunderstanding of the issues involved in teaching adiverse range of students.

2008: 5-1/2 x 8-1/2: 264ppHb: 978-0-415-43044-9: £70.00 $140.00Pb: 978-0-415-43045-6: £18.99 $39.95eBook: 978-0-203-89038-7

Working One-to-One with StudentsSupervising, Coaching, Mentoring, andPersonal Tutoring

Gina Wisker, University of Brighton, UK, Kate Exley, Nottingham University, UK, Maria Antoniou and Pauline Ridley, both atUniversity of Brighton, UK

Working One-to-One withStudents is written for HigherEducation academics,adjuncts, teaching assistants,and research students whoare looking for guidanceinside and outside theclassroom. This book is ajargon-free, practical guide toimproving one-to-oneteaching, covering a widerange of teaching contexts,

including mentoring students and staff, supervisingdissertations and how to approach informalmeetings outside of lectures.

2007: 5-1/2 x 8-1/2: 224ppHb: 978-0-415-36530-7: £70.00 $145.00Pb: 978-0-415-36531-4: £17.99 $37.95eBook: 978-0-203-01649-7

E-LEARNING AND TECHNOLOGY KEY GUIDES FOR EFFECTIVE TEACHING IN HIGHER EDUCATION 5

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Key Guides for Effective Teaching inHigher Education

Academic Writing and PublishingA Practical Handbook

James Hartley, University of Keele, UK

Academic Writing andPublishing shows academics(mainly in the social sciences)how to write and publishresearch articles. Its aim is tosupply examples and briefdiscussions of recent work inall aspects of the area inshort, sharp chapters. Itshould serve as a handbookfor postgraduates andlecturers new to publishing.

The book is written in a readable and lively personalstyle. The advice given is direct and based on up todate research that goes beyond that given in currenttextbooks. For example, the chapter on titles listsdifferent kinds of titles and their purposes notdiscussed in other texts. The chapter on abstractsinstructs the reader on writing structured abstractsfrom the start.

2008: 6-1/8 x 9-1/4: 208ppHb: 978-0-415-45321-9: £75.00 $150.00Pb: 978-0-415-45322-6: £19.99 $37.95eBook: 978-0-203-92798-4

NEW

Action Research in Teaching and LearningA Practical Guide to Conducting PedagogicalResearch in Universities

Lin S. Norton, Liverpool Hope University, UK

A practical, down-to-earthguide for those who work inteaching and learning inuniversities, this book will beindispensable reading forthose who would like to carryout action research on theirown practice. Norton’sconcept of “pedagogicalaction research” has comefrom over twenty yearsexperience of carrying out

such research, and more than six years ofencouraging colleagues to carry out small scalestudies at an institutional, national, andinternational level.

Action Research in Teaching and Learning offersreaders practical advice on how to research theirown practice in a higher education context. It hasbeen written specifically to take the reader througheach stage of the action research process with theultimate goal of producing a research study which ispublishable. Cognizant of the sector’s view on whatis perceived to be “mainstream research,” theauthor has also written a substantial theoreticalsection which justifies the place of pedagogicalaction research in relation to reflective practice andthe scholarship of teaching and learning.

2008: 6-1/8 x 9-1/4: 224ppHb: 978-0-415-46846-6: £75.00 $135.00Pb: 978-0-415-43794-3: £22.99 $41.95

Guide to Publishing a Scientific PaperAnn M. Körner, Professional editor and writer, USA

Guide to Publishing aScientific Paper providesresearchers in every field ofthe biological, physical, andmedical sciences with all theinformation necessary toprepare, submit forpublication, and revise ascientific paper.

The advice provided conformsto the most up-to-datespecifications and even the

seasoned writer will learn how procedures havechanged in recent years, in particular with regard tothe electronic submission of manuscripts.

Every scientist who is preparing to write a papershould read this book before embarking on thepreparation of a manuscript. This useful book alsoincludes samples of letters to the Editor andresponses to the Editor’s comments and referees’criticism. In addition, as an Appendix, the bookincludes succinct advice on how to prepare anapplication for funding.

The author has edited more than 7,500 manuscriptsover the past twenty years and is, consequently, veryfamiliar with all of the most common mistakes. Herbook provides invaluable and straightforward adviceon how to avoid these mistakes.

2008: 5-1/2 x 8-1/2: 120ppHb: 978-0-415-45265-6: £55.00 $120.00Pb: 978-0-415-45266-3: £9.99 $19.95eBook: 978-0-203-93875-1

The Authentic DissertationAlternative Ways of Knowing, Research andRepresentation

Four Arrows AKA Don Trent Jacobs, NorthernArizona University, USA

The Authentic Dissertation is aroad map for students whowant to make theirdissertation more than aseries of hoop-jumpingmachinations that cause themto lose the vitality andmeaningfulness of theirresearch.

Students and tutors arepresented with practicalguidance for the kind of

alternative dissertations that many educators believeare needed to move Doctoral and Master’s levelwork beyond the limitations that currently stifleauthentic contributions for a better world.

Drawing on his Cherokee/Creek ancestry and theRaramuri shamans of Mexico, the author exploreshow research can regain its humanist core and findits true place in the natural order once more. FourArrows provides a degree of “credibility” that willhelp graduate students legitimize their ideas in theeyes of more conservative university committees.

2008: 6-1/8 x 9-1/4: 272ppHb: 978-0-415-44222-0: £80.00 $150.00Pb: 978-0-415-44223-7: £22.99 $42.95

Voice in Qualitative InquiryChallenging Conventional, Interpretive, andCritical Conceptions in Qualitative Research

Edited by Alecia Y. Jackson, Appalachian StateUniversity, USA and Lisa A. Mazzei, ManchesterMetropolitan University, UK

Voice in Qualitative Inquiry isa critical response toconventional, interpretive, andcritical conceptions of voice inqualitative inquiry. A selectgroup of contributors focuscollectively on the question,“What does it mean to workthe limits of voice?” fromtheoretical, methodological,and interpretative positions,and the result is an innovative

challenge to traditional notions of voice.

The thought-provoking book will shift qualitativeinquiry away from uproblematically engaging inpractices and interpretations that limit what ’counts’as voice and therefore data. The loss and betrayal ofcomfort and authority when qualitative researcherswork the limits of voice will lead to new disruptionsand irruptions in making meaning from data and, inturn, will add inventive and critical dialogue to theconversation about voice in qualitative inquiry.

This compelling collection will challenge those whoconduct qualitative inquiry to think differently abouthow they collect, analyze, and represent meaningusing the voices of others, as well as their own.

2008: 6-1/8 x 9-1/4: 264ppHb: 978-0-415-44220-6: £75.00 $150.00Pb: 978-0-415-44221-3: £9.99 $45.95

2ND EDITION

Learning to Teach AdultsAn Introduction

Nicholas Corder, Former trainer of FE tutors atBuckinghamshire LEA, and latterly Warwick andOxford Brookes Universities, UK

2007: 6-1/8 x 9-1/4: 176ppHb: 978-0-415-42362-5: £75.00 $160.00Pb: 978-0-415-42363-2: £21.99 $41.95

Helping Doctoral Students WritePedagogies for Supervision

Barbara Kamler, Deakin University, Australia andPat Thomson, University of Nottingham, UK

”In Helping DoctoralStudents Write, BarbaraKamler and Pat Thomsonhave produced a powerfuland useful book thatachieves a delicate balancebetween providingrigorous and challengingtheoretical insights into thecomplexities of doctoralwriting and simultaneouslyoutlining many practical

writing strategies supervisors can implementwith their doctoral students.” – Teaching inHigher Education

2006: 6-1/8 x 9-1/4: 192ppHb: 978-0-415-34683-2: £80.00 $170.00Pb: 978-0-415-34684-9: £22.99 $45.95

PRACTICAL BOOKS6



FORTHCOMING

Activity Theory in PracticePromoting Learning across Boundaries andAgencies

Harry Daniels, University of Bath, UK, Anne Edwards, University of Oxford, UK, Yrjo Engestrom, University of Helsinky, FinlandTony Gallagher and Sten Ludvigsen

This groundbreaking book brings together cutting-edge researchers who study the transformation ofpractice through the enhancement andtransformation of expertise.

The theoretical framework that has shaped thesestudies is Cultural Historical Activity Theory (CHAT).CHAT analyses are able to show how people andorganiszations learn to do something new; and howboth individuals and organizations change. Thetheoretical and methodological tools used have theirorigins in the work of Lev Vygotsky and A.N.Leontíev in early twentieth century Russia but inrecent years this body of work has arousedsignificant interest across the social sciences,management, and communication studies.

Working as part of an integrated international teamthe authors have identified a number of specificfindings which are of direct interest to the academiccommunity and whose implications are of proveninterest to the policy field. Examples are:

•approaches to the analysis of vertical learningbetween operational and strategic levels withincomplex organizations

•the refinement of notions of identity and subjectposition within CHAT

•the introduction of the concept of “labour power”into CHAT

•the development of a method of analyzingdiscourse which theoretically coheres with CHATand the design of projects.

While essential reading for the growing internationalCHAT research community, the book will also provehighly useful to all researchers and research studentswho are interested in conceptual and empiricalissues in all aspects of “activity-based” research.

November 2009: 6-1/8 x 9-1/4: 224ppHb: 978-0-415-47724-6: £80.00 $160.00Pb: 978-0-415-47725-3: £22.99 $42.95

Thesis and Dissertation Writing in a Second LanguageA Handbook for Supervisors

Brian Paltridge, University of Sydney, Australia andSue Starfield, University of New South Wales,Australia

2007: 6-1/8 x 9-1/4: 200ppHb: 978-0-415-37170-4: £80.00 $170.00Pb: 978-0-415-37173-5: £19.99 $37.95

NEW TEXTBOOK

Achieving Success throughAcademic AssertivenessReal Life Strategies for Today’s Higher EducationStudents

Jennifer A. Moon, Bournemouth University, UK

Academic assertiveness is anessential capability that isrequired of students who wishto achieve academic andprofessional success. Writtenfor students who are aiming toachieve college success. Thisbook focuses on thechallenges that learners faceand encourages positiveactions that support triumphsin learning situations. Jenny

Moon creatively explores the importance of thisemerging topic and how assertiveness is linked to theprocess of learning and overall student development,critical thinking and academic achievement.

2008: 6 x 9: 216ppHb: 978-0-415-99142-1: £70.00 $135.00Pb: 978-0-415-99143-8: £14.99 $26.95eBook: 978-0-203-88720-2

BESTSELLER

Critical ThinkingAn Exploration of Theory and Practice


2007: 6-1/8 x 9-1/4: 248ppHb: 978-0-415-41178-3: £75.00 $155.00Pb: 978-0-415-41179-0: £22.99 $48.95eBook: 978-0-203-94488-2


Learning JournalsA Handbook for Reflective Practice andProfessional Development


2006: 234 x 156: 208ppHb: 978-0-415-40376-4: £80.00 $165.00Pb: 978-0-415-40375-7: £23.99 $50.95

A Handbook of Reflective andExperiential LearningTheory and Practice


2004: 6-1/8 x 9-1/4: 264ppHb: 978-0-415-33515-7: £90.00 $185.00Pb: 978-0-415-33516-4: £26.99 $56.95

FORTHCOMING

A Practical Guide for College andUniversity ManagementBeyond the Bureaucracy

Sally Brown and Steve Denton, both at LeedsMetropolitan University, UK

Written for the HigherEducation manager, APractical guide for Collegeand University Management isa highly accessible text thatoffers practical guidance onmanaging the day-to-day lifeof colleges and universitiesthroughout the academicyear. It takes a proactiveapproach and offers a rangeof best practice examples and

solutions for resolving dilemmas that arise in arapidly changing environment.

Drawing on a wealth of management experience,this edited collection pulls together best practiceadvice from expert managers working in the field ofHigher Education. Each chapter includes theoreticalperspectives that support the invaluable hands-onadvice on how to manage HEIs effectively, efficiently,and to the highest standard.

July 2009: 6 x 9: 304ppHb: 978-0-415-99717-1: £75.00 $150.00Pb: 978-0-415-99718-8: £24.99 $49.95

7



PRACTICAL BOOKS BOOKS BY JENNIFER A. MOON HIGHER EDUCATION ADMINISTRATION AND LEADERSHIP

FORTHCOMING

How to Recruit and Retain Higher Education StudentsA Handbook of Good Practice

Tony Cook and Brian S. Rushton, both atUniversity of Ulster, UK

Recruitment for student retention in HigherEducation is an invaluable resource for academicstaff, administrators, and policy makers involved instudent recruitment and improving student retentionin HE. It offers practical advice on how universitiescan reach out into the community and influence theexpectations of prospective students so that they arebetter able to make sensible decisions aboutchoosing both courses and institutions.

The first three chapters discuss the research into thecauses of student non-continuance and theimportance of student preparedness from aninternational perspective. The chapters that followdescribe a series of case studies that are applicableto a variety of types of Institutions. Each study isdescribed in sufficient detail to allow replicationelsewhere and has been extensively evaluated bothby staff and by the students who benefited from thechanged practice. These initiatives have been shownto impact the attitudes and expectations of newstudents before they arrive on campus and thus helpto minimize the magnitude of the transition theyhave to undergo.

July 2009: 6 x 9: 256ppHb: 978-0-415-99088-2: £75.00 $140.00Pb: 978-0-415-99089-9: £23.99 $44.95

FORTHCOMING

Collaborative Working in HigherEducationThe Social Academy

Lorraine Walsh and Peter Kahn, both at Universityof Liverpool, UK

Collaborative working is increasingly becoming a keyfeature of academic life in Higher Education.Traditionally, university culture supported individualresearch and scholarship. Today, the academic rolehas shifted from a focus on the individual to a focuson the group or team. Collaboration Working inHigher Education takes the reader on a journey ofexamination, discussion, reflection and suggestionsfor developing practice via a broad overview of thekey aspects of collaboration and collaborativeworking, informed by focused case studies and aninternational perspective provided by contributingauthors.

This book offers a comprehensive analysis of howcollaboration is reforming academic life. It examinesthe shift in working practices and reflects on theways in which that shift can be supported anddeveloped in order to improve practice. HigherEducation faculty, administrators, researchers,managers and anyone involved in collaborativeworking across their institution will find this book ahighly useful guide as they embark on their ownjourney for collaborative working.

August 2009: 6 x 9: 176ppHb: 978-0-415-99166-7: £75.00 $150.00Pb: 978-0-415-99167-4: £22.99 $45.95

NEW

Challenging BoundariesManaging the Integration of Post-SecondaryEducation

Edited by Neil Garrod, University of Ljubljana,Slovenia and Bruce Macfarlane, University ofPortsmouth, UK

This edited volume will be animportant and key resourcefor managers, researchers,and policy makers in the fieldof “Higher” Education and“Further” Education. It offersinsights into a radical newway of organizing post-compulsory education on aninternational basis thatdirectly promotes a socialjustice agenda (i.e., widening

of student participation). Around the world post-compulsory education is divided betweenUniversities and Community-based Colleges.Universities are typically concerned with “higher”education, while community based colleges focus on“further” and technical education. In response to arange of social and economic forces there has beena growth in the number of dual sector institutions(or “duals”) that span this divide.

Challenging Boundaries brings together leadinginternational thinkers, policy analysts, academicmanagers, and researchers who question whetherduals can provide relevant education to studentsand appropriate graduates for the economy, whilealso offering greater opportunities to disadvantagedstudents. Challenging Boundaries provides ananalysis of the potential of “dual sector” institutionsin North America, UK, South Africa, and Australasia.

2008: 6 x 9: 224ppHb: 978-0-415-98931-2: £75.00 $150.00Pb: 978-0-415-98932-9: £22.99 $44.95eBook: 978-0-203-88514-7

NEW

Educating Global Citizens inColleges and UniversitiesChallenges and Opportunities

Peter N. Stearns, George Mason University, USA

This book provides distinctiveanalysis of the full range ofexpressions in globaleducation at a crucial time,when internationalcompetition rises, tensionswith American foreign policyboth complicate and motivatenew activity, and a variety ofinnovations are taking shape.Citing best practices at avariety of institutions, the

book provides practical coverage and guidance inthe major aspects of global education, includingcurriculum, study abroad, international students,collaborations and branch campuses, while dealingas well with management issues and options. Thebook is intended to guide academic administratorsand students in higher education, at a point wheninternational education issues increasingly impingeon all aspects of college or university operation. Thebook deals as well with core principles that mustguide global educational endeavors, and withproblems and issues in the field in general as well asin specific functional areas. Challenges ofassessment also win attention. Higher educationprofessionals will find that this book serves as amanageable and provocative guide, in one of themost challenging and exciting areas of Americanhigher education today.

2008: 6 x 9: 240ppHb: 978-0-415-99023-3: £90.00 $150.00Pb: 978-0-415-99024-0: £22.99 $45.95eBook: 978-0-203-88518-5

HIGHER EDUCATION ADMINISTRATION AND LEADERSHIP8



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NEW TEXTBOOK

College Organization andProfessional DevelopmentIntegrating Moral Reasoning and Reflective Practice

Edward St. John, University of Michigan, USA

A thought-provokingtextbook written for studentsenrolled in graduate HigherEducation and Student AffairsMasters and PhD programs,College Organization andProfessional Developmentfocuses on the framing ofcritical issues in organizationpractice, the gaps betweenmoral beliefs and actions, andimproving equity within

organizations. It can be used as a text inOrganization, Leadership, and Professional Practicecourses that that seek to integrate a focus on moralleadership and reflection practice. This breakthroughtext seeks to revolutionize how we understandethical practice and provides a new theory thatinforms practice within organizations. Unlike themajority of Organization textbooks currentlyavailable which lack social contextual understandingof moral issues and social justice, this textencourages the use of action research to inform andsupport change in professional practice.

Students will find the pedagogical exercises usefulfor reflecting on their own goals, examining theirown practices, and testing new interventionmethods within their organizations and communitiesof practice. Reflective assignments are suggested forreaders to help them engage in a process ofreflective analysis of professional practice.

This book can also be used in graduate programsacross professional fields including TeacherEducation and Business. Practicing professionals andthose academics at different stages in their careerswho wish to reflect on the gaps between theirmoral values and their actions in work situations willalso find this text informative and useful. Thechapters include fundamental and insightfulguidance for reflection on the topics raised anddiscussed.

March 2009: 7 x 10: 304ppHb: 978-0-415-99211-4: £70.00 $140.00Pb: 978-0-415-99212-1: £22.99 $45.95eBook: 978-0-203-88166-8

FORTHCOMING

Handbook of Practice and Research in Study AbroadHigher Education and the Quest for GlobalCitizenship

Edited by Ross Lewin, University of Connecticut, USA

If we are all becoming globalcitizens, what then are ourcivic responsibilities? Thisquestion lies at the center ofreform in U.S. HigherEducation. Colleges anduniversities across the UnitedStates have responded bymaking the development ofglobal citizens part of theircore mission. A key strategyfor realizing this goal is study

abroad. After all, there may be no better way forstudents to acquire the knowledge, skills, andattitudes required to become effective change-agents in international contexts.

Handbook of Practice and Research in Study Abroadis a comprehensive survey of the field. Each chaptereloquently conveys an enthusiasm for study abroadalongside a critical assessment of the most up-to-date research, theory and practice. This contributedvolume brings together expert academics, senioradministrators, practitioners of study abroad, andpolicy makers from across the United States andCanada.

This handbook, provides an indispensable referencevolume for scholars, Higher Education faculty, StudyAbroad professionals, policy makers, and academiclibraries servicing these audiences. It is alsoappropriate for a wide range of courses in HigherEducation Masters Programs.

May 2009: 7 x 10: 400ppHb: 978-0-415-99160-5: £90.00 $155.00Pb: 978-0-415-99161-2: £37.50 $69.95

Economics of Distance and OnlineLearningTheory, Practice and Research

Edited by WWiilllliiaamm JJ.. BBrraammbbllee, University of NewMexico, USA and SSaannttoosshh PPaannddaa, Indira GandhiNational Open University, India

This book provides acomprehensive overview ofthe organizational models ofdistance and online learningfrom an internationalperspective and from thepoint of view of economicplanning, costing andmanagement decision-making. The book points todirections for the furtherresearch and development in

this area, and will promote further understandingand critical reflection on the part of administrators,practitioners and researchers of distance education.The experiences and perspectives in distanceeducation in the US are balanced with those inother areas of the world.

2008: 6 x 9: 312ppHb: 978-0-415-96388-6: $131.95Pb: 978-0-415-96389-3: $41.95

FORTHCOMING

Higher Education MarketingA Professional’s Guide to Strategic Theory andPractice

Edited by David Roberts, The KnowledgePartnership, UK

Effective marketing, recruitment, and retention ofstudents is imperative for university funding.This isthe first book to provide practical strategic guidancefor those implementing and managing highereducation marketing.

Built upon original research this informative bookprovides practical guidance to marketers and seniormanagers who have responsibility for developingand then executing marketing strategies. HigherEducation Marketing challenges the uncriticaladoption of mainstream marketing theories andtools, questioning their ready application in theeducation and introduces a range of new tools,models and concepts that have been specificallydeveloped for education; some are adaptations ofmainstream approaches (based on lessons fromconsulting and contributors in senior managementroles), others based on original research of both anacademic and professional nature.

Illustrated by useful case studies this book covers allaspects of design, implementation and managementof HE marketing.

May 2009: 6 x 9: 272ppHb: 978-0-415-42051-8: £75.00 $150.00Pb: 978-0-415-42052-5: £22.99 $45.95

Improving Student Retention inHigher EducationThe Role of Teaching and Learning

Glenda Crosling, Monash University, Australia, Liz Thomas, Edge Hill University, WideningParticipation Research Centre, UK and Margaret Heagney, Monash University, Australia

2007: 6-1/8 x 9-1/4: 208ppHb: 978-0-415-39920-3: £75.00 $157.95Pb: 978-0-415-39921-0: £24.99 $47.95eBook: 978-0-203-93545-3

Internationalising Higher EducationEdited by Elspeth Jones and Sally Brown, both atLeeds Metropolitan University, UK

2007: 6-1/8 x 9-1/4: 264ppHb: 978-0-415-41989-5: £75.00 $157.95Pb: 978-0-415-41990-1: £22.99 $48.95eBook: 978-0-203-94596-4

HIGHER EDUCATION ADMINISTRATION AND LEADERSHIP 9



Plagiarism, the Internet, andStudent LearningImproving Academic Integrity

Wendy Sutherland-Smith, Monash University,Australia

Written for Higher Educationeducators, managers andpolicy-makers, Plagiarism, theInternet and Student Learningcombines theoreticalunderstandings with apractical model of plagiarismand aims to explain why andhow plagiarism developed. Itoffers a new way toconceptualize plagiarism andprovides a framework for

professionals dealing with plagiarism in highereducation.

This book challenges Higher Education educators,managers and policy-makers to examine their ownbeliefs and practices in managing the phenomenonof plagiarism in academic writing.

2008: 6 x 9: 240ppHb: 978-0-415-43292-4: £70.00 $147.95Pb: 978-0-415-43293-1: £21.99 $41.95eBook: 978-0-203-92837-0

NEW

Political Correctness and Higher EducationBritish and American Perspectives

John Lea, Canterbury Christ Church University, UK

This book is a major study ofpolitical correctness in postcompulsory education. Forreaders unfamiliar, this bookoffers a comprehensiveassessment of the key themes,including who and what wasbehind key campaigns. Forreaders in the US unfamiliarwith how this cultural exporthas faired in the UK this booklooks at the significant

similarities and differences in the ways that thephrase has been used in both societies.

Apart from addressing the roots of politicalcorrectness the book seeks to show how the phrasehas helped to complicate the traditional boundariesbetween those on the political Left and those on thepolitical Right. The book also demonstrates in clearterms how the phrase is integral to understandingkey themes in cultural theory, such as postmodernismand identity politics.

The book captures the reflections of prominentacademics and educationalists on both sides of theAtlantic, who have worked in environments wherethe phrase has impinged on aspects of their workover the last twenty five years.

2008: 6 x 9: 296ppHb: 978-0-415-96258-2: £77.99 $155.00Pb: 978-0-415-96259-9: £24.99 $48.95eBook: 978-0-203-88862-9

FORTHCOMING

Reconstructing Policy in Higher EducationFeminist Perspectives and Policy Analysis

Elizabeth J. Allan, University of Maine, Orono, USA, Susan Iverson, Kent State University,USA and Rebecca Ropers-Huilman, University ofMinnesota, USA

Written for Higher Education Masters and PhDprograms, this landmark textbook joins the theory offeminist post-structuralism with research methodsfor the purpose of policy analysis in HigherEducation. It showcases the different methods thatcan be applied to a range of topics in HigherEducation policy and policy development.

Reconstructing Policy in Higher Education highlightsthe work of accomplished and award-winningscholars and provides an in-depth examination oftheoretical frameworks and concrete examples ofhow feminist post-structuralism effectively informsresearch methods and can serve as a vital tool forpolicy makers and analysts.

A primary objective of this book is to providereaders with a comprehensible overview of howfeminism and post-structural theories offer usefullenses for analyzing policy and policy developmentin the context of Higher Education.

Students enrolled in Higher Education Mastersprograms will find this book offers them a tool tothink differently about policy anlysis and informstheir future practice. Higher Education faculty,managers, Deans, Presidents and policy makers willfind this book contributes significantly to their ownpolicy analysis, practice and discourse.

August 2009: 6 x 9: 270ppHb: 978-0-415-99776-8: £75.00 $135.00Pb: 978-0-415-99777-5: £24.99 $44.95

Strategic Leadership of Change in Higher EducationWhat’s New?

Edited by Stephanie Marshall, LeadershipFoundation for Higher Education, UK

2007: 6-1/8 x 9-1/4: 224ppHb: 978-0-415-41172-1: £75.00 $155.00Pb: 978-0-415-41173-8: £22.99 $48.95eBook: 978-0-203-96285-5

NEW

Researching with IntegrityThe Ethics of Academic Enquiry

Bruce Macfarlane, University of Portsmouth, UK

There is increased emphasisinternationally on ethicallysound research, and on goodtraining for researchsupervisors. Researching withIntegrity aims to identify whatand how research can beundertaken ethically and with“virtue” from initialconception of ideas throughto dissemination. It outlinesthe context in which

academics engage in research, considering theimpact of discipline and institutional culture, theinfluence of government audit of research “quality”,the role of government and quangos, professionalorganisations and business sponsors, and examinesthe effects of the increasing power and influence offunding bodies, university ethics committees andcodes of practice.

Based on the notion of “virtue” ethics, this bookproposes an alternative approach to research, whichfocuses not only on ethical rules and protocol toavoid unethical research, but encourages academic,professional and character development and allowsfor the exercise of personal judgement.

Illustrated throughout with short narratives detailingethical issues and dilemmas from internationalacademic researchers representing differentdisciplines, research cultures and national contexts,this books proposes a an alternative approach toresearch which provides all research professionalswith the intellectual tools they need to cope withcomplex research.

2008: 6 x 9: 208ppHb: 978-0-415-42903-0: £75.00 $150.00Pb: 978-0-415-42904-7: £22.99 $45.95eBook: 978-0-203-88696-0

Teaching in Transnational Higher EducationEnhancing Learning for Offshore InternationalStudents

Edited by Michelle Wallace and Lee Dunn, both atSouthern Cross University, Austraila

Teaching in Transnational Higher Education examinescurrent trends and challenges that face students,teachers and institutions of higher education aroundthe globe. This book comes at a pivotal momentwhere many universities are offering their courses inoffshore locations. Students who could once notaccess an international qualification can now do sowithout leaving their home country.

The book clearly defines and takes an in-depth lookat the various types of transnational education,including: institutions that have campuses abroad,teach specific courses abroad, and form partnershipswith diverse schools to teach jointly.

2008: 6 x 9: 296ppHb: 978-0-415-42053-2: £75.00 $145.00Pb: 978-0-415-42054-9: £24.99 $47.95eBook: 978-0-203-93062-5

HIGHER EDUCATION ADMINISTRATION AND LEADERSHIP10



Privilege and Diversity in theAcademyEdited by Francis A. Maher, Wheaton College, USAand Mary Kay Thompson Tetreault, PortlandState University, USA

Over the past several decades,higher education has beentransformed by the entry offaculty of color and womeninto the university system.Through detailed institutionalethnographies of three verydifferent universities, Privilegeand Diversity in the Academyexplores how thisdiversification has dismantledand reconfigured relationships

of privilege and diversity in higher education.

Authors Maher and Tetreault use examples from atop-ranked private university, a comprehensiveurban university, and a major public university toillustrate how privilege is enacted, resisted, andtransformed as changes occur in the student bodiesand faculties of these schools. In their analyses, theyidentify the institutional structures that facilitate thesuccess of a diverse faculty and make valuableobservations about patterns of institutional changeand resistance.

2006: 6 x 9: 240ppHb: 978-0-415-94664-3: £75.00 $135.00Pb: 978-0-415-94665-0: £20.99 $38.95

The Higher Education Manager’sHandbookEffective Leadership and Management inUniversities and Colleges

Peter McCaffery

2004: 6-1/8 x 9-1/4: 336ppHb: 978-0-415-34120-2: £125.00 $250.00Pb: 978-0-415-33507-2: £29.99 $59.95

Faculty DiversityProblems and Solutions

Jo Ann Moody

2004: 6 x 9: 264ppHb: 978-0-415-94866-1: £75.00 $155.00Pb: 978-0-415-94867-8: £18.99 $39.95

NEW

Online Social Networkingon CampusUnderstanding What Matters in Student Culture

Ana M. Martínez Alemán, Boston College, USAand Katherine Lynk Wartman, PhD candidate atBoston College, USA

In the era of such onlinespaces as Facebook, InstantMessenger, Live Journal,Blogger, Web Shots, andcampus blogs, collegestudents are using theseresources and other onlinesites as a social medium.Inevitably, this mediumpresents students with ethicaldecisions about socialpropriety, self disclosure and

acceptable behavior. Because online socialnetworking sites have proven problematic forcollege students and for college administrators, thisbook aims to offer professional guidance to HigherEducation administrators and policy makers. OnlineSocial Networking on Campus, is a professionalguide for Higher Education faculty and StudentAffairs administrators, which rigorously examinescollege students’ use of online social networkingsites and how they use these to developrelationships both on and off campus. Mostimportantly, it investigates how college students useonline sites to explore and makes sense of theiridentities. Providing information taken frominterviews, surveys and focus group data, the bookpresents an ethnographic view of social networkingthat will help Student Affairs administrators,Information Technology administrators, and facultybetter understand and provide guidance to the“neomillennials” on their campuses.

2008: 6 x 9: 168ppHb: 978-0-415-99019-6: £85.00 $150.00Pb: 978-0-415-99020-2: £24.99 $44.95eBook: 978-0-203-88496-6

BESTSELLER

One Size Does Not Fit AllTraditional and Innovative Models of StudentAffairs Practice

Kathleen Manning, University of Vermont,Burlington, USA, Jillian Kinzie, NSSE Institute,Indiana, USA and John H. Schuh, Iowa StateUniversity, USA

2006: 6 x 9: 200ppHb: 978-0-415-95257-6: £75.00 $141.95Pb: 978-0-415-95258-3: £21.99 $34.95

NEW TEXTBOOK

Student Engagement in HigherEducationTheoretical Perspectives and Practical Approachesfor Diverse Populations

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

Student Engagement inHigher Education is animportant volume that fills alongstanding void in thehigher education and studentaffairs literature. The editorsand authors make clear thatdiverse populations ofstudents experience collegedifferently and encountergroup-specific barriers to

success. Informed by relevant theories, each chapterfocuses on a different population for whom researchconfirms that engagement and connectivity to thecollege experience are problematic, including: low-income students, racial/ethnic minorities, studentswith disabilities, LGBT students, and several others.The forward-thinking practical ideas offeredthroughout the book are based on the 41contributors’ more than 540 cumulative years offull-time work experience in various capacities attwo-year and four-year institutions of highereducation. Faculty and administrators willundoubtedly find this book complete with freshstrategies to reverse problematic engagement trendsamong various college student populations.

2008: 7 x 10: 368ppHb: 978-0-415-98850-6: £70.00 155.00Pb: 978-0-415-98851-3: £21.99 45.95eBook: 978-0-203-89412-5

HIGHER EDUCATION ADMINISTRATION AND LEADERSHIP STUDENT AFFAIRS 11



Higher Education and Sustainable DevelopmentParadox and Possibility

Stephen Gough and William Scott, both atUniversity of Bath, UK

Higher Education andSustainable Developmentexamines whether it isactually possible to mandate,plan, monitor, and evaluatethe higher education sector’sroute to the production ofeducated, innovative,independent, self-determining, criticalindividuals while at the sametime achieving a range of

wider policy goals on the side. This book examinesthis question in the context of a particularinternational policy issue.

Illustrated by seven in-depth case studies this bookconsiders the complex inter-relationships of a freesociety and sustainable development in the contextof higher education, and aims to makesrecommendations for realistic future development. Itis essential reading for the international highereducation research community, policy-makers,university managers, students and non-Governmental organizations in the development,environment and social policy sectors.

2008: 6-1/8 x 9-1/4: 208ppHb: 978-0-415-41652-8: £75.00 $1$160.0050.00

eBook: 978-0-203-93842-3

Changing Identities in Higher EducationVoicing Perspectives

Edited by Ronald Barnett, Institute of Education,UK and Roberto Di Napoli, Senior Lecturer inEducational Development, Imperial College London, UK.

2007: 6-1/8 x 9-1/4: 240ppHb: 978-0-415-42605-3: £75.00 $160.00eBook: 978-0-203-94490-5

Grading Student Achievement in Higher EducationSignals and Shortcomings

Mantz Yorke, Lancaster University, UK

2007: 6-1/8 x 9-1/4: 256ppHb: 978-0-415-39396-6: £80.00 $170.00eBook: 978-0-203-93941-3

Towards the Virtuous UniversityThe Moral Bases of Academic Practice

Jon Nixon, Liverpol Hope University, UK

“Jon Nixon’s Towards theVirtuous University isindispensable reading foranyone concerned aboutthe future of highereducation. Thephilosophicalunderpinnings that shapeNixon’s arguments are arefreshing articulation ofhow important andconnected universities,

academic practice, and our evolving societyare.” — Bryan Gopaul, Academic Matters

A good university is invariably assumed to be onewhich is managerially effective in terms of itseconomic efficiency, and is judged in terms ofentrepreneurialism, self-promotion and competitiveinnovation. This book argues that in the majority ofinstitutions, these goals are being pursued to theexclusion of academic excellence and public service.It proposes that there is a marked lack of intellectualleadership at senior management level within HEinstitutions and that academic workers must assumeresponsibility for the moral purposefulness of theirinstitutions. This will not be a retreat into the oldvalues of an elitist “ivory tower”, but a rejection ofthe current deeply stratified university system whichprematurely selects students for differentiatedinstitutional streams.

2008: 6 x 9: 176ppHb: 978-0-415-33533-1: £70.00 $150.00US $140.00

eBook: 978-0-203-41597-9

NEW

Universities, Ethics and ProfessionsDebate and Scrutiny

Edited by JJoohhnn SSttrraaiinn, University of Surrey, UK,RRoonnaalldd BBaarrnneetttt, University of London, UK andPPeetteerr JJaarrvv iiss, University of Surrey, UK

Today every businesses and organization needs toimpress stakeholders with its ethics policy.Universities, Ethics and Professions examines howthis emphasis on ethics by the professional world isimpacting universities, institutions that have longbeen key contributors to ethical reflection anddebate, and shapers of ethical discourse. Changingobjectives, globalization, and public concernscontinue to bring professionalism, andcommercialization, into the dialogue about whatethics mean on campus.

Universities, Ethics and Professions offers an in-depth examination of the changing landscape ofacademic ethics, with case-study analysis fromsociologists, educationalists, management specialistsand philosophers. As professionalism becomes anintegral part of university teaching, training, andresearch, this book considers the impact on theethical practices of academics, and explores theimportance of universities remaining sites of opendiscourse on ethics in the future.

March 2009: 6 x 9: 200ppHb: 978-0-415-99119-3: $150.00

NEW

Researching Learning in Higher EducationAn Introduction to Contemporary Methods andApproaches

Glynis Cousin, Higher Education Academy, UK

Across the world, universitiesare transforming theirteaching and learningpractices to meet thechallenges facing HigherEducation in the 21st century.Research into teaching andlearning in Higher Educationhas never been a moreimportant issue. Growingnumbers of academics acrossdisciplines are conducting

research in their teaching. This book presentscontemporary approaches to researching universityteaching and learning to address this rising demand.The author provides a much needed comprehensiveyet basic approach for conducting this type ofresearch.

A perfect resource for new lecturers, professionaldevelopers, researchers and graduate students; thisbook provides useful and effective guidance forconducting teaching and learning research in HigherEducation. Filling a clear gap in the market, thisbook covers all the essential methodological andtheoretical bases needed to engage in HigherEducation research. This book offers a refreshinglylight yet serious approach to research which hasproved to yield significant advances in the field,allowing new academics from any discipline toeffectively conduct higher education research.

This book is an invaluable resource for anyoneinterested in up to date theories and methods forconducting teaching and learning research in HigherEducation.

2008: 6 x 9: 272ppHb: 978-0-415-99164-3: £75.00 $125.00Pb: 978-0-415-99165-0: £22.99 $45.95eBook: 978-0-203-88458-4

The Realities of Change in Higher EducationInterventions to Promote Learning and Teaching

Edited by Lynne Hunt, Charles Darwin University,Australia, Adrian Bromage, Coventry University, UK and Bland Tomkinson, University ofManchester, UK

2006: 6-1/8 x 9-1/4: 192ppHb: 978-0-415-38581-7: £80.00 $165.00Pb: 978-0-415-38580-0: £25.99 $54.95

FORTHCOMING

KEY ISSUES IN HIGHER EDUCATION SERIES SEDA SERIES12



FORTHCOMING

Academic and ProfessionalIdentities in Higher EducationThe Challenges of a Diversifying Workforce

Edited by Celia Whitchurch, University of Londonand George Gordon, University of Strathclyde, UK

This latest volume in the Routledge InternationalStudies in Higher Education Series reviews globaltrends in the management and development of staffin higher education, and uses international casestudies to demonstrate innovation and goodpractice. It is the first volume to addresssystematically the challenges of diversifyingacademic and professional roles and identities inhigher education.

December 2009: 6 x 9: 272ppHb: 978-0-415-99090-5: £80.00 140.00

FORTHCOMING

International Organizations andHigher Education PolicyThinking Globally, Acting Locally?

Edited by Roberta Malee Bassett, University ofSouthampton, UK and Alma Maldonado,University of Arizona, USA

Higher Education is operatingin an increasingly globalcontext, and yet theexamination of what drivesand moves higher educationhas remained largely focusedon domestic campus leaders,national governments andinstitutional actors.International Organizationsand Higher Education Policy iscomprised of International

scholars and members of the internationalorganizations and expands the analysis of the globaldrivers of higher education policy to include a fullarray of influential organizations such as the WorldBank, UNESCO, OECD, WTO and major privatefoundations that also are very influential at differentlevels of policy development and implementationaround the world. The significance of theseorganizations is especially pronounced in thedeveloping world, where the expansion of highereducation is happening in conjunction with thebroadening influence of globalization.

This title critically analyzes the impact that theseorganizations have on higher education institutions,examines the strength of these relationships, andexposes both the positive and negative implications.

July 2009: 6 x 9: 324ppHb: 978-0-415-99043-1: £80.00 $155.00

NEW

International Perspectives on theGovernance of Higher EducationAlternative Frameworks for Coordination

Edited by Jeroen Huisman, University of Bath, UK

Essential reading for policymakers, institutional leaders,managers, advisors, andscholars in the field of highereducation, InternationalPerspectives on theGovernance of HigherEducation analyzes how thegovernance of highereducation systems hasevolved in recent years. Thisvolume is an authoritative

overview with contributions from authors from theU.K., the Netherlands, Denmark, Portugal, Norway,Italy, Ireland, Austria, Germany, Canada, the U.S.,and Australia.

Comprehensive in coverage, this volume exploreshow the use of disciplinary approaches andframeworks, particularly from political science,public administration and public policy help us tounderstand better the coordination of highereducation systems. This is an arduous but gratifyingchallenge, given the current complexity of multi-actor and multi-level steering in higher education,rife with unintended outcomes and unanticipateddynamics.

February 2009: 6 x 9: 304ppHb: 978-0-415-98933-6: £70.00 $150.00eBook: 978-0-203-88335-8

NEW

Structuring Mass Higher EducationThe Role of Elite Institutions

Edited by David Palfreyman and Ted Tapper, bothat New College, University of Oxford, UK

Undoubtedly the mostimportant development inhigher education in recentyears has been the seeminglyinexorable expansion ofnational systems. In acomparatively short timeperiod many countries havemoved from an elite to amass model. Furthermore,expansion has invariablychanged the whole

experience of higher education for all the interestedparties from presidents, rectors, and vice-chancellorsto first-term undergraduates.

Structuring Mass Higher Education examines theimpact of this change upon the existing nationalstructures of higher education. It also defines andhighlights what makes an “elite” university –something which institutions must strive for in orderto gain their position as global players.

These are critical issues with which both policy-makers and institutional leaders will have to grappleover the next ten years, making Structuring MassHigher Education a timely, relevant, and muchneeded text. It will appeal to policy makers andpractitioners within higher education as well asstudent and scholars worldwide.

2008: 6 x 9: 368ppHb: 978-0-415-42604-6: £88.99 $160.00eBook: 978-0-2038-8972-5

REFERENCE 13



International Studies in Higher EducationSeries Editors: David Palfreyman, Bursar and Fellow of New College, Oxford and Director of the Oxford Centre for Higher Education Policy Studies, (OxCHEPS),

Scott Thomas, Professor, School of Educational Studies, Claremont Graduate University, Ted Tapper Emeritus Professor of Politics, University of Sussexand Visiting Professor, OxCHEPS

International Perspectives on Teaching Excellence in Higher EducationImproving Knowledge and Practice

Edited by Alan Skelton, Lecturer in Education,University of Sheffield, UK.

”This book makes a very valuable contributionto extending people’s understanding of theconcept of teaching excellence in highereducation. I warmly recommend it to anyonewho is in the least bit interested in thinkingseriously about this important topic.” –Professor Roger Murphy Director, Institute forResearch into Learning and Teaching, University ofNottingham.

2007: 6-1/8 x 9-1/4: 296ppHb: 978-0-415-40362-7: £80.00 $165.00eBook: 978-0-203-93937-6

FORTHCOMING

The Routledge InternationalHandbook of Higher EducationEdited by Malcolm Tight, Lancaster University, UK,Ka Ho Mok,University of Hong Kong,Jeroen Huisman, University of Bath, UK andChristopher Morphew, University of Georgia, UK

Series: Routledge International Handbook ofHigher Education

This volume is a detailed andup-to-date reference workproviding an authoritativeoverview of the main issues inhigher education around theworld today. Consisting ofnewly commissioned chaptersand impressive journalarticles, it surveys the state ofthe discipline and includes theexamination and discussion of

emerging, controversial, and cutting edge areas.

International contributions include chapters from“Big Name” authors, rising stars and more junioracademics, incorporating an appropriate mix of sex,ethnicity, age, experience and national location,showing the best of cutting edge research. Eachsection includes an introduction by the volumeeditors to set the scene and provide an overview ofkey themes and differences between territories.

Structured around an eightfold thematiccategorization the volume covers:

•Teaching and learning

•Course design

•The student experience

•Quality

•System policy

•Institutional management

•Academic work

•Knowledge.

This structure is derived from an extensive empiricalanalysis of contemporary published researchfocusing on higher education. The analysis focusedon the themes or issues considered, the methods ormethodologies applied, the use of theory, and thecharacteristics of the authors.

Considering the relevant methodology and theory aswell as practice and policy, The RoutledgeInternational Handbook of Higher Education is adetailed and up-to-date reference work providing acomprehensive and critical account of the state ofplay in higher education internationally.

March 2009: 7 x 10: 544ppHb: 978-0-415-43264-1: £110.00 $200.00

FORTHCOMING

Transitions and Learning throughthe LifecourseKathryn Ecclestone, Oxford Brookes University, UK,Gert Biesta, University of Exeter, UK and Martin Hughes, University of Bristol, UK

Like many ideas that inform policy, practice andresearch, “transition” has numerous everyday andconceptual meanings. Children make a transition toadulthood, students move from primary tosecondary school, from school to work, training orfurther education. Such transitions can lead toprofound change or be an impetus for newlearning, or they can be unsettling, difficult andunproductive. Yet, while certain transitions areunsettling and difficult for some people, risk,challenge and even difficulty might also beimportant factors in successful transitions for others.

Rapid social and economic changes in work andeducation, life patterns, and support systems areleading to growing political interest in transitions inmany countries. Policy makers regard successfultransitions through the education system and labourmarket as essential for social inclusion andeducational achievement, and are thereforeincreasingly concerned that some groups andindividuals experience particular difficulty inmanaging transitions.

Transitions have increasingly become a politicalconcern, through numerous policy initiatives thatencourage institutions and individuals to managetransitions more effectively. Aimed primarily atacademic researchers and students at all levels ofstudy across a range of disciplines, includingeducation, careers, sociology, feminist and culturalstudies, it the first systematic attempt to bringtogether and evaluate insights about educational,life and work transitions from different fields ofresearch.


REFERENCE14



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Changing Practices of DoctoralEducationEdited by David Boud, University of TechnologySydney, Australia and Alison Lee, University ofTechnology, Sydney, Australia

Postgraduate research hasundergone unprecedentedchange in the past ten years,in response to major shifts inthe role of the university andthe disciplines in knowledgeproduction and themanagement of intellectualwork.

New kinds of doctorates havebeen established that haveexpanded the scope and

direction of doctoral education. A new audience ofsupervisors, academic managers and graduateschool personnel is engaging in debates about thenature, purpose and future of doctoral educationand how institutions and departments can bestrespond to the increasing demands that are beingmade.

Discussion of the emerging issues and agendas is setwithin the context of the international policy shiftsthat are occurring and considers the implications ofthese shifts on the changing external environment.

Including contributions from both those who haveconducted formal research on research educationand those whose own practice is breaking newground within their universities, this thought-provoking book draws on the expertise of thosecurrently making a stimulating contribution to theliterature on doctoral education.

2008: 6-1/8 x 9-1/4: 272ppHb: 978-0-415-44269-5: £75.00 $150.00Pb: 978-0-415-44270-1: £23.99 $45.95

How We LearnLearning and Non-Learning in School andBeyond

Knud Illeris, Danish University of Education,Denmark

”This is a book which I willreturn to and come tovalue for its ability toprovoke reassessments ofmy understanding oflearning.” – Teaching andLearning Update

“How We Learn is quiteexcellent- very welldesigned and veryreadable.” – British Journalof Educational Technology

2007: 6-1/8 x 9-1/4: 304ppHb: 978-0-415-43846-9: £75.00 $160.00Pb: 978-0-415-43847-6: £19.99 $37.95eBook: 978-0-203-93989-5

Human LearningAn Holistic Approach

Edited by Peter Jarvis, University of Surrey, UK andStella Parker, University of Nottingham, UK

”Learning is a common yetcomplex activity. PeterJarvis and Stella Parkerprovide a rich, accessible,diverse, and stimulatingset of readings thatunderscore how learning isan essential part of beinghuman.” – Tom Nesbit,Canadian Association for theStudy of Adult Education

“This book necessitatesbeing on the reading list of any introductorycourse on human learning.” – Pedagogies: AnInternational Journal

2007: 6-1/8 x 9-1/4: 240ppPb: 978-0-415-43218-4: £24.99 $47.95eBook: 978-0-203-46332-1

FORTHCOMING

Improving Disabled Students’LearningExperiences and Outcomes

Mary Fuller, University of Gloucestershire, UK, JanGeorgeson, University of Chichester, UK, Mick Healey, University of Gloucestershire, UK,Alan Hurst is a trustee of Skill: National Bureau forStudents with Disabilities, UK, Katie Kelly, SheilaRiddell, University of Edinburgh, UK, Hazel Roberts, and Elisabet Weedon

Series: Improving Learning

This book sets out to showhow disabled studentsexperience university lifenowadays. They are the firstgeneration of students tomove through university afterenactment of importantlegislation (DisabilityDiscrimination Act) whichplaces a responsibility onuniversities to create aninclusive environment in

which disabled students should be able to study onan equal footing with non-disabled students andreach their potential. The research on which thebook is based focuses on a small number ofstudents with a variety of impairments as they movethrough their degree courses. On the way theyencounter many different styles of teaching andapproaches to learning and assessment.

The book provides practitioners who teach andsupport disabled students and those who campaignfor an end to discrimination and exclusion insightsinto the working of universities as seen by thecentral participants. Crucially, it foregrounds theviews of disabled students themselves, giving rise toa complex, contradictory and always fascinatingpicture of university life from students whose viewsand voice are not often heard.

August 2009: 5-1/2 x 8-1/2: 176ppHb: 978-0-415-48048-2: £75.00 $150.00Pb: 978-0-415-48049-9: £21.99 $41.95

Improving Learning Cultures inFurther EducationDDaavv iidd JJaammeess, University of the West of England,Bristol, UK and GGeerrtt BBiieessttaa, University of Exeter, UK


Illustrated with case studies, this practical guidedevelops a new way of understanding educationalimprovement—one which focuses on the formationand transformation of the practices through whichstudents learn.

2007: 5-1/2 x 8-1/2: 224ppHb: 978-0-415-42735-7: $165.00Pb: 978-0-415-42736-4: $48.95

FORTHCOMING

Improving Learning by WideningParticipation in Higher EducationEdited by Miriam David, Institute of Education, UK


The book presents a strong and coherent rationalefor improving learning for diverse students from arange of socio-economic, ethnic/racial, and genderbackgrounds within higher education, and for adultsacross the life course. It considers what constitutesappropriate policy contexts and changes for thepost-compulsory sectors of education, to ensure amore consistent and equitable system for diversestudents and across a diversity of subjects andinstitutions.

Written by the Associate Director of the ESRC’shighly successful Teaching and Learning ResearchProject (TLRP), the book provides clear andcomprehensive research evidence on the policies,processes, pedagogies and practices of widening orincreasing participation to higher education. Thisevidence is situated within the contexts of changingindividual and institutional circumstances across thelife course and wider international transformationsof higher education in relation to the globalknowledge economy.

Also considered are: the changing UK policycontexts of post-compulsory education; how socio-economically disadvantaged (raced and gendered)students fare through schools and into post-compulsory education; the kinds of academic orvocational courses undertaken (including thecriticality of maths education for some subjects andforms of higher education); changing forms ofinstitutional and pedagogic practices within highereducation; how adults think about higher educationin their lives.

The findings are based upon both qualitative studiesand quantitative datasets. The book will appeal topolicy-makers and practitioners as well as studentswithin higher education.

August 2009: 5-1/2 x 8-1/2: 224ppHb: 978-0-415-49541-7: £75.00 $150.00Pb: 978-0-415-49542-4: £21.99 $41.95

REFERENCE 15



NEW

Improving What is Learned at UniversityAn exploration of the social and organisationaldiversity of university education

John Brennan and Rob Edmunds, both at theOpen University, UK, Muir Houston, University ofStirling, UK, David Jary, Yann Lebeau, Universityof East Anglia, UK Michael Osborne, University ofGlasgow, UK and John Richardson, The OpenUniversity, UK


What is learned in universitiestoday? Is it what studentsexpect to learn? Is it whatuniversities say they learn?How far do the answers toquestions such as these differaccording to what, where andhow one studies?

As higher education hasexpanded, it has diversifiedboth in terms of its

institutional forms and in the characteristics of itsstudents. A key question posed by this book is theextent to which it had also diversified in terms of“what is learned”. The question is answeredpredominantly through the voices of highereducation students. Students from 15 differentcourses across three subject areas – bioscience,business studies, sociology – were asked over a twoyear period about their experiences, their lives, theirhopes and aspirations through a series of interviewsand questionnaires. The perspectives of theirteachers and the official views of their universitieswere also collected. A wider survey of studentsenabled answers to be generalized more widelyacross higher education.

This book provides a unique insight into “what isreally learned at university” and how much it differsbetween students and between the universities theyattend. It challenges notions of ‘best’ or ‘top’universities and demonstrates both diversities andcommonalities in the experience of being a studenttoday. It poses important questions for highereducation institutions about the kind of institutionthey are and want to be, about the kinds ofexperiences they seek to provide for their studentsand the kinds of consequences for their graduatesand society. With new empirical data and somenovel conceptualizations of higher education, thebook provides answers to these questions in wayswhich do not always follow conventional lines ofthought about diversity and difference in UK highereducation.

February 2009: 5-1/2 x 8-1/2: 176ppHb: 978-0-415-48015-4: £75.00 $150.00Pb: 978-0-415-48016-1: £21.99 $41.95

Improving Learning, Skills and InclusionThe Impact of Policy on Post-CompulsoryEducation

Frank Coffield, University of Newcastle Upon Tyne,UK, Sheila Edward, Ian Finlay, University ofStrathclyde, UK, Ann Hodgson, University ofLondon, UK, Ken Spours, University of London, UKand Richard Steer, Institute of Education, UK


Post compulsory education inthe UK has been constantlyrestructured by the NewLabour government and hasbeen subject to considerablepolicy turbulence over the lastfew years. This book attemptsto understand this importantbut poorly understood sectorby both talking to studentsand front-line staff and byinterviewing the officials

responsible for managing post-compulsoryeducation and lifelong learning.

By examining the sector simultaneously from the“bottom up” and from “top down,” the authorsshow how recent policy is affecting threedisadvantaged groups—16-19 year olds who havefared poorly in official tests at school; unemployedadults learning basic skills; and employees at worklearning basic skills. The authors conclude that thereare serious failings and suggest principles andfeatures of a more equitable and effective learningsystem.

2008: 5-1/2 x 8-1/2: 248ppHb: 978-0-415-46180-1: £75.00 $150.00Pb: 978-0-415-46181-8: £21.99 $42.95

NEW

Improving Learning in CollegeRethinking literacies across the curriculum

Roz Ivanic, Lancaster University, UK, June Smith,University of Stirling, UK Richard Edwards,University of Stirling, UK David Barton, Universityof Lancaster, UK, Marilyn Martin-Jones, ZoeFowler, Independent Researcher, Buddug Hughes,University of Wales, Bangor, UK Greg Mannion,University of Stirling, Kate Miller, University ofStirling, UK and Candice Satchwell, LancasterUniversity and Blackpool & The Fylde College, UK


What’s the problem withliteracy at college? How mighteveryday literacy be harnessedfor educational ends?

Based on the first major studyof literacy practices in collegesin the UK, this book exploresthe reading and writingassociated with learningsubjects across the collegecurriculum. It investigatesliteracy practices in which

students engage outside of college, and teachingand learning strategies through which these canhelp support the curriculum. With insightful analysesof innovative practices, it considers ways ofchanging teaching practices to enable students todraw upon their full potential.

Recent research work has challenged the myth ofindividual student deficit, arguing cogently thatpeople have “funds of knowledge” from diverseand vibrant cultural roots, and that these have beenmisguidedly disqualified by the education system. Ithas claimed that different ‘ways with words’ canprovide valuable resources for learning. However,the empirical exploration of this claim has lagged farbehind the theoretical debate. Improving Learning inCollege resolves this by showing the integrity andrichness of the literacy practices of a significantpopulation, not previously the focus of suchresearch: those who take vocational and academiccollege courses in colleges. It addresses an issuewhich has not until now been developed within thisresearch tradition: that of how these practices cannot only be valued and validated, but mobilized andharnessed to enhance learning in educationalsettings.

This book will interest all teachers, teacher-educatorsand researchers concerned with post-compulsoryeducation and vocational education in compulsoryschooling.

February 2009: 5-1/2 x 8-1/2: 224ppHb: 978-0-415-46911-1: £75.00 $150.00Pb: 978-0-415-46912-8: £21.99 $41.95

REFERENCE16



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FORTHCOMING

Publishing Pedagogies for theDoctorate and BeyondEdited by Claire Aitchison, University of WesternSydney, Australia, Barbara Kamler, EmeritaProfessor at Deakin University, Australia and Alison Lee, University of Technology, Sydney,Australia

Doctoral programs across the world are increasinglytying assessments of research quality andproductivity to the outcomes of doctoral research.Doctoral students are being encouraged to publishnot only after completion of their doctorates, butduring, and increasingly as part of, doctoralprograms.

Even so, there continues to be a lack of scholarlyattention given to the full gamut of issues pertainingto writing within doctoral education. In particular,little systematic pedagogical attention is paid torelationships between doctoral work and publicationfrom the doctorate, and low publication rates in theUK, the US, Australia and elsewhere continue to bea problem requiring serious pedagogical attention.This lack of widespread and systematic publishingcreates problems with the quality and effectivenessof doctoral education when preparing students toparticipate in research cultures.

Publishing Pedagogies for the Doctorate and Beyondis a vital text for both supervisors and their doctoralstudents. It will guide them through these mountingpressures, and provide ways to increase researchpublication outputs in a consistent and systematicway.


6-VOLUME SET

History of Multicultural Education,This benchmark 6-volume setdocuments, analyzes, andcritiques a comprehensivebody of research on thehistory of multiculturaleducation in the U.S. Bycollecting and providing aframework for keypublications spanning thepast thirty-forty years, thesevolumes provide a means ofunderstanding and visualizing

the development, implementation, andinterpretation of multicultural education in Americansociety.

These volumes do not promote any one scholar’s orgroup’s vision of multicultural education, but includeconflicting ideals that inform multipleinterpretations. Each volume contains archivaldocuments organized around a specific theme:

•Volume 1: Conceptual Frameworks and CurricularIssues

•Volume 2: Foundations and Stratifications

•Volume 3: Instruction and Assessment

•Volume 4: Policy and Policy Initiatives

•Volume 5: Students and Student Learning

•Volume 6: Teachers and Teacher Education

The historical time line within each volume illustratesthe progression of research and theory on eachtheme and encourages readers to reflect on thechanges in language and thinking concerningeducational scholarship in that area. Readers willalso see how language, pedagogical issues, andpolicy reforms have been constructed, assimilated,and mutated over the highlighted period of time.

Exploring the tenets of the field and examining theindividuals whose work has contributed significantlyto equity and social justice for all citizens, thislandmark set illuminates the historical importance,current relevance, and future implications ofmulticultural education.

SPECIAL SET PRICE2008: 6 x 9Hb: 978-0-415-98889-6: $650.00

VOLUME 1

Conceptual Frameworks and Curricular Issues

July 2008: 6 x 9: 400ppHb: 978-0-8058-5439-8: £75.00 $140.00

VOLUME 2

Foundations and Stratifications

July 2008: 6 x 9: 408ppHb: 978-0-8058-5441-1: £75.00 $140.00

VOLUME 3

Instruction and Assessment

July 2008: 6 x 9: 360ppHb: 978-0-8058-5443-5: £75.00 $140.00

VOLUME 4

Policy and Policy Initiatives

July 2008: 6 x 9: 248ppHb: 978-0-8058-5445-9: £75.00 $140.00

VOLUME 5

Students and Student Leaning

July 2008: 6 x 9: 432ppHb: 978-0-8058-5447-3: £75.00 $140.00

VOLUME 6

Teachers and Teacher Education

July 2008: 6 x 9: 408ppHb: 978-0-8058-5449-7: £75.00 $140.00

REFERENCE 17



History of Multicultural Education

Edited by Carl A. Grant, University of Wisconsin, Madison, USA andThandeka K. Chapman, University of Wisconsin, Milwaukee, USA

The Dangerous Rise of TherapeuticEducationKathryn Ecclestone and Dennis Hayes, both atOxford Brookes University, UK

The silent ascendancy of atherapeutic ethos across theeducation system and into theworkplace demands a bookthat serves as a wake up callto everyone. KathrynEcclestone and Dennis Hayes’controversial and compellingbook uses a wealth ofexamples across the educationsystem, from primary schoolsto university, and the

workplace to show how therapeutic education isturning children, young people and adults intoanxious and self-preoccupied individuals rather thanaspiring, optimistic and resilient learners who wantto know everything about the world.

The Dangerous Rise of Therapeutic Education is eye-opening reading for every teacher, student teacherand parent who retains any belief in the power ofknowledge to transform people’s lives. Its insistentcall for a serious public debate about the emotionalstate of education should also be at the forefront ofthe minds of every agent of change in society...from parent to policy maker.

2008: 6-1/8 x 9-1/4: 200ppHb: 978-0-415-39700-1: £75.00 $150.00Pb: 978-0-415-39701-8: £16.99 $35.95

2ND EDITION

Globalisation & PedagogySpace, Place and Identity

Richard Edwards, Institute of Education, Universityof Sterling, UK and Robin Usher, Royal MelbourneInstitute of Technology University, Australia

2007: 6-1/8 x 9-1/4: 200ppHb: 978-0-415-42895-8: £80.00 $170.00Pb: 978-0-415-42896-5: £22.99 $45.95

NEW

Handbook of Research on AdultLearning and DevelopmentEdited by M. Cecil Smith with Nancy DeFrates-Densch, both at Northern Illinois University, USA

This comprehensive, state-of-the-art Handbookanalyzes, integrates, andsummarizes theoreticaladvances and researchfindings on adultdevelopment and learning.Contributors includeprominent scholars acrossdiverse disciplinary fields(education, developmental

psychology, public policy, gerontology, neurology,public health, sociology, family studies, and adulteducation).

2008: 7 x 10: 832ppHb: 978-0-8058-5819-8: £152.99 $275.00Pb: 978-0-8058-5820-4: £55.00 $99.95

FORTHCOMING

World Yearbook of Education 2010Education and the Arab World: Local Dynamics,Global Resonances

Edited by Ronald Sultana, University of Malta andAndre Mazawi, Tel Aviv University, Israel

World Yearbook of Education 2010 Education andthe Arab World: Local Dynamics, Global Resonancesis a ground-breaking volume that aspires to open upimportant conceptual, methodological and policy-related discussions that capture innovative ways toimprove the relationship between the Arab Worldand the West, beyond the divides underpinning mostcurrent approaches. This volume fills a clear gap inthe field of educational studies by exploring thecomplex intersections between globalization and thegrowing mobilization of “the politics of fear” interms of how it impacts perceptions of the Arabregion. The importance of this volume residesprecisely in its positioning of education in the Arabworld within the wider contexts of regional,geopolitical and global processes.

The first section, Mapping the Epistemic Landscapesof Education in the Arab Region, maps, synthesizesand critiques the conceptual, disciplinary and inter-disciplinary foundations which inform studies ofeducation in the Arab region. It offers the most up-to-date, nuanced, and comprehensive understandingof the factors which shape the current researching ofeducation across the Arab region.

The second section, New Perspectives on theTensions and Challenges in Educational Policy andPractice in the Arab Region, offers a set of empiricalstudies which examine marginalized aspects and thelived experience of students, teachers, policy makersand communities, thus generating critical insightsregarding the role played by education and schoolingin relation to state power, wars and military conflicts,educational planning, and the political activism ofsocial movements.

The third section, Exploring New Spaces forEducational Research in the Arab Region, identifiesnew conceptual paths that approach education inthe Arab region over the larger backdrop of trans-continental/ diasporic processes. This section seeks tobreak the vicious circle of education seen exclusivelywithin the frame of the nation-state or that of anArab region by exploring the relationships betweeneducational processes within the Arab region andother world regions.

The World Yearbook of Education 2010 aims toformulate new conceptual lenses that identify notonly innovative venues for research but also newways through which to connect educational andsocial science research. For the first time, thiscollection of readings brings together cutting-edgeconceptual and empirical studies to bear on anunderstanding of Arab education in ways whichopen new horizons for educational opportunities inthis region.

December 2009: 6-1/8 x 9-1/4Hb: 978-0-415-80034-1: £80.00 $160.00

NEW

World Yearbook of Education 2009Childhood Studies and the Impact ofGlobalization: Policies and Practices at Globaland Local Levels

Edited by Marilyn Fleer, Monash University,Australia, Mariane Hedegaard, University ofCopenhagen, Denmark and Jonathan Tudge, TheUniversity of North Carolina at Greensboro, USA

The World Yearbook ofEducation 2009: ChildhoodStudies and the Impact ofGlobalization: Policies andPractices at Global and LocalLevels examines the conceptof childhood and childhooddevelopment and learningfrom educational, sociological,and psychologicalperspectives. This contributedvolume seeks to explicitly

provide a series of windows into the construction ofchildhood around the world, as a means toconceptualizing and more sharply defining theemerging field of global and local childhood studies.At the global level there has been increasingdiscontent with how children have been reified andmeasured. Prevailing Eurocentric and North-American notions of childhood and developmentacross the North-South boundaries show vastdifferences in how childhood is constructed andhow development is theorized.

The World Yearbook of Education 2009 providescomprehensive research from Asia-Pacific, theAmericas, the African region and Europeancommunities and is presented with a special focuson education. It examines childhood from birth totwelve years of age, across institutional contexts andwithin both poor majority and rich minoritycountries. Cultural-historical theory has been used asthe framework for investigating and providinginsights into how childhood is theorized, politicized,enacted, and lived across these communities. Arange of theoretical orientations informs this book,including cultural-historical theory, ecological theory,and cross-cultural research.

The World Yearbook of Education 2009 is organizedinto 3 sections:

Section 1: Examines the global construction ofchildhood development and learning

Section 2: Discusses the local conditions and globalimperatives that arise from a broadly based analysisof the studies presented within this section

Section 3: Draws upon cultural-historical theory andecological theory and brings together the themesexplored throughout the preceding two sections.

The World Yearbook of Education 2009 seeks tomake visible the cultural-historical construction ofchildhood and development across the north-southregions and scrutinizes the policy imperatives thathave maintained the global colonization of families.

2008: 6-1/8 x 9-1/4: 352ppHb: 978-0-415-99411-8: £85.00 $160.00

REFERENCE18



World Yearbook of Education SeriesSeries Editors: Jenny Ozga, University of Edinburgh, UK and Terri Seddon, Monash University, Australia

INDEX 19



World Yearbook of Education 2008Geographies of Knowledge, Geometries ofPower: Framing the Future of Higher Education

Edited by Debbie Epstein, Cardiff University, UK,Rebecca Boden, Rebecca Boden, University ofWales, Cardiff, Rosemary Deem, Fazal Rizvi,University of Illinois, USA and Susan Wright,Denmark University, Denmark

2007: 6-1/8 x 9-1/4: 352ppHb: 978-0-415-96378-7: £80.00 $150.00eBook: 978-0-203-93234-6

World Yearbook of Education 2007Educating the Global Workforce: Knowledge,Knowledge Work and Knowledge Workers

Edited by Lesley Farrell, Monash University,Australia and Tara Fenwick, University of Alberta,Canada

This volume examines higher education in globalizedconditions through a focus on the spatial, historicand economic relations of power in which it isembedded. Distinct geometries of power areemerging as the knowledge production capability ofuniversities is increasingly globalized. Thus distinctivegeographies of knowledge are being produced,intersected by geometries of power and raisingquestions about the recognition, production, controland usage of university-produced knowledge indifferent regions of the world.

2007: 6-1/8 x 9-1/4: 336ppHb: 978-0-415-41603-0: £80.00 $160.00

World Yearbook of Education 1965-20082008: 6-1/8 x 9-1/4Hb: 978-0-415-99170-4: £2323.00 $4,647.00

BY TITLE

A

Academic and Professional Identities in HigherEducation . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Academic Writing and Publishing . . . . . . . . . . . . .6

Achieving Success through AcademicAssertiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Action Research in Teaching and Learning . . . . . .6

Activity Theory in Practice . . . . . . . . . . . . . . . . . . .7

Argumentation in Higher Education . . . . . . . . . . .1

Authentic Dissertation, The . . . . . . . . . . . . . . . . . .6

C

Challenging Boundaries . . . . . . . . . . . . . . . . . . . . .8

Changing Identities in Higher Education . . . . . . .12

Changing Practices of Doctoral Education . . . . . .15

Collaborative Working in Higher Education . . . . . .8

College Organization and ProfessionalDevelopment . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Connecting with E-learning (series) . . . . . . . . . .3, 5

Critical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . .7

D, E

Dangerous Rise of Therapeutic Education, The . .18

Digital Discourse . . . . . . . . . . . . . . . . . . . . . . . . . .3

Economics of Distance and Online Learning . . . . .9

Educating Global Citizens in Colleges andUniversities . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Educational Potential of e-Portfolios, The . . . . . . .5

e-Learning and Social Networking Handbook . . . .4

Engaging with Feedback in Higher Education . . . .2

Enhancing Learning through FormativeAssessment and Feedback . . . . . . . . . . . . . . . . . .5

Enhancing University Teaching . . . . . . . . . . . . . . .1

F, G, H

Faculty Diversity . . . . . . . . . . . . . . . . . . . . . . . . .11

Giving a Lecture . . . . . . . . . . . . . . . . . . . . . . . . . .5

Globalisation & Pedagogy . . . . . . . . . . . . . . . . . .18

Grading Student Achievement in HigherEducation . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Guide to Publishing a Scientific Paper . . . . . . . . . .6

Handbook for Teaching and Learning in HigherEducation, A . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Handbook of Practice and Research in StudyAbroad, The . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Handbook of Reflective and ExperientialLearning, A . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Handbook of Research on Adult Learning andDevelopment . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Helping Doctoral Students Write . . . . . . . . . . . . . .6

Higher Education and SustainableDevelopment . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Higher Education Manager’s Handbook, The . . .11

Higher Education Marketing . . . . . . . . . . . . . . . . .9

History of Multicultural Education,6 - Volume Set . . . . . . . . . . . . . . . . . . . . . . . . .17

How to Recruit and Retain Higher EducationStudents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

How We Learn . . . . . . . . . . . . . . . . . . . . . . . . . .15

Human Learning . . . . . . . . . . . . . . . . . . . . . . . . .15

I

Improving Disabled Students’ Learning . . . . . . . .15

Improving Learning (series) . . . . . . . . . . . . . .15, 16

Improving Learning by Widening Participation inHigher Education . . . . . . . . . . . . . . . . . . . . . . . .15

Improving Learning Cultures in FurtherEducation . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Improving Learning in College . . . . . . . . . . . . . . .16

Improving Learning, Skills and Inclusion . . . . . . .16

Improving Student Retention in HigherEducation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Improving What is Learned at University . . . . . . .16

Inclusion and Diversity . . . . . . . . . . . . . . . . . . . . . .5

Interdisciplinary Learning and Teaching inHigher Education . . . . . . . . . . . . . . . . . . . . . . . . .2

International Organizations and HigherEducation Policy . . . . . . . . . . . . . . . . . . . . . . . .13

International Perspectives on TeachingExcellence in Higher Education . . . . . . . . . . . . .14

International Perspectives on the Governance ofHigher Education . . . . . . . . . . . . . . . . . . . . . . . .13

International Studies in Higher Education (series) 13

Internationalising Higher Education . . . . . . . . . . . .9

K, L, M

Key Guides for Effective Teaching in HigherEducation (series) . . . . . . . . . . . . . . . . . . . . . . . .5

Key Issues in Higher Education (series) . . . . .11, 12

Learning in Groups . . . . . . . . . . . . . . . . . . . . . . . .3

Learning Journals . . . . . . . . . . . . . . . . . . . . . . . . .7

Learning Theory, Design and EducationalTechnology . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Learning to Teach Adults . . . . . . . . . . . . . . . . . . .6

Learning to Teach in Higher Education . . . . . . . . .3

Learning with Digital Games . . . . . . . . . . . . . . . . .5

Lecturer’s Toolkit, The . . . . . . . . . . . . . . . . . . . . . .2

Mobile Learning Communities . . . . . . . . . . . . . . . .4

Motivation and Learning Strategies for CollegeSuccess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

O, P

One Size Does Not Fit All . . . . . . . . . . . . . . . . . .11

Online Social Networking on Campus . . . . . . . . .11

Open and Flexible Learning Series (series) . . . . . . .5

Personal, Academic and Career Development inHigher Education . . . . . . . . . . . . . . . . . . . . . . . . .2

Plagiarism, the Internet, and Student Learning . .10

Political Correctness and Higher Education . . . . .10

Practical Guide for University and CollegeManagement, A . . . . . . . . . . . . . . . . . . . . . . . . .7

Practical Guide to Authentic e-Learning, A . . . . . .3

Practical Guide to Problem-Based LearningOnline, A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

preparing for blended e-learning . . . . . . . . . . . . . .5

Privilege and Diversity in the Academy . . . . . . . .11

Publishing Pedagogies for the Doctorateand Beyond . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

R

Realities of Change in Higher Education, The . . .12

Reconstructing Policy in Higher Education . . . . . .10

Researching Learning in Higher Education . . . . . .12

Researching with Integrity . . . . . . . . . . . . . . . . . .10

Rethinking Assessment in Higher Education . . . . .2

Rethinking Pedagogy for a Digital Age . . . . . . . . .4

Routledge International Handbook of HigherEducation, The . . . . . . . . . . . . . . . . . . . . . . . . .14

Routledge International Handbooks of Education(series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

S, T

SEDA Series (series) . . . . . . . . . . . . . . . . . . . . . . .12

Structuring Mass Higher Education . . . . . . . . . . .13

Strategic Leadership of Change in HigherEducation . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Student Engagement in Higher Education . . . . . .11

Teaching and Learning in Further Education . . . . .3

Teaching in Transnational Higher Education . . . .10

Teaching Online . . . . . . . . . . . . . . . . . . . . . . . . . .4

Teaching, Learning and Research in HigherEducation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Thesis and Dissertation Writing in a SecondLanguage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Towards the Virtuous University . . . . . . . . . . . . .12

Transitions and Learning through theLifecourse . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

U, V, W

Undergraduates in a Second Language . . . . . . . . .2

Universities, Ethics and Professions . . . . . . . . . . .12

University and its Disciplines, The . . . . . . . . . . . . .2

Voice in Qualitative Inquiry . . . . . . . . . . . . . . . . . .6

Working One-to-One with Students . . . . . . . . . . .5

World Yearbook of Education 1965-2008 . . . . . .19

World Yearbook of Education 2007 . . . . . . . . . .19




World Yearbook of Educationseries (series) . . . . . . . . . . . . . . . . . . . . . . . .18, 19

BY AUTHOR

A, B

Aitchison, Claire . . . . . . . . . . . . . . . . . . . . . . . . .17

Alemán, Ana M. MartÌnez . . . . . . . . . . . . . . . . . .11

Allan, Elizabeth J. . . . . . . . . . . . . . . . . . . . . . . . .10

Andrews, Richard . . . . . . . . . . . . . . . . . . . . . . . . .1

Antoniou, Maria . . . . . . . . . . . . . . . . . . . . . . . . . .5

Barnett, Ronald . . . . . . . . . . . . . . . . . . . . . . . . . 12

Barton, David . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Bassett, Roberta Malee . . . . . . . . . . . . . . . . . . . .13

Beetham, Helen . . . . . . . . . . . . . . . . . . . . . . . . . .4

Biesta, Gert . . . . . . . . . . . . . . . . . . . . . . . . . .14, 15

Boden, Rebecca . . . . . . . . . . . . . . . . . . . . . . . . .19

Boud, David . . . . . . . . . . . . . . . . . . . . . . . . . .2, 15

Bramble, William J . . . . . . . . . . . . . . . . . . . . . . . .9

Brennan, John . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Bromage, Adrian . . . . . . . . . . . . . . . . . . . . . . . . .12

Brown, Sally . . . . . . . . . . . . . . . . . . . . . . . . . . .7, 9

C, D

Chandramohan, Balasubramanyam . . . . . . . . . . . .2

Chapman, Thandeka K. . . . . . . . . . . . . . . . . . . . .17

Coffield, Frank . . . . . . . . . . . . . . . . . . . . . . . . . .16

Cook, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Corder, Nicholas . . . . . . . . . . . . . . . . . . . . . . . . . .6

Cousin, Glynis . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Crosling, Glenda . . . . . . . . . . . . . . . . . . . . . . . . . .9

Danaher, Geoff . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Danaher, Patrick . . . . . . . . . . . . . . . . . . . . . . . . . .4

Daniels, Harry . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

David, Miriam . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Deem, Rosemary . . . . . . . . . . . . . . . . . . . . . . . . .19

DeFrates-Densch, Nancy . . . . . . . . . . . . . . . . . . .18

Dembo, Myron H. . . . . . . . . . . . . . . . . . . . . . . . . .3

Dennick, Reg . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Denton, Steve . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Di Napoli, Roberto . . . . . . . . . . . . . . . . . . . . . . . .12

Dunn, Lee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

E, F

Ecclestone, Kathryn . . . . . . . . . . . . . . . . . . . .14, 18

Edmunds, Rob . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Edward, Sheila . . . . . . . . . . . . . . . . . . . . . . . . . .16

Edwards, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Edwards, Richard . . . . . . . . . . . . . . . . . . . . . .16, 18

Engestrom, Yrjo . . . . . . . . . . . . . . . . . . . . . . . . . .7

Epstein, Debbie . . . . . . . . . . . . . . . . . . . . . . . . . .19

Exley, Kate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Falchikov, Nancy . . . . . . . . . . . . . . . . . . . . . . . . . .2

Fallows, Stephen . . . . . . . . . . . . . . . . . . . . . . . . . .2

Farrell, Lesley . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Fenwick, Tara . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Finlay, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Fleer, Marilyn . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Four Arrows aka Don Trent Jacobs . . . . . . . . . . . .6

Fowler, Zoe . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Fry, Heather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Fuller, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

G

Gallagher, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Garrod, Neil . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Georgeson, Jan . . . . . . . . . . . . . . . . . . . . . . . . . .15

Gordon, George . . . . . . . . . . . . . . . . . . . . . . . . .13

Gough, Stephen . . . . . . . . . . . . . . . . . . . . . . . . .12

Grace, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Grant, Carl A. . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Gravestock, Phil . . . . . . . . . . . . . . . . . . . . . . . . . . .5

H

Harasim, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Harper, Shaun R. . . . . . . . . . . . . . . . . . . . . . . . . .12

Hartley, James . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Hayes, Dennis . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Heagney, Margaret . . . . . . . . . . . . . . . . . . . . . . . .9

Healey, Mick . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Hedegaard, Mariane . . . . . . . . . . . . . . . . . . . . . .18

Herrington, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Hodgson, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Houston, Muir . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Huddleston, Prue . . . . . . . . . . . . . . . . . . . . . . . . . .3

Hughes, Buddug . . . . . . . . . . . . . . . . . . . . . . . . .16

Hughes, Martin . . . . . . . . . . . . . . . . . . . . . . . . . .14

Huisman, Jeroen . . . . . . . . . . . . . . . . . . . . . .13, 14

Hunt, Lynne . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Hurst, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

I, J

Illeris, Knud . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Irons, Alastair . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Ivanic, Roz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Iverson, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Jackson, Alecia Y . . . . . . . . . . . . . . . . . . . . . . . . . .6

James, David . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Jaques, David . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Jarvis, Peter . . . . . . . . . . . . . . . . . . . . . . . . . .12, 15

Jary, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Jones, Elspeth . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

K

Kaczynski, Dan . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Kahn, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Kamler, Barbara . . . . . . . . . . . . . . . . . . . . . . . .6, 17

Kelly, Katie . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Kember, David . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Ketteridge, Steve . . . . . . . . . . . . . . . . . . . . . . . . . .1

Kinzie, Jillian . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Ko, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Körner, Ann M. . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Kreber, Carolin . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Kumar, Arti . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

INDEX20



L, M

Lea, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Lebeau, Yann . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Lee, Alison . . . . . . . . . . . . . . . . . . . . . . . . . .15, 17

Leki, Ilona . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Lewin, Ross . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Littlejohn, Allison . . . . . . . . . . . . . . . . . . . . . . . . . .5

Ludvigsen, Sten . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Macfarlane, Bruce . . . . . . . . . . . . . . . . . . . . . .8, 10

Maher, Frances A. . . . . . . . . . . . . . . . . . . . . . . . .11

Maldonado-Maldonado, Alma . . . . . . . . . . . . . . .13

Manning, Kathleen . . . . . . . . . . . . . . . . . . . . . . .11

Mannion, Greg . . . . . . . . . . . . . . . . . . . . . . . . . .16

Marshall, Stephanie . . . . . . . . . . . . . . . . . . . . .1, 10

Martin-Jones, Marilyn . . . . . . . . . . . . . . . . . . . . .16

Mason, Robin . . . . . . . . . . . . . . . . . . . . . . . . . .4, 5

Mazawi, Andre . . . . . . . . . . . . . . . . . . . . . . . . . .18

Mazzei, Lisa A . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

McCaffery, Peter . . . . . . . . . . . . . . . . . . . . . . . . .11

McMullen, Cathi . . . . . . . . . . . . . . . . . . . . . . . . . .1

McNaught, Carmel . . . . . . . . . . . . . . . . . . . . . . . .1

Miller, Kate . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Mok, Ka Ho . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Moody, Jo Ann . . . . . . . . . . . . . . . . . . . . . . . . . .11

Moon, Jennifer A . . . . . . . . . . . . . . . . . . . . . . . . .7

Moriarty, Beverly . . . . . . . . . . . . . . . . . . . . . . . . . .4

Morphew, Christopher . . . . . . . . . . . . . . . . . . . .14

N, O, P

Nixon, Jon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Norton, Lin S . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Oliver, Ron . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Osborne, Michael . . . . . . . . . . . . . . . . . . . . . . . .16

Palfreyman, David . . . . . . . . . . . . . . . . . . . . . . . .13

Paltridge, Brian . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Panda, Santosh . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Parker, Stella . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Pegler, Chris . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Pickford, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Q, R

Quaye, Stephen John . . . . . . . . . . . . . . . . . . . . .12

Race, Phil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Ramsden, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Reeves, Thomas . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Rennie, Frank . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Richardson, John . . . . . . . . . . . . . . . . . . . . . . . . .16

Riddell, Sheila . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Ridley, Pauline . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Rizvi, Fazal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Roberts, David . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Roberts, Hazel . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Ropers-Huilman, Rebecca . . . . . . . . . . . . . . . . . .10

Rossen, Steve . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Rushton, Brian S. . . . . . . . . . . . . . . . . . . . . . . . . . .8

S

Salmon, Gilly . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Satchwell, Candice . . . . . . . . . . . . . . . . . . . . . . .16

Savin-Baden, Maggi . . . . . . . . . . . . . . . . . . . . . . .3

Schuh, John H . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Scott, William . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Seli, Helena . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Sharpe, Rhona . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Skelton, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Smith, June . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Smith, M Cecil . . . . . . . . . . . . . . . . . . . . . . . . . .18

Spours, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

St. John, Edward . . . . . . . . . . . . . . . . . . . . . . . . . .9

Starfield, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Stearns, Peter N. . . . . . . . . . . . . . . . . . . . . . . . . . .8

Steer, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Stefani, Lorraine . . . . . . . . . . . . . . . . . . . . . . . . . .5

Strain, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Sultana, Ronald . . . . . . . . . . . . . . . . . . . . . . . . . .18

Sutherland-Smith, Wendy . . . . . . . . . . . . . . . . . .10

T

Tapper, Ted . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Tennant, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Thomas, Liz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Thompson Tetreault, Mary Kay . . . . . . . . . . . . . .11

Thomson, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Tight, Malcolm . . . . . . . . . . . . . . . . . . . . . . . . . .14

Tomkinson, Bland . . . . . . . . . . . . . . . . . . . . . . . .12

Tudge, Jonathan . . . . . . . . . . . . . . . . . . . . . . . . .18

U, W, Y

Unwin, Lorna . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Usher, Robin . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Wallace, Michelle . . . . . . . . . . . . . . . . . . . . . . . .10

Walsh, Lorraine . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Wartman, Katherine Lynk . . . . . . . . . . . . . . . . . .11

Weedon, Elisabet . . . . . . . . . . . . . . . . . . . . . . . .15

Whitchurch, Celia . . . . . . . . . . . . . . . . . . . . . . . .13

Whitlock, Denise . . . . . . . . . . . . . . . . . . . . . . . . . .3

Whitton, Nicola . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Wisker, Gina . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Wright, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Yorke, Mantz . . . . . . . . . . . . . . . . . . . . . . . . . . .12

INDEX 21



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