Higher Education Catalogue 2010 (UK)tandfbis.s3.amazonaws.com/rt-media/catalogs/higher... ·...

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New Titles and Key Backlist 2010

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Welcome to Routledge

Higher educationNew Titles and Key Backlist 2010

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

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contentsEffective Teaching and Learning in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Key Guides for Effective Teaching in Higher Education Series. . . . . . . . . . . . . . . . . . . . 6

Practical Resources for Higher Education Professionals . . . . . . . . . . . . . . . . . . . . . . . . . 6

Academic Writing & Supervision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Improving Learning Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Books by Jennifer A. Moon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Higher Education Leadership & Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

International Studies in Higher Education Series. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Internationalization and Study Abroad. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Key Issues in Higher Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Core Concepts in Higher Education Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

SEDA Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Reference and Related Books. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Routledge Research in Education Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

World Yearbook of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Student Affairs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Order Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Back of Catalogue

key symbols Companion Website Request an Inspection Copy

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CONTACT US – for further information, email: [email protected]: www.ebookstore.tandf.co.uk eUpdates: www.tandf.co.uk/eupdates

EffEctivE tEaching and lEarning in highEr EdUcation

EffEctivE tEaching and lEarning in highEr EducationnEW

American College and University LawKern Alexander, University of Illinois at Urbana-Champaign, USA and Klint Alexander, Vanderbilt University, USA

A textbook written for graduate students studying Higher Education law pertaining to the governance of colleges and universities, American College and University Law provides a comprehensive presentation and analysis of the law arising from actual conflicts that have taken place on United States campuses.

This textbook clearly and concisely explains the various aspects of the law of higher education that emanate from federal and state constitutions as well as the common law flowing from appellate courts throughout the United States. Addressing a clear gap in the literature currently available, Kern and Klint Alexander offer the first complete guide that provides graduate students with the legal fundamentals in an explanation of the point of law, case examples, rules of law, case notes, and context setting. This innovative and much-needed approach weaves law into the historical, political and sociological background. Such a holistic method is designed to help students and professors better understand the law as it applies to colleges and universities.

November 2010: 254 x 178: 800ppHb: 978-0-415-80030-3: £100.00 Pb: 978-0-415-80031-0: £45.99

For more information, visit: www.routledge.com/9780415800310

3rd Edition

Motivation and Learning Strategies for College SuccessA Self-Management Approach

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

2007: 254 x 178: 360ppPb: 978-0-8058-6229-4: £28.99 Instructors Manual: 978-0-8058-6230-0


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Developing Cultural Capability in Higher EducationInternational Approaches and Solutions for Teaching, Learning and Research

Sheila Trahar, University of Bristol, UK

Cultural capability – the ability to function effectively in an international and intercultural context – is crucial in the interconnected world of the twenty-first century. Based on intensive reflexive research, this book will provoke readers to consider their own experiences of learning and teaching in culturally diverse contexts, highlighting useful strategies that might be used to affect cultural capability.

Utilising information that builds on empirical data and examples from a variety of countries, the author considers in detail four main themes:

•learning,teachingandassessmentpracticesinhighereducation and their cultural embeddedness

•personalandprofessionalinteractionsbetweenstudents and staff

•thepoliticalandpersonaldimensionsoftheinternationalisation of higher education

•methodologicalandethicalconsiderationswhenconducting research across cultures.

By writing as a practitioner researcher who has reflected, extensively and critically, on her own practice, the author here interweaves empirical research, case studies and personal reflections, beliefs and assumptions; reflexive accounts of the experience of the researchers practitioners in grappling with layers of cultural complexity are rare and it is these accounts combined with the practical solutions outlined that render this book different, creative and innovative.

October 2010: 234 x 156: 208ppHb: 978-0-415-57238-5: £75.00 Pb: 978-0-415-57239-2: £22.99


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Digital DiscourseNew Directions for Technology-Enhanced Learning

Denise Whitelock

Written to promote e-learning excellence, Digital Discourse outlines and illustrates the effectiveness of computer mediated discourse in teaching and technology-enhanced learning courses. It offers a coherent and effective teaching approach through the use of digital discourses. This approach has proven to be successful in raising student participation and reflection in the learning process. Grounded in pedagogical research conducted through The Institute of Educational Technology at The Open University, this book provides evidence of the mediating role of such discourse in the development of thinking and also in the construction of different communities of practice. It includes further examples in the US that show how e-learning environments provide enriched learning opportunities offered by a dialogic approach.

Practicing lecturers, course leaders, designers, staff developers and students will find this book an invaluable resource. It presents new opportunities for the use of technology-enhanced discourse learning and sheds light on the true power of discourse thinking in Higher Education.

December 2010: 229 x 152: 176ppHb: 978-0-415-99021-9: £100.00 Pb: 978-0-415-99022-6: £24.99


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Learning Theory and Online TechnologyHow New Technologies are Transforming Learning Opportunities

Linda Harasim, Simon Fraser University, Canada

Learning Theory and Online Technology is a breakthrough text based on extensive experience, theory, and research. Ideal for learning theory courses in educational technology masters programs and theory courses in instructional design programs, Learning Theory and Online Technology will prepare students to apply learning theory to instructional and pedagogical design and other use of technology. Framed by a discussion of the historical roots and growth of technology, this text discusses the contributions of the three core learning theories to the field of instructional and pedagogical design – behaviorism, cognitivism, and constructivism. Connecting theory to practice, Linda Harasim provides a series of case studies expounding on the effective use of new online technologies. Ultimately, Harasim shows readers how collaborative learning is a powerful theory with which students can successfully engage with technology.

August 2010: 254 x 178: 288ppHb: 978-0-415-99975-5: £100.00 Pb: 978-0-415-99976-2: £30.99


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TO ORDER – see order form at the back of this catalogue.Alternatively, you can order by: tel: +44 (0)1235 400524 fax: +44 (0)20 7017 6699 online: www.routledge.com/education

EffEctivE tEaching and lEarning in highEr Education

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New Approaches to Problem-Based LearningRevitalizing Your Practice in Higher Education

Terry Barrett, University College Dublin, Ireland and Sarah Moore, University of Limerick, Ireland

New Approaches to Problem-Based Learning is a professional guide that explores effective ways to initiate, design, develop, enhance, and sustain problem-based learning (PBL) curricula in Higher Education environments. Higher Education academics, practitioners, educational developers, education technologists and managers will find it assists them in locating PBL opportunities, and helps them deal with the obstacles they may encounter with its efficiency. Readers who are new to PBL will find this guide to be of tremendous help as it goes beyond the basic explanation of the process and outlines the power, potential and practical possibilities as well as the issues and difficulties associated with PBL.

Comprised of a network of international problem-based learning experts, this contributed volume includes leading names in the field from across the world. The international examples and multi-perspective approach of the book emphasizes the development of problem-based learning in ways that will enable a range of staff, students, and other stakeholders to contribute to and benefit from the implementation of problem-based initiatives.

Higher Education professionals will find New Approaches to Problem-Based Learning is a must-have resource that offers useful practical advice that will help them to navigate the processes and systems associated with PBL.



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Online and Social Networking CommunitiesA Best Practice Guide for Educators

Karen Kear, The Open University, UK

Series: The Open and Flexible Learning Series

Online and Social Networking Communities is a professional guide written for educational practitioners and trainers who wish to use online communication tools effectively in their teaching. This guide addresses ‘Web 2.0’ and other ‘social software’ tools, and considers the role these technologies play in supporting student learning and building learning communities. A key focus of the guide is the student experience of learning in online communities. The guide explores how online tools can influence students’ learning and their relationships with each other.

Offering essential practical guidance, this text helps educators and trainers to develop a critical approach to online teaching because the methods outlined are informed by actual student experiences using social networking tools. The social software that is discussed in this guide includes technologies such as: wikis; forums; blogging and micro-blogging tools; instant messaging; YouTube, Facebook, Second Life, Twitter, Flicker, desktop audio and video-conferencing; and social networking sites.

October 2010: 229 x 152: 208ppHb: 978-0-415-87246-1: £75.00 Pb: 978-0-415-87247-8: £22.99


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Rethinking University TeachingA Framework for the Effective Use of Learning Technologies

Diana Laurillard, University of London, UK

The third edition of Rethinking University Teaching builds upon the success of the bestselling second edition and maintains a sound theoretical basis for designing and using learning technologies at the Higher Education level. This new edition is fully updated and addresses the principal technological changes that have taken centre stage since 2004.

New readers will find Diana Laurillard’s work fills a glaring gap in current e-learning literature that is available today. Part one effectively covers what teachers and lecturers need to know of the most important research on student learning and the principal theories of teaching and learning. Part two represents this current understanding of the learning process as a framework tool that challenges the use of both conventional and digital technologies. Part three tackles the implementation of both conventional and digital technologies within the everyday reality of university teaching.



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Work Integrated LearningA Guide to Effective Practice

Lesley Cooper, Wilfrid Laurier University, Canada, Janice Orrell and Margaret Bowden, both at Flinders University, Australia

The demand for work-ready graduates who are familiar with organizational practices in the workplace is increasing, and so the need for greater work integrated learning (WIL) is a growing concern for the education sector. With the globalization of higher education and the cultural and linguistic challenges this brings, WIL has become a core strategic issue for many organizations.

Work Integrated Learning is a practical guide that can be used by the education sector and employers alike. An integrated resource, applicable to all involved in work integrated learning, it will also appeal to pro-Vice Chancellors of teaching and learning, WIL coordinators, careers services, and all those involved with standards and competency.

March 2010: 234 x 156: 232ppHb: 978-0-415-55676-7: £75.00 Pb: 978-0-415-55677-4: £22.99 eBook: 978-0-203-85450-1


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Online Communication and CollaborationA Reader

Edited by Helen Donelan, Karen Kear and Magnus Ramage, all at The Open University, UK

Communication and collaboration via the Internet has risen to great prominence in recent years, especially with the rise of social networking, Web 2.0 and virtual worlds. Many interesting and worthwhile studies have been conducted on the technology involved and the way it is used and shaped by its user communities. From some of the more popular coverage of these interactions, it might be thought that these are new phenomena. However, they draw on a rich heritage of technologies and interactions.

Online Communication and Collaboration presents a very timely set of articles that cover a range of different perspectives upon these themes, both classic and contemporary. It is unusually broad in the range of technologies it considers – many books on these topics cover only a few forms of collaboration technology – and in considering well-established technologies as well as recent ones. It blends academic and popular articles to combine scholarly rigour with readability.



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nEW Edition of BEStSEllEr3rd Edition

Teaching OnlineA Practical Guide

Susan Ko, University of Maryland University College, USA and Steve Rossen

Teaching Online is a practical, concise guide for educators teaching online. This updated third edition has been fully revamped and reflects important changes that have occurred since the second edition’s publication. A leader in the online field, this bestselling resource maintains its reader-friendly tone and offers exceptional practical advice, new teaching examples, faculty

interviews, and an updated resource section.

New to this edition:

•newchapteronhowfacultyandinstructionaldesignerscan work collaboratively

•expandedchapteronOpenEducationalResources,copyright, and intellectual property

•moreinternationalrelevance,withglobalexamplesandinterviews with faculty in a wide variety of regions

•newinteractiveCompanionWebsitethatinvitesreadersto post questions to the author, offers real-life case studies submitted by users, and includes an updated, online version of the resource section.



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Towards Fairer University AssessmentSuccessful Interventions that Recognise the Concerns of Students

Nerilee Flint and Bruce Johnson, both at University of South Australia

This book is about a long ignored determinant of students’ satisfaction with their university studies – their perception of how fairly they are judged, marked, ranked and rewarded for demonstrating their capabilities at university.

This book goes beyond the superficial consideration of university assessment as a ‘toolkit’ of tips and tricks by unravelling the underlying issues that really count – what is considered fair assessment and what is not. The book develops the argument that students want the opportunity to demonstrate their capabilities and to have those capabilities recognised. Ultimately, this book aims to provide the knowledge base to better understand students’ thinking about university assessment and to inform the development of interventions to improve assessment policies and practices in higher education.

October 2010: 234 x 156: 240ppHb: 978-0-415-57812-7: £75.00 Pb: 978-0-415-57813-4: £24.99


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Using Educational Research to Inform PracticeA Practical Guide to Using Practitioner Research in Universities and Colleges

Lorraine Foreman-Peck, Oxford University, UK and Christopher Winch, King’s College London, UK

Using Educational Research to Inform Practice provides a clear, practical and accessible account of the way in which education research can be used to inform teaching in universities and colleges, setting the background for the requirements to evidence informed teaching before addressing questions of practical knowledge feeding from research evidence. Covering the fundamental areas of professional practice today, this book elucidates the finer details of distinguishing between generic and specific professional knowledge, how educational research evidence impacts upon practitioner development and provides extant and developing resources to aid the progressive practitioner researcher.

The authors provide the necessary understanding for thinking about, conducting and applying research evidence to practice in universities and colleges. The use of educational research evidence is now an essential aspect of Higher Education professional development. In addition, this book is aimed specifically at experienced and senior research staff who are engaged in further professional development, aiding them in course design, quality assurance and strategic development.

August 2010: 234 x 156: 160ppHb: 978-0-415-45009-6: £75.00 Pb: 978-0-415-45010-2: £19.99


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Argumentation in Higher EducationImproving Practice Through Theory and Research

Richard Andrews, Institute of Education, UK

Argumentation in Higher Education offers professors, lecturers and researchers informative guidance for teaching effective argumentation skills to their undergraduate and graduate students. This professional guide aims to make the complex topic of argumentation open and transparent. Grounded in empirical research and theory, but with student voices heard strongly throughout, this book addresses argumentation instruction for the undergraduate and graduate level.

Written to enlighten even the most experienced professor, this text contributes to a better understanding of the demands of speaking, writing, and visual argumentation in higher education, and will undoubtedly inform and enhance course design. The book argues for a more explicit treatment of argument (the product) and argumentation (the process) in higher education, so that the ground rules of the academic discipline in question are made clear. Each chapter concludes with practical exercises for staff development use.

September 2009: 229 x 152: 248ppHb: 978-0-415-99500-9: £80.00 Pb: 978-0-415-99501-6: £24.99 eBook: 978-0-203-87271-0


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Generation 1.5 in College CompositionTeaching Academic Writing to U.S.-Educated Learners of ESL

Edited by Mark Roberge, San Francisco State University, USA, Meryl Siegal, Laney College, California, USA and Linda Harklau, The University of Georgia, USA

‘A well-organized volume with a strong emphasis on pedagogy.’ – Trudy Smoke, Hunter College/City University of New York, USA

‘Generation 1.5 is the most interesting topic of concern in ESL today, yet publications are few and far between ... The editors clearly know what they’re doing. They know the field, know the subject matter, and

understand the problems. This volume contributes to the thinking in the field.’ – Linda Lonon Blanton, University of New Orleans, USA

Building on the work that has been done over the past decade, this volume provides theoretical frameworks for understanding debates about immigrant students, studies of students’ schooling paths and language and literacy experiences, and pedagogical approaches for working with Generation 1.5 students.

2009: 229 x 152: 288ppHb: 978-0-8058-6442-7: £100.00 Pb: 978-0-8058-6443-4: £30.99 eBook: 978-0-203-88569-7


Mobile Learning CommunitiesCreating New Educational Futures

Patrick Danaher, University of Southern Queensland, Australia, Beverley Moriarty and Geoff Danaher, both at Central Queensland University, Australia

Mobile Learning Communities explores the diverse ways in which traveling groups experience learning ‘on the run’. This book provides empirical evidence that draws on the authors’ seventeen years of continuing research with international occupational travelers. It engages with themes such as workplace learning, globalization,

multiliteracies, and emerging technologies which impinge on the ways mobile groups make sense of themselves as learning communities. International in focus, this book deals with an issue of increasing global significance and shows the complexities of the lives and learning experiences of such mobile cultures and their strategies for earning, learning, and living, thus challenging simplistic and stereotypical images of traveling groups still found in mainstream media and popular culture.

2009: 229 x 152: 224ppHb: 978-0-415-99158-2: £80.00 Pb: 978-0-415-99159-9: £22.99 eBook: 978-0-203-87940-5


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A Guide to Authentic e-LearningJan Herrington, Murdoch University, Australia, Thomas C. Reeves, University of Georgia, USA and Ron Oliver, Edith Cowan University, Australia

Series: Connecting with e-Learning

Part of the groundbreaking Connecting with e-Learning series, A Guide to Authentic e-Learning provides effective, working examples to engage learners with authentic tasks in online settings. As technology continues to open up possibilities for innovative and effective teaching and learning opportunities, students and teachers are no longer content to accept familiar classroom or lecture-based pedagogies that

rely on information delivery and little else. Situated and constructivist theories advocate that learning is best achieved in circumstances resembling the real-life application of knowledge. While there are multiple learning design models that share similar foundations, authentic e-learning tasks go beyond process to become complex, sustained activities that draw on realistic situations to produce realistic outcomes.

Written for teaching professionals in Higher Education who teach online, A Guide to Authentic e-Learning offers concrete guidelines and examples for developing and implementing authentic e-learning tasks in ways that challenge students to maximize their learning.

December 2009: 216 x 140: 232ppHb: 978-0-415-99799-7: £90.00 Pb: 978-0-415-99800-0: £24.99 eBook: 978-0-203-86426-5


E-Learning and Social Networking HandbookResources for Higher Education

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

Student engagement with digital learning resources and online social networking are strong forces in education today. How can these resources best be utilized by educators and course designers in higher education? This book aims to provide the reader with enough background information to appreciate the value of social networking, especially for distributed education. Through

highlighting the most relevant, interesting, and challenging aspects of e-learning the book provides practical advice for using social networking tools in course design.

2008: 229 x 152: 208ppHb: 978-0-415-42606-0: £80.00 Pb: 978-0-415-42607-7: £24.99 eBook: 978-0-203-92776-2


BEStSEllEr3rd Edition

A Handbook for Teaching and Learning in Higher EducationEnhancing Academic Practice

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

The Handbook is sensitive to the competing demands of teaching, research and scholarship, and academic management. Against the contexts, the book focuses on developing professional academic skills for teaching. Dealing with the rapid expansion of technology use in higher education and widening

student diversity, the fully updated and expanded edition includes new material on e-learning, lecturing to large groups, formative and summative assessment, and supervising research students.

Written to support the excellence in teaching required to bring about learning of the highest quality, this will be essential reading for all new lecturers, particularly anyone taking an accredited course in teaching and learning in higher education, as well as all those experienced lecturers who wish to improve their teaching. Those working in adult learning and education development will find it a particularly useful resource.

2009: 246 x 189: 544ppHb: 978-0-415-43463-8: £110.00 Pb: 978-0-415-43464-5: £35.99 eBook: 978-0-203-89141-4


Interdisciplinary Learning and Teaching in Higher EducationTheory and Practice

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

Grounded in research and exploring the issues and tensions provoked by interdisciplinary learning, this is the first book to provide practical advice and guidance from around the world to improve the quality of teaching and learning within this area.

2008: 229 x 152: 184ppHb: 978-0-415-34131-8: £85.00 Pb: 978-0-415-34130-1: £24.99 eBook: 978-0-203-92870-7


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Learning with Digital GamesA Practical Guide to Engaging Students in Higher Education

Nicola Whitton, Manchester Metropolitan University, UK


Written for Higher Education teaching and learning professionals, Learning with Digital Games provides an accessible, straightforward introduction to the field of computer game-based learning. Up to date with current trends and the changing learning needs of today’s students, this text offers friendly guidance, and is unique in its focus on post-school education and its pragmatic view

of the use of computer games with adults.

This book enables readers to quickly grasp practical and technological concepts, using examples that can easily be applied to their own teaching. The book assumes no prior technical knowledge but takes the reader step-by-step through the theoretical, practical and technical considerations of using digital games for learning. Activities throughout guide the reader through the process of designing a game for their own practice.

A Companion Website is available and provides up-to-date technological information, additional resources and further examples.



The University and its DisciplinesTeaching and Learning Within and Beyond Disciplinary Boundaries

Carolin Kreber, University of Edinburgh, UK

University teaching and learning take place within ever more specialized disciplinary settings, each characterized by its unique traditions, concepts, practices and procedures. It is now widely recognized that support for teaching and learning needs to take this discipline-specificity into account. However, in a world characterized by rapid change, complexity and

uncertainty, problems do not present themselves as distinct subjects but increasingly within trans-disciplinary contexts calling for graduate outcomes that go beyond specialized knowledge and skills. This ground-breaking book highlights the important interplay between context-specific and context-transcendent aspects of teaching, learning and assessment.

2008: 254 x 178: 272ppHb: 978-0-415-96520-0: £70.00 Pb: 978-0-415-96521-7: £26.99 eBook: 978-0-203-89259-6


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Students’ Experiences of E-Learning in Higher EducationThe Ecology of Sustainable Innovation

Robert Ellis and Peter Goodyear, both at University of Sydney, Australia


Students’ Experiences of E-Learning in Higher Education helps higher education instructors and university managers understand how e-learning relates to, and can be integrated with, other student experiences of learning. Grounded in relevant international research, the book is distinctive in that it foregrounds students’ experiences of learning,

emphasizing the importance of how students interpret the challenges set before them, along with their conceptions of learning and their approaches to learning. The way students interpret task requirements greatly affects learning outcomes, and those interpretations are in turn influenced by how students read the larger environment in which they study. The authors argue that a systemic understanding is necessary for the effective design and management of modern learning environments, whether lectures, seminars, laboratories or private study. This ecological understanding must also acknowledge, though, the agency of learners as active interpreters of their environment and its culture, values and challenges.



Personal, Academic and Career Development in Higher EducationSOARing to Success

Arti Kumar, University of Bedfordshire, UK

The first to show how to integrate personal development planning (PDP) activities into teaching in higher education, this book is packed with activities, exercises, lesson plans, resources, reflective questionnaires, skills audits, and case studies.

2008: 234 x 156: 296ppHb: 978-0-415-42359-5: £90.00 Pb: 978-0-415-42360-1: £24.99 eBook: 978-0-203-93834-8


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Teaching, Learning and Research in Higher EducationA Critical Approach

Mark Tennant, Sydney University of Technology, Australia, Cathi McMullen, Charles Sturt University, Australia and Dan Kaczynski, Central Michigan University, USA

Teaching, Learning and Research in Higher Education offers a combination of critical perspectives and practical advice that is ideally suited for individuals interested in enhancing their practice through analysis and critique. The aim is to promote a critical understanding of one’s own practices: to foster personal and professional formation through a reflexive engagement with

one’s environment and circumstances. At a practical level this means to continuously think about how to adjust practice rather than following a formulaic approach derived from any particular educational theory.

Teaching, Learning and Research in Higher Education argues that academics can find space for their own agency in the midst of institutional policies and practices that serve to frame, as well as delimit and constrain, what counts as good academic work in teaching and research.

September 2009: 229 x 152: 216pp Hb: 978-0-415-96272-8: £85.00 Pb: 978-0-415-96263-6: £22.99 eBook: 978-0-203-87591-9


BEStSEllEr2nd Edition

Learning to Teach in Higher EducationPaul Ramsden

This bestselling book is a unique introduction to the practice of university teaching and its underlying theory. It has been fully revised and updated in view of the extensive changes which have taken place in higher education.

2003: 216 x 138: 288ppPb: 978-0-415-30345-3: £29.99


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kEy guidEs for EffEctivE tEaching in highEr Education sEriEs

BEStSEllEr2nd Edition

Giving a LectureFrom Presenting to Teaching

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

The second edition of Giving a Lecture builds upon the reputation and success of the Key Guides for Effective Teaching in Higher Education series. It is an excellent resource for those new to teaching at the University and College level and for those who just want to reflect upon and refresh their lecturing practice. The bestselling first edition has been fully revised, and this edition

continues to cover all the basics on how to go about lecturing while maintaining its jargon-free and accessible style. New lecturers will find the second edition equips them with the essential tools and guidance for delivering a successful lecture, and explains exciting new developments along with the fundamentals of lecturing.

This handy guide uses a multi-disciplinary approach based on sound educational theory to provide clear guidance and engaging ideas on giving a memorable and motivational lecture. Readers will find its straightforward approach is both readable and very practical, and new university and college teachers, graduate teaching assistants, part-time tutors, teaching clinicians and practitioners, together with those interested in educational and staff development, will find this book provides them with all the guidance they need to lecture with confidence and skill.

2009: 216 x 138: 240ppHb: 978-0-415-47139-8: £55.00 Pb: 978-0-415-47140-4: £26.99 eBook: 978-0-203-87992-4


Developing Your TeachingPeter Kahn, University of Liverpool, UK and Lorraine Walsh, University of Dundee, UK

2006: 216 x 138: 184ppHb: 978-0-415-37272-5: £85.00 Pb: 978-0-415-37273-2: £20.99 eBook: 978-0-203-96938-0

For more information, visit:www.routledge.com/9780415372732

Inclusion and DiversityMeeting the Needs of All Students

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

Inclusion and Diversity is structured around the life-cycle and day-to-day experiences of staff and students as they interact with each other. With reference to international examples and best practice, it covers a wider range of useful topics.

2008: 216 x 140: 264ppHb: 978-0-415-43044-9: £70.00 Pb: 978-0-415-43045-6: £19.99 eBook: 978-0-203-89038-7


Working One-to-One with StudentsSupervising, Coaching, Mentoring, and Personal Tutoring

Gina Wisker, University of Brighton, UK, Kate Exley, University of Leeds, UK, Maria Antoniou and Pauline Ridley, both at University of Brighton, UK

2007: 216 x 138: 224ppHb: 978-0-415-36530-7: £80.00 Pb: 978-0-415-36531-4: £19.99 eBook: 978-0-203-01649-7


Enhancing Learning Through Formative Assessment and FeedbackAlastair Irons, Northumbria University, UK

2007: 216 x 138: 160ppHb: 978-0-415-39780-3: £75.00 Pb: 978-0-415-39781-0: £18.99 eBook: 978-0-203-93433-3


Assessing Skills and PracticeSally Brown and Ruth Pickford, both at Leeds Metropolitan University, UK

2006: 216 x 138: 160ppHb: 978-0-415-39400-0: £90.00 Pb: 978-0-415-39399-7: £26.99 eBook: 978-0-203-96980-9


Practical rEsourcEs for highEr Education ProfEssionalsnEW

Action Research and Reflective PracticeCreative and Visual Methods to Facilitate Reflection and Learning

Paul McIntosh

In Action Research and Reflective Practice, the author argues that reflective practice and action research can become mechanistic in their use unless fresh creative approaches are employed. Exploring the tension between the use of evidence-based practice, based upon solid ‘objective’ research, and reflection, with its ‘subjectivity’ and personal perception, this book argues that reflection is research. The

author increases the use and effectiveness of both action research and reflection through the application of new creative and visual approaches.

Action Research and Reflective Practice demonstrates that creative approaches can be utilised effectively in critically reflexive ways, creating a new style of action research that is both innovative and theoretically robust.

January 2010: 216 x 138: 208ppHb: 978-0-415-46901-2: £80.00 Pb: 978-0-415-46902-9: £22.99


Action Research in Teaching & LearningA Practical Guide to Conducting Pedagogical Research in Universities

Lin S. Norton, Liverpool Hope University, UK

A practical guide for those working in teaching and learning and wanting to carry out action research on their own practice. Useful research tools include the ‘ideal inventory’ designed by the author and widely used in the research context.

2008: 234 x 156: 224ppHb: 978-0-415-46846-6: £80.00 Pb: 978-0-415-43794-3: £23.99 eBook: 978-0-203-87043-3


kEy guidEs for EffEctivE tEaching in highEr Education sEriEs

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The Essential Guide to Online Course DesignA Standards-Based Approach

Marjorie Vai, Freelance Consultant and Writer, USA and Kristen Sosulski, New York University, USA

In spite of the proliferation of online learning in higher education, creating an online course can still evoke a good deal of frustration, negativity, and wariness in the teachers who need to create them.

The Essential Guide to Online Course Design takes a fresh, thoughtfully designed, step-by-step approach to online course development. At its core is a set of standards that are based on best practices in the field of online learning and teaching. Pedagogical, organizational and visual design principles are presented and modeled throughout the book. Users will quickly learn from the guide’s hands-on approach. The course design process begins with the course designer using the elements of a classroom syllabus that, after a series of guided steps, easily evolves into an online course outline.

In short, The Essential Guide to Online Course Design serves as a best-practice model designing online courses. After reading this book, readers will find that preparing for online teaching is, contrary to popular belief, a satisfying and engaging experience.



2nd Edition

Learning to Teach AdultsAn Introduction

Nicholas Corder

2007: 234 x 156: 176ppHb: 978-0-415-42362-5: £85.00 Pb: 978-0-415-42363-2: £24.99


Researching Education from the InsideInvestigations from Within

Edited by Pat Sikes, University of Sheffield, UK and Anthony Potts, LaTrobe University, Bendigo, Australia

This ground-breaking book focuses on the practicalities of research projects that are undertaken by people who already have an attachment to the institutions or social groups on which their investigations are based.

2008: 234 x 156: 200ppHb: 978-0-415-43593-2: £85.00 Pb: 978-0-415-43594-9: £24.99 eBook: 978-0-203-93235-3


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Evaluating the Effectiveness of Academic Development PracticeEdited by Lorraine Stefani, University of Auckland, New Zealand

How can academic developers provide evidence of the effectiveness and ’added value’ of their work to the key stakeholders within the institutions in which they operate?

Written for Academic Developers who are in search of direction and in need of effective evaluation tools and frameworks, Evaluating the Effectiveness of Academic Development is a professional guide that shares best practice advice and provides developers with useful frameworks for effective evaluation and monitoring of their work. It pulls together a collection of conceptual chapters and case studies covering a broad range of activities, including: development opportunities for doctoral students; academic development for indigenous populations; professional development for e-learning and development of early career academics.

Evaluating the Effectiveness of Academic Development is an invaluable resource for academic developers, senior managers whose remit encompasses line management of academic development centres, and for staff working within disciplines who have a role in enhancing academic practice. Readers will benefit from its breadth and depth of coverage of academic development activities and its presentation of models and frameworks for evaluating the effectiveness of academic development, that are transferable to different contexts.



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Rethinking Learning for a Digital AgeHow Learners are Shaping their Own Experiences

Rhona Sharpe, Oxford Brookes University, UK, Helen Beetham, University of Bristol, UK and Sara de Freitas, University of Coventry, UK

Rethinking Learning for a Digital Age addresses the complex and diverse experiences of learners in a world embedded with digital technologies. The text combines first-hand accounts from learners with extensive research and analysis, including a developmental model for effective e-learning, and a wide range of strategies that digitally-connected learners are using to fit learning into their lives. A companion to Rethinking Pedagogy for a Digital Age (2007), this book focuses on how learners’ experiences of learning are changing and raises important challenges to the educational status quo.

Today’s learners are active participants in their learning experiences and are shaping their own educational environments. Professors, learning practitioners, researchers, and policy-makers will find Rethinking Learning for a Digital Age invaluable for understanding the student learning experience, and how these students shape their own responses.

June 2010: 229 x 152: 240ppHb: 978-0-415-87542-4: £100.00 Pb: 978-0-415-87543-1: £28.99 eBook: 978-0-203-85206-4


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Practitioner Research at Doctoral LevelDeveloping Coherent Research Methodologies

Pat Drake, University of Sussex, UK and Linda Heath, University of Brighton, UK

This book explores the idea that the critical position that doctoral students must achieve in terms of both their research and the research setting is at best extremely difficult and at worst, may be unachievable for practitioners conducting ‘insider research’. The authors suggest that universities need to examine current research methodologies on practitioner doctorates with a view to creating new methodologies to accommodate new forms of knowledge construction.

The authors argue that comparisons between traditional PhDs and professional doctorates not only neglect the diversity of models of practitioner research at doctoral level, but also that a paradigm shift has occurred and that the construction of knowledge in the social sciences is not limited to the type of doctoral programme through which it is engendered.

This book will be essential reading for doctoral students and their supervisors, practitioner researchers working in professional settings more generally and those engaging with policy debates about doctoral research.

September 2010: 234 x 156: 160ppHb: 978-0-415-49021-4: £75.00 Pb: 978-0-415-49022-1: £22.99


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Role-Based e-LearningA Guide to Designing and Moderating Online Role Plays

Sandra Wills, University of Wollongong, Australia, Elyssebeth Leigh, Universitiy of Technology, Australia and Albert Ip, Fablusi P/L, Australia

Series: Connecting with E-learning

With practical, accessible advice, Role-Based e-Learning offers educators seeking to engage students in collaborating and communicating about authentic scenarios with the practice and research needed to design online role play. Drawing on the experiences of world-leading practitioners and citing an array of worldwide examples, it is a readable, non-technical and comprehensive guide to the design, implementation and evaluation of this exciting teaching approach.

Role-Based e-Learning offers a careful analysis of the strengths and learning opportunities of online role play, and is realistic about the possible difficulties. Providing guidance for both newcomers and experienced professionals who are developing their online teaching repertoire, it will be an invaluable resource for teachers, trainers, academics, and educational support staff involved in e-learning.

December 2010: 229 x 152Hb: 978-0-415-87784-8: £80.00 Pb: 978-0-415-87785-5: £24.99


Voice in Qualitative InquiryChallenging Conventional, Interpretive, and Critical Conceptions in Qualitative Research

Edited by Alecia Y. Jackson, Appalachian State University, USA and Lisa A. Mazzei, Gonzaga University, USA

Contributors focus on the question, ’What does it mean to work the limits of voice?’ from theoretical, methodological, and interpretative positions.

2008: 234 x 156: 264ppHb: 978-0-415-44220-6: £90.00 Pb: 978-0-415-44221-3: £24.99


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Tools for Dossier SuccessA Guide for Promotion and Tenure

Joy J. Burnham, Lisa M. Hooper and Vivian H. Wright, all at University of Alabama, USA

Tools for Dossier Success demystifies the dossier process from start to finish. Written for faculty members at different points in their academic trajectory, this is a practical, step-by-step guide to planning, creating, and polishing the best possible representation of accumulated evidence and accomplishments in teaching, research, and service. The ‘how to’ information offered here is

essential for those seeking tenure or promotion from associate professor to professor, senior faculty serving as mentors, and graduate students planning an entrance into academia.

The authors’ six-step REPEAT model is a dynamic model for successful preparation of the dossier. The REPEAT steps are: Read Requirements, Get an Early Start, Plan and Organize, Enlist the Assistance of Others, Astutely Manage Time, and Turn in Dossier on Time.

April 2010: 197 x 127: 112ppHb: 978-0-415-99891-8: £85.00 Pb: 978-0-415-99892-5: £21.99 eBook: 978-0-203-85433-4


Beyond Reflective PracticeNew Approaches to Professional Lifelong Learning

Edited by Helen Bradbury, University of Leeds, UK, Nick Frost, Leeds Metropolitan University, UK, Sue Kilminster and Miriam Zukas, both at University of Leeds, UK

Reflective practice has moved from the margins to the mainstream of professional education. However, in this process, its radical potential has been subsumed by individualistic, rather than situated, understandings of practice. Presenting critical perspectives that challenge the current paradigm, this book aims to move beyond reflective practice. It proposes new

conceptualisations and offers fresh approaches relevant across professions. Contributors include both academics and practitioners concerned with the training and development of professionals.

With an overview from the editors and fourteen chapters considering new conceptualisations, professional perspectives and new practices, Beyond Reflective Practice examines what new forms of professional reflective practice are emerging. It examines in particular the relationships between reflective practitioners and those upon whom they practise. It looks at the ways in which the world of professional work has changed and the ways in which professional practice needs to change to meet the needs of this new world. It will be relevant for those concerned with initial and ongoing professional learning, both in work and in educational contexts.

2009: 234 x 156: 240ppHb: 978-0-415-46792-6: £75.00 Pb: 978-0-415-46793-3: £23.99


Activity Theory in PracticePromoting Learning Across Boundaries and Agencies

Edited by Harry Daniels, University of Bath, UK, Anne Edwards, University of Oxford, UK, Yrjo Engeström, University of Helsinki, Finland, Tony Gallagher, Queens University, Belfast, UK and Sten R. Ludvigsen, Intermedia, University of Oslo, Norway

This ground-breaking book brings together cutting-edge researchers who study the transformation of practice through the enhancement and transformation of expertise. This is an important moment for such a contribution because expertise is in transition – moving toward collaboration in inter-organisational fields and continuous shaping of transformations. To understand and master this transition, powerful new conceptual tools are needed and are provided here.

The theoretical framework which has shaped these studies is Cultural Historical Activity Theory (CHAT). CHAT analyses how people and organisations learn to do something new, and how both individuals and organisations change. The theoretical and methodological tools used have their origins in the work of Lev Vygotsky and A.N. Leont’ev. In recent years this body of work has aroused significant interest across the social sciences, management and communication studies.

2009: 234 x 156: 256ppHb: 978-0-415-47724-6: £80.00 Pb: 978-0-415-47725-3: £22.99


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Publishing Pedagogies for the Doctorate and BeyondEdited by Claire Aitchison, University of Western Sydney, Australia, Barbara Kamler, Deakin University, Australia and Alison Lee, University of Technology Sydney, Australia

Within a context of rapid growth and diversification in higher degree research programs, there is increasing pressure for the results of doctoral research to be made public. Doctoral students are now being encouraged to publish not only after completion of the doctorate, but also during, and even as part of their research program. For many this is a new and

challenging feature of their experience of doctoral education.

Publishing Pedagogies for the Doctorate and Beyond is a timely and informative collection of practical and theorised examples of innovative pedagogies that encourage doctoral student publishing. The authors give detailed accounts of their own pedagogical practices so that others may build on their experiences, including: a program of doctoral degree by publication; mentoring strategies to support student publishing; innovations within existing programs, including embedded publication pedagogies; co-editing a special issue of a scholarly journal with students; ‘publication brokering’, and writing groups and writing retreats.

Publishing Pedagogies for the Doctorate and Beyond explores the challenges and rewards of supporting doctoral publishing and provides new ways to increase research publication outputs in a pedagogically sound way. It will be a valued resource for supervisors and their doctoral students, as well as for program coordinators and managers, academic developers, learning advisors, and others involved in doctoral education.

January 2010: 234 x 156: 176ppHb: 978-0-415-48018-5: £75.00 Pb: 978-0-415-48019-2: £19.99 eBook: 978-0-203-86096-0


The Routledge Doctoral Student’s CompanionGetting to Grips with Research in Education and the Social SciencesEdited by Pat Thomson, University of Nottingham, UK and Melanie Walker, School of Education, University of Nottingham, UK

Series: Companions for PhD and DPhil Research

In the contemporary world it is clear that the need to study beyond Masters Level is increasing in importance for a wide range of practitioners in diverse professional settings. Students across the world are choosing doctorates not only to become career academics, but to go beyond the academic arena in order to make a personal and educational, as well as an economic investment, in their workplace careers and their lives. However for many doctoral students, both full-time and part-time, navigating the literature and key issues surrounding doctoral research can often be a challenge.

Bringing together contributions from key names in the international education arena, The Routledge Doctoral Student’s Companion is a comprehensive guide to the literature surrounding doctorates, bringing together questions, challenges and solutions normally scattered over a wide range of texts.

April 2010: 246 x 174: 440ppHb: 978-0-415-48411-4: £90.00 Pb: 978-0-415-48412-1: £26.99


The Routledge Doctoral Supervisor’s CompanionSupporting Effective Research in Education and the Social SciencesEdited by Melanie Walker, School of Education, University of Nottingham, UK and Pat Thomson, University of Nottingham, UK

Series: Companions for PhD and DPhil Research

Accompanying The Routledge Doctoral Student’s Companion, this book examines what it means to be a doctoral student in education and the social sciences, providing a guide for those supervising students. Exploring the key role and pedagogical challenges that face supervisors in students’ personal development, the contributors outline the research capabilities which are essential for confidence, quality and success in doctorate level research.

While there is no one solution to ideal supervision, this wide-ranging text offers resources that will help supervisors develop their own personal approach to supervision. Ideal for all supervisors whether assisting part-time or full-time students, it is also highly suitable for academics supporting international students who confront Western doctoral traditions and academic cultures, helping both supervisor and student to understand why things are as they are.

April 2010: 246 x 174: 360ppHb: 978-0-415-48413-8: £90.00 Pb: 978-0-415-48414-5: £28.99


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Academic Writing for International Students of BusinessStephen Bailey, University of Nottingham, UK

Ideal for overseas students studying business at English-medium colleges and universities, this practical writing course enables international students to meet the required standard of writing and use an appropriate style for essays, exams and dissertations. Written by the author of the highly successful guide Academic Writing, this new book designed specifically for business students includes extra exercises and material suggested by teachers and students, explains and demonstrates all the key writing skills and is ideal for use in the classroom or for independent study. Useful at every stage of an academic career and beyond, this indispensable book features:

•topicsandvocabularythatrelatespecificallytothebusiness world

•differentstylesandformatsfromCVsandletterstoformal essays

•afocusonaccuracy

•coverageofallstagesofwriting,fromunderstandingtitles to checking your work

•essentialacademicwritingskillssuchasproperreferencing, summarising and paraphrasing

•diagramsandpracticeexercises,completewithanswers.



BEStSEllEr

Academic Writing and PublishingA Practical Handbook

James Hartley, University of Keele, UK

Academic Writing and Publishing shows academics (mainly in the social sciences) how to write and publish research articles. Written in a readable and lively personal style, its aim is to supply examples and brief discussions of recent work in all aspects of the area in short, sharp chapters. It will serve as a handbook for postgraduates and lecturers new to publishing.

2008: 234 x 156: 208ppHb: 978-0-415-45321-9: £85.00 Pb: 978-0-415-45322-6: £20.99 eBook: 978-0-203-92798-4


Changing Practices of Doctoral EducationEdited by David Boud and Alison Lee, both at University of Technology, Sydney, Australia

This fascinating book draws on the expertise of those currently making a stimulating contribution to the literature on doctoral education. Questions are posed about the purposes of doctoral study and how it is changing.

2008: 234 x 156: 272ppHb: 978-0-415-44269-5: £85.00 Pb: 978-0-415-44270-1: £24.99 eBook: 978-0-203-87048-8


The Authentic DissertationAlternative Ways of Knowing, Research and Representation

Four Arrows AKA Don Trent Jacobs, Northern Arizona University, USA

The Authentic Dissertation is a road map for students who want to make their dissertation more than a series of hoop-jumping machinations that cause them to lose the vitality and meaningfulness of their research.

2008: 234 x 156: 272ppHb: 978-0-415-44222-0: £85.00 Pb: 978-0-415-44223-7: £23.99 eBook: 978-0-203-87050-1


Guide to Publishing a Scientific PaperAnn M. Körner, Professional Editor and Writer, USA

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

2008: 216 x 138: 120ppHb: 978-0-415-45265-6: £75.00 Pb: 978-0-415-45266-3: £11.99 eBook: 978-0-203-93875-1


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Helping Doctoral Students WritePedagogies for Supervision

Barbara Kamler and Pat Thomson

2006: 234 x 156: 192ppHb: 978-0-415-34683-2: £90.00 Pb: 978-0-415-34684-9: £24.99


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Getting a PhDAn Action Plan to Help Manage Your Research, Your Supervisor and Your Project

John Finn

2005: 216 x 138: 208ppHb: 978-0-415-34497-5: £85.00 Pb: 978-0-415-34498-2: £17.99 eBook: 978-0-203-02345-7


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Improving Literacy at WorkAlison Wolf, Kings College London, UK and Karen Evans, Institute of Education, London, UK

This book comes at a time when there is continuing policy interest in how to improve basic skills of adults at work. The core of this interest is improving literacy at work and this book will be essential reading for all those concerned with both policy and practice in this area. While the authors build on detailed research from the UK, the issue is a universal one, and rising skill requirements means the conclusions drawn will be of equal interest elsewhere in Europe, the USA, Canada, Australia and New Zealand (especially as the project team are already discussing policy options in this area in a number of countries). The research also has very direct implications and practical relevance for teaching and learning as this valuable book will provide tutors with clear guidelines and advice on exactly what is effective provision and how best to support learners at work.



Improving Disabled Students’ LearningExperiences and Outcomes

Mary Fuller, University of Gloucestershire, UK, Jan Georgeson, University of Chichester, UK, Mick Healey, University of Gloucestershire, UK, Alan Hurst, Katie Kelly, Sheila Riddell, University of Edinburgh, UK, Hazel Roberts, University of Gloucestershire, UK and Elisabeth Weedon, University of Edinburgh, UK

How do disabled students feel about their time at university? What practices and policies work and what challenges do they encounter? How do they view staff and those providing learning support?

This book sets out to show how disabled students experience university life today. The current generation of students is the first to move through university after the enactment of the

Disability Discrimination Act, which placed responsibility on universities to create an inclusive environment for disabled students. The research on which the book is based focuses on a group of students with a variety of impairments, as they progress through their degree courses. On the way they encounter different styles of teaching and approaches to learning and assessment. The diversity of their views is reflected in the issues they raise: negotiating identities, dealing with transitions, encountering divergent and sometimes confusing teaching and assessment.

2009: 216 x 138: 224ppHb: 978-0-415-48048-2: £75.00 Pb: 978-0-415-48049-9: £22.99


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Improving Mathematics at Work The Need for Techno-Mathematical Literacies

Celia Hoyles, Richard Noss, Phillip Kent and Arthur Bakker, all at Institute of Education, University of London, UK

Improving Mathematics at Work questions the mathematical knowledge and skills that matter in the twenty-first century world of work, and studies how the use of mathematics in the workplace is evolving in the rapidly-changing context of new technologies and globalisation. Through a series of case studies from the manufacturing and financial service sectors, the

authors argue that there has been a radical shift in the type of mathematical skills required for work – a shift not yet fully recognised by the formal education system, or by employers and managers.

Examining how information technology has changed mathematical requirements, the idea of Techno-mathematical Literacies (TmL) is introduced to describe the emerging need to be fluent in the language of mathematical inputs and outputs to technologies and to interpret and communicate with these, rather than merely to be procedurally competent with calculations. The authors argue for careful analyses of workplace activities, looking beyond the conventional thinking about numeracy, which still dominates policy arguments about workplace mathematics.

April 2010: 216 x 138: 240ppHb: 978-0-415-48007-9: £75.00 Pb: 978-0-415-48008-6: £21.99 eBook: 978-0-203-85465-5


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Improving Learning by Widening Participation in Higher EducationEdited by Miriam David, Institute of Education, University of London, UK, Gareth Parry, Sheffield University, UK, Diane Reay, University of Cambridge, UK, Anna Vignoles, Institute of Education, University of London, UK, Julian Williams, Manchester University, UK, Ann-Marie Bathmaker, University of the West of England, UK, Gill Crozier, Roehampton University, UK, Pauline Davis, University of Manchester, UK, Hubert Ertl, Oxford University, UK, Alison Fuller, Southampton University, UK, Geoff Hayward, Oxford University, UK, Sue Heath, University of Southampton, UK and Chris Hockings, University of Wolverhampton, UK

Improving Learning by Widening Participation in Higher Education presents a strong and coherent rationale for improving learning for diverse students from a range of socio-economic, ethnic/racial and gender backgrounds within higher education, and for adults across the life course.

It provides clear and comprehensive research evidence on the policies,

processes, pedagogies and practices of widening or increasing participation in higher education. This evidence is situated within the contexts of changing individual and institutional circumstances across the life course, and wider international transformations of higher education in relation to the global knowledge economy.

This book, based upon both qualitative studies and quantitative datasets, offers a rare insight into the overall implications for current and future policy and will provide a springboard for further research and debate. It will appeal both to policy-makers and practitioners, as well as students within higher education.



imProving lEarning sEriEs

viEW inSidE routlEdgE Books

Did you know that many of our books now have “View Inside” functionality that allows you to browse online content before making any purchasing decisions?

For more information visit www.routledge.com.

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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, University of Lancaster, UK, Marilyn Martin-Jones, University of Birmingham, UK, Zoe Fowler, Independent Researcher, UK, Buddug Hughes, University of Wales, Bangor, UK, Greg Mannion, University of Stirling, UK, Kate Miller, University of Stirling, UK Candice Satchwell, Lancaster University, UK and Blackpool and The Fylde College, UK

What’s the problem with literacy at college? How might everyday literacy be harnessed for educational ends?

Based on the first major study of literacy practices in colleges in the UK, this book explores the reading and writing associated with learning subjects across the college curriculum. It investigates literacy practices in which students engage outside of

college, and teaching and learning strategies through which these can help support the curriculum. With insightful analyses of innovative practices, it considers ways of changing teaching practices to enable students to draw upon their full potential.

This book will interest all teachers, teacher-educators and researchers concerned with post-compulsory education and vocational education in compulsory schooling.

2009: 216 x 138: 232ppHb: 978-0-415-46911-1: £75.00 Pb: 978-0-415-46912-8: £22.99 eBook: 978-0-203-88142-2


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

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

Post compulsory education in the UK has been constantly restructured by the New Labour government and has been subject to considerable policy turbulence over the last few years. This book attempts to understand this important but poorly understood sector by both talking to students and front-line staff and by interviewing the officials responsible for managing

post-compulsory education and lifelong learning.

By examining the sector simultaneously from the ‘bottom up’ and from ‘top down’, the authors show how recent policy is affecting three disadvantaged groups – 16-19 year olds who have fared poorly in official tests at school; unemployed adults learning basic skills; and employees at work learning basic skills. The authors conclude that there are serious failings and suggest principles and features of a more equitable and effective learning system.

2008: 216 x 138: 248ppHb: 978-0-415-46180-1: £86.00 Pb: 978-0-415-46181-8: £23.99 eBook: 978-0-203-92899-8


Books By JEnnifEr a. moonnEW

Using StoryIn Higher Education and Professional Development

Jennifer A. Moon, University of Bournemouth, UK

’Story’ is everywhere in human lives and cultures and it also features strongly in the processes of teaching and learning. As a result of growing interest and simultaneous confusion about the topic, it is timely to sort out the various meanings of story in a book for higher education teachers and others, so that we can draw out and extend the value of the use of story from the ‘mis-usages’ of the word.

The aim of the book is therefore to clarify what we mean by ’story’, to seek out where ’story’ occurs in higher education and professional development, and to explore the processes by which we learn from ’story’ in its various forms. In this way the book intends to ‘bring story into the open’ in education and improve its use. Building on her wealth of experience in the field, the author demonstrates the current uses of ’story’ and explores new ways to use it and thereby enrich and enliven teaching and learning processes, particularly in the context of higher education and professional development.

Ideal for anyone involved in teaching or personal development, the book begins by considering the range of what is meant by story, and then considers the theory behind the meanings.

August 2010: 234 x 156: 240ppHb: 978-0-415-56468-7: £75.00 Pb: 978-0-415-56469-4: £24.99


Achieving Success through Academic AssertivenessReal Life Strategies for Today‘s Higher Education Students

Jennifer A. Moon, University of Bournemouth, UK

Academic Assertiveness is an essential capability that is required of students who wish to achieve academic and professional success. Written for students who are aiming to achieve college success, Achieving Success through Academic Assertiveness focuses on the challenges that learners face and encourages positive actions that support triumphs in learning situations. Jennifer A.

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

2008: 229 x 152: 216ppHb: 978-0-415-99142-1: £75.00 Pb: 978-0-415-99143-8: £28.99 eBook: 978-0-203-88720-2


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Improving What is Learned at UniversityAn Exploration of the Social and Organisational Diversity of University Education

John Brennan, The Open University, UK, Robert Edmunds, The Open University, UK, Muir Houston, University of Stirling, UK, David Jary, Yann Lebeau, University of East Anglia, UK, Michael Osborne, University of Glasgow, UK and John T.E. Richardson, The Open University, UK

What is learned in universities today? Is it what students expect to learn? Is it what universities say they learn? How far do the answers to questions such as these differ according to what, where and how one studies?

As higher education has expanded, it has diversified both in terms of its institutional forms and the characteristics of its students. However, what we do not know is the extent to which it has also diversified in terms of ‘what is learned’. In this book the authors explore this question through the voices of higher education students, using empirical data from students taking fifteen different courses at different universities across three subject areas – bioscience, business studies and sociology. The study concentrates on the students’ experiences, lives, hopes and aspirations while at university through data from interviews and questionnaires, and this is collated and assessed alongside the perspectives of their teachers and official data from the universities they attend.

Through this study the authors provide insights into ‘what is really learned at university’ and how much it differs among individual students and the universities they attend.

January 2010: 216 x 138: 256ppHb: 978-0-415-48015-4: £75.00 Pb: 978-0-415-48016-1: £22.99 eBook: 978-0-203-86323-7


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highEr EdUcation lEadErShip & managEmEnt

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Reflection in Learning and Professional DevelopmentJennifer A. Moon, University of Bournemouth, UK

2000: 234 x 156: 240ppPb: 978-0-7494-3452-6: £28.99 eBook: 978-0-203-88720-2


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Accountability and Higher EducationTeaching and Learning in the American University

Ana M. Martínez Alemán, Boston College, USA

Undergraduate teaching and learning has faced external challenges throughout each historic period in Higher Education. Today the challenge to account for how students are taught and how they learn has become a prominent focus. Accountability and Higher Education frames the debates on teaching and learning accountability in Higher Education. Due to consumer concerns about rising costs of US higher education, a diverse and relatively autonomous system of national and state policy boards, foundations and the general public are demanding that Higher Education institutions account for their effectiveness and functions.

This book examines the following democratic imperatives in light of accountability obligations: the teaching of undergraduates, the development of faculty as teachers through the theoretical lens of John Dewey’s pragmatism, data and empirical research on college teaching and learning, and the institutional policies for graduate student and faculty teaching development.

Higher Education faculty, executives and administrators, public policy makers and students enrolled in HE Masters and PhD programs will find that this book informs their practice and will serve to contribute to the debates on accountability for years to come.



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Breaking through the Access BarrierHow Academic Capital Formation can Improve Policy in Higher Education

Edward St. John, University of Michigan, USA

Written for Higher Education Masters and PhD programs that address policy issues relating to access and overcoming barriers to educational opportunities, this powerful textbook argues that current policies designed to address inequalities in college access use divergent rationales to promote improvement in academic preparation, college information, and student aid. Many of the remedies currently being used do not address underlying issues of inequality. The author introduces a ground-breaking, new concept and theory identified as academic capital formation (ACF). Academic capital is defined as family knowledge of educational options and the opportunity to pursue them, providing a basis for rethinking the core process of overcoming inequalities in educational attainment. It further suggests focusing on the roles of intervention programs and public policy in overcoming these barriers.

Readers will find this textbook stands apart from all existing books currently available in this area. It offers new insight and valuable guidance for working within new policy frameworks and shall undoubtedly re-shape the future of educational opportunities and access for under-represented students from disadvantaged backgrounds.

August 2010: 254 x 178: 400ppHb: 978-0-415-80032-7: £100.00 Pb: 978-0-415-80033-4: £24.99 eBook: 978-0-203-84901-9


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Building and Managing World-Class UniversitiesHigher Education Leadership in Emerging Academic Systems

Edited by Philip G. Altbach, Boston College, USA

Written for College and University senior administrators worldwide, Building and Managing World-Class Universities is a contributed volume comprised of distinguished international authors who offer their extensive administration expertise and leadership experience. This collection of essays is grounded in empirical research and written in a clear and jargon-free style to engage the reader, stimulate reflection and enhance performance. Each chapter follows the same format which ensures the volume is cohesive throughout. The reader will benefit from the best practice advice offered from academic trendsetters from around the world who have excelled within institutions that think globally without losing sight of their respective national and local environments.

December 2010: 229 x 152Hb: 978-0-415-80028-0: £100.00 Pb: 978-0-415-80029-7: £29.99


Routledge Resources for Teaching in Higher EducationThe one stop shop for your teaching needs!Aimed at supporting the Higher Education teaching professional, this website highlights books that offer essential guidance, tips, and techniques that are sure to enhance your teaching practice.

Take a moment to browse our complete list of practical teaching and learning & eLearning resources today!

www.routledge.com/teachinginhighereducation

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Engaging in Social PartnershipsA Professional Guide for Successful Collaboration in Higher Education

Novella Keith, Temple University, USA

If many Higher Education partnerships that involve diverse groups fall short of achieving success, how can partners overcome the common barriers and promote equity in the process?

This text is written for Higher Education Professionals who are actively engaged in collaborating with communities and organizations. Engaging in Social Partnerships prepares professionals to become reflective practitioners while working in partnerships that cross social divides. An invaluable resource, it helps partners navigate the multiple and conflicting objectives that arise in partnership practices. It further encourages the reader to enact practices that are more equitable and democratic. In order to be successful in these partnerships, professionals must look carefully at how they are influenced by factors such as race, class, gender, age, culture, histories and other differences. Unequal power relations prevailing in such partnerships affect the ability to share information, problem solve and form honest relationships. Unless these three essential components are properly addressed, the partnership will not be successful in achieving its overall goal.

Armed with this book, professionals will be equipped with the knowledge on how to apply successful models of practical democracy to their partnerships.

October 2010: 229 x 152: 288ppHb: 978-0-415-99636-5: £95.00 Pb: 978-0-415-99637-2: £30.99


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Managing the Entrepreneurial UniversityLegal Issues and Preventative Strategies

J. Douglas Toma, University of Georgia, USA

An appropriate text for administrators and future higher education professionals who are studying Higher Education law, Managing the Entrepreneurial University considers the range of legal issues relevant to managing the contemporary American university, college, and community college. It explores the trends, issues and legal difficulties that face entrepreneurial institutions and provides thoughtful strategies toward preventing or mitigating legal challenges. Readers will find that it explains, in clear, non-technical language, the basic concepts of higher education law, grounding them in contemporary challenges in higher education management, particularly those associated across institution types with increased interaction with external markets.

The main goal of this text is to help the reader develop their expertise in recognizing legal issues when they emerge. It provides future administrators with the background necessary to ask thoughtful questions to counsel and engage in sophisticated discussions about possible responses to legal-related problems that may arise.

August 2010: 254 x 178: 224ppHb: 978-0-415-87242-3: £105.00 Pb: 978-0-415-87245-4: £35.99


nEW Edition of BEStSEllEr2nd Edition

The Higher Education Manager’s HandbookEffective Leadership and Management in Universities and Colleges

Peter McCaffery, London South Bank University, UK

The Higher Education Manager’s Handbook has been substantially updated and reflects important changes that have occurred since its first publication in 2004. In this new edition, Peter McCaffery continues to draw on a wealth of US and UK case studies based on innovative practice. The book offers counsel and guidance on all aspects of the manager’s role and provides the

navigational tools to successfully operate where the legitimacy of ’management’ has often been questioned.

This bestselling guide builds upon its original strengths and remains an engaging, accessible and highly enjoyable read. Written from the unique perspective of the HE manager, it offers practical advice that can be implemented immediately by managers and university leaders at all levels.

Higher Education Managers, Team Leaders, Vice Chancellors, Provosts, University Presidents, Department Heads and Student Affairs Administrators will find this book to be an irreplaceable resource.



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Higher Education and the MarketRoger Brown, Liverpool Hope University, UK

The introduction of market forces into the provision of higher education is the most crucial issue facing universities and colleges today. As the key role of universities in the knowledge society becomes ever more apparent, and as the limits of public funding for universities are reached, marketization has become an issue in nearly every major system, with discussion about the ever increasing cost of tuition, affordability, access, university rankings, information and the commercialization of academic research taking place not only in North America, Western Europe and Australasia but also in Eastern Europe, Asia and Latin America.

Higher Education and the Market provides not only an up to date and comprehensive account of this phenomenon but also offers some proposals by which market forces, government intervention and academic self regulation can be combined so as to harness the benefits of increased competition and efficiency without losing the public goods which universities and colleges have traditionally provided and which the public continues to value. It is of particular interest to government and institutional leaders and policy makers, researchers, and students studying higher education.

The findings and conclusions within this book will be of interest to anyone who is looking to increase their understanding of the impact of market forces and policies on Higher Education worldwide.

May 2010: 229 x 152: 208ppHb: 978-0-415-99168-1: £80.00 Pb: 978-0-415-99169-8: £24.99 eBook: 9780203-84900-2


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Introduction to American Higher EducationA Reader

Edited by Shaun Harper, University of Pennsyl vania, USA and Jerlando Jackson, University of Wisconsin, USA

Written primarily for graduate students in Higher Education and Student Affairs graduate programs, Introduction to American Higher Education is a groundbreaking collection that combines classic contributions to higher education along with the freshest, most cutting-edge thinking in the field. This much-anticipated Reader brings together essential readings and unites several highly-regarded scholars in each of the intellectual areas of study in higher education.

Introduction to American Higher Education is divided into six sections and contains, in total, thirty previously published journal articles and book chapters; each section will include at least one classic piece, a selection on community colleges, and a piece related to diversity. No longer will faculty members need to compile their own readers of journal articles and book chapters for introductory courses on higher education and student affairs – Introduction to American Higher Education brings together the best published scholarship in one comprehensive volume.



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Pathways to Academic Success in Higher EducationStudent Record Data, Action Inquiry, and Underrepresented Students

Edward P. St. John and Glenda D. Musoba

Pathways to Academic Success in Higher Education is a unique contribution to the theory and research surrounding the use of student record data systems. Analysis of one state’s millennial cohort of students informs the authors’ in-depth study of how we can support student achievement and access through state-level policy.

Revealing the diverse paths to higher education, this book provides a theoretically sound and balanced approach for improving HE access, taking into account the wealth of information in state data systems and incorporating existing access and achievement models. Effective use of state data systems is outlined, and guidance is offered on how best to understand and promote retention and success once students have achieved the HE level.

May 2010: 229 x 152: 272ppHb: 978-0-415-87525-7: £95.00


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Organizing for Social PartnershipHigher Education in Cross-Sector Collaboration

David J. Siegel, East Carolina University, USA

The most complex social challenges – such as postsecondary access and success for underrepresented students, diversification of the workforce, poverty, environmental degradation, and global health – exceed the problem-solving capacity of single organizations or societal sectors. Organizing for Social Partnership provides colleges and universities, corporations, government agencies, nonprofits, and other organizations with a model for how to effectively address these and other pressing social issues through strong, effective collaboration.

To bring social partnership to life, this book includes an in-depth field study of the LEAD (Leadership Education and Development) Program in Business – a cross-sector partnership involving twelve top universities, nearly forty corporations, a federal government agency, and a nonprofit organization. The program, focused on creating access and success for underrepresented students, can be applied as an archetype across contexts and settings.

Organizing for Social Partnership is relevant for graduate students enrolled in courses on postsecondary organization and governance, equity and diversity, access, administration, and contemporary issues. This book will also spark dialogue among higher education leaders and their counterparts in business, government, and the social sector.



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Recognizing and Serving Low-Income Students in Higher EducationAn Examination of Institutional Policies, Practices, and Culture

Edited by Adrianna Kezar, University of Southern California, USA

This professional text is written for administrators in Higher Education who work with low-income and first-generation college students. This book uncovers organizational biases that prevent post-secondary institutions from adequately serving low-income students and offers practical guidance for adopting new and/or revised policies and practices to help these students thrive.

The majority of studies on serving low-income students have focused on federal, state and public policies. This volume, based on empirical studies of the policies and practices of postsecondary institutions, breaks this mold. Each chapter outlines how post-structuralism has been used to elucidate the concepts and issues examined, describes policies and practices that do not serve low-income students, demonstrates the impact of the polices, deconstructs the policy and practice, and offers guidance on implementing new and revised policies. Readers will find the authors avoid using complex jargon and cover theory in an accessible, practitioner-friendly way.

This volume presents tremendous insight and valuable guidance for working within new policy frameworks in order to re-shape the future of educational opportunities for low-income students in higher education.

July 2010: 229 x 152: 304ppHb: 978-0-415-80321-2: £100.00 Pb: 978-0-415-80322-9: £26.99


Collaborative Working in Higher EducationThe Social Academy

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

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

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

2009: 229 x 152: 240ppHb: 978-0-415-99166-7: £90.00 Pb: 978-0-415-99167-4: £22.99 eBook: 978-0-203-87292-5


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College Organization and Professional DevelopmentIntegrating Moral Reasoning and Reflective Practice

Edward St. John, University of Michigan, USA

A thought-provoking textbook written for students enrolled in graduate Higher Education and Student Affairs Masters and PhD programs, College Organization and Professional Development focuses on the framing of critical issues in organization practice, the gaps between moral beliefs and actions, and improving equity within organizations. It can be

used as a text in Organization, Leadership and Professional Practice courses that seek to integrate a focus on moral leadership and reflection practice. This breakthrough text seeks to revolutionize how we understand ethical practice and provides a new theory that informs practice within organizations. Unlike the majority of Organization textbooks currently available which lack social contextual understanding of moral issues and social justice, this text encourages the use of action research to inform and support change in professional practice.

Students will find the pedagogical exercises useful for reflecting on their own goals, examining their own practices, and testing new intervention methods within their organizations and communities of practice. Reflective assignments are suggested for readers to help them engage in a process of reflective analysis of professional practice.

2009: 254 x 178: 288ppHb: 978-0-415-99211-4: £95.00 Pb: 978-0-415-99212-1: £22.99 eBook: 978-0-203-88166-8


Faculty StressEdited by David R. Buckholdt and Gale E. Miller, both at Marquette University, USA

Faculty Stress takes a comprehensive look at faculty stress, its causes, and its consequences. This unique book explores the wide range of factors associated with work-related stress, the sources and perceptions of stress in differing academic environments, and the importance of gender factors in understanding and dealing with work stress in academia. Respected authorities discuss quantitative and qualitative research, case studies, and provide helpful policy recommendations.

This book was published as a special issue of the Journal of Human Behavior in the Social Environment.

2009: 229 x 152: 248ppHb: 978-0-7890-3836-4: £75.00 Pb: 978-0-7890-3837-1: £25.99


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

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

How to Recruit and Retain Higher Education Students is an invaluable resource for academic staff, administrators and policy-makers involved in student recruitment and improving student retention. It offers practical advice on how universities can influence the expectations of prospective students, allowing them to make sensible decisions about careers, courses and institutions.

Many surveys of students who drop out of university show that most do so out of disappointment. Failing to understand what higher education was about quickly enough, they become confused and frustrated; dropping out seems the best solution. This book describes a series of practices proven to encourage students to stay on, discussing the background research on student attrition. By preparing students better for their higher education experience, the practices in How to Recruit and Retain Higher Education Students are effective not only in recruiting students but also in matching them to the right institutions and programmes.

2009: 229 x 152: 256ppHb: 978-0-415-99088-2: £85.00 Pb: 978-0-415-99089-9: £22.99 eBook: 978-0-203-87730-2


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A Practical Guide to University and College ManagementBeyond Bureaucracy

Steve Denton and Sally Brown, both at Leeds Metropolitan University, UK

Written for Higher Education managers and administrators, A Practical Guide to University and College Management is a highly accessible text that offers practical guidance on how to manage the day-to-day life of universities. The authors take a proactive approach and offer a range of good practice examples and solutions, designed to resolve the dilemmas that arise in today’s rapidly changing

higher education environment.

Drawing on a wealth of management experience, this edited collection pulls together advice and practical guidance from expert managers working in the field of Higher Education. Each chapter is underpinned by theoretical perspectives to support invaluable pragmatic hints, mini-case studies, practical examples, and sample guidelines.

A Practical Guide to University and College Management will be of interest to Higher Education managers, administrators, and anyone looking for a ‘how to’ navigational guide that informs the working life of a university, from attracting students through to graduation.



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Reconstructing Policy in Higher EducationFeminist Poststructural Perspectives

Edited by Elizabeth J. Allan, University of Maine, USA, Susan Iverson, Kent State University, USA and Rebecca Ropers-Huilman, University of Minnesota, USA

Reconstructing Policy in Higher Education highlights the work of accomplished and award-winning scholars and provides concrete examples of how feminist poststructuralism effectively informs research methods and can serve as a vital tool for policy makers, analysts, and practitioners. The research examines a range of topics of interest to scholars and professionals including: purposes of Higher Education, administrative leadership, athletics, diversity, student activism, social class, the history of women in postsecondary institutions, and quality and science in the globalized university.

Students enrolled in Higher Education and Educational Policy programs will find this book offers them tools for thinking differently about policy analysis and educational practice. Higher Education faculty, managers, deans, presidents, and policy-makers will find this book contributes significantly to their own policy analysis, practice, and discourse.

October 2009: 229 x 152: 272ppHb: 978-0-415-99776-8: £95.00 Pb: 978-0-415-99777-5: £32.99 eBook: 978-0-203-87003-7


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The Trouble with Higher EducationA Critical Examination of our Universities

Trevor Hussey and Patrick Smith, both at Buckinghamshire New University, UK

The Trouble with Higher Education is a powerful and topical critique of the Higher Education system in the UK, with relevance to countries with similar systems. Based on the authors’ experiences that span over thirty years of fieldwork, the issues discussed focus on the problems facing the principle responsibilities of universities: teaching, learning and research.

The first half of the book identifies a number of problems that have followed the growth of mass education. It examines their causes and explains their damaging effects. The second half of the book offers a broad vision and makes a number of practical suggestions for ameliorating the problems and improving higher education.

The Trouble with Higher Education is aimed primarily at a professional audience of academics, educationalists, managers, administrators and policy makers, but would interest anyone concerned about higher education. It is suited to professional development courses, and Master’s and doctoral level studies.



Challenging BoundariesManaging the Integration of Post-Secondary Education

Edited by Neil Garrod, The University of Greenwich, UK and Bruce Macfarlane, University of Portsmouth, UK

Challenging Boundaries is a key resource for managers, researchers, and policy-makers in the fields of Higher Education and Further Education. Around the world, post-compulsory education is divided between Universities and Community-based Colleges. However, in response to a range of social and economic forces there has been a growth in the number of dual sector institutions (or

’duals’) that span this divide. Challenging Boundaries brings together leading international thinkers, policy analysts, academic managers, and researchers who question whether duals can provide relevant education to students and appropriate graduates for the economy, while also offering greater opportunities to disadvantaged students.

2008: 229 x 152: 224ppHb: 978-0-415-98931-2: £75.00 Pb: 978-0-415-98932-9: £22.99 eBook: 978-0-203-88514-7


Educating Global Citizens in Colleges and UniversitiesChallenges and Opportunities

Peter N. Stearns, George Mason University, USA

This book provides distinctive analysis of the full range of expressions in global education at a crucial time, when international competition rises, tensions with American foreign policy both complicate and motivate new activity, and a variety of innovations are taking shape. Citing best practices at a variety of institutions, the book provides practical coverage and guidance in the major aspects

of global education, including curriculum, study abroad, international students, collaborations and branch campuses, while dealing as well with management issues and options.

2008: 229 x 152: 240ppHb: 978-0-415-99023-3: £100.00 Pb: 978-0-415-99024-0: £30.99 eBook: 978-0-203-88518-5


Plagiarism, the Internet, and Student LearningImproving Academic Integrity

Wendy Sutherland-Smith, Monash University, Australia

Written for Higher Education educators, managers and policy-makers, Plagiarism, the Internet, and Student Learning combines theoretical understandings with a practical model of plagiarism and aims to explain why and how plagiarism developed. It offers a new way to conceptualize plagiarism and provides a framework for professionals

dealing with plagiarism in higher education.

2008: 229 x 152: 240ppHb: 978-0-415-43292-4: £75.00 Pb: 978-0-415-43293-1: £21.99 eBook: 978-0-203-92837-0


Wisdom in the UniversityEdited by Ronald Barnett, University of London, UK and Nicholas Maxwell

This provocative and challenging book questions how people think about what universities should seek to do and how they should respond to the pressing issues of our time. With contributions from leading experts, Wisdom in the University is essential reading for all those interested in the the future of universities and philosophy of education.

2008: 246 x 174: 128ppHb: 978-0-415-44934-2: £70.00


Political Correctness and Higher EducationBritish and American Perspectives

John Lea, Canterbury Christ Church University, UK

This book is the first major study of political correctness in post compulsory education to be published in the UK. For readers in the UK unfamiliar with the nature of the controversies in US college campuses this book offers a comprehensive assessment of the key themes, including who and what was behind key campaigns. For readers in the US unfamiliar with how this cultural export has faired in the UK, this book looks at the significant similarities and differences in the ways that the phrase has been used in both societies.

2008: 229 x 152: 296ppHb: 978-0-415-96258-2: £80.00 Pb: 978-0-415-96259-9: £24.99 eBook: 978-0-203-88862-9


Researching with IntegrityThe Ethics of Academic Enquiry

Bruce Macfarlane, University of Portsmouth, UK

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

2008: 229 x 152: 208ppHb: 978-0-415-42903-0: £75.00 Pb: 978-0-415-42904-7: £22.99 eBook: 978-0-203-88696-0


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Faculty DiversityProblems and Solutions

JoAnn Moody, Professional Diversity Consultant, USA

2004: 229 x 152: 264ppHb: 978-0-415-94866-1: £105.00 Pb: 978-0-415-94867-8: £26.99


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Accountability in Higher EducationA Global Perspective on Quality, Trust and Power

Edited by Bjorn Stensaker, University of Oslo, Norway and Lee Harvey, Copenhagen Business School, Denmark

One of the most profound changes in higher education during the past couple of decades is the increasing interest in accountability. The interest in the potential, performance and productivity of higher education has brought this issue of quality assurance and accountability to the forefront of the political agenda on a global scale.

Accountability in Higher Education takes an in-depth look at accountability initiatives from various regions around the world. It is comprised of important contributions from well-known international scholars from within the field. Readers will find this volume provides a comprehensive analysis of the promises, perils and paradoxes of accountability and how certain initiatives may change the power structures as well as the autonomy of higher education. It aims to de-construct the concept of accountability and provide readers with insight to the purpose of accountability, how it works and whether the promises outweigh the problems.



Structuring Mass Higher EducationThe Role of Elite Institutions

Edited by David Palfreyman, New College, University of Oxford, UK and Ted Tapper, Oxford Centre for Higher Education Policy Studies, UK

Structuring Mass Higher Education defines and highlights what makes an ‘elite’ university – something which institutions must strive for in order to gain their position as global players.

2008: 229 x 152: 368ppHb: 978-0-415-42604-6: £105.00 eBook: 978-0-2038-8972-5


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Cross-Border Collaborations in Higher EducationPartnerships Beyond the Classroom

Edited by Robin Sakamoto and David Chapman

Cross-Border Collaborations in Higher Education looks beyond instruction to examine the diverse ways international colleges and universities work together as institutions. In addition to the widely studied exchange of students and faculty, these partnerships have involved the creation of branch campuses, joint research and technology initiatives, collaboration in strengthening institutional management, testing, faculty development efforts, collaboration in quality assurance, and sharing of technology. Cross-national collaborations are an increasingly important financial and informational resource for universities, and more and more non-Western schools are taking part.

This volume examines the purposes and types of cross-border collaborations, analyzes potential benefits, and discusses potential problems, from differing expectations to financial viability. Contributors from around the world provide a thoughtful look at the models being employed, the challenges encountered, and the unintended consequences of such collaboration, both positive and negative.

September 2010: 229 x 152: 272ppHb: 978-0-415-87648-3: £100.00 eBook: 978-0-203-84926-2


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International Research CollaborationsMuch to be Gained, Many Ways to Get in Trouble

Edited by Melissa S. Anderson, University of Minnesota, USA and Nicholas H. Steneck, University of Michigan, USA

Encouraged by their institutions and governments and aided by advances in technology and communication, researchers are increasingly pursuing international collaborations with high hopes for scientific breakthroughs, intellectual stimulation, access to research equipment and populations, and the personal satisfactions of global engagement.

International Research Collaborations considers what can and does go wrong in these cross-national research collaborations, and how scientists can avoid these problems in order to create and sustain productive, mutually enriching partnerships.

International Research Collaborations will provide valuable insights to researchers who are collaborating or who intend to collaborate internationally, as well as administrators, funders, regulators, editors, and policy-makers involved in cross-national research.

July 2010: 234 x 156: 272ppHb: 978-0-415-87541-7: £100.00 eBook: 978-0-203-84890-6


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The Engaged UniversityInternational Perspectives on Civic Engagement

David Watson, University of London, UK, Susan Stroud, Innovations in Civic Participation, USA and Robert Hollister, Tufts University, USA

Essential reading for policy-makers, institutional leaders, managers, advisors, and scholars in the field of higher education, this book analyzes how the governance of higher education systems has evolved in recent years. This volume is an authoritative overview with contributions from authors from the UK, the Netherlands, Denmark, Portugal, Norway, Italy, Ireland, Austria, Germany, Canada, the US and Australia.

Comprehensive in coverage, this volume explores how the use of disciplinary approaches and frameworks, particularly from political science, public administration and public policy help us to understand better the coordination of higher education systems. This is an arduous but gratifying challenge, given the current complexity of multi-actor and multi-level steering in higher education, rife with unintended outcomes and unanticipated dynamics.

May 2011: 229 x 152: 304ppHb: 978-0-415-87465-6: £80.00


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Academic and Professional Identities in Higher EducationThe Challenges of a Diversifying Workforce

Edited by Celia Whitchurch, University of London, UK and George Gordon, University of Strathclyde, UK

Academic and Professional Identities in Higher Education reviews the implications of new forms of academic and professional identity, which have emerged largely as a result of a broadening disciplinary base and increasing permeability between higher education and external environments.

The volume addresses the challenges faced by those

responsible for the wellbeing of academic faculty and professional staff. International perspectives examine current practice against a background of rapidly changing policy contexts, focusing on the critical ‘people dimension’ of enhancing academic and professional activity, while also addressing national, socio-economic, and community agendas. Consideration is given to mainstream academic faculty and professional staff, researchers, library and information professionals, people with an interest in teaching and learning, and those involved in individual projects or institutional development.

November 2009: 229 x 152: 288ppHb: 978-0-415-99090-5: £100.00 eBook: 978-0-203-86525-5


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intErnationalization and StUdy aBroad

International Organizations and Higher Education PolicyThinking Globally, Acting Locally?

Edited by Roberta Malee Bassett, The World Bank, USA and Alma Maldonado-Maldonado, University of Arizona, USA

Higher Education operates in an increasingly global context, and yet the examination of what drives and moves the field has remained largely focused on domestic campus leaders, national governments and institutional actors. International Organizations and Higher Education Policy expands the analysis to include the global drivers behind higher education policy, including a full array of

influential organizations such as the World Bank, UNESCO, OECD, WTO, bilateral aid agencies and major private foundations. The significance of these organizations is especially pronounced in the developing world, where the expansion of higher education is happening in conjunction with the broadening influence of globalization.

International Organizations and Higher Education Policy critically analyzes the impact that these influential organizations have at different levels of policy development and implementation around the world. It examines their role in higher education institutions, examines the strength of these relationships, and exposes both the positive and negative implications.

2009: 229 x 152: 328ppHb: 978-0-415-99043-1: £95.00 eBook: 978-0-203-87666-4


International Perspectives on the Governance of Higher EducationAlternative Frameworks for Coordination

Edited by Jeroen Huisman, University of Bath, UK

International Perspectives on the Governance of Higher Education analyzes how the governance of higher education systems has evolved in recent years. This volume is an authoritative overview with contributions from authors from the UK, the Netherlands, Denmark, Portugal, Norway, Italy, Ireland, Austria, Germany, Canada, the US and Australia.

Comprehensive in coverage, this volume explores how the use of disciplinary approaches and frameworks, particularly from political science, public administration and public policy help us to better understand the coordination of higher education systems. This is an arduous but gratifying challenge, given the current complexity of multi-actor and multi-level steering in higher education, rife with unintended outcomes and unanticipated dynamics.

2009: 229 x 152: 304ppHb: 978-0-415-98933-6: £75.00 eBook: 978-0-203-88335-8


The Handbook of Practice and Research in Study AbroadHigher Education and the Quest for Global Citizenship

Edited by Ross Lewin, University of Connecticut, USA

Co-published with the Association for American Colleges and Universities (AAC&U).

The Handbook of Practice and Research in Study Abroad is a comprehensive survey of the field. Each chapter eloquently conveys an enthusiasm for study abroad alongside a critical assessment of the most up-to-date research, theory and practice. This contributed volume brings together expert academics, senior administrators, practitioners of

study abroad, and policy-makers from across the United States, Canada and other parts of the world.

The Handbook of Practice and Research in Study Abroad is an indispensable reference volume for scholars, higher education faculty, study abroad professionals, policy makers, and the academic libraries that serve these audiences.

2009: 254 x 178: 608ppHb: 978-0-415-99160-5: £105.00 Pb: 978-0-415-99161-2: £49.99 eBook: 978-0-203-87664-0


Teaching in Transnational Higher EducationEnhancing Learning for Offshore International Students

Edited by Michelle Wallace and Lee Dunn, both at Southern Cross University, Australia

This book focuses on the current and emerging issues in transnational teaching and learning, discussing the implications for learners in transnational higher education. Including contributions from Jude Carroll and Betty Leask.

2008: 229 x 152: 296ppHb: 978-0-415-42053-2: £85.00 Pb: 978-0-415-42054-9: £26.99 eBook: 978-0-203-93062-5


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

2007: 234 x 156: 264ppHb: 978-0-415-41989-5: £80.00 eBook: 978-0-203-94596-4


nEW

Internationalisation and the Student VoiceHigher Education Perspectives

Edited by Elspeth Jones, Leeds Metropolitan University, UK

This groundbreaking volume seeks to take the first steps in analyzing the impact of internationalization initiatives from student perspectives. As programs are increasingly delivered overseas and we seek to offer domestic students an international experience, how do we know what works for students and what does not? Encompassing the fast-growing global imperative is a significant challenge for higher education and this collection identifies opportunities for enrichment of the learning environment, with all chapters based on direct research with students.

The book provides essential reading for anyone engaged in internationalization and wishing to learn more about the impact on students of a range of initiatives in order to apply the lessons in their own contexts.

November 2009: 229 x 152: 240ppHb: 978-0-415-87127-3: £85.00 Pb: 978-0-415-87128-0: £24.99 eBook: 978-0-203-86530-9


intErnationalization and study aBroad

intErnational studiEs in highEr Education sEriEs

20


kEy iSSUES in highEr EdUcation

kEy issuEs in highEr EducationnEW

The Decentering of the Traditional UniversityThe Future of (Self) Education in Virtually Figured Worlds

Russell Francis, University of Oxford, UK

The Decentering of the Traditional University provides a unique perspective on the implications of media change for learning, literacy and education. Francis draws our attention to the plight of advanced resourceful learners as they start to break away from traditional modes of instruction and learn through active engagement in a globally interconnected participatory culture.

Chapters illustrate students designing radically personalised learning environments to support advanced knowledge work; learners cultivating and nurturing globally distributed funds of living knowledge they take with them as they migrate across countries and institutional contexts; and learners shaping their own sense of self and life trajectories through serious play in virtually figured worlds. These concepts are illustrated with vignettes that suggest some of the surprising and unexpected ways emergent media forms are now routinely exploited by students as powerful learning resources. Nevertheless, these stories also highlight the challenges and choices confronting students as they struggle to negotiate the faultlines of media convergence and master the New Media Literacies they need to exploit the full potential of participatory media for self education.

May 2010: 234 x 156: 224ppHb: 978-0-415-55053-6: £75.00 eBook: 978-0-203-85802-8


Higher Education and Sustainable DevelopmentParadox and Possibility

Stephen Gough and William Scott, both at University of Bath, UK

Series: Key Issues in Higher Education

Higher Education and Sustainable Development examines whether it is actually possible to mandate, plan, monitor and evaluate the higher education sector’s route to the production of educated, innovative, independent, self-determining, critical individuals while at the same time achieving a range of wider policy goals on the side.

2008: 234 x 156: 208ppHb: 978-0-415-41652-8: £85.00 eBook: 978-0-203-93842-3


nEW

Re-Designing Learning ContextsTechnology-Rich, Learner-Centred Ecologies

Rosemary Luckin, The London Knowledge Lab, University of London, UK

Series: Foundations and Futures of Education

What do we mean by the word ‘context’ in education and how does our context influence the way that we learn?

What role can technology play in enhancing learning and what is the future of technology within learning?

Re-Designing Learning Contexts seeks to re-dress the lack of attention that has traditionally been paid to a learner’s wider

context and proposes a model to help educators and technologists develop more productive learning contexts. It defines context as the interactions between the learner and a set of inter-related resource elements that are not tied to a physical or virtual location. Context is something that belongs to an individual and is created through their interactions in the world.

This interdisciplinary study draws on a range of disciplines, including geography, anthropology, psychology, education and computing, to investigate the dynamics and potential of teacher-learner interaction within a learning continuum, and across a variety of locations. It will be of interest to those teaching, researching and thinking about the use of technology in learning and pedagogy, as well as those involved in developing technology for education and those who use it in their own teaching.

April 2010: 234 x 156: 224ppHb: 978-0-415-55441-1: £75.00 Pb: 978-0-415-55442-8: £23.99


The Developing World and State EducationNeoliberal Depredation and Egalitarian Alternatives

Edited by Dave Hill, University of Northampton, UK and Ellen Rosskam, Woodrow Wilson International Center for Scholars, USA

Series: Routledge Studies in Education and Neoliberalism

This book critically examines neoliberal policy impacts on schooling/education in the Developing World, analysing the latest developments in Latin America, Mexico, Argentina, Venezuela, Pakistan, India, Burkina Fasso, South Africa, Mozambique, and China.

2008: 229 x 152: 260ppHb: 978-0-415-95776-2: £70.00 eBook: 978-0-203-88925-1


nEW

The Market for AcademicsChristine Musselin, Centre de Sociologie des Organisations, France

Series: Studies in Higher Education

This book addresses academic labor markets in three countries: France, Germany, and the United States. The management of faculty careers is a critical issue in university autonomy, and in many countries recent reforms have increasingly addressed this area.

Musselin’s exhaustive empirical research on academic job hiring practices and faculty career patterns included over 200 interviews with faculty members and administrators concerning two disciplines: history and math. Each of the countries has very different historical traditions with regard to how peers recruit their colleagues within the academy. Using what is known as an ’economics of quality’ comparative approach, she sheds new light on faculty worklife. The author’s focus on the criteria of evaluation in academic hiring decisions is a unique contribution and one that should stimulate the current debates on higher education reforms.

November 2009: 229 x 152: 282ppHb: 978-0-415-99683-9: £65.00 eBook: 978-0-203-86306-0


Universities, Ethics and ProfessionsDebate and Scrutiny

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


Every business and organization today needs to impress stakeholders with its ethics policy. Universities, Ethics and Professions examines how this emphasis on ethics by the professional world is impacting universities, institutions that have long been key contributors to ethical reflection and debate, and shapers of ethical discourse. Changing objectives, globalization, and public

concerns continue to bring professionalism, and commercialization, into the dialogue about what ethics mean on campus.

Universities, Ethics and Professions offers an in-depth examination of the changing landscape of academic ethics, with case-study analysis from sociologists, educationalists, management specialists and philosophers. As professionalism becomes an integral part of university teaching, training, and research, this book considers the impact on the ethical practices of academics, and explores the importance of universities remaining sites of open discourse on ethics in the future.

2009: 229 x 152: 208ppHb: 978-0-415-99119-3: £75.00 eBook: 978-0-203-88223-8


21


SEDA series

Researching Learning in Higher EducationAn Introduction to Contemporary Methods and Approaches

Glynis Cousin, Wolverhampton University, UK

Across the world, universities are transforming their teaching and learning practices to meet the challenges facing Higher Education in the twenty-first century. Research into teaching and learning in Higher Education has never been a more important issue. Growing numbers of academics across disciplines are conducting research in their teaching. This book presents contemporary approaches to researching university teaching and learning to address this rising demand. The author provides a much needed comprehensive yet basic approach for conducting this type of research.

2008: 229 x 152: 272ppHb: 978-0-415-99164-3: £75.00 Pb: 978-0-415-99165-0: £28.99 eBook: 978-0-203-88458-4


corE concEptS in highEr EdUcation SEriES

nEW

WTO/GATS and the Global Politics of Higher EducationAntoni Verger, Universiteit van Amsterdam, the Netherlands

Series: Studies in Higher Education

Based on intensive fieldwork in the WTO headquarters and on two case studies (Argentina and Chile), Antoni Verger opens the black-box of the GATS negotiations in the field of education. His well-documented work explores in-depth how domestic actors and interests are key to understanding the constitution of the global education liberalization process entailed by the GATS as well as the opposition to this process in certain places. This book is crucial reading to anyone with an interest in the future of higher education.

September 2009: 229 x 152: 270ppHb: 978-0-415-99882-6: £70.00 eBook: 978-0-203-86667-2


Global Neoliberalism and Education and its ConsequencesEdited by Dave Hill, University of Northampton, UK and Ravi Kumar, Jamia Millia Islamia University, India

Series: Routledge Studies in Education and Neoliberalism

Written by an impressive international array of education policy analysts, educational activists and scholars, Global Neoliberalism and Education and its Consequences lays bare the motivations, organizations, institutions and ideologies underlying the global, national and local neoliberalisation of schooling and education.

2008: 229 x 152: 282ppHb: 978-0-415-95774-8: £70.00 eBook: 978-0-203-89185-8


Towards the Virtuous UniversityThe Moral Bases of Academic Practice

Jon Nixon, Liverpool Hope University, UK


Written for higher education academics, staff developers, policy-makers and leaders, this book aims to tackle a subject that is at the heart of higher education today: the nature of a ’good university’.

2008: 234 x 156: 176ppHb: 978-0-415-33533-1: £85.00 eBook: 978-0-203-41597-9


We are excited to launch our nEW Core Concepts in Higher Education series! Filling a clear gap in the marketplace, this exciting new series provides high quality course books specifically written for students enrolled in Higher Education Administration and Student Affairs Masters and PhD programs. These student-oriented texts are written by leading scholars and rising stars from the field! Each text provides:• usefulpedagogicalfeaturestohelpenhance

the teaching and learning process• linkagesbetweenhighereducationandthe

disciplines that provided the core foundations for the field

• theoriesandmodelsforgraduatestudentresearch.

nEW in 2011

Organizational Theory in Higher EducationKathleen Manning

February 2011: 229 x 152Hb: 978-0-415-87466-3: £100.00 Pb: 978-0-415-87467-0: £32.99


nEW

The History of U.S. Higher EducationMethods for Understanding the Past

Edited by Marybeth Gasman, University of Pennsylvania, USA

Written primarily for students in Higher Education graduate and PhD programs who are enrolled in History of American Higher Education and other related courses, The History of U.S. Higher Education is an exciting new textbook that explores critical issues in the history of American Higher Education and focuses on diversity themes that are often ignored, such as race, class and gender.

The first volume to launch the new Core Concepts of Higher Education, this textbook artfully rebuilds a constructive relationship between the field of higher education and the disciplinary field of history. This edited volume brings together an impressive group of top-rated historians and scholars of Higher Education and explains the process by which historians discover and write historical literature. The beauty of this text is in its ability to explain to students how to critically examine HE historical literature, and offer, students methodological guidance for conducting historical HE research of their own. This text aims to motivate and guide Higher Education professionals to develop a rich appreciation for the craft of history and the importance of having a critical understanding of higher education’s past. Each chapter offers the following pedagogical features: Reflective exercises that combine theory and practice, Research Method Tips and Further Reading Suggestions.

August 2010: 254 x 178: 256ppHb: 978-0-415-87364-2: £95.00 Pb: 978-0-415-87365-9: £33.99 eBook: 978-0-203-85244-6


Interested in writing a book for this series? Please contact the series editors Ed St. John (University of Michigan) or MaryBeth Gasman (University of Pennsylvania) for proposal guidelines.

corE concEPts in highEr Education sEriEs

22


rEfErEncE and rElatEd BookS

Routledge Research in Education Series

nEW

Collaboration in EducationEdited by Judith J. Slater, Florida International University, USA and Ruth Ravid, National-Louis University, USA

This volume establishes a needed framework for school/university collaborations that will be critical for others wishing to reproduce and participate in these partnerships. The contributors explore the elements necessary for sustainable collaboration in order to provide a frame of reference for others doing this work. This volume will help readers to ask the correct questions in thinking through school/university collaboration, such as: Does this collaboration make a true change in the way each parent organization operates in the future? Does it meet the needs of a more complex and changing work environment for universities and schools? Does it impact beyond the participant institutions and inform the field by producing knowledge of use to others? This volume also includes extensive analysis of ongoing school/university projects in the United States, Asia and Europe.

March 2010: 229 x 152: 230ppHb: 978-0-415-80621-3: £70.00 eBook: 978-0-203-85470-9


Improving Teacher Education through Action ResearchEdited by Ming-Fai Hui and David L. Grossman, both at The Hong Kong Institute of Education

This book presents a broad overview of a variety of methodologies that can be used to improve teacher preparation and professional development programs.

2008: 229 x 152: 210ppHb: 978-0-415-95629-1: £70.00 eBook: 978-0-203-89537-5


nEW

Gender Inclusive Engineering EducationJulie Mills, University of South Australia, Mary Ayre, University of Glamorgan, UK and Judith Gill, University of South Australia

Women continue to comprise a small minority of students in engineering education and subsequent employment, despite the numerous initiatives over the past twenty-five years to attract and retain more women in engineering. This book demonstrates the ways in which traditional engineering education has not attracted, supported or retained female students and identifies the issues needing to be addressed in changing engineering education to become more gender inclusive. This innovative and needed work also addresses how faculty can incorporate inclusive curriculum within their courses and programs and provides a range of exemplars of good practice in gender inclusive engineering education that will be immediately useful to faculty who teach engineering students.

April 2010: 229 x 152: 227ppHb: 978-0-415-80588-9: £70.00 eBook: 978-0-203-85195-1


Structure and Agency in the Neoliberal UniversityEdited by Joyce E. Canaan, Birmingham City University, UK and Wesley Shumar, Drexel University, USA

This volume brings together a set of largely ethnographic articles written from a critical perspective that consider how current transitions in post-secondary education are impacting higher education (HE) institutions.

2008: 229 x 152: 328ppHb: 978-0-415-95672-7: £70.00 eBook: 978-0-203-92768-7


nEW

Knowledge PowerInterdisciplinary Education for a Complex World

Alan Wilson, University College London, UK

Success in the twenty-first century demands knowledge power – for individuals, organisations, cities, regions and countries. This book offers a map showing the structure of the knowledge space in a contemporary context. The routes beyond traditional disciplines are charted, in part based on the notions of superconcepts and superproblems. There are major

implications for the development of education systems, particularly for universities but also for all employers as they seek to ensure that their organisations have the requisite knowledge to meet future challenges. In many instances, radical change is called for.

The traditional disciplines and their future development are reviewed and systems concepts are introduced to develop an interdisciplinary framework for the future. The nature of the knowledge core for different kinds of organisations is outlined in the context of development strategies and management capabilities.

Superconcepts are introduced throughout and through these the reader is introduced to a range of authors who provide the signposts for the way ahead.

February 2010: 234 x 156: 176ppHb: 978-0-415-55310-0: £75.00 Pb: 978-0-415-55311-7: £18.99 eBook: 978-0-203-85803-5


nEW

The Routledge Encyclopedia of UK Education, Training and EmploymentEdited by John P. Wilson, University of Sheffield, UK

This Encyclopaedia will be a comprehensive description of all the main labour market initiatives which combine education and employment in the UK. It is also a historical source tracking initiatives that began with the Guilds and the Statute of Artificers in 1563, all the way through to the present day. The cross-referencing and use of bibliographic and internet sources will make this a widely used reference for all those involved in education, training, learning and employment.

Although current governmental documents are now to be found online, many historical records are not available. This encyclopaedia crosses these knowledge boundaries, and will appeal to all involved in UK education, training and employment.

August 2010: 246 x 174: 256ppHb: 978-0-415-55822-8: £100.00


rEfErEncE and rElatEd Books

nEW

Actor-Network Theory in EducationTara Fenwick and Richard Edwards, both at University of Stirling, UK

Actor-network theories provide important conceptual resources for understanding and researching lifelong learning and education. Its particular focus on materiality and inter-objectivity is useful for expanding conceptions of intersubjectivity, narrative, meaning-making and discursive practice that still tend to dominate current educational research. In essence, actor-network theories can illuminate different approaches to studying processes of curriculum implementation, educational policy, knowledge generation, knowledge mobilization, and educational issues of accountability and standards – as well as the puzzles that arise from educational interventions that both work and don’t work at the same time.

This book presents an overview of actor-network theory, with detailed discussion focusing on those particular elements that can assist research in lifelong learning and wider aspects of education. Successive chapters illustrate the deployment of actor-network theories in a range of contexts – both geographical and organizational. With examples from the US, Canada, the UK, and Australia, individual cases include technology-mediated instruction (in university and primary school), literacy, innovation in workplaces, professional standards of teaching, and educational policyscapes. Across these diverse contexts the authors trace how learning and practice – as assemblages of activity, actors and spaces – emerge, show what scales are at play, and demonstrate what this means for educational possibilities.

August2010:234x156:224pp•Hb:978-0-415-49296-6:£75.00 • Pb: 978-0-415-49298-0: £23.99


23



nEW

The Reviewer’s Guide to Quantitative Methods in the Social SciencesEdited by Gregory R. Hancock, University of Maryland, USA and Ralph O. Mueller, University of Hartford, USA

The Reviewer’s Guide is designed for evaluators of research manuscripts and proposals in the social and behavioural sciences, and beyond. Its thirty-one uniquely structured chapters cover both traditional and emerging methods of quantitative data analysis which neither junior nor veteran reviewers can be expected to know in detail.

Key features include:

• Comprehensive Coverage: Thirty-one chapters cover virtually all of the popular classic and emerging statistical techniques needed in order to review a manuscript’s methodological approach to data analysis.

• Unique Chapter Format: For ease of use, all chapters follow the same highly structured design.

• Expert Chapter Authors: Chapters are written by methodological and applied scholars who are expert in the particular statistical method being reviewed.

• Audience: This volume is an essential reference tool for any serious scholar in the social and behavioural sciences and for the libraries serving them.

February 2010: 254 x 178: 464ppHb: 978-0-415-96507-1: £120.00 Pb: 978-0-415-96508-8: £44.99


nEW

Handbook of Public PedagogyEducation and Learning Beyond Schooling

Edited by Jennifer A. Sandlin, Arizona State University, USA, Brian D. Schultz, Northeastern Illinois University, USA and Jake Burdick, Arizona State University, USA

Series: Studies in Curriculum Theory

Bringing together scholars, public intellectuals, and activists from across the field of education, the Handbook of Public Pedagogy explores and maps the terrain of this burgeoning field. For the first time in one comprehensive volume, readers will be able to learn about the history and scope of the concept and practices of public pedagogy.

Offering a wide range of differing, even diverging, perspectives on how the ’public’ might operate as a pedagogical agent, this handbook provides new ways of understanding educational practice, both within and without schools. It implores teachers, researchers, and theorists to reconsider their foundational understanding of what counts as pedagogy and of how and where the process of education occurs.



nEW2nd Edition

Learning, Creating, and Using KnowledgeConcept Maps as Facilitative Tools in Schools and Corporations

Joseph D. Novak, Florida Institute for Human and Machine Cognition, USA

This fully revised and updated edition of Learning, Creating, and Using Knowledge recognizes that the future of economic wellbeing in today’s knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators. Novak’s pioneering theory of education presented

in the first edition remains viable and useful. This new edition updates his theory for meaningful learning and autonomous knowledge building along with tools to make it operational: that is, concept maps, created with the use of CMapTools and the V diagram.

The theory is easy to put into practice since it includes resources to facilitate the process, especially concept maps, now optimised by CMapTools software. CMapTools software is highly intuitive and easy to use. People who have until now been reluctant to use the new technologies in their professional lives will find this book particularly helpful. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.



The Routledge International Handbook of Higher EducationEdited by Malcolm Tight, University of Lancaster, UK, Ka Ho Mok, The University of Hong Kong, Jeroen Huisman, University of Bath, UK and Christopher Morphew, University of Georgia, USA

This volume is a detailed and up-to-date reference work providing an authoritative overview of the main issues in higher education around the world today. Consisting of newly commissioned chapters and impressive journal articles, it surveys the state of the discipline and includes the examination and discussion of emerging, controversial and

cutting edge areas.

2009: 254 x 178: 544ppHb: 978-0-415-43264-1: £125.00 eBook: 978-0-203-88222-1


nEW

Transitions and Learning through the LifecourseEdited by Kathryn Ecclestone, University of Birmingham, UK, Gert Biesta, University of Stirling, UK and Martin Hughes, University of Bristol, UK

Like many ideas that inform policy, practice and research, ‘transition’ has many meanings. Children make a transition to adulthood, pupils move from primary to secondary school, and there is then a movement from school to work, training or further education. Transitions can lead to profound and positive change and be an impetus for new learning for some individuals and be

unsettling, difficult and unproductive for others. Transitions have become a key concern for policy-makers and the subject of numerous policy changes over the past ten years. They are also of interest to researchers and professionals working with different groups.

Transitions and Learning through the Lifecourse examines transitions across a range of education, life and work settings. It explores the claim that successful transitions are essential for educational inclusion, social achievement, and economic prosperity and that individuals and institutions need to manage them more effectively.

Aimed primarily at academic researchers and students at all levels of study across a range of disciplines, including education, careers studies, sociology, feminist and cultural studies, this book is the first systematic attempt to bring together and evaluate insights about educational, life and work transitions from a range of different fields of research.



BEStSEllEr

Contemporary Theories of LearningLearning Theorists in Their Own Words

Edited by Knud Illeris, Danish University of Education, Denmark

The theories of Knud Illeris, Peter Jarvis, Robert Kegan, Yrjö Engeström, Bente Elkjaer, Jack Mezirow, Howard Gardner, Peter Alheit, John Heron, Mark Tennant, Jerome Bruner, Robin Usher, Thomas Ziehe, Jean Lave, Etienne Wenger, Danny Wildemeersch and Veerle Stroobants in their own words.

2008: 234 x 156: 256ppHb: 978-0-415-47343-9: £80.00 Pb: 978-0-415-47344-6: £20.99 eBook: 978-0-203-87042-6


24



The Dangerous Rise of Therapeutic EducationKathryn Ecclestone, University of Birmingham, UK and Dennis Hayes, Oxford Brookes University, UK

This controversial and compelling book uses a wealth of examples from all sectors of education to show how the contemporary education system is turning young people and adults into anxious, cautious and passive individuals rather than aspiring, optimistic and resilient learners.

2008: 234 x 156: 200ppHb: 978-0-415-39700-1: £85.00 Pb: 978-0-415-39701-8: £19.99 eBook: 978-0-203-87056-3


Globalizing the Research ImaginationEdited by Jane Kenway and Johannah Fahey, both at Monash University, Australia

This thought-provoking book for students and researchers critically interrogates the various ways in which globalization reshapes research and investigates the challenges that globalization poses for the social sciences and humanities.

2008: 234 x 156: 152ppHb: 978-0-415-41221-6: £90.00 Pb: 978-0-415-41222-3: £20.99 eBook: 978-0-203-87055-6


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

This comprehensive, state-of-the-art Handbook analyzes, integrates, and summarizes theoretical advances and research findings on adult development and learning. Contributors include prominent scholars across diverse disciplinary fields, including education, developmental psychology, public policy, gerontology, neurology, public

health, sociology, family studies, and adult education.

2008: 254 x 178: 832ppHb: 978-0-8058-5819-8: £180.00 Pb: 978-0-8058-5820-4: £65.00 eBook: 978-0-203-88788-2


6-Volume set

History of Multicultural EducationEdited by Carl A. Grant, University of Wisconsin-Madison, USA and Thandeka K. Chapman, University of Wisconsin, Milwaukee, USA

This benchmark six-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the US. By collecting and providing a framework for key publications spanning the last thirty-forty years, these volumes provide a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society.

These volumes do not promote any one scholar’s or group’s vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme.

The historical time line within each volume illustrates the progression of research and theory on each theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area. Readers will also see how language, pedagogical issues, and policy reforms have been constructed, assimilated, and mutated over the highlighted period of time.

Exploring the tenets of the field and examining the individuals whose work has contributed significantly to equity and social justice for all citizens, this landmark set illuminates the historical importance, current relevance, and future implications of multicultural education.

2008: 229 x 152Hb: 978-0-415-98889-6: £460.00


World yEarBook of EducationnEW in 2011

World Yearbook of Education 2011Curriculum in Today’s World: Configuring Knowledge, Identities, Work and Politics

Lyn Yates, University of Melbourne, Australia and Madeleine Grumet, University of Chapel Hill, USA

The World Yearbook of Education 2011 aims to bring together contributions from around the world that analyse and reflect on the way curriculum is configuring and reconfiguring that world. Curriculum is a subject of particular interest for an ‘international yearbook’ in that it is almost always locally or nationally organized, yet in recent times is heavily permeated by global movements and issues and influenced by international bodies and practices of other countries. The theme of this volume, brings together a new approach to perspectives on curriculum today and a new collection of insights into the changes from different parts of the world.

January 2011: 234 x 156: 320ppHb: 978-0-415-57582-9: £85.00


nEW

World Yearbook of Education 2010Education and the Arab ’World’: Political Projects, Struggles, and Geometries of Power

Edited by André E. Mazawi, University of British Columbia, Canada and Ronald G. Sultana, University of Malta

The World Yearbook of Education 2010 strives to do justice to the complex processes and dynamics behind the world of Arab education. Western interest in all things ‘Arab’ has greatly increased over the course of the decade, but this interest runs the risk of forgetting that the Arab world is positioned within wider contexts of regional,

geopolitical, and global processes.

This volume examines Arab education in a range of contexts – regional, diasporic, and trans-national – to better understand how the field of Arab education is formed through local, regional, geopolitical and global engagements and resonances. In doing so, contributors from a range of disciplines open critical conversations about the intersections of history, culture, geopolitics, policy, and education. The World Yearbook of Education 2010 offers new conceptual and empirical approaches that deal with some of the often-neglected aspects of the study of Arab education.

December 2009: 235 x 156: 424ppHb: 978-0-415-80034-1: £85.00 eBook: 978-0-203-86359-6


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

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

The World Yearbook of Education 2009 examines the concept of ‘childhood’ and ‘childhood development and learning’ from educational, sociological and psychological perspectives. This contributed volume seeks to explicitly provide a series of windows into the construction of childhood around the world, as a means to conceptualizing and more sharply defining the emerging field of global and local childhood studies.

2008: 235 x 156: 352ppHb: 978-0-415-99411-8: £90.00 eBook: 978-0-203-88417-1


World yEarBook of EdUcation

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indEx

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

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

2007: 235 x 156: 352ppHb: 978-0-415-96378-7: £85.00 eBook: 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 Stirling, UK

2007: 234 x 156: 336ppHb: 978-0-415-41603-0: £90.00


studEnt affairsOnline Social Networking on CampusUnderstanding What Matters in Student Culture

Ana M. Martínez Alemán and Katherine Lynk Wartman, both at Boston College, USA

This is a professional guide for Higher Education faculty and Student Affairs administrators which rigorously examines college students’ use of online social networking sites and how they use these to develop relationships both on and off campus. Most importantly, it investigates how college students use online sites to explore and make sense of their identities. Providing information

taken from interviews, surveys and focus group data, the book presents an ethnographic view of social networking that will help Student Affairs administrators, Information Technology administrators, and faculty better understand and provide guidance to the ’neomillennials’ on their campuses.

2008: 229 x 152: 168ppHb: 978-0-415-99019-6: £85.00 Pb: 978-0-415-99020-2: £24.99 eBook: 978-0-203-88496-6


BEStSEllEr

Student Engagement in Higher EducationTheoretical Perspectives and Practical Approaches for Diverse Populations

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

This important volume fills a longstanding void in the higher education and student affairs literature. The editors and authors make clear that diverse populations of students experience college differently and encounter group-specific barriers to success. Informed by relevant theories, each chapter focuses on a different population for whom research

confirms that engagement and connectivity to the college experience are problematic, including: low-income students, racial/ethnic minorities, students with disabilities, LGBT students, and several others. The forward-thinking practical ideas offered throughout the book are based on the forty-one contributors’ more than 540 cumulative years of full-time work experience in various capacities at two-year and four-year institutions of higher education.

2008: 254 x 178: 368ppHb: 978-0-415-98850-6: £75.00 Pb: 978-0-415-98851-3: £21.99 eBook: 978-0-203-89412-5


BEStSEllEr

One Size Does Not Fit AllTraditional and Innovative Models of Student Affairs Practice

Kathleen Manning, Jillian Kinzie and John H. Schuh

2006: 229 x 152: 200ppHb: 978-0-415-95257-6: £80.00 Pb: 978-0-415-95258-3: £26.99


indEXaAcademic and Professional Identities in Higher Education ..........18Academic Writing and Publishing ..............................................10Academic Writing for International Students of Business ...........10Accountability and Higher Education .........................................13Accountability in Higher Education ............................................18Achieving Success through Academic Assertiveness ..................12Action Research and Reflective Practice .......................................6Action Research in Teaching and Learning ...................................6Activity Theory in Practice ...........................................................8Actor-Network Theory in Education...........................................22Aitchison, Claire ..........................................................................9AKA Don Trent Jacobs, Four Arrows ..........................................10Alemán, Ana M. Martínez ...................................................13, 26Alexander, Kern ..........................................................................1Alexander, Klint...........................................................................1Allan, Elizabeth J. ......................................................................16Altbach, Philip G. ......................................................................13American College and University Law ..........................................1Anderson, Melissa S. .................................................................18Andrews, Richard ........................................................................3Antoniou, Maria .........................................................................6Argumentation in Higher Education ............................................3Assessing Skills and Practice ........................................................6Authentic Dissertation, The .......................................................10Ayre, Mary ................................................................................22

BBailey, Stephen..........................................................................10Bakker, Arthur...........................................................................11Barnett, Ronald ...................................................................17, 20Barrett, Terry ...............................................................................2Barton, David ............................................................................12Bassett, Roberta Malee .............................................................19Bathmaker, Ann-Marie ..............................................................11Beetham, Helen ..........................................................................7Beyond Reflective Practice ...........................................................8Biesta, Gert ...............................................................................24Boden, Rebecca ........................................................................25Boud, David ..............................................................................10Bowden, Margaret ......................................................................2Bradbury, Helen ..........................................................................8Breaking through the Access Barrier ..........................................13Brennan, John ...........................................................................12Brown, Roger ............................................................................14Brown, Sally ....................................................................6, 16, 19Buckholdt, David R. ...................................................................16Building and Managing World-Class Universities........................13Burdick, Jake .............................................................................23Burnham, Joy J............................................................................8

cCanaan, Joyce E. .......................................................................22Challenging Boundaries ............................................................17Chandramohan, Balasubramanyam .............................................4Changing Practices of Doctoral Education .................................10Chapman, David W. ..................................................................18Chapman, Thandeka K. ............................................................25Coffield, Frank ..........................................................................12Collaboration in Education ........................................................22Collaborative Working in Higher Education ...............................15College Organization and Professional Development .................16Companions for PhD and DPhil Research (series) .........................9Connecting with E-learning (series) .........................................4, 8Contemporary Theories of Learning ..........................................24Cook, Tony ...............................................................................16Cooper, Lesley.............................................................................2Core Concepts in Higher Education (series) ................................21Cousin, Glynis ...........................................................................21Cross-border Partnerships in Higher Education ..........................18Crozier, Gill ...............................................................................11

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dDanaher, Geoff ...........................................................................4Danaher, Patrick ..........................................................................4Dangerous Rise of Therapeutic Education, The ..........................24Daniels, Harry .............................................................................8David, Miriam ...........................................................................11Davis, Pauline ............................................................................11de Freitas, Sara ...........................................................................7Decentring of the Traditional University, The ..............................20Deem, Rosemary .......................................................................25DeFrates-Densch, Nancy ............................................................24Dembo, Myron H. .......................................................................1Dennick, Reg ..............................................................................6Denton, Steve ...........................................................................16Developing Cultural Capability in Higher Education .....................1Developing World and State Education, The ..............................20Developing Your Teaching ...........................................................6Digital Discourse .........................................................................1Donelan, Helen ...........................................................................2Drake, Pat ...................................................................................7Droogsma Musoba, Glenda ......................................................15Dunn, Lee .................................................................................19

EEcclestone, Kathryn ...................................................................23Edmunds, Robert ......................................................................12Educating Global Citizens in Colleges and Universities ...............17Edward, Sheila ..........................................................................12Edwards, Anne ...........................................................................8Edwards, Richard ................................................................12, 22E-Learning and Social Networking Handbook ..............................4Ellis, Robert .................................................................................5Engaged University, The ............................................................18Engaging in Social Partnerships .................................................14Engeström, Yrjo ..........................................................................8Enhancing Learning through Formative Assessment and Feedback ...........................................................6Epstein, Debbie .........................................................................25Ertl, Hubert ...............................................................................11Essential Guide to Online Course Design, The ..............................7Evaluating the Effectiveness of Academic Development Practice .................................................................7Evans, Karen .............................................................................11Exley, Kate ..................................................................................6

fFaculty Diversity ........................................................................17Faculty Stress ............................................................................16Fahey, Johannah .......................................................................24Fallows, Stephen .........................................................................4Farrell, Lesley ............................................................................25Fenwick, Tara ......................................................................22, 25Finlay, Ian ..................................................................................12Finn, John .................................................................................10Fleer, Marilyn ............................................................................24Flint, Nerilee ................................................................................3Foreman-Peck, Lorraine ...............................................................3Foundations and Futures of Education (series) ...........................20Fowler, Zoe ...............................................................................12Francis, Russell ..........................................................................20Frost, Nick ...................................................................................8Fry, Heather ................................................................................4Fuller, Alison .............................................................................11Fuller, Mary ...............................................................................11

gGallagher, Tony ...........................................................................8Garrod, Neil ..............................................................................17Gasman, Marybeth ...................................................................21Gender Inclusive Engineering Education ....................................22Generation 1.5 in College Composition .......................................4Georgeson, Jan .........................................................................11Getting a PhD ...........................................................................10Gill, Judith ................................................................................22Giving a Lecture ..........................................................................6Global Neoliberalism and Education and its Consequences ........21

Globalizing the Research Imagination ........................................24Goodyear, Peter ..........................................................................5Gordon, George .......................................................................18Gough, Stephen .......................................................................20Grace, Sue ..................................................................................6Grant, Carl A. ...........................................................................24Gravestock, Phil ..........................................................................6Grossman, David L. ...................................................................22Grumet, Madeleine ...................................................................24Guide to Authentic e-Learning, A ................................................4Guide to Publishing a Scientific Paper ........................................10

hHancock, Gregory R. .................................................................23Handbook for Teaching and Learning in Higher Education, A ......4Handbook of Practice and Research in Study Abroad, The .........19Handbook of Public Pedagogy ..................................................23Handbook of Research on Adult Learning and Development .....24Harasim, Linda ............................................................................1Harklau, Linda .............................................................................4Harper, Shaun .....................................................................15, 25Hartley, James ...........................................................................10Harvey, Lee ...............................................................................18Hayes, Dennis ...........................................................................24Hayward, Geoff ........................................................................11Healey, Mick .............................................................................11Heath, Linda ...............................................................................7Heath, Sue ................................................................................11Hedegaard, Mariane .................................................................24Helping Doctoral Students Write ...............................................10Herrington, Jan ...........................................................................4Higher Education and Sustainable Development ........................20Higher Education and the Market .............................................14Higher Education Manager’s Handbook, The .............................14Hill, Dave ............................................................................20, 21History of Multicultural Education, 6 - Volume Set.....................24History of U.S. Higher Education, The........................................21Hockings, Chris .........................................................................11Hodgson, Ann ..........................................................................12Hollister, Robert ........................................................................18Hooper, Lisa M. ...........................................................................8Houston, Muir ..........................................................................12How to Recruit and Retain Higher Education Students ..............16Hoyles, Celia .............................................................................11Hughes, Buddug .......................................................................12Hughes, Martin .........................................................................23Hui, Ming-Fai ............................................................................22Huisman, Jeroen .................................................................19, 23Hurst, Alan ...............................................................................11Hussey, Trevor ...........................................................................17

iIlleris, Knud ...............................................................................23Improving Disabled Students’ Learning ................................11, 12Improving Learning by Widening Participation in Higher Education ..................................................................11Improving Learning in College ...................................................12Improving Learning, Skills and Inclusion ....................................12Improving Literacy at Work .......................................................11Improving Mathematics at Work ...............................................11Improving Teacher Education through Action Research .............22Improving What is Learned at University ....................................12Inclusion and Diversity .................................................................6Interdisciplinary Learning and Teaching in Higher Education ........4International Organizations and Higher Education Policy ...........19International Perspectives on the Governance of Higher Education ..................................................................19International Research Collaborations ........................................18International Studies in Higher Education (series) .................18, 19Internationalising Higher Education ...........................................19Introduction to American Higher Education ...............................15Ip, Albert ....................................................................................8Irons, Alastair ..............................................................................6Ivanic, Roz ................................................................................12Iverson, Susan ...........................................................................16

JJackson, Alecia Y. ........................................................................8Jackson, Jerlando ......................................................................15Jarvis, Peter ...............................................................................20Jary, David.................................................................................12Johnson, Bruce ...........................................................................3Jones, Elspeth ...........................................................................19

kKaczynski, Dan ............................................................................5Kahn, Peter ...........................................................................6, 15Kamler, Barbara ....................................................................9, 10Kear, Karen .................................................................................2Keith, Novella ...........................................................................14Kelly, Katie ................................................................................11Kent, Phillip ..............................................................................11Kenway, Jane ............................................................................24Ketteridge, Steve ........................................................................4Key Guides for Effective Teaching in Higher Education (series) .....6Key Issues in Higher Education (series) .................................20, 21Kezar, Adrianna ........................................................................15Kilminster, Sue ............................................................................8Kinzie, Jillian .............................................................................25Knowledge Power .....................................................................22Ko, Susan ...................................................................................3Körner, Ann M. .........................................................................10Kreber, Carolin ............................................................................5Kumar, Arti .................................................................................5Kumar, Ravi...............................................................................21

lLaurillard, Diana ..........................................................................2Lea, John ..................................................................................17Learning Theory and Online Technology ......................................1Learning to Teach in Higher Education ........................................5Learning with Digital Games .......................................................5Learning, Creating, and Using Knowledge .................................23Lebeau, Yann ............................................................................12Lee, Alison ............................................................................9, 10Leigh, Elyssebeth .........................................................................8Lewin, Ross ...............................................................................19Luckin, Rosemary ......................................................................20Ludvigsen, Sten R. .......................................................................8

mMacfarlane, Bruce .....................................................................17Maldonado-Maldonado, Alma ..................................................19Managing the Entrepreneurial University ...................................14Manning, Kathleen .............................................................21, 25Mannion, Greg .........................................................................12Market for Academics, The .......................................................20Marshall, Stephanie ....................................................................4Martin-Jones, Marilyn ...............................................................12Mason, Robin .............................................................................4Maxwell, Nicholas .....................................................................17Mazawi, André E. .....................................................................24Mazzei, Lisa A. ............................................................................8McCaffery, Peter .......................................................................14McIntosh, Paul ............................................................................6McMullen, Cathi .........................................................................5Miller, Gale E.............................................................................16Miller, Kate ...............................................................................12Mills, Julie .................................................................................22Mobile Learning Communities .....................................................4Mok, Ka Ho ..............................................................................23Moody, JoAnn ..........................................................................17Moon, Jennifer ...................................................................12, 13Moore, Sarah ..............................................................................2Moriarty, Beverley .......................................................................4Morphew, Christopher ..............................................................23Motivation and Learning Strategies for College Success ...............1Mueller, Ralph O. ......................................................................23Musselin, Christine ....................................................................20

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nNew Approaches to Problem-based Learning ..............................2Nixon, Jon .................................................................................21Norton, Lin S ...............................................................................6Noss, Richard ............................................................................11Novak, Joseph D. ......................................................................23

oOliver, Ron ..................................................................................4One Size Does Not Fit All ..........................................................25Online and Social Networking Communities ................................2Online Communication and Collaboration ...................................2Online Social Networking on Campus .......................................25Open and Flexible Learning Series (series) ................................2, 5Organizational Theory in Higher Education................................21Organizing for Social Partnership ..............................................15Orrell, Janice ...............................................................................2Osborne, Michael......................................................................12

pPalfreyman, David .....................................................................18Parry, Gareth .............................................................................11Pathways to Academic Success in Higher Education ..................15Personal, Academic and Career Development in Higher Education 5Pickford, Ruth .............................................................................6Plagiarism, the Internet, and Student Learning ..........................17Political Correctness and Higher Education ................................17Potts, Anthony ............................................................................7Practical Guide to University and College Management, A .........16Practitioner Research at Doctoral Level ........................................7Publishing Pedagogies for the Doctorate and Beyond ..................9

QQuaye, Stephen John ................................................................25

rRamage, Magnus ........................................................................2Ramsden, Paul ............................................................................5Ravid, Ruth ...............................................................................22Reay, Diane ...............................................................................11Recognizing and Serving Low-Income Students in Higher Education .................................................................................15Reconstructing Policy in Higher Education .................................16Re-designing Learning Contexts ................................................20Reeves, Thomas C. ......................................................................4Reflection in Learning and Professional Development ................13Rennie, Frank ..............................................................................4Researching Education from the Inside ........................................7Researching Learning in Higher Education .................................21Researching with Integrity .........................................................17Rethinking Learning for a Digital Age ..........................................7Rethinking University Teaching ....................................................2Reviewer’s Guide to Quantitative Methods in the Social Sciences, The ...........................................................................................23Richardson, John T.E. ................................................................12Riddell, Sheila ...........................................................................11Ridley, Pauline .............................................................................6Rizvi, Fazal ................................................................................25Roberge, Mark ............................................................................4Roberts, Hazel ...........................................................................11Role-based e-Learning .................................................................8Ropers-Huilman, Rebecca ..........................................................16Rossen, Steve ..............................................................................3Rosskam, Ellen ..........................................................................20Routledge Doctoral Student’s Companion, The ...........................9Routledge Doctoral Supervisor’s Companion, The........................9Routledge Encyclopedia of UK Education, Training and Employment, The ......................................................................22Routledge International Handbook of Higher Education, The ....23Routledge International Handbooks of Education (series) ..........24Routledge Research in Education (series) ...................................22Routledge Studies in Education and Neoliberalism (series) ...20, 21Rushton, Brian S. ......................................................................16

SSakamoto, Robin ......................................................................18Sandlin, Jennifer A. ...................................................................23Satchwell, Candice ....................................................................12Schuh, John H. ..........................................................................25Schultz, Brian D. .......................................................................23Scott, William ...........................................................................20SEDA Series (series) ...................................................................21Seli, Helena .................................................................................1Sharpe, Rhona ............................................................................7Shumar, Wesley ........................................................................22Siegal, Meryl ...............................................................................4Siegel, David J. ..........................................................................15Sikes, Pat ....................................................................................7Slater, Judith J. ..........................................................................22Smith, June ...............................................................................12Smith, M. Cecil .........................................................................24Smith, Patrick ............................................................................17Sosulski, Kristen ..........................................................................7Spours, Ken ..............................................................................12St. John, Edward ...........................................................13, 15, 16 Stearns, Peter N. .......................................................................17Steer, Richard ............................................................................12Stefani, Lorraine ..........................................................................7Steneck, Nicholas H. .................................................................18Stensaker, Bjorn ........................................................................18Strain, John ...............................................................................20Stroud, Susan ...........................................................................18Structure and Agency in the Neoliberal University .....................22Structuring Mass Higher Education ...........................................18Student Engagement in Higher Education .................................25Students’ Experiences of e-learning in Higher Education ..............5Studies in Curriculum Theory Series (series) ...............................23Studies in Higher Education (series) .....................................20, 21Sultana, Ronald G. ....................................................................24Sutherland-Smith, Wendy .........................................................17

tTapper, Ted ...............................................................................18Teaching in Transnational Higher Education ...............................19Teaching Online ..........................................................................3Teaching, Learning and Research in Higher Education .................5Tennant, Mark ............................................................................5Thomson, Pat ........................................................................9, 10Tight, Malcolm .........................................................................23Toma, J. Douglas .......................................................................14Tools for Dossier Success .............................................................8Towards Fairer University Assessment ..........................................3Towards the Virtuous University ................................................21Trahar, Sheila ..............................................................................1Transitions and Learning through the Lifecourse ........................23Trouble with Higher Education, The...........................................17Tudge, Jonathan .......................................................................24

UUniversities, Ethics and Professions ............................................20University and its Disciplines, The ................................................5Using Educational Research to Inform Practice ............................3Using Story ...............................................................................12

vVai, Marjorie ...............................................................................7Verger, Antoni...........................................................................21Vignoles, Anna .........................................................................11Voice in Qualitative Inquiry ..........................................................8

WWalker, Melanie ..........................................................................9Wallace, Michelle ......................................................................19Walsh, Lorraine .....................................................................6, 15Wartman, Katherine Lynk ..........................................................25Watson, David ..........................................................................18Weedon, Elisabeth ....................................................................11Whitchurch, Celia .....................................................................18

Whitelock, Denise .......................................................................1Whitton, Nicola ...........................................................................5Williams, Julian .........................................................................11Wills, Sandra ...............................................................................8Wilson, Alan .............................................................................22Wilson, John P. ..........................................................................22Winch, Christopher .....................................................................3Wisdom in the University ..........................................................17Wisker, Gina ...............................................................................6Wolf, Alison ..............................................................................11Work Integrated Learning ...........................................................2Working One-to-One with Students ............................................6World Yearbook of Education (series) ........................................25World Yearbook of Education 2007 ..........................................25World Yearbook of Education 2008 ..........................................25World Yearbook of Education 2009 ..........................................24World Yearbook of Education 2010 ..........................................24World Yearbook of Education 2011 ..........................................24Wright, Susan ...........................................................................25Wright, Vivian H. ........................................................................8WTO/GATS and the Global Politics of Higher Education .............21

yYates, Lyn .................................................................................24

zZukas, Miriam .............................................................................8

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