EBOOK: Sustaining Change in Universities PDF Download

Author: Burton Clark
Publisher: McGraw-Hill Education (UK)
ISBN: 0335224547
Category : Education
Languages : en
Pages : 224

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Book Description
·What can be done to ensure universities are well positioned to meet the challenges of the fast moving world of the 21st century? This is the central question addressed by Burton R. Clark in this significant new volume which greatly extends the case studies and concepts presented in his 1998 book, Creating Entrepreneurial Universities. The new volume draws on case studies of fourteen proactive institutions in the UK, Europe, Australia, Latin America, Africa, and the United States that extend analysis into the early years of the twenty-first century. The cumulative international coverage underpins a more fully developed conceptual framework offering insight into ways of initiating and sustaining change in universities. This new conceptual framework shifts attention from transformation to sustainability rooted in a constructed steady state of change and a collegial approach to entrepreneurialism. It contains key elements necessary for universities to adapt successfully to the modern world. Lessons for reform can be drawn directly from both the individual case studies and the general framework. Overall the book offers a new form of university organization that is more self-reliant and manages to combine change with continuity, traditional academic values with new managerial values. Essential reading for university administrators, faculty members, students and researchers analysing higher education, and educational policymakers worldwide, this book advocates a highly proactive approach to university change and specifies a new basis for university self- reliance. Burton R. Clark is Allan M. Cartter Professor Emeritus of Higher Education and Sociology at the University of California, Los Angeles. During his career, he has taught at five leading US universities: Stanford, Harvard, Berkeley, Yale and UCLA. He has published widely on the nature of university organization and the realistic possibilties of reform, linking research for understanding with research for use.

Author: Michael Shattock
Publisher: McGraw-Hill Education (UK)
ISBN: 033523769X
Category : Education
Languages : en
Pages : 255

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Book Description
How entrepreneurial are European universities? Perhaps more than is generally realised. What are the factors that encourage entrepreneurialism to flourish in research, technology transfer, teaching, regional engagement and internationalization? How do different kinds of HEIs - , comprehensive, specialist, regional or private - , address these issues? What are the conditions which stimulate or inhibit the “academic intrapreneur”? And in what forms does entrepreneurialism contribute to the knowledge economy? This book, which is the product of a major EU funded research programme and is based on twenty-seven institutional case studies, attempts to offer answers to these questions through a series of cross national thematic studies. It considers how national systemic characteristics in financial arrangements, human resource management and institutional governance impact on entrepreneurialism and suggests ways in which individual initiative can be released and universities freed up to make their contribution to the EU Lisbon Strategy.

Author: Julie Hodges
Publisher: SAGE
ISBN: 147391101X
Category : Business & Economics
Languages : en
Pages : 942

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Book Description
Indispensable to understanding change, this unique text provides a comprehensive examination of how change can be sustained within organizations today. Featuring critical insights into theoretical concepts and current international examples, the book provides an accessible way for students to enhance their understanding and develop the crucial skills need to be successful when managing and leading change in organisations. Key Features: Synthesizes what is known about change in organizations and then provides practical ways of sustaining it Contains an international range of case studies and interviews which link theory to practice throughout Explores key contemporary topics such as power, politics, ethics and sustainability for an enhanced understanding of current debates and issues Activities, discussion questions and further reading in each chapter test your understanding of the key concepts and reinforce your learning End of book Glossary defines key terms, for those new to studying change. Comes with access to additional resources for students and lecturers including relevant SAGE journal articles to encourage wider reading

Author: Carole Leathwood
Publisher: McGraw-Hill Education (UK)
ISBN: 0335237606
Category : Education
Languages : en
Pages : 225

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Book Description
A notable feature of higher education in many countries over the last few decades has been the dramatic rise in the proportion of female students. Women now outnumber men as undergraduate students in the majority of OECD countries, fuelling concerns that men are deserting degree-level study as women overtake them both numerically and in terms of levels of achievement. The assertion is that higher education is becoming increasingly 'feminized' - reflecting similar claims in relation to schooling and the labour market. At the same time, there are persistent concerns about degree standards, with allegations of 'dumbing down'. This raises questions about whether the higher education system to which more women have gained access is now of less value, both intrinsically and in terms of labour market outcomes, than previously. This ground-breaking book examines these issues in relation to higher education in the UK and globally. It provides a thorough analysis of debates about 'feminization', asking: To what extent do patterns of participation continue to reflect and (re)construct wider social inequalities of gender, social class and ethnicity? How far has a numerical increase in women students challenged the cultures, curriculum and practices of the university? What are the implications for women, men and the future of higher education? Drawing on international and national data, theory and research, Gender and the Changing Face of Higher Education provides an accessible but nuanced discussion of the 'feminization' of higher education for postgraduates, policy-makers and academics working in the field.

Author: Michael Shattock
Publisher: McGraw-Hill Education (UK)
ISBN: 0335240453
Category : Education
Languages : en
Pages : 237

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Book Description
"There is no truer text to the topic than Managing Successful Universities ... The second edition is a full revision in which globalisation, managing financial disjuncture and the enhancement of research performance all loom larger than before. Like its predecessor this book will be used throughout the English speaking world and beyond." Professor Simon Marginson, Centre for the Study of Higher Education, University of Melbourne "[This] is the manual par excellence for modern university leadership and management. In my role as a business school dean, it is by far the most useful single book I have ever read - and continue to read." Professor Mark Taylor, Dean, Warwick Business School, University of Warwick "When I began my career in university management, there was just one book on managing UK universities. Now there must be twenty or thirty but none is as comprehensive, authoritative, readable, and important as Shattock's Managing Successful Universities ... Read this valuable book and learn much from it!" David Palfreyman, Director of OXCHEPS and Bursar, New College, University of Oxford This bestselling book defines good management in a university context and how it can contribute to university success. Extensively updated to reflect political, financial and social developments since the first edition, it includes a new chapter on the management of teaching and research and gives in-depth coverage to managing retrenchment and the importance of human resource management. Drawing on the literature of management in the private sector as well as from higher education and on the experience of the author it emphasizes: The holistic characteristics of university management The need to be outward looking and entrepreneurial in management style, and The ways successful universities utilize the market to reinforce academic excellence

Author: Sarah Mann
Publisher: McGraw-Hill Education (UK)
ISBN: 0335236855
Category : Education
Languages : en
Pages : 190

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Book Description
This book highlights the effects of power within the higher educational process, and argues that in order to understand the student experience we have to take seriously the institution as a context for learning. It considers key questions such as: Why is the student experience of higher education sometimes negative or restricted? How does power operate within the institution? What are the forces that limit or enable student agency? How can institutions of higher education create conditions which best support more enabling forces? Higher Education has its own particular culture, social relations and practices, governed by social and discursive norms. It is always implicated in relations of power through its function in society and its effects on individuals. This book considers how, for the student, these effects can be enabling and engaging, or limiting and diminishing. In exploring the effects of the institutionalization of learning and the workings of power implicated within this, it sets out to add to more cognitive and pedagogic ways of understanding student experience in higher education. Study, Power and the University provides key reading for educational researchers and developers, academics and higher education managers.

Author: Stephen Rowland
Publisher: McGraw-Hill Education (UK)
ISBN: 0335230180
Category : Education
Languages : en
Pages : 153

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Book Description
What is the purpose of higher education? How do teaching and research relate? Are the intellectual purposes of higher education in need of restoration? The Enquiring University explores the ways in which teaching, research and learning are related to each other and to a wider social context, one in which ideas about the nature of the university and knowledge are changing. The book is readily accessible, drawing upon insights that emerge from a wide range of disciplines. Throughout the book, Stephen Rowland develops a conception of enquiry which can play a central role in how we are to understand academic work. It is a concept which values the academic tradition of a love for the subject, while at the same time encouraging exploration across disciplinary and other cultural boundaries. While such a notion of enquiry may seem to be under threat from many of the recent developments in higher education, this book indicates ways in which the appropriate spaces can be opened up to enhance a spirit of enquiry amongst academic staff and their students. The Enquiring University is key reading for university lecturers, those studying for higher degrees in higher education and policy makers.

Author: John Biggs
Publisher: McGraw-Hill Education (UK)
ISBN: 0335242766
Category : Education
Languages : en
Pages : 418

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Book Description
"This book is an exceptional introduction to some difficult ideas. It is full of downright good advice for every academic who wants to do something practical to improve his or hers students’ learning." Paul Ramsden, Brisbane, Australia "Biggs and Tang present a unified view of university teaching that is both grounded in research and theory and replete with guidance for novice and expert instructors. The book will inspire, challenge, unsettle, and in places annoy and even infuriate its readers, but it will succeed in helping them think about how high quality teaching can contribute to high quality learning." John Kirby, Queens University, Ontario, Canada This best-selling book explains the concept of constructive alignment used in implementing outcomes-based education. Constructive alignment identifies the desired learning outcomes and helps teachers design the teaching and learning activities that will help students to achieve those outcomes, and to assess how well those outcomes have been achieved. Each chapter includes tasks that offer a 'how-to' manual to implement constructive alignment in your own teaching practices. This new edition draws on the authors' experience of consulting on the implementation of constructive alignment in Australia, Hong Kong, Ireland and Malaysia including a wider range of disciplines and teaching contexts. There is also a new section on the evaluation of constructive alignment, which is now used worldwide as a framework for good teaching and assessment, as it has been shown to: Assist university teachers who wish to improve the quality of their own teaching, their students' learning and their assessment of learning outcomes Aid staff developers in providing support for departments in line with institutional policies Provide a framework for administrators interested in quality assurance and enhancement of teaching across the whole university. The authors have also included useful web links to further material. Teaching for Quality Learning at University will be of particular interest to teachers, staff developers and administrators.

Author: Tom Theis
Publisher:
ISBN: 9781680921533
Category : Education
Languages : en
Pages : 644

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Book Description
With "Sustainability: A Comprehensive Foundation," first and second-year college students are introduced to this expanding new field, comprehensively exploring the essential concepts from every branch of knowldege - including engineering and the applied arts, natural and social sciences, and the humanities. As sustainability is a multi-disciplinary area of study, the text is the product of multiple authors drawn from the diverse faculty of the University of Illinois: each chapter is written by a recognized expert in the field.

Author: Ray Land
Publisher: McGraw-Hill Education (UK)
ISBN: 0335226086
Category : Education
Languages : en
Pages : 232

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Book Description
·What do educational developers see as the main issues to be tackled within their work? · How does the educational context and culture in which they work affect the practice of educational developers? ·How do educational developers perceive change occurring within higher education organisations? In higher education institutions worldwide, issues relating to quality in teaching and learning have gained prominence over the last two decades as student numbers, and the need to be publicly accountable, have increased. During this time a sizeable community of educational developers has emerged whose work and research focuses on the enhancement of the student experience in higher education. A significant issue for these developers is how change can be effected in organisations with well-established academic cultures and practices, beset by many other priorities and pressures. This first book-length analysis of developers as a community of practice illustrates in their own words the issues they face, their differing orientations to development (given their differing organisational cultures), and how they see their institutional role. What emerges is the contested notion of ‘development’ itself, and a tribe of developers who, though fragmented, offer a rich variation in their discourse, identity and practice. Drawing upon developers’ own voices, the book offers a lively and accessible narrative approach to this rapidly evolving area. It is a useful guide to help individual developers compare their own practice with that of others, and development teams to map the effectiveness of their own centre’s provision. Educational Development is essential reading for educational developers, teaching and learning co-ordinators and teaching fellows, as well as senior managers with remits for academic development, and directors of quality assurance. It is also of interest to those in higher education who are concerned with bringing about organisational or cultural change.