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Masterarbeit aus dem Jahr 2022 im Fachbereich Pädagogik - Hochschulwesen, Bergische Universität Wuppertal, Sprache: Deutsch, Abstract: Ziel dieser Thesis und damit Intention der ihr zugrundeliegenden Studie ist es, zu untersuchen, inwiefern es Studierenden während des Praxissemesters gelingt, Fachwissenschaft, Fachdidaktik und Wissen der allgemeinen Pädagogik innerhalb ihrer Planung von Unterricht miteinander zu vernetzen und welchen Typus relevanten Wissens sie dabei nutzen. Untersucht werden dabei zwei sich methodisch unterscheidende Kurse der universitären Begleitung des Praxissemesters. Dabei handelt es sich zum einen um eine Form der regulären Begleitung, innerhalb derer die fachdidaktischen und bildungswissenschaftlichen Seminare separierte Veranstaltungen sind und zum anderen um das oben angeführte Musik-Tandem. Von daher können die Ergebnisse genutzt werden, um die Wirksamkeit dieser Praxisphase in der Lehrer:innenausbildung im Hinblick auf die verschiedenen Begleitformate zu überprüfen und damit auch ihren Gewinn für den Professionalisierungsprozess zu evaluieren. Zudem können diese Ergebnisse mit dazu beitragen, die Diskussion über die geforderte Kohärenz im Kontext der Lehrer:innenausbildung an Hochschulen anzuregen, hier zu verstehen, als Anregungen zur Vernetzung im Praxissemester.

Digital tools and pedagogies in public higher education are unfolding their potential by providing large groups of students with automated, continuous learning and feedback opportunities. However, most of the existing studies are cross-sectional, unidirectional and focus on a limited selection of relevant target variables and instructional features. In a field study, Andreas Maur used longitudinal latent structural equation modelling with a large sample of students to analyse the interrelations between formative feedback from electronic quizzes and different facets of the control value theory of achievement emotions. The results suggest that regular quizzes most consistently improve self-efficacy, anxiety, effort, course enjoyment, and hopelessness over time. Only feedback effects related to intrinsic motivation were consistently less effective for female and less proficient students, and for students in traditional versus flipped classrooms. These findings highlight the need to scale up formative feedback in higher education and to cultivate feedback systems with higher levels of sophistication, adaptability, and gamification mechanics.

This book approaches the field of socioemotional learning from the perspective of self-determination theory (SDT). The volume examines socioemotional learning (SEL) in schools, higher educational institutions, and workplaces. It is a timely work in its comprehensive presentation of a means of understanding motivation for one's own work, the motivation of others, stress tolerance, team-working, conflict resolution, as well as dealing with critical situations. Socioemotional learning relates to competencies in a combination of behaviors, cognitions, and emotions that are essential for all individuals'success, including educational and employment settings. This book presents the most comprehensive discussion of SDT perspectives on socioemotional learning in various domains, ranging from formal to informal settings. This book is an essential resource for social scientists, educators, and researchers working in education, organizational psychology, and family sociology.

En la actual sociedad del conocimiento, la innovación docente constituye una dinámica esencial de cara a incrementar la calidad de la educación en todos sus niveles. Es, por tanto, uno de los pilares sobre los que se construye la excelencia a nivel global y que puede conducir al progreso de la sociedad, ya que se erige en una importante fuerza motriz de esta.Cuando hablamos de innovación, podemos referirnos, de un lado, a la implementación de una mejora específica, y de otro, al proceso a partir del cual se identifican y se estructuran dichas mejoras. La innovación concebida solo como una mejora más es insuficiente para lograr la competitividad, es necesaria una transformación holística, constante y permanente, que afecte a todo el proceso y suponga un cambio de actitud dentro de la organización en cuestión.

As complex, large institutions, universities present unique challenges for leaders. What is the nature of leadership for the 21st century? Should universities continue to rely predominantly on recruiting from within or should university leaders be drawn from wider professional fields and industries? How should such leaders be developed and supported? What does the existing research tell us about all of these questions, and what further research needs to be done? International Perspectives on Leadership in Higher Education examines how contemporary leaders in higher education – in different disciplines, at different levels and in different parts of the world – are identified, developed and supported. Employing a mixture of theoretical, practical and personal perspectives, it shows how notions and expectations of leadership in higher education are changing, discusses the varied reasons behind these trends, and speculates on possible future developments. International Perspectives on Leadership in Higher Education is essential reading for new and aspiring leaders in higher education worldwide, as well as for those responsible for selecting and supporting leaders to thrive in a higher education environment.

Over the years, the education sector has witnessed substantial transformations and developments, driven primarily by the rapid growth of technology and inventive pedagogical approaches. In the MENA region, these changes have been particularly noteworthy, as educational institutions are striving to keep pace with global advancements while addressing unique regional challenges. Set against this context, this book delves into two pivotal dimensions that have surfaced as vital for thriving in today's educational sphere, with a strong emphasis on the MENA region's distinct characteristics and opportunities. The first dimension explores the evolution and challenges in governance, encompassing the organizational frameworks, decision-making mechanisms, and policies that empower educational institutions in the MENA region to adapt to the shifting environment. The second dimension zeroes in on the metamorphosis of education itself, emphasizing the innovative tools, assignments, and methodologies that are accessible to educators in the region, and discussing the balance between these elements and effective university governance. By offering an exhaustive and up-to-date examination of these two dimensions, this book imparts invaluable insights and pragmatic guidance to educational professionals, policymakers, and students alike, all with a focus on the MENA region. It aims to equip readers with the knowledge and abilities required to successfully navigate the new educational landscape and excel in the world of academia while highlighting the unique potential and prospects of the region's educational institutions.

Since the late nineteenth century, Oberlin College has been a leader in training physical education teachers. The skill and mentoring of founders like Delphine Hanna produced a generation of men and women who were among the most important individuals in the structuring of physical education and in the formation of professional societies in the areas of recreation, athletics, and physical education. Lee C. Drickamer and Frederick D. Shults document the full scope of Oberlin's physical education and athletics programs, beginning with learning and labor in the mid-nineteenth century and chronicling the evolution of virtually every team, facility, curriculum, societal change, and philosophic stance thereafter. Touching on the mind-body duality, New Physical Education, and the ever-increasing emphasis on winning athletic contests, Drickamer and Shults remind readers of Oberlin's long history of supporting societal changes and innovation. This process is brought full circle with the current emphasis on health and wellness, again focusing on the mind-body connection.

The digital transformation of higher education institutions has accelerated in the last decade due to the confluent development of digital technologies. Understanding how artificial intelligence-enabled changes and improvements in universities in relation to teaching, management, sustainability, and research allows researchers to understand the advances and identify the challenges that may arise. This knowledge provides technological instruments as well as cognitive, philosophical, and epistemological tools to address different current issues. Strategy, Policy, Practice, and Governance for AI in Higher Education Institutions offers both empirical and theoretical information focused on artificial intelligence and its various applications in higher education institutions. It includes research results, authoritative overview articles, high quality analysis on trends, comparative studies, and analysis of cases that focus on issues including ethical issues and risks for applying AI in higher education, policies to introduce AI in curricula, and applications in teaching and learning. Covering topics such as artificial intelligence ethics, energy efficiency, and postsecondary administrative leadership, this premier reference source is an essential resource for computer scientists, AI scientists, administration of higher education institutions, educators and faculty of higher education, pre-service teachers, researchers, IT professionals, and academicians.

Admissions is critical for every educational institution. However, recruiting quality students for business schools is challenging, leading to the need to identify and understand challenges that threaten admission. New Age Admissions Strategies in Business Schools provides innovative insights into the opportunities and challenges for student recruitment in business schools, such as cross-cultural nuances and attracting international applicants, while also delivering strategies for recruitment across all program types, including undergraduate, graduate, executive, and part-time admissions. While highlighting topics that include effective communication, international admission, and hybrid learning, this publication is ideal for policy directors, administration heads, researchers, and deans in education to understand the market well and design the processes of admissions.

The higher education landscape is embracing the call to be innovative, yet scholars have not clearly defined what it means to innovate. Innovation is not limited to the use and adoption of educational technologies, and it encompasses a broad array of elements that must be considered if we are to truly aspire toward innovative teaching in higher education. Enhancing Learning Design for Innovative Teaching in Higher Education is a critical scholarly publication that examines how instructional systems design, instructional design, educational technologies, curriculum design, and program design impact innovation and innovative teaching in higher education. The book offers definitions of innovative teaching and examines critical intersections to achieve innovation and innovative teaching in post-secondary environments. Highlighting a wide range of topics such as program mapping and learning design, this book is essential for academicians, administrators, professionals, curriculum developers, instructional designers, K-12 teachers, educational technologists, researchers, and students.

Higher education institutions continue to encounter an increasingly complex set of issues regarding equity, diversity and inclusion on university campuses. Many institutions are striving to find creative solutions to eliminate access, participation, and achievement barriers as well as practices that impede retention and graduation rates. This volume provides educators with a global understanding of the successes and challenges associated with facilitating inclusive campuses in higher education amidst the growing diversity of students by providing evidence-based strategies and ideas for implementing equity and inclusion at higher education institutions around the world. By addressing challenges experienced at a cross-cultural level, this book is an invaluable resource for educators and higher education practitioners alike.

The Business of Innovating Online responds to a critical need for concrete narratives of innovation success that can serve as a foundation for administrators and leaders who are in need of practical guidance as they scale and grow their online learning organizations.Through specific examples and practical suggestions from experienced e-learning leaders, readers will be introduced to concrete strategies for how to create a climate of creativity and innovation that can lead to more successful and scalable online programs and initiatives. The Business of Innovating Online demystifies the relationship between business, creativity, and innovation by describing the logistics required to create an agile online education enterprise. Topics discussed will include:- Defining innovation and creativity for online education and e-learning- Knowing when and how to innovate- Creating a culture of innovation- Effectively leading innovation- Collaborative innovation- Making innovation stick and transitioning innovative strategies into day-to-day practice- Assuring quality in the midst of innovation- Staffing structures/administrative stability to support creativity and innovationThe Business of Innovating Online provides both novice and experienced online education administrators with a comprehensive overview of a range of online innovations, how they came to be created, the components that led to their success, and concrete steps that they can take to create a more innovative culture for their own e-learning organization.

This book examines the learning and development process of students'scientific thinking skills. Universities should prepare students to be able to make judgements in their working lives based on scientific evidence. However, an understanding of how these thinking skills can be developed is limited. This book introduces a new broad theory of scientific thinking for higher education; in doing so, redefining higher-order thinking abilities as scientific thinking skills. This includes critical thinking and understanding the basics of science, epistemic maturity, research and evidence-based reasoning skills and contextual understanding. The editors and contributors discuss how this concept can be redefined, as well as the challenges educators and students may face when attempting to teach and learn these skills. This edited collection will be of interest to students and scholars of student scientific skills and higher-order thinking abilities.

This book addresses important questions and puzzles regarding the massification of higher education in Asia. It equips readers to critically evaluate and understand the consequences and challenges that massification entails, while also prompting policymakers and higher education administrators to tackle emerging issues related to the massification of higher education. Readers will gain a deeper, nuanced understanding of this trend, including its impacts and governance issues.

This volume offers the first comprehensive guide to how high-impact practices (HIPs) are being implemented in online environments and how they can be adjusted to meet the needs of online learners. This multi-disciplinary approach will assist faculty and administrators to effectively implement HIPs in distance education courses and online programs.With a chapter devoted to each of the eleven HIPs, this collection offers guidance that takes into account the differences between e-learners and traditional on-campus students.A primary goal of High-Impact Practices Online is to share the ways in which HIPs may need to be amended to meet the needs of online learners. Through specific examples and practical suggestions in each chapter, readers are introduced to concrete strategies for transitioning HIPs to the online environment that can be utilized across a range of disciplines and institution types. Each chapter of High-Impact Practices Online also references the most recent and relevant literature on each HIP so that readers are brought up to date on what makes online HIPs successful.The book provides guidance on how best to implement HIPs to increase retention and completion for online learners.

The purpose of this book is to highlight the efforts of the members of the Carnegie Project on the Education Doctorate (CPED) to prepare Scholarly Practitioners in the field of education leadership. The volume is edited by Jill Alexa Perry, Executive Director of CPED, a consortium of 86 schools of education in the US, Canada and New Zealand. CPED is a collaboration of faculty working together since 2007 to re‐envision professional practice preparation in education. Contributing authors include faculty and graduates from CPED‐influenced programs. Faculty members highlight the need to rethink and strengthen all aspects of doctoral level preparation for practitioners, the expanded and enhanced role of research, inquiry and the dissertation in practice, and discuss the implications these changes have on university schools of education. Students and graduates, who face pressing educational issues in their daily lives, reflect on the impact their EdD program has had on their professional practice.

Educational institutions all over the world continue to attract the services of foreign-born scholars. In addition to the culture shock that immigrants experience in unfamiliar countries, these scholars often undergo'pedagogical shock.'Through autobiographical accounts of foreign-born professors from Africa, Asia, Europe, and the US, this volume examines the experiences of foreign-born professors around the world to provide insight on the curricular, school-systemic, and sociological differences and challenges that are encountered, and how to help resolve them. It will help administrators, institutions, and immigration and comparative education scholars understand the cross-cultural challenges and coping strategies that define the private and professional lives of foreign-born professors across the globe.

In an effort to create a more educated workforce in the United States, many community colleges are implementing new practices and strategies to assist under-prepared students. These efforts will ultimately support a stronger and more resilient global workforce. Examining the Impact of Community Colleges on the Global Workforce provides relevant theoretical and conceptual frameworks, best practices, and emerging empirical research about new approaches being employed in community colleges to prepare students for their post-collegiate careers. Featuring recent initiatives in educational settings, this publication is a critical reference source for higher education practitioners, policymakers, and graduate students in higher education administration programs interested in the innovative practices utilized by community colleges to educate underserved students.

Online distance education continues to grow at a fast pace, even outpacing the overall growth of U.S. higher education. Demands for quality are coming from all shareholders involved. As if caught by surprise, a patchwork response to quality is often the typical organizational response. The result can be inconsistent and uncoordinated levels of value to those invested in online learning. This often promotes negative images of the educational experience and institution.Comprised of highly regarded experts in the field, this edited volume provides a comprehensive overview of quality assurance, a snapshot of current practices and proven recommendations for raising standards of quality in online education.Topics discussed include:• Improving practices for teaching online• Using educational analytics for quality assurance and improvement• Accessibility: An important dimension of quality assurance• Assuring quality in online course design• Assuring quality in learner support, academic resources, advising and counseling• The role and realities of accreditationThis text clearly answers the call for addressing quality from a broad, deep and coordinated understanding. It addresses the complexities of quality assurance in higher education and offers professionals top-shelf advice and support. •This text is also appropriate for students enrolled in Educational Technology and Higher Education Administration Masters and PhD programs

'This book cultivates knowledge on topics pertaining to the improvement of communication and collaboration in online learning communities, advancing the current scope of research in this field'--

'This book compiles the latest empirical research findings in the area of e-learning and knowledge management technologies assessment, highlighting specific comparisons and practices of e-m-learning and knowledge management technologies'--Provided by publisher.

In a world economy where rapid change is the only constant, what is the best way for business schools to prepare the leaders of tomorrow? The authors of this volume argue that a broad and rigorous education is needed; one that fuses business knowledge with arts and sciences, technology, and ethical training.

Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies examines new research on how classroom response systems are being used in higher education to increase learner engagement in an epoch of increasing globalization and diversity. These enabling technologies are reshaping and reframing the practice of teaching and learning in higher education. Through case studies, surveys, and literature reviews, this volume will examine how classroom response systems are being used to improve collaboration and interactivity between students, to create engaging social learning communities in the classroom, and how these technologies are being used to create more meaningful and authentic learning experiences. This volume will also discuss a framework for adopting and deploying these technologies.

'This book presents the opportunities, methods, issues, and risks involved in extending university education across national borders, offering insight into understanding cultural, financial, and legal issues'--Provided by publisher.

With a unique focus on the relationship between assessment and engagement this book explores what works in terms of keeping students on course to succeed. Against a backdrop of massification and the associated increase in student diversity there is an escalating requirement for personalized, technology driven learning in higher education. In addition, the advent of student fees has promoted a consumer culture resulting in students having an increasingly powerful voice in shaping curricula to their own requirements. How does one engage and retain a group of students of such diverse culture, ethnicity, ambition and experience?Using examples from a variety of institutions worldwide this edited collection provides a well-researched evidence base of current thinking and developments in assessment practices in higher education. The chapters discuss: Staff and student views on assessment Engaging students through assessment feedback Assessment for learning Assessing for employability Interdisciplinary and transnational assessment Technology supported assessment for retention The book draws together a wealth of expertise from a range of contributors including academic staff, academic developers, pedagogical researchers, National Teaching Fellows and Centres for Excellence in Higher Education. Recognising that a pedagogy which is embedded and taken-for-granted in one context might be completely novel in another, the authors share best practice and evaluate evidence of assessment strategies to enable academic colleagues to make informed decisions about adopting new and creative approaches to assessment. This interdisciplinary text will prove an invaluable tool for those working and studying in higher education.

'This book documents real-world experiences of innovators in higher education who have redesigned spaces for learning and teaching, including physical, virtual, formal, informal, blended, flexible, and time sensitive factors'--Provided by publisher.

'This book provides a sound overview of the ways that technology influences the human and organizational aspects of higher education and how technology is changing the relationship between faculty and students, higher education experience, and the role of colleges and universities within society as a whole'-- Provided by publisher.

This book is provided as a guide, encouragement and handbook for faculty to introduce digital media in language you can understand and provide strategies and activities you can quickly assimilate into your teaching. We are excited that more people will be able to benefit from the powerful help and guidance contained in this book. We are even more exhilarated as we anticipate how each of you will discover applications and new directions we would never anticipate, and look forward. We look forward to your innovations as you use the material you discover here. This book responds to the needs of our changing world and students by revealing innovative technology applications and how faculty are and can use digital media in teaching in higher education because faculty make the quickest changes and learn how to do it best. It is a valuable resource for faculty from faculty, because it allows the sharing of successful teaching experiences with digital media with our worldwide colleagues so they may modify it, extend it, and improve it. Moreover, in our work with faculty across all disciplines, we also find that many struggle to think about teaching in ways in which they can incorporate technology meaningfully. While we might be experts in our discipline (chemistry, philosophy, music, etc) due to the curriculum of terminal degrees, we might not have strong preparation in instructional design. We have been fortunate to bring together faculty experts across different disciplines to specifically speak about how and why to use digital media in higher education settings. We realize we are asking you to think about your way of teaching with new ideas and strategies. Therefore, we try to illustrate them with clear examples. These different approaches include clear descriptions of what these activities look like, why to develop and implement them, and how to do so for your specific needs.

In this era of expanding technology innovations, online learning opportunities are evident in both private and public educational institutions. Educators are presenting content digitally to students with a number of applications provided by their institutions. However, despite the commonalities of institutions using a learning management system or having an instructional designer on campus, many instructors still remain grounded in the pedagogy that they use in the traditional classroom. Furthermore, driven by the institution to produce online companions to the traditional campus course offerings, instructors can often be too busy learning the technical aspects than spending time on content or exploring and learning how to teach via the'internet.' This book provides a multifaceted look at online instruction from a variety of authors and may assist instructors who teach online or will teach online in the future.

Do for-profit colleges and universities (FPCUs) pose a threat to traditional providers of higher education, or do they play a vital role at a time when the capacity of public and private non-profits to meet demand is constrained? With the US no longer the leader in developing a college-educated workforce, can FPCUs help redress the competitive gap? What can be learned from the management practices and growth of FPCUs – that now number close to 3,000 institutions in the US – whose increase in enrollments has out-paced that of traditional institutions, and who now grant around 8% of all degrees? This book offers a clear-eyed and balanced analysis of for-profit colleges and universities, reviewing their history, business strategies, and management practices; setting them in the context of marketplace conditions, the framework of public policy and government regulations; and viewing them in the light of the public good.Individual chapters variously explore FPCU's governance, how they develop courses and programs, and the way they define faculty work; present findings from in-depth interviews with part-time and full-time faculty to understand how external forces and the imperative of profit generation affect faculty roles and responsibilities of faculty; analyze policy considerations that affect FPCUs, including federal regulation and oversight, accountability and assessment, and the legal and regulatory issues FPCUs face internationally; and finally address the notion of academic freedom and the distribution of public monies to FPCUs. Looking beyond FPCUs'current strategy of offering career programming to non-traditional students, the book reveals how they are positioning themselves to meet future market needs by developing new programs targeting a wider group of students.Recognizing that FPCUs are more developing than fully developed, the authors convey both the current state and the unresolved issues facing these businesses, and, in so doing, surface enduring topics that face all of post-secondary education.

What Motivates Faculty to Teach in Distance Education? provides seminal data on what has been found to best motivate faculty to teach online. This information is critical to most universities because, in order to stay competitive, many will increase their online course offerings. Faculty will be needed to design and teach these programs.

Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor, and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on twelve general areas that encompass the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.

Nowadays, technology affects practically all activities in our life. The new digital technologies have permeated economy markets, politics, our workplaces, the ways we communicate with each other, our home activities, as well as operation of all levels of education from kindergarten to doctoral studies. The new technologies challenge higher education institutions worldwide to redefine their student constituencies, their partners and competitors and to redesign their research infrastructures and teaching practices. The digital technologies have also generated many conflicting claims and predictions as to the present, and mainly future, effects that the Internet and World Wide Web might have on higher education environments. Some futurists tell us that the information and communication technologies produced an era of a'digital tsunami'and are driving the restructuring of academe by forcing educators to realign and redesign their academic work dramatically, while many others contend that the use of technology has remained, and will remain, on the margins of the academic activities and is unlikely to change in any fundamental way the dominant campus cultures. On one hand, the emergence of the new technologies has broadened access to many new student clienteles and in such a way contributed greatly to social equity in higher education; and on the other hand, the continuous development of advanced and complex technological infrastructures widens the digital divide between developed and developing countries, and between rich and poor. Most academics have adopted eagerly the many technological capabilities provided by the Internet in their research activities, and, at the same time, many professors still feel reluctant to incorporate the technologies into their teaching. The digital technologies gave rise to many new providers of higher education and increased the competition in the academic global market, while we witness a growing trend of collaborations and convergence of academic practices enhanced by the new media. The World Wide Web encouraged'digital piracy'and led to the enactment of stringent copyright and other intellectual property laws, while concurrently enhancing an open source movement that advocates the opening up of academic work and research to the public. These multiple contrasting trends, and the visible gap between some sweeping expectations echoed in the 1990s as to the immense impacts of digital technologies on higher education environments and the actual reality, are discussed in this book. The various chapters provide a critical and reflective view of the implementation of digital technologies in higher education from various perspectives, based on hundreds of comprehensive reviews, books, monographs, articles and research reports.

'This book helps institutions and key stakeholders understand the diverse issues surrounding e-learning and virtual campus initiatives and the conditions necessary to achieve greater success and sustainability'--Provided by publisher

How do we educate our students about cultural diversity and cultural differences, and eliminate cultural ignorance, stereotyping, and prejudice? What are the conceptual issues involved in reaching this goal? How can we integrate these perspectives in disciplinary and diversity courses, and the curriculum?This book is a resource for answering these questions. Within the framework of current scholarship and discussion of essential concepts, it offers practical techniques, and empirically proven “best practices” for teaching about diversity. The book opens with a conceptual framework, covering such issues as distinguishing teaching to a diverse audience from teaching about diversity and contrasting the incorporation of culture across the curriculum with tokenistic approaches. Subsequent chapters identify classroom practices that can optimize students'learning, especially those from culturally diverse backgrounds; describe feminist principles of education that that promote learning for all students; and address principles of effective on-line instruction for diverse populations.The book is intended for faculty integrating diversity into existing courses, and for anyone creating courses on diversity. The ideas and suggestions in the text can be incorporated into any class that includes a discussion of diversity issues or has a diverse student enrollment. The contributors offer pragmatic and tested ways of overcoming student misconceptions and resistance, and for managing emotional responses that can be aroused by the discussion of diversity. The editors aim to stimulate readers'thinking and inspire fresh ideas. The book further provides teachers of diversity with a range of effective exercises, and attends to such issues as teacher stress and burnout.This book can also serve to inform and guide department chairs and other administrators in the design and implementation of diversity initiatives.

Now available in paperback, this two-volume work is intended to help readers develop powerful new ways of thinking about organizational principles, and apply them to policy-making and management in colleges and universities.The book is written with two audiences in mind: administrative and faculty leaders in institutions of higher learning, and students (both doctoral and Master's degree) studying to become upper-level administrators, leaders, and policy makers in higher education.It systematically presents a range of theories that can be applied to many of the difficult management situations that college and university leaders encounter. It provides them with the theoretical background to knowledgeably evaluate the many new ideas that emerge in the current literature, and in workshops and conferences. The purpose is to help leaders develop their own effective management style and approaches, and feel confident that their actions are informed by appropriate theory and knowledge of the latest research in the field.Without theory, organizational leaders are forced to treat each problem that they encounter as unique–as if it were a first-time occurrence. While leaders may have some experience with a particular issue, their solutions are usually not informed by the accumulated wisdom of others who have already encountered and resolved similar situations. The authors approach the theory of the organization and administration of colleges and universities from three quite different perspectives, or paradigms, each relying on different assumptions about the “reality” of organizational life in colleges and universities. The positivist paradigm–primarily an omnibus systems theory–integrates the chapters into a comprehensive, yet easily accessible whole. Social constructionism, the second paradigm, is introduced in each chapter to illuminate the difficulty of seeking and finding meaningful consensus on problems and policies, while also addressing important ethical issues that tend to be overlooked in leadership thought and action. The third paradigm, postmodernism, draws attention to difficulties of logic and communication under the constraints of strictly linear thinking that “authorities” at all levels attempt to impose on organizations.This “multiple paradigm” approach enables readers to become more cognizant of their own assumptions, how they may differ from those of others in their organization, and how those differences may both create difficulties in resolving problems and expand the range of alternatives considered in organizational decision making. The book offers readers the tools to balance the real-world needs to succeed in today's challenging and competitive environment with the social and ethical aspirations of all its stakeholders and society at large. The authors'aim is to elucidate how administration can be made more efficient and effective through rational decision-making while also respecting humanistic values. This approach highlights a range of phenomena that require attention if the institution is ultimately to be considered successful.Also available:Volume 1: The State of the SystemTwo volume set

Now available in paperback, this two-volume work is intended to help readers develop powerful new ways of thinking about organizational principles, and apply them to policy-making and management in colleges and universities.The book is written with two audiences in mind: administrative and faculty leaders in institutions of higher learning, and students (both doctoral and Master's degree) studying to become upper-level administrators, leaders, and policy makers in higher education.It systematically presents a range of theories that can be applied to many of the difficult management situations that college and university leaders encounter. It provides them with the theoretical background to knowledgeably evaluate the many new ideas that emerge in the current literature, and in workshops and conferences. The purpose is to help leaders develop their own effective management style and approaches, and feel confident that their actions are informed by appropriate theory and knowledge of the latest research in the field.Without theory, organizational leaders are forced to treat each problem that they encounter as unique–as if it were a first-time occurrence. While leaders may have some experience with a particular issue, their solutions are usually not informed by the accumulated wisdom of others who have already encountered and resolved similar situations. The authors approach the theory of the organization and administration of colleges and universities from three quite different perspectives, or paradigms, each relying on different assumptions about the “reality” of organizational life in colleges and universities. The positivist paradigm–primarily an omnibus systems theory–integrates the chapters into a comprehensive, yet easily accessible whole. Social constructionism, the second paradigm, is introduced in each chapter to illuminate the difficulty of seeking and finding meaningful consensus on problems and policies, while also addressing important ethical issues that tend to be overlooked in leadership thought and action. The third paradigm, postmodernism, draws attention to difficulties of logic and communication under the constraints of strictly linear thinking that “authorities” at all levels attempt to impose on organizations.This “multiple paradigm” approach enables readers to become more cognizant of their own assumptions, how they may differ from those of others in their organization, and how those differences may both create difficulties in resolving problems and expand the range of alternatives considered in organizational decision making. The book offers readers the tools to balance the real-world needs to succeed in today's challenging and competitive environment with the social and ethical aspirations of all its stakeholders and society at large. The authors'aim is to elucidate how administration can be made more efficient and effective through rational decision-making while also respecting humanistic values. This approach highlights a range of phenomena that require attention if the institution is ultimately to be considered successful.Also available:Volume 1: The State of the SystemTwo volume set

'This book provides insights and experiences from e-learning experts from around the world; it address the institutional, pedagogical, and technological issues that higher education institutions are grappling with as they move from conventional face-to-face teaching to e-learning in its diverse forms'--Provided by publisher.

In today's information society, to make a real and lasting impact on human welfare takes applications of information technology aimed at enhancing access to all. HUSITA7-The 7th International Conference of Human Services Information Technology Applications: Digital Inclusion-Building a Digital Inclusive Society presents diverse viewpoints from around the globe, examining the latest applications of digital technology for social work education and practice. These conference presentations from respected international authorities discuss the application of ICT (information and communication technology) in various facets of human service to achieve the goal of a digital inclusive society where all have access to education and informational resources.HUSITA7-The 7th International Conference of Human Services Information Technology Applications examines the development and use of information technology in professional training, including the strengths and limitations of e-learning in social work curriculums along with the rationale behind a learning object approach. Research includes findings from educators in Canada describing the development and implementation of e-learning in social work programs and the qualitative study of technological content in an MSW curriculum. Various types of Web-based learning approaches are explored with an eye toward providing more effective teaching strategies. Various technological advances and approaches toward individual empowerment are described to facilitate greater societal inclusiveness. The book is well referenced and includes several helpful tables and figures.Topics in HUSITA7-The 7th International Conference of Human Services Information Technology Applications include: the learning object approach of e-learning for social work education challenges implementing e-learning in social work education a research study of the relationship between technology content in social work education and technology use in social work practice international partnerships in Web-based teaching effective integration of emotion into the content of Web-based learning the use of indigenous knowledge in content the use of Web CT for effective address of issues such as quality of teaching and communication bringing about social inclusion through effective digital government how technological advances impact assistive technology research on the Internet self-efficacy in older person's learning of ICT a communication tool for the speech impaired improving social work service effectiveness through knowledge management (KM) the “SenSui” disability information resource in Japan HUSITA7-The 7th International Conference of Human Services Information Technology Applications is enlightening reading for librarians, social educators, social work students, researchers interested in ICT, and human service professionals.

Earnings from Learning examines the historical and contemporary factors that have fueled the rise of postsecondary for-profit, degree-granting institutions as a dynamic and powerful force in education. The contributors focus on such institutions as the University of Phoenix, DeVry, and Strayer to present theoretically grounded and data-driven research from a variety of disciplinary perspectives. They document unprecedented shifts in the postsecondary political economy and landscape and evaluate the implications for nonprofit institutions, including understanding the public and private benefits of higher education, postsecondary access and success, institutional resource allocation, competition, governance, and technology.

'This book encourages the development of higher-quality learning and assessment practices and describes the principal characteristics of self-assessment, peer assessment, and group assessment with guidelines for effective implementation'--Provided by publisher

Blended learning is firmly established in universities around the world, yet to date little attention has been paid to how students are enaging with this style of learning. Presenting a theoretically-based and empirically-validated model of engagement, this book examines the application of the model to improve the quality and productivity of university education. Covering the key qualities of blended learning, it analyses how online learning influences campus-based education, develops the student perspective of online learning, examines online learning systems as agents of change, provides insights and guidance for educational developers and administrators attempting to improve quality of learning, and considers how institutions can maximise educational returns from large investments in online learning technologies.Illustrated with case studies and developing ideas for practice, this book will be valuable reading for researchers and developers keen to improve their understanding of the emerging dynamics of contemporary student engagement with online learning.

The world in which we learn is changing rapidly. That rapidity is driven by a range of influences, conveniently, but inadequately, clustered under the rubric of globalisation.. The context in which globalisation and education is often linked is that of progression, progression realisable through technology, the free movement of finances and the optimum utilisation of human capital. To fuel this progression, formal educational institutions have grown, adapted and changed to provide highly skilled ‘outputs'to satisfy demand. Along the way, I will argue, the questioning, learning, reflecting and worthiness of formal education has been sacrificed for instrumentality, compliance and self-interest. This is seen throughout the educational system but this book concentrates on higher education and, more importantly, higher educational institutions that are known as universities. I will try to argue for a distinctive place for universities that does not resist progression but defines it differently from that allowable by the market. I propose a university system where students and faculty are together allowed to ‘let learn'who they might become, rather than realise their being as the artefact of economic imperatives. I accept from the very beginning that this might be incompatible with universities being in the world of commerce and industry, in fact, I demand that they are not! However, my text is not a polemic against the capitalist entrapment of education per se but for the development of centres that question whilst engaging with the realities of our existence.

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As a textbook, Molecular Biology and Biotechnology has always been immensely popular. Now in its fourth edition, it has been completely revised and updated to provide a comprehensive overview and to reflect all the latest developments in this rapidly expanding area. Written by recognised experts, the book aims to identify the impact that molecular biology has had on the development of biotechnology, with each of the nineteen chapters describing a specific subject area relevant to the subject. The impressive breadth of coverage includes areas such as plant biotechnology; food technology; vaccine development; the production of transgenic plants and animals; and the addition of an appropriate and timely new chapter devoted to bioinformatics. Presenting information in an easily assimilated form, Molecular Biology and Biotechnology makes an ideal undergraduate text. It will be of particular interest to students of biology and chemistry, as well as to scientists from outside the field requiring a rapid introduction to the subject.