Understanding the University constitutes the final volume in a trilogy – the first two books having been Being a University (2010) and Imagining the University (2012) – and represents the trilogy’s ultimate aims and endeavours. The three volumes together offer a unique attempt at a fairly systematic and exhaustive level to map out just what it might be seriously to understand the extraordinarily complex entity that is known across the world as ‘the university’. Through examination of the conditions and possibilities underlying and affecting universities, this work offers an understanding of specific ideas of the university which can inform policies, strategies and practices in relation to the university. This book is a must read for leaders and senior managers in universities , as well as those undertaking postgraduate studies in the policy and practice of higher education.
Does university seem like another planet? Does everyone else seem to speak another language? What can you do to make the grade? If these are the kind of questions you are asking, then this is the book you need. After the excitement of being accepted, the reality of life at university or college can be daunting, but help is at hand. This practical book guides new students through the terminology used at university and shows you: what a student needs to know how to be accepted by students and lecturers how to get the best out of your institution and yourself how to communicate using appropriate language in higher education institutions how to learn the conventions of your specific subject area how to be confident and competent in your new world All new students find the move to university slightly bewildering, but with this book you can be one step ahead. The author has spent time talking to students across a broad range of different universities and uses her first-hand experience as a basis for the book. Understanding University provides a lifeline for new students in further and higher education offering everything from practical advice on studying, to explanations of frequently used terms. If you don't know the difference between a seminar and a tutorial or want to know what 'matriculation' means, then this is where to start. Need a little assistance? Just open this book. And remember - you are not alone.
Research into how teaching affects the quality of student learning at university is a rapidly changing field. University teachers are increasingly required to develop their own strategies for effective teaching, often with limited guidance from their institutions. Teaching for Understanding at University not only outlines a wide range of recent developments in the area, but shows how approaches can be brought together to help university teachers think more imaginatively about ways of encouraging students' learning. Written in a way designed to be interesting and accessible to university teachers across disciplines, the volume concentrates on how students reach a personal understanding of the subject they are studying. Covering academic understanding, approaches to teaching, assessment methods and evaluation of teaching, the book provides a comprehensive introduction to the latest ideas on teaching and learning. Avoiding unnecessary jargon and 'business speak', this is the ideal book for the newly qualified lecturer, as well as the more experienced academic who is keen to consider their teaching methods from a fresh perspective. Noel Entwistle is Professor Emeritus of Education at the University of Edinburgh. He was previously the editor of the British Journal of Educational Psychology and Higher Education, and has an international reputation for his work in the field of student learning in higher education.
This comprehensive volume presents international perspectives on critical issues impacting teaching and learning in a diverse range of higher education environments.
This collection brings together key articles to develop and support student teachers' understanding of the theory, research and evidence base that underpins effective practice. Each reading is contextualised and includes questions to encourage reflection and help engage with material critically.
Committees are indispensable to the governance of higher education, yet there is seldom guidance to faculty and administrators on how committees should be conducted or how to maximize committee obligations. This is the first handbook on how both to manage committees and how to engage effectively as members to achieve departmental or broad institutional goals, and how participation valuably contributes to individual learning and advancement.Based on empirical research, organizational theory, and interviews with faculty and administrators, Dr. David Farris provides an informative and vivid examination of the dynamics of committee work, addresses the planning, conduct, roles, composition, and dispositions of members as well as the institutional context and structures in which they operate that are vital to organizational success.Committees are not just laboratories for implementing the vision of university leadership, developing solutions to institutional challenges, and refining organizational procedures; they are the proving ground for future leaders in higher education. How members perform in committees reflects our professionalism, aptitude, integrity, and character – all-important considerations given that we serve as ambassadors for our department, college, office, and colleagues.In offering guidance on good committee practices, a recurring theme of this book is that readers should critically evaluate individual performance and how it impacts others or the committee at large. Too often the locus of control is presumed to be reserved for the chairperson even though significant influence can be exercised through informal leadership, member dispositions, and leveraging social networks.In addition to reviewing the mechanism of committees, David Farris provides practical information regarding the functional application of committees (tactical, operational, or strategic), committee leadership and management, group dynamics that influence committee performance, and the importance of diversity and inclusive committee cultures to institutional performance. Throughout the book he identifies opportunities for faculty and administrators to reflect on their committee experiences, challenges readers to consider how to capitalize on committee experiences, and consider the various ways that committees shape institutional culture and performance.This book provides guidance on how to create committees that are conducive to fair, equitable, and engaging participative decision-making experiences to yield the best results and to promote enthusiasm for participation in committees, whether as chairs or committee members.
Vol. 1-7, 9-10 include Proceedings of the High School Principals Conference, 1923-1929; v. 1-7, 9-18 include Proceedings of the Conference on Educational Measurements 1924-1930, 1932-1942.
Text for organization theory and problem analysis courses in ed. admin. Explains and illustrates a methodology for describing, documenting, and analyzing organizational problems.
