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This book defines and examines the needs of the marginalized student and presents a theoretically grounded model to guide institutions of higher education toward developing new and more effective programmatic responses.
This thoughtful volume challenges widely accepted, traditionalist scientific notions of 'the academic' - prevalent in higher education institutions globally - in order to promote best practice, and redefine the field as accessible, inclusive, and forward thinking.
This book reports on an empirical study of oral feedback practices in doctoral supervision meetings, observing supervisors' and students' conduct to enable a new understanding of the social organisation of doctoral research supervision
This book provides an authoritative overview of the criteria and standards of the doctorate across a wide range of international settings, with a particular focus on the practices of examining.
Originally published as a special issue of Christian Higher Education, this volume showcases diverse forms of community engagement work carried out by faith-based colleges and universities throughout the US.
This book provides empirically grounded insights into the causes, trajectories, and effects of a severe decline in university autonomy and the relationship to other dimensions of academic freedom by comparing in-depth country studies and evidence from a new global timeseries dataset.
Higher education institutions around the globe are facing complex issues that disrupt the usual roles and purposes of centres of learning and research. This book addresses the unprecedented effects of these global pressures, including the COVID-19 pandemic, on university work and the resulting opportunity for innovative disruption.
This text recognizes new pressures impacting graduate students and their supervisors, teachers, and mentors globally. The work provides a range of insights and strategies which reflect on wellbeing as an integral part of teaching, learning, policy, and student-mentor relationships.
This book examines how we can enable students to grow and develop, not just as workers for the global marketplace but as unique individuals. It will be relevant to any educator, researcher or student interested in creative learning spaces, and innovative programs and activities that bring together students, educators and community partners.
Guided by the scholarly personal narratives of LGBTQ+ higher education scholars, practitioners, and scholar-practitioners, this informative volume explores how individuals exist within and experience the insider/outsider paradox within higher education as they engage in disruption, queer methods, and action.
Drawing on autotheoretical methods, this insightful volume explores how LGBTQ+ scholars, practitioners, and scholar-practitioners exist within and negotiate an insider/outsider paradox within higher education, highlighting issues of affect, legibility, and embodiment.
Drawing on an empirical study of the cross-boundary, cross-campus, and intercultural collaborations between professional and academic staff, at both an Australian and a Singaporean university, this book demonstrates the potential of third space collaboration in higher education.
This richly interdisciplinary volume explores the goals and benefits of the Cultures and Languages across the Curriculum (CLAC) programs by drawing together noteworthy insights from educators, administrators, researchers, and students who have been directly involved in the CLAC programs at colleges and universities in the US.
This book makes an important contribution to ongoing debates about the epistemological, ethical, ontological and political implications of relational ethics in higher education.
This edited volume contributes a novel understanding of the past, present, and future of higher education across the six countries which make up the Gulf Cooperation Council (GCC).
This book presents a rich case study examining physical and spatial factors of urban campus design that influence student experience and wellbeing.
Contesting a gradual disregard for the values of dignity, democracy, and diversity in higher education, this volume explores best practices from universities and colleges in Israel and the US to illustrate how these values can offer a holistic values framework for higher education globally.
This book offers counternarratives from People of Color engaged in varied departments, faculties, and institutions in higher education to interrogate and challenge the construct of whiteness as an ideological form reproduced across campuses throughout the US.
This volume explores the unique experiences of student affairs professionals at Minority Serving Institutions (MSIs) in the US. In doing so, it highlights broader challenges faced by MSIs and highlights ways in which these have been countered by effective student affairs practice.
This timely volume explores the ways that university institutions affect the experiences of student carers and how student carers negotiate the (often conflicting) demands of care and academic work.
Recognising that graduate supervisory practice is not an abstracted academic pursuit, but an activity that is subjectively bounded by content and context, impacted by the experiences and beliefs of supervisee and supervisor, this text explores the unique dynamics of graduate supervision in the Global South.
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