Bücher der Reihe Great Debates in Higher Education Book Set (2017-2019)

This collection of essays illuminates the benefits, drawbacks, challenges and opportunities of the push to widen access to success and social mobility through university and other post-secondary education experiences in the UK and internationally.

This book brings together researchers and practitioners to critically reflect upon the current diversity of Access to Higher Education programmes and their different perspectives on widening participation and access education.

Binary gendered leadership definitions are threatening to leaders whose styles do not match these narrow understandings, and do not leave room for trans, non-binary, and intersex leaders who do not fit within this binary that does not predict leadership styles. Through 34 interviews with women and men serving as presidents, deans, and provosts at some of the United States' top colleges and universities, this book explores what degendered leadership looks like in an academic setting.Higher educational settings have seen more women in leadership roles than in corporate and governmental settings, making this a prime setting for the study of the intersection of gender and leadership. Through interview analysis, the author addresses the following questions: What role does gender play in the narratives of women and men leaders? How might leaders' gendering of leadership reproduce gender stereotypes? What strategies might leaders and institutions of higher education use to degender leadership? and What might degendered leadership look like?This timely and important book creates a path for inspired, talented, and qualified leadership that is not reduced to gender norms and stereotypes. Institutions that wish to see leadership diversity and that strive toward creating inclusive academic communities need to pay attention to leadership expectations associated with stereotypes that encompass all identities including race, sexuality, ethnicity, age, and religion. This book is a tool for promoting leadership diversity.

This book focuses on student cultural diversityin HE and assesses how cultural difference affects students' education andsocial experience. The authors use interviews to look atthese issues from both the perspective of international students, andculturally diverse home populations.

This book draws on primaryresearch to present a critical overview of debates about UK university campusesas a location for radicalisation and the impact of counter-radicalisationpolicies. It provides a historical overview and a contemporary assessment ofradicalisation in Universities and covers teaching, student and governanceaspects of HE.

In this important book, Linder advances a power-conscious lens to challenge student activists, administrators, educators, and policy makers to develop more nuanced approaches to sexual violence awareness, response, and prevention on college campuses.

This book offers inter-disciplinary, evidence-informed discussion around notions of excellence in higher education teaching. It will act as a key stimulus for institutional and sector-wide debates and a reference point for initiatives around the TEF agenda.

This book traces the development of a fully marketised higher education system in England over a 30-year period, and identifies five distinct stages of market reforms culminating in the Higher Education and Research Act (HMSO, 2017). The Act shifted the risks of institutional failure (and the prospect of market exit) onto applicants, presenting them with ever more applicant choice information and encouraging them to use their consumer behaviour to oblige weaker providers' lower tuition fees or lose market share to new competitors. The new regulatory regime represents a marked departure from previous attempts to introduce market dynamism into the sector and places the English HE system at the forefront of a global trend of system marketisation. The book employs a critical policy discourse analysis and addresses several key aspects of the current higher education policy landscape. It considers the extent to which there been a continuity of policy from the encouragement of efficiencies and accountability in the 1980s to the emphasis on competition and risk in 2017; whether the marketisation process is designedly cumulative or has developed in response to factors beyond the control of policymakers; and what the English case can tell us about the nature of neoliberalism and the future trajectories of other national systems in the process of marketising and differentiating their institutions.