Addressing the contemporary issues relating to the delivery of education, Culture, Change and Community in Higher Education explores the challenges of creating effective learning communities. Focusing on the creation and implementation of strategies which permeate and influence culture and enable staff to innovate, this book: considers the balance between a focus on people, places, pedagogy and technology encourages the reader to explore the steps that can be taken to inspire creativity, collaboration and connectivity through the provision of learning environments which are both accessible and engaging employs case studies and examples to consider ways to support the creation of an effective and inclusive learning community offers both strategic and operational perspectives into creating learning spaces and evoking effective change Culture, Change and Community in Higher Education offers insight into a topic that is becoming ever more important with the implementation of the Teaching Excellence Framework. It is a must-read for Higher Education managers looking to implement effective and inclusive learning environments within their university.

More and more educational scenarios and learning landscapes are developed using blogs, wikis, podcasts and e-portfolios. Web 2.0 tools give learners more control, by allowing them to easily create, share or reuse their own learning materials, and these tools also enable social learning networks that bridge the border between formal and informal learning. However, practices of strategic innovation of universities, faculty development, assessment, evaluation and quality assurance have not fully accommodated these changes in technology and teaching. Ehlers and Schneckenberg present strategic approaches for innovation in universities. The contributions explore new models for developing and engaging faculty in technology-enhanced education, and they detail underlying reasons for why quality assessment and evaluation in new – and often informal – learning scenarios have to change. Their book is a practical guide for educators, aimed at answering these questions. It describes what E-learning 2.0 is, which basic elements of Web 2.0 it builds on, and how E-learning 2.0 differs from Learning 1.0. The book also details a number of quality methods and examples, such as self-assessment, peer-review, social recommendation, and peer-learning, using illustrative cases and giving practical recommendations. Overall, it offers a step-by-step guide for educators so that they can choose their own quality assurance or assessment methods, or develop their own evaluation methodology for specific learning scenarios. The book addresses everyone involved in higher education – university leaders, chief information officers, change and quality assurance managers, and faculty developers. Pedagogical advisers and consultants will find new insights and practices for the integration and management of novel learning technologies in higher education. The volume fosters in lecturers and teachers a sound understanding of the need and strategy for change, and it provides them with practical recommendations on competence and quality methodologies.

Leading a Diversity Culture Shift in Higher Education offers a practical and timely guide for launching, implementing, and institutionalizing diversity organizational learning. The authors draw from extensive interviews with chief diversity officers and college and university leaders to reveal the prevailing models and best practices for strengthening diversity practices within the higher education community today. They complement this original research with an analysis of key contextual factors that shape the organizational learning process including administrative leadership, institutional mission and goals, historical legacy, geographic location, and campus structures and politics. Given the substantive challenge of engendering a cultural shift for diversity in a university setting, this book will serve as a concrete primer for institutions seeking to develop a systematic and progressive approach to diversity organizational learning. Readers will be able to engage with provocative case studies that grapple with the current pressures emanating from diversity training and learn effective strategies for creating more inclusive environments. This book is a perfect resource for institutional leaders, administrators, faculty members, and key campus constituencies who are seeking transformational change, institutional success, and stability in a rapidly diversifying national and global environment.

Describes approaches to understanding cultures in higher education, paying particular attention to cultures and cultural construction at departmental level. Implications of cultural characteristics for issues around change initiatives, including the enhancement of teaching, learning and assessment are a key focus of this book.

This book analyses higher education from cultural perspectives and reflects on the uses of intellectual devices developed in the cultural studies of higher education over the last decades. It presents fresh perspectives to integrate cultural studies in higher education with wider societal processes and studies the internal life of higher education. The book uses cultural perspectives developed in previous studies to understand a variety of processes and reforms taking place.

Initiate innovation and get things done with a guide to theprocess of academic change Change Leadership in Higher Education is a call toaction, urging administrators in higher education to get proactiveabout change. The author applies positive and creative leadershipprinciples to the issue of leading change in higher education,providing a much-needed blueprint for changing the way changehappens, and how the system reacts. Readers will examine fourdifferent models of change and look at change itself through tendifferent analytical lenses to highlight the areas where thecurrent approach could be beneficially altered. The book accountsfor the nuances in higher education culture and environment, andhelps administrators see that change is natural and valuable, andcan be addressed in creative and innovative ways. The traditional model of education has been disrupted by MOOCs,faculty unions, online instruction, helicopter parents, and muchmore, leaving academic leaders accustomed to managing change.Leading change, however, is unfamiliar territory. This bookis a guide to being proactive about change in a way that ensures ahealthy future for the institution, complete with models and toolsthat help lead the way. Readers will: Learn to lead change instead of simply "managing" it Examine different models of change, and redefine existingapproaches Discover a blueprint for changing the process of change Analyze academic change through different lenses to gain awider perspective Leading change involves some challenges, but this useful guideis a strong conceptual and pragmatic resource for forecasting thosechallenges, and going in prepared. Administrators and faculty nolonger satisfied with the status quo can look to ChangeLeadership in Higher Education for real, actionable guidance ongetting change accomplished.

This open access book explores cultural competence in the higher education sector from multi-disciplinary and inter-disciplinary perspectives. It addresses cultural competence in terms of leadership and the role of the higher education sector in cultural competence policy and practice. Drawing on lessons learned, current research and emerging evidence, the book examines various innovative approaches and strategies that incorporate Indigenous knowledge and practices into the development and implementation of cultural competence, and considers the most effective approaches for supporting cultural competence in the higher education sector. This book will appeal to researchers, scholars, policy-makers, practitioners and general readers interested in cultural competence policy and practice.

Offering a unique comparative analysis of the emergence of managerialism in eleven different countries, this book examines the response and adaptation of higher education institutions to their external environments. It addresses the key question of how changes in management thinking and practice are affecting internal institutional dynamics and is relevant to scholars and students, institutional managers, government officials, university administrators and university board members.

This collection focuses on the role of higher education institutions concerning datafication as a complex phenomenon. It explores how the universities can develop data literac(ies) shaping tomorrow skills and “formae mentis” to face the most deleterious effects of datafication, but also to engage in creative and constructive ways with data. Notably, the book spots data practices within the two most relevant sides of academics’ professional practice, namely, research and teaching. Hence, the collection seeks to reflect on faculty’s professional learning about data infrastructures and practices. The book draws on a range of studies covering the higher education response to the several facets of data in society, from data surveillance and the algorithmic control of human behaviour to empowerment through the use of open data. The research reported ranges from literature overviews to multi-case and in-depth case studies illustrating institutional and educational responses to different problems connected to data. The ultimate intention is to provide conceptual bases and practical examples relating to universities’ faculty development policies to overcome data practices and discourses' fragmentation and contradictions: in a nutshell, to build “fair data cultures” in higher education.

The concept of quality in higher education is by no means a new one. By one set of definitions or another, colleges and universities throughout the world have always held the pursuit of excellence as their primary goal. Why then has the quality approach, developed and popularized in industry, and how increasingly applied in health care and government, receiving so much attention in higher education at this moment? What does this perspective add to the approaches to excellence with which they have long embraced?These are the two primary questions that this book seeks to address. Chapters and contributors include: "The New Productivity" by Peter F. Drucker; "World War n and the Quality Movement" by J. M. Juran; "The Quality Approach to Higher Education: Context of Concepts for Change" by Brent Ruben; "The Big Questions in Higher Education Today" by L. Edwin Coate; "An American Approach to Quality" by Marilyn R. Zuckerman and Lewis J. Hatala; "Quality hi Higher Education: Critical Issues in Definition and Assessment" by Brent Ruben; and "Ten Areas for Future Research in Total Quality Management" by A. Blanton Godfrey. The volume is graced with an opening essay by Francis L. Lawrence, president of Rutgers University.Higher education is in the public spotlight today due to the many challenges it now faces: rising tuition costs; frustration about a tight job market for graduates; calls for increased faculty productivity; concerns about political correctness; and criticisms regarding the use of grant and research funds, among others. Quality in Higher Education is a particularly timely book that will greatly benefit educators, university administrators, students, and sociologists, and all those who are interested in higher education today.