This book draws on the experience of award-winning university teachers to identify approaches and strategies that lead to exemplary teaching practice.

Looks at how stories & imagination come together in our daily lives, influencing not only our thoughts about what we see and do, but also our contemplation of what is possible and what our limitations are.

Teaching excellence is a topic of international significance, having importance for higher education worldwide, yet is generally considered to be poorly defined and understood. The current discourse of teaching excellence is narrowly framed, instrumental and performative, with an onus on measurement and quantification. Wood and Su investigate and rethink excellence in higher education, connecting this to the understanding of the role and purpose of higher education. Stakeholder perspectives on teaching excellence are explored, and the authors argue that it is through engaging with higher education constituencies, to examine teaching excellence from different angles and stances, that more inclusive understandings may be built. These stakeholder perspectives, which form the central chapters of the book, include higher education institutions, academics, students, employers and parents. The importance of a commitment to engaging with understandings situated in the diverse experiences and contexts of stakeholders for an 'inclusive perspective' on teaching excellence is affirmed. At the close of the book, the Coda examines some of the implications of the responses to the COVID-19 global pandemic for inclusive perspectives on teaching excellence in higher education.

This handbook gives a comprehensive overview of academic work, from the starting point of seeking employment to moving into leadership roles. In today's competitive academic environment, you need to be able to operate strategically as a teacher, researcher and leader to establish yourself and progress. This book shows you how to take ownership of your career, build a strong support base and integrate regular evaluative and reflective practices to monitor the success of your career strategy.

This thoroughly revised second edition draws on the author’s decades of observations and experiences in academia, Written in a clear and concise style, the book provides fully updated, forthright and practical counsel on achieving and maintaining a successful, balanced career from PhD to retirement.

Enriching and empowering teaching in universities, with a focus on transformational practice and education for social justice.

Online education has become a major component of higher education worldwide. In mathematics and statistics courses, there exists a number of challenges that are unique to the teaching and learning of mathematics and statistics in an online environment. These challenges are deeply connected to already existing difficulties related to math anxiety, conceptual understanding of mathematical ideas, communicating mathematically, and the appropriate use of technology. Teaching and Learning Mathematics Online bridges these issues by presenting meaningful and practical solutions for teaching mathematics and statistics online. It focuses on the problems observed by mathematics instructors currently working in the field who strive to hone their craft and share best practices with our professional community. The book provides a set of standard practices, improving the quality of online teaching and the learning of mathematics. Instructors will benefit from learning new techniques and approaches to delivering content. Features Based on the experiences of working educators in the field Assimilates the latest technology developments for interactive distance education Focuses on mathematical education for developing early mathematics courses

This volume explores, in twenty-one concise chapters, perspectives on teaching for the tertiary sector. Divided into three sections, Character, Context and Conduct, this book is written from a practical perspective with up-to-date scholarly references. It provides guiding principles and advice for teachers at the tertiary level. In addition, it explains ideas such as “What makes a good teacher?”, academic freedom, student retention, and moderation, enabling the student and experienced teacher to easily understand complex concepts in teaching and learning. As such, this accessible, extensively researched book will appeal to teachers and learners, at any stage in their tertiary study.

Changing the Conventional University Classroom highlights the interventions practiced around the world by higher education instructors forced to make necessary changes in the conversion from face-to-face educational instruction to the use of online and virtual platforms during the COVID pandemic.

"Every Mike Shattock book on higher education is worth keeping and re-reading. Making Policy in British Higher Education 1945-2011 is a great story, very readable and full of wry humour. It is also a profoundly informative work that explains the policy and politics of higher education better than anything else that is available." Professor Simon Marginson, Centre for the Study of Higher Education, University of Melbourne, Australia "As expected, Michael Shattock's mastery of the history of higher education policy-making in the UK is evident in every page - the temptation is to say every paragraph. This is a demanding analysis. It is packed, precise, judicious and immensely informed ... As a narrative about how policy-making occurs in the long run, how to read the relevant archival and other documents closely and how to avoid the easy generalizations arising from ideological partis pris, this study is an instant classic." Sheldon Rothblatt, Professor of History Emeritus, University of California, Berkeley, USA "In the last 30 years Britain has experimented with some of the most innovative higher education policies including academic quality assurance, research assessment, income contingent loan financing, tuition policy, information for students, and other efforts to stimulate competitive market forces. In this highly enlightening, meticulously researched, and fascinating history, university administrator and scholar Michael Shattock examines the individuals and financial policy drivers that have shaped British higher education from World War II to the present day and explores the impacts of these policies on the university sector." David D. Dill, Professor Emeritus of Public Policy, University of North Carolina at Chapel Hill, USA "Michael Shattock's important new book could not be better timed. He offers a detailed, nuanced and (above all) intelligent account of policy making in British higher education over the past 60 years ... This book reminds us that novelty is more often in the eye of the beholder than the historical record. It also warns us that those who have forgotten past events are often fated to relive them - and that second (or third) time round is rarely an improvement." Peter Scott, Professor of Higher Education Studies, Institute of Education University of London, UK This book aims to provide an authoritative account of the evolution of policy in British higher education drawing extensively on previously untapped archival sources. It offers a comprehensive analysis of the policy drivers since 1945 and up to 2011 and of the extent to which even in the so called golden age of university autonomy in the immediate post War period the development of British higher education policy was closely integrated with government policies. In particular, it highlights how the role of the Treasury in determining the resource base for the expansion of student numbers is key to understanding many of the shifts in policy that occurred. This close engagement with government coupled with the historical acceptance of institutional autonomy defines the distinctiveness of the British higher education system as compared with other countries. What the book also shows, however, is that policy was rarely driven directly by Ministers but emerged out of inter relationships between the Treasury, the responsible Department, the intermediary bodies, the higher education representative bodies and the research communities. The policy process was interactive rather than directed. The conclusions offer a new interpretation of the development of British higher education.