Calls for a radical reappraisal of postgraduate education.

Trevor Kerry draws together contributions from leading academics in the field based in Europe, Canada and Australia to examine key themes in higher education, including: • academic freedom • leadership and management • the nature of learning and teaching • ethical behaviour • curriculum innovation • attitudes to globalization and internationalization The contributors explore what might constitute effective higher education provision, drawing on innovative practice from around the world and encouraging higher education practitioners to become more analytical and critical about their institutions, about their own roles, and about the ways in which they and their work serve their client-base. In so doing the book confronts the contextual conflicts that arise from political, social and fiscal agendas for higher education.

Education Policy Analysis 2005-2006 includes articles on achieving quality, equity and efficiency in higher education; the growing international market in higher education; valuing teachers; formative assessment and gender differences and mathematics: performance.

Universal design has traditionally focused on learning spaces—that is, the physical buildings and areas that support teaching and learning. This book takes a broad interpretation of this concept to include a specific focus on teaching and learning practice in higher education. It draws from the expertise of a range of professionals working in higher education across three countries (the UK, China and Malaysia), thus giving voice to rarely explored debates around teaching and learning, but also drawing from different cultural perspectives. The volume also explores challenges that arise when delivering higher education courses in the 21st century and possible solutions that attempt to address such challenges. As such, it has a practical focus that will appeal to HE practitioners who are keen to enhance their own practice and, as a consequence, student outcomes.

Lifelong learning is a key feature of society today, and is apparently embraced by a wide range of educators and trainers, as well as by governments and employers. In this wide-ranging book, Sue Jackson shows that universities have been slow to embrace a lifelong learning agenda, and argues that the lifelong learning experiences of women – and especially of working-class students – are seldom welcomed in the academy. In its unique considerations of the experiences of women students and academics, this book expounds an innovative and critical analysis of women in higher education. It will give a clear indication of alternative strategies for learners, teachers and policy makers. This book will be of key interest to anyone working in the fields of lifelong learning or continuing education who is interested in making learning accessible and meaningful for disadvantaged groups. It will also appeal to students of education, women's studies, gender studies and sociology; and to those interested in issues of gender, social class, feminist theory and feminist research.

This book reconceives the internationalization of higher education from the perspective of Global-South researchers, empowering and giving visibility to this discourse. Challenging the first assumptions of internationalization of higher education (IHE) as something overwhelmingly positive owing to the way it directly impacts the university activities and their world rankings, it instead takes a critical perspective, acknowledging that this process is associated with a neo-liberal and colonial orientation that focuses on the maintenance of historically sustained hierarchy, oppressive relations that stimulate the production of knowledge, and education as a commodity and not as a factor of social transformation. As such, it challenges recent trends towards an increase in internationalization strategies within higher education that privilege Global-North outgoing mobilities and research collaborations to sustain the position of the educational institutions in the international rankings. From this locus, IHE is seen to evolve not only in the fields of teaching, research, and service of an educational institution but also to boost the world’s social development. The book thus illustrates how IHE should be guided by Critical Applied Linguistics (CAL) and Global South’s principles: applied linguistics, praxis, critical thinking, micro and macro relations, critical social inquiry, critical theory, problematizing givens, self-reflexivity, preferred futures, and heterosis. Comprising chapters that discuss academic, political, and administrative issues arising specifically from the internationalization process of Global-South higher education institutions as well as themes such as critical language education and language policies, it will appeal to faculty, researchers, and scholars with interests in higher education, international and comparative education, and the decolonization of education.

Higher Education in South Africa should be of considerable interest to higher education researchers outside of South Africa, as well as within, for the general and comparative assessments it makes. The South African higher education researchers included within its covers have clearly engaged with research and writing from many parts of the world, which they have then applied to make sense of their own condition. - Malcolm Tight Lancaster University, UK