This edited collection interrogates notions of curriculum, inclusivity, diversity, and cultures of learning in higher education from a variety of cultural backgrounds and educational perspectives. Bringing together an international selection of contributors from a range of disciplines, this book presents different avenues for rethinking the foundational base of cultures of learning while emphasising the importance of interculturality. The crux of the book lies in the fact that the contributors, living through complex cultures, speak/write from their own experiences of seeing, knowing, and doing. Through insights presented by the authors, the book promotes a broadened and deeper understanding of teaching and learning across diverse fields, including alternative knowledge, creative arts, education, technology, STEM, study skills, and environmental sustainability. Arguing for the need to review curriculum issues and policies at both an institutional and national level, it highlights the importance of creating collaborative spaces for constructing new and alternative scholarship and methods within higher education. Supported by case studies and examples of teaching practice, the text reveals the current state of educational and cultural changes and challenges for students and educators in higher education while looking towards the future. This book is a requisite text for academics, researchers, policymakers, support staff, and postgraduate students in higher education.

This book is one English professor's assessment of university life in the early 21st century. From rising mental health concerns and trigger warnings to learning management systems and the COVID pandemic, Christopher Schaberg reflects on the rapidly evolving landscape of higher education. Adopting an interdisciplinary public humanities approach, Schaberg considers the frequently exhausting and depressing realities of college today. Yet in these meditations he also finds hope: collaboration, mentoring, less grading, surface reading, and other pedagogical strategies open up opportunities to reinvigorate teaching and learning in the current turbulent decade.

In the United States, broad study in an array of different disciplines â€"arts, humanities, science, mathematics, engineeringâ€" as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary "silos". These "silos" represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs.

Mobile Learning and Higher Education provides case studies of mobile learning in higher education settings to showcase how devices can transform learning at the undergraduate and graduate levels. With the rapid diffusion of networked technologies among the adult populations of many countries and the supersession of the once-ubiquitous lecture approach with active learner-centered teaching for deep understanding, mobile devices are increasingly used in higher education classrooms to offer unique and effective new approaches to teaching and learning. A cutting-edge research volume, this collection also provides a springboard for building better practices in higher education institutions.

Reimagining South African Higher Education: Towards a Student-Centred Learning and Teaching Future provides progressive approaches and innovations that challenge readers to rethink student learning, engagement, support, and teaching. The book offers examples of evidence-informed and scholarly approaches to centring students through enhanced learning and teaching practices that are relevant to the South African context and those Global South contexts similar to South Africa.

Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.

In the ever-evolving environment of higher education, where institutions are motivated by the pursuit of excellence and global recognition, the HE Higher Education Ranking stands as a transforming force. This book, "Introduction to HE Higher Education Ranking: Methodology, Criteria, and Indicators," beckons readers into a profound exploration of this innovative ranking system, offering a comprehensive understanding of its origins, methodologies, and the complex relationships that shape its significance in the field of global academia. Our voyage begins by diving into the historical fabric of higher education rankings, tracking the growth of these assessments as they have come to play a vital role in creating institutional identities. Against this context, the HE Higher Education Ranking emerges as a modern answer, a product of painstaking planning and a realization of the growing demands within the academic scene. Established in 2022, the debut edition, presented in April 2023, constituted a watershed moment—an expression of the ranking's dedication to providing a novel, complete view of the institutional position. The story unfolds beyond the mere presentation of numerical placements. This book serves as a guide, introducing varied readers—academics, institutional leaders, students, and enthusiasts—to the sophisticated mechanisms that govern the HE Higher Education Ranking. As we go across its techniques, criteria, and indicators, the goal is to transcend the surface-level comprehension of rankings, unraveling the layers that contribute to a complete assessment of academic institutions on a global basis. The HE Higher Education Ranking, with its genesis in the recent past, represents a commitment to responding to the difficulties of modern higher education. It recognizes that excellence is multi-faceted, reaching beyond established measurements. This appreciation is integrated into the very fabric of the ranking, molding its criteria to encompass the many contributions that institutions contribute to the educational scene. The book contextualizes this philosophy, outlining the motivations and concepts that inspire the HE Higher Education Ranking in its objective to present a more comprehensive assessment of academic institutions. As we move forward through the parts, the narrative evolves to confront basic problems that go beyond the numerical rankings. Why should there be a thorough and holistic approach to rankings? What is the significance of universities in participating in such assessments? Why precisely 25 criteria, and how manageable are the 138 indications that form this grading system? These questions lead us to study not just the "what" but also the "why" and "how" of the HE Higher Education Ranking, diving into the complexities that define its purpose and scope. The book strives to offer a comprehensive picture, addressing issues, investigating rationales, and engaging with the numerous facets of the HE Higher Education Ranking. It is not only a static documentation of rankings but an active inquiry, an invitation to comprehend, analyze, and participate in the ongoing conversation about the future of higher education assessment. Through this investigation, we uncover the importance of rankings in shaping institutional behavior, decision-making processes, and the future trends that will alter the landscape of academic evaluations. In simple terms, "Introduction to HE Higher Education Ranking" is an intellectual expedition—a journey into the heart of educational assessment. It is an investigation of the ranking's position as a transformative force, impacting the discourse on the future of higher education in an interconnected global arena. As we immerse ourselves in the pages that follow, we expose the layers that make the HE Higher Education Ranking an invaluable compass, guiding institutions, educators, and stakeholders toward greatness in the evolving world of academia.

This book focuses on the voices and experiences of non-traditional students in European higher education. It examines the impact that access to higher education is having on these students’ lives and discusses what this tells us about European education and society. In particular, it explores the multi-dimensional nature of inequality in varied national contexts focusing on the issues of class, gender, ethnicity, age and disability. The book contributes to the on-going debate about the changing nature of European higher education and argues that research based on the experiences of non-traditional students can be used to improve policy and practice in tertiary education. Drawing on biographical narrative interviews with ‘non-traditional’ students, the book covers topics including: • the contemporary nature of inequality and how the various forms of inequality intersect and overlap in higher education and society • the formation and transformation of learner identities • the structural barriers faced by non-traditional students • the sources of student resilience and agency • a comparison of patterns of inequality, access and retention in various European countries • the implications of these findings for practice and policies. Student Voices on Inequalities in Higher Education will appeal to academics, researchers, policy-makers and practitioners working in higher education institutions as well as people working in the field of widening participation, adult education, access and centres for teaching and learning. It will also be of interest to postgraduate students in higher education.