A Field Guide To Working In Higher Education
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A Field Guide to Working in Higher Education
Higher education has had a long and growing association with professional practice. Yet the need to unpack and demystify the day-to-day workings has never been greater, especially for new pracademics – academics entering from professional practice. Mapped to the Advance HE Professional Standards Framework (PSF 2023) and the Institute for Apprenticeships and Technical Education (IfATE), this invaluable guide will help you navigate your new academic career, covering all key aspects to support a successful transition. Key features include the following: Hints, tips, narratives, and examples from experienced pracademics from a diverse and broad range of professions and higher education institutions Support and guidance on the academic role, teaching, learning and assessment, supporting students, researching and supervision, academic well-being, and continuing professional development. A ‘go-to’ Learning Activity Compilation. Practical strategies and guidance to swiftly adapt to your academic practices A detailed glossary to quickly locate key terms Packed full of practical guidance, this go-to guide will act as the perfect companion to help you navigate through your new pracademic career. It is essential reading for anyone taking part in an accredited academic initial professional development programme, as well as those more experienced academics who want to refresh their knowledge and understanding.
Organizing Academic Work in Higher Education
Organizing Academic Work in Higher Education explores how managers influence teaching, learning and academic identities and how new initiatives in teaching and learning change the organizational structure of universities. By building on organizational studies and higher education studies literatures, Organizing Academic Work in Higher Education offers a unique perspective, presenting empirical evidence from different parts of the world. This edited collection provides a conceptual frame of organizational change in universities in the context of New Public Management reforms and links it to the core activities of teaching and learning. Split into four main sections: University from the organizational perspective, Organizing teaching, Organizing learning and Organizing identities, this book uses a strong international perspective to provide insights from three continents regarding the major differences in the relationships between the university as an organization and academics. It contains highly pertinent, scientifically driven case studies on the role and boundaries of managerial behaviour in universities. It supplies evidence-based knowledge on the effectiveness of management behaviour and tools to university managers and higher education policy-makers worldwide. Academics who aspire to institutionalize their successful academic practices in certain university structures will find this book of particular value. Organizing Academic Work in Higher Education will be a vital companion for academic interest in higher education management, transformation of universities, teaching, learning, academic work and identities. Bringing together the study of the organizational transformation in higher education with the study of teaching, learning and academic identity, Organizing Academic Work in Higher Education presents a unique cross-national and cross-regional comparative perspective.
Momentum
Author: Daniel Seymour
language: en
Publisher: Bloomsbury Publishing USA
Release Date: 2015-12-07
An era of accountability has swept over the higher education landscape. Everyone it seems—legislatures, think tanks, newspapers, magazines, books, and bloggers—wants to “hold colleges and universities accountable.” They are attaching strings to budgets; producing reports that read like exposés; developing clever systems to rank and sort us; and writing books and articles that describe the end of college as we know it. According to them, we need to be reformed, reimagined, and rebooted. Momentum changes the conversation from how others are holding higher education accountable to why colleges and universities need to embrace the need to demonstrate their own responsibility. The responsibility paradigm that emerges fundamentally shifts the dialogue from fixing to preventing, from reacting to creating, from surviving to thriving. To implement this new paradigm, the dynamics of virtuous cycles are introduced and described. These upward spirals build on their own successes and result in growing confidence—a sense of vitality and resilience. The future of these institutions isn’t the result of outside pressure or reformers. The future is something that can and should be created by those who take responsibility for it.