The Changing Faces Of Higher Education

In a time of rapid change and arising challenges, Millennials are the latest generation to enter high education institutions as junior faculty, administrators, researchers, and scholars. As with each generation they bring new values, perspectives, technological expertise, and expectations. Higher education is facing potentially overwhelming challenges in finances, student debt, relevance, non-traditional hiring, with some institutions facing closure. Academic leaders, often Baby Boomers, attempt to meet these challenges while still tied to traditions from a bygone time. The Changing Faces of Higher Education gives voice to Millennial academics and their perspective of higher education. This thought-provoking volume provides the insights and lessons from Millennials working in higher education across various subfields. The contributing authors speak from divergent institutions including small mid-western private colleges to larger East coast public institutions and many locations in-between. The contributing authors are not limited to faculty but covers a range of professionals working in higher education. While diverse, all the authors focus on the challenges in teaching, mentorship, and leadership, challenges related to diversity, and improving technology and research. The thirteen chapters in this book address ongoing challenges faced by Millennials working in higher education, offers advice and best practices, and addresses the ways that Millennials serve as a bridge between their “Boomer” colleagues and Gen Z who make up the majority of currently enrolled college students. Each chapter presents the experiences of the author(s) and the strategies utilized to navigate the increasingly fast changing landscape of higher education.

"In contrast to most migration studies that focus on specific "foreigner" groups in Germany, this study simultaneously compares and contrasts the legal, political, social, and economic opportunity structures facing diverse categories of the ethnic minorities who have settled in the country since the 1950s. It reveals the contradictory, and usually self-defeating, nature of German policies intended to keep "migrants" out - allegedly in order to preserve a German Leitkultur (with which very few of its own citizens still identify). The main barriers to effective integration - and socioeconomic revitalization in general - sooner lie in the country's obsolete labor market regulations and bureaucratic procedures. Drawing on local case studies, personal interviews, and national surveys, the author describes "the human faces" behind official citizenship and integration practices in Germany, and in doing so demonstrates that average citizens are much more multi-cultural than they realize."--BOOK JACKET.

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.

The old certainties and structures of employment relations no longer exist. Compared with the 'golden age' of labour in the mid-twentieth century, work and employment are more precarious, employers are increasingly hostile to trade union negotiations, and the share of wages in national income is falling. Large-scale employers, in turn, are using sophisticated people-management techniques to motivate workers with person-centred, performance-driven and reward-based processes. Drawing on a range of international data, this comparative text demonstrates that whilst employment relations phenomena are nationally embedded, international market forces are compelling employers to compete in product markets by reducing labour costs, terms and conditions of employment, and job security for their workforces. In an age of transnational globalisation and free-market national economic policies, this textbook provides penetrating cross-national, cross-disciplinary and theoretical analyses of the changing structures of employment relations around the world. Key benefits: - Provides critical analyses of changing patterns of employment relations in the early twenty-first century, drawing upon global, comparative and theoretical perspectives. - Examines the changing faces of the subject in terms of academic disciplines, methodological underpinnings, and institutional, cultural and historic settings. - Integrates industrial relations literature with recent studies of the HRM paradigm.

Säkularisierung wird oft mit der Aufklärung in Verbindung gebracht. Jedoch wurde sie nicht von allen Denkern der Aufklärung verfochten. Mithilfe dieses Buches soll Licht auf die von den schottischen Aufklärern aufgedeckten Probleme und Lösungen geworfen werden, die sich bei der Untersuchung des Stellenwertes der Religion in der Gesellschaft auftaten. Tatsächlich sahen Hutcheson, Reid, Hume, Smith, Ferguson und Millar die Situation der Religion in der Gesellschaft aus verschiedenen Perspektiven und kamen oftmals zu sehr unterschiedlichen Schlüssen. Dieses komplexe Verständnis von Religion führte zur Zusammenstellung dieses Buches, welches sich auf drei Fragen konzentriert: Welche Rolle nimmt die Religion in der Gesellschaft ein? Inwieweit beeinflussen die Existenz Gottes und die Naturreligion die soziale Ordnung? Wie sollten bestimmte religiöse Überzeugungen in einem säkularen Kontext verstanden werden, und was haben sie für soziale und moralische Folgen? Diese drei Kernfragen sind eng mit den wesentlichen gemeinsamen Anliegen der schottischen Denker verbunden: der Verteidigung der natürlichen menschlichen Geselligkeit gegen kontraktualistische Theorien sowie der Feststellung, ob die Religion die politische und moralische Gesellschaftsordnung behindert oder bestärkt. Secularization is often associated with the Enlightenment. However, not all Enlightenment thinkers defended it. This book aims to cast light on the problems and solutions that the thinkers of the Scottish Enlightenment uncovered when studying the place of religion in society. In fact, Hutcheson, Reid, Hume, Smith, Ferguson and Millar saw the situation of religion in society from different perspectives and often reached very different conclusions. This complex understanding of religion is what led us to compile this book, which focuses on three questions: What is the role of religion in society? How does the existence of God and natural religion affect the social order? How should certain religious beliefs be understood in a secular context, and what are their social and moral repercussions? These three key issues are closely connected to the Scottish thinkers’ chief common concerns: defending natural human sociability from contractualist theories and determining whether religion hinders or strengthens the political and moral order of society.

Globalisation, Higher Education, the Labour Market and Inequality addresses the global transformation of higher education in relation to changes in the labour market. It focuses on the relative impact of elements of globalisation on social inequality, and provides insights into the ways in which these general forces of change are transformed into specific policies shaped by global forces and the various national values, institutional structures and politics of the specified societies. The book begins with a theoretical conceptualization for a comparative understanding of globalization, higher education, labour markets and inequality. This is followed by a range of mainstream accounts from an international selection of contributors of the ways in which national systems have responded to the forces of globalisation and the increasing demand for higher education graduates – in Australia, the Czech Republic, Germany, Japan, New Zealand and the UK. Finally, contributors explore more specific concerns such as the transition from higher education to the labour market in China and Sweden, the division of the ‘knowledge’ workers into traditional social groups in the US, and the role and salience of Doctoral programmes in South Africa in developing a knowledge economy. This book was originally published as a special issue of the Journal of Education and Work.

With a focus on nine different national contexts, this book explores contemporary family diversity. With attention to the different welfare states and cultures of care in each setting, it problematizes the pre-eminence of research and policy centered on heteronormative families, showing the extent to which family diversity exists cross-nationally in relation to different gendered and "family-friendly" policies. Considering variations in family forms, including differences in the number and marital status of parents, their gender, sexual orientation and biological relationship to the children (adoption), multicultural families, and families created by technological assistance or surrogacy, it presents demographic information, alongside quantitative and qualitative research, across a number of advanced countries. A contribution to our understanding of the diversity of family forms, how diversity is lived in families, and what family diversity means in various international policy contexts. The Changing Faces of Families will appeal to scholars with interests in the sociology of the family. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This book is designed for higher education instructors. The focus of the book is to assist all faculty instructors in higher education to better meet the needs of their student populations. It addresses the major issue of higher education teaching today: the need to reach all higher education students using active learning strategies. Higher education today is rapidly changing and faculty members are being presented with new types of students: ones who often have clear goals for bettering themselves, but at the same time lack what might have been considered to be basic skills necessary for success in a college or university setting. Instructors today must reach and bring all students into the college or university setting in an inclusive manner. The emphasis of this book is on student-focused strategies for teaching inclusively. This book will provide valuable strategies and practical techniques for instructors to develop inclusive college classrooms that promote the learning of all students. The audience targeted will be all instructors who work with higher education students, including students in community colleges and vocational institutions. The book is designed to be mainly practical instructional strategies with limited theoretical text and references. At the same time, major theories will be included to demonstrate why specific approaches are recommended. Although the authors and editors are from the field of education, the book is particularly valuable for all college instructors without a background in the discipline of education.