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"Forms of institutional governance critically shape the culture, creativity and academic outcomes of higher education. The book provides a new, updated and research based account of the changing face of the governance of British higher education. Historically, British universities were deemed amongst the most, if not the most, autonomous in Europe, with governance rooted in their collegial disciplinary structures. This assessment must now be decisively revised, although the belief systems deriving from it remain buried deep in university culture. Drawing on the authors' investigation of the governance of higher education in the four UK nations, including extensive on-site interviews, and discussions with government policy-makers, the book shows how global, national and system level pressures have changed the face both of the external governance of higher education institutions and how universities govern themselves. Government priorities, new funding methodologies and marketisation have all played a part in this process. Since the mid-1980s, there have been drastic changes in the external environment, reinforced by the increasing diversity within the higher education system as a whole and between the national sub-systems. In addition a new private sector of higher education has been created. New forms of institutional governance are emerging which may have profound effects on research and teaching and on academic creativity and innovation. The study discusses the effects of a state regulated system compared with the more heterarchical system which preceded it. It offers a comparison of the effects of devolved governance to Wales, Scotland and Northern Ireland on the respective higher education systems and their impact on institutional governance. The study concludes that England is becoming increasingly an outlier, and discusses the long term implications for the coherence of a British higher education system"--Bloomsbury Education and Childhood Studies

The realization of inclusion in schools makes a significant contribution to the development towards an inclusive society (cf. Lütje-Klose et al. 2018a, p. 9), as social practices are not only reproduced in schools, but also newly produced. These practices are carried on in extra- and postschool fields of action (cf. Sturm 2018b, p. 251; Powell 2016, p. 681; Budde 2012, p. 530ff.). Although the introduction of inclusion confronts the entire multi-level system of schools with the task of critically questioning existing structures, concepts, and practices and working on them in an inclusion-oriented manner (cf. Lindmeier & Lütje-Klose 2019, p. 590), the requirements in the field of action of teachers are becoming more complex. Teachers are not only responsible on the meso and micro level of the school system, but also interactively involved in the (re)production of social practices in the school practice (cf. Sturm 2018, p. 254ff.). It is up to teacher education to prepare student teachers to accept the challenge of school inclusion and to adapt traditional educational structures and contents in an inclusion-oriented way. The dissertation aims at reconstructing the knowledge that students of different teacher training programs have about inclusion-related subjunctive experiences during their studies. For this purpose, group discussions with students of special education and secondary school teaching are analyzed using the documentary method. The reconstructions provide information about how the participating student teachers anticipate and cope with inclusion as a challenge of school practice. Based on the findings, implications for the (re)orientation of educational structures and contents of teacher education are finally presented for discussion

Democracy has to be learned and lived - school is the ideal place for this. This book shows where pupils in Germany, Austria and Switzerland can have a say in their schools and how they learn tolerance, empathy and self-efficacy in the process. The study reveals that participation usually takes place outside of the classroom, although young people are particularly interested in greater involvement in classroom topics

Education, socialisation – terms like these are constitutive for educational science. What is the significance of these basic concepts within the discourse on inclusion? What impulses can the discourse of inclusion bring to the academic discussion of these terms? Historical, theoretical, methodological and empirical contributions examine the relations between basic concepts in educational science and inclusion research, make problems visible and show their significance in teaching

With a diversity-sensitive and discrimination-critical view, the anthology addresses the significance of power relations within school cultures, structures, and practices. A variety of perspectives are presented in plain and simple language as well as in specialized language. The texts by authors with very different experiences of inclusion and exclusion in the field of education provide stimuli for reflection for lecturers and students in the context of teacher education, practicing teachers, (former) students, and all other interested parties. The volume is intended to encourage readers to engage in (language-)barrier-sensitive reflection and exchange on issues of power in the context of inclusive school development

The volume "Schule und Unterricht im digitalen Wandel" (School and Teaching in the Digital Transformation) explores perspectives of reconstructive-sensual research for the study of school and teaching in the digital transformation. Four empirical studies are presented and their findings are classified theoretically and methodologically. The studies are interested in the changes as well as the stability of practices in the classroom when digital media are used. And they investigate how students and teachers interpret the transformation processes that accompany digitization. The research perspectives generated are contoured in greater depth by the discussion of the studies' findings with regard to central questions of digital transformation and its research at the end of the volume

Introduction -- Unit Outline. Lesson 1: Selfhood and Individualism ; Lesson 2: Education ; Lesson 3: The Self as a Work of Art ; Lesson 4: Women's Roles: Domesticity and/or Liberty? ; Lesson 5: Gender, Power, and Political Theory ; Lesson 6: Faith and Belief ; Lesson 7: Law and Politics ; Lesson 8: Popular Culture -- Assessment Options -- Further Reading.

Robots as social companions in close proximity to humans have a strong potential of becoming more and more prevalent in the coming years, especially in the realms of elder day care, child rearing, and education. As human beings, we have the fascinating ability to emotionally bond with various counterparts, not exclusively with other human beings, but also with animals, plants, and sometimes even objects. Therefore, we need to answer the fundamental ethical questions that concern human-robot-interactions per se, and we need to address how we conceive of »good lives«, as more and more of the aspects of our daily lives will be interwoven with social robots

For several decades now, advanced economies across the globe have been undergoing a process of rapid transformation towards becoming knowledge economies. It is now widely recognized that intangible capital has been a crucial element in the growth performance of these economies and their firms. The term serves as a useful device for capturing those dimensions of capital that are not tangible in nature but are nevertheless fundamentally important for growth. It encompasses investments in education (human capital) and in informal (social capital) and formal (rule of law) institutions by the public sector and households, as well as investments by businesses aimed at enhancing their knowledge base, such as software, innovative property, and economic competencies. Intangible Capital and Growth is the first of two open-access volumes presenting a selection of the author's essays on Labor Productivity, Monetary Economics, and Political Economy. This first volume brings together eight of the author's essays, selected with the aim of providing an overview of his research to date on intangible capital and growth

This open access book identifies various forms of heritage destruction and analyses their causes. It proposes strategies for avoiding and solving conflicts, based on integrating heritage into the 2030 Agenda for Sustainable Development. It reflects on the identity-building role of heritage, on multidimensional conflicts and the destruction of heritage, and considers conflict-solving strategies and future perspectives. Furthermore, it engages theoretically and practically with the concepts of responsibility, reconciliation and sustainability, relating mainly to four Sustainable Development Goals, i.e. SDGs 4 (education), 11 (e.g. World Heritage), 13 (climate action) and 17 (partnerships for the goals). More than 160 countries have inscribed properties on the UNESCO World Heritage list since the World Heritage Convention came into force. Improvements in the implementation of the Convention, such as the Global Strategy for a Representative, Balanced and Credible World Heritage List, have occurred, but other conflicts have not been solved. The book advocates for a balanced distribution of properties and more effective strategies to represent the global diversity of cultural and natural heritage. Furthermore it highlights the importance of heritage in identity building

This edited book explores prison masculinities, drawing from a wide range of international researchers to highlight how masculinities may divert from the ""hypermasculine"" or macho typology typically found in the prison masculinities literature. The book includes a diverse selection of writing on masculinities ""in"" and ""of"" prison; masculinities experienced by those living within, working, and experiencing prison as well as historical and critical accounts of masculinities from around the world. The contributors highlight how masculinities are experienced in a multitude of ways as is evidenced in both qualitative and quantitative research with men before, during, and after imprisonment; with correctional officers and staff; in the analysis of public records, in the critical examination of Sykes' seminal work; and in historical and contemporary Australian society. Evidenced in writing drawn from Australia, the Dominican Republic, Ukraine, Hong Kong, the United States, Scotland, and the Netherlands, the contributors acknowledge that rather than being fixed, discourses around prison masculinities now include sexuality, gender identity, and diverse understandings around masculinities as strategic, hegemonic, and ever changing. Prison Masculinities is important reading for students and scholars across disciplines, including criminology, sociology, gender studies, law, international relations, history, health, psychology, and education

Engaged Urban Pedagogy presents a participatory approach to teaching built environment subjects by exploring 12 examples of real-world engagement in urban planning involving people within and beyond the university. Starting with curriculum review, course content is analysed in light of urban pasts, race, queer identity, lived experiences and concerns of urban professionals. Case studies then shift to focus on techniques for participatory critical pedagogy, including expanding the 'classroom' with links to live place-making processes, connections made through digital co-design exercises and student-led podcasting assignments. Finally, the book turns to activities beyond formal university teaching, such as where school-age children learn about their own participation in urban processes alongside university students and researchers. The last cases show how academics have enabled co-production in local urban developments, trained community co-researchers and acted as part of a city-to-city learning network. Throughout the book, editorial commentary highlights how these activities are a critical source of support for higher education. Together, the 12 examples demonstrate the power and range of an engaged urban pedagogy. They are written by academics, university students and those working in urban planning and place-making. Drawing on foundational works of critical pedagogy, they present a distinctly urban praxis that will help those in universities respond to the built environment challenges of today

This book focusses on Russia's cultural statecraft in dealing with a number of institutional cultural domains such as education, museums and monuments, high arts and sport. It analyses to what extent Russia's cultural activities abroad have been used for foreign policy purposes, and perceived as having a political dimension. Building on the concept of cultural statecraft, the authors present a broad and nuanced view of how Russia sees the role of culture in its external relations, how this shapes the image of Russia, and the ways in which this cultural statecraft is received by foreign audiences. The expert team of contributors consider: what choices are made in fostering this agenda; how Russian state authorities see the purpose and limits of various cultural instruments; to what extent can the authorities shape these instruments; what domains have received more attention and become more politicised and what fields have remained more autonomous. The methodological research design of the book as a whole is a comparative case study comparing the nature of Russian cultural statecraft across time, target countries and diverse cultural domains. It will be of interest to scholars and students of Russian foreign policy and external relations and those working on the role of culture in world politics