Your Search Results

      • Trusted Partner
        Humanities & Social Sciences
        March 2014

        Management and gender in higher education

        by Pat O'Connor, Rob Kitchin

        This book is a definitive examination of higher education: locating it in a wider neo-liberal context involving the state and the market, with a specific focus on recent higher policy and on the elite group of senior managers in universities. Written in a clear accessible style, it provides an in-depth analysis of university structures, cultures and practices at senior management level. Despite the managerialist rhetoric of accountability, we see structures where access to power is through the Presidents' 'blessing', very much as in a medieval court. We see a culture that is less than comfortable with the presence of women, and which, in its narratives, stereotypes and interactions exemplifies to a rather nineteenth-century view of women. Sites and sources of change are also identified. In a global context where diversity is crucial to innovation, it challenges us to critically reflect on management and on higher education.

      • Trusted Partner
        History: specific events & topics
        July 2013

        A History of the University of Manchester, 1973–90

        by Brian Pullan, with Michele Abendstern

        Frank and entertaining account of the University of Manchester's struggle to meet the Government's demands for the rapid expansion of higher education in the 1950s and the 1960s. Looks at the University's ambitious building program: the controversial attempts to reform its constitution and improve its communications amid demands for greater democracy in the workplace, the struggle to retain its old pre-eminence in a competitive world where new 'green field' universities were rivalling older civic institutions. Tells the story, not just from the point of view of administrators and academics, but also from those of students and support staff (such as secretaries, technicians and engineers). Uses, not only official records, but also student newspapers, political pamphlets, and reminisences collected through interviews conducted by an experienced oral historian. The only book on the University of Manchester as a whole.

      • Trusted Partner
        History: specific events & topics
        July 2013

        A History of the University of Manchester, 1973–90

        by Brian Pullan, with Michele Abendstern

        Frank and entertaining account of the University of Manchester's struggle to meet the Government's demands for the rapid expansion of higher education in the 1950s and the 1960s. Looks at the University's ambitious building program: the controversial attempts to reform its constitution and improve its communications amid demands for greater democracy in the workplace, the struggle to retain its old pre-eminence in a competitive world where new 'green field' universities were rivalling older civic institutions. Tells the story, not just from the point of view of administrators and academics, but also from those of students and support staff (such as secretaries, technicians and engineers). Uses, not only official records, but also student newspapers, political pamphlets, and reminisences collected through interviews conducted by an experienced oral historian. The only book on the University of Manchester as a whole.

      • Trusted Partner
        History: specific events & topics
        July 2012

        A History of the University of Manchester, 1973–90

        by Brian Pullan, with Michele Abendstern

        Frank and entertaining account of the University of Manchester's struggle to meet the Government's demands for the rapid expansion of higher education in the 1950s and the 1960s. Looks at the University's ambitious building program: the controversial attempts to reform its constitution and improve its communications amid demands for greater democracy in the workplace, the struggle to retain its old pre-eminence in a competitive world where new 'green field' universities were rivalling older civic institutions. Tells the story, not just from the point of view of administrators and academics, but also from those of students and support staff (such as secretaries, technicians and engineers). Uses, not only official records, but also student newspapers, political pamphlets, and reminisences collected through interviews conducted by an experienced oral historian. The only book on the University of Manchester as a whole.

      • Trusted Partner
        Humanities & Social Sciences
        November 2017

        In pursuit of politics

        Education and revolution in eighteenth-century France

        by Adrian O'Connor, Maire Cross

        In pursuit of politics offers a new interpretation of debates over education and politics in the early years of the French Revolution. Following these debates from the 1760s to the Terror (1793-94), and putting well-known works in dialogue with previously-neglected sources, it situates education at the centre of revolutionary contests over citizenship, participatory politics and representative government. The book takes up education's role in one of history's most dramatic periods of political uncertainty and upheaval, anxiety and ambition. It traces the convergence of philosophical, political, ideological and practical concerns in Ancien Régime debates and revolutionary attempts to reform education and remake society. In doing so, it provides new insight into the relationship between the Enlightenment and the French Revolution and sheds new light on how revolutionary legislators and ordinary citizens worked to make a new sort of politics possible in eighteenth-century France.

      • Trusted Partner
        Humanities & Social Sciences
        November 2017

        In pursuit of politics

        Education and revolution in eighteenth-century France

        by Adrian O'Connor, Maire Cross

        In pursuit of politics offers a new interpretation of debates over education and politics in the early years of the French Revolution. Following these debates from the 1760s to the Terror (1793-94), and putting well-known works in dialogue with previously-neglected sources, it situates education at the centre of revolutionary contests over citizenship, participatory politics and representative government. The book takes up education's role in one of history's most dramatic periods of political uncertainty and upheaval, anxiety and ambition. It traces the convergence of philosophical, political, ideological and practical concerns in Ancien Régime debates and revolutionary attempts to reform education and remake society. In doing so, it provides new insight into the relationship between the Enlightenment and the French Revolution and sheds new light on how revolutionary legislators and ordinary citizens worked to make a new sort of politics possible in eighteenth-century France.

      • Trusted Partner
        Humanities & Social Sciences
        November 2017

        College communities abroad

        Education, migration and Catholicism in early modern Europe

        by Liam Chambers, Thomas O'Connor, Joseph Bergin

        College communities abroad repositions early modern Catholic abroad colleges in their interconnected regional, national and transnational contexts. From the sixteenth century, Irish, English and Scots Catholics founded more than fifty colleges in France, Flanders, Spain, Portugal, the Papal States and the Habsburg Empire. At the same time, Catholics in the Dutch Republic, the Scandinavian states and the Ottoman Empire faced comparable challenges and created similar institutions. Until their decline in the late eighteenth century, tens of thousands of students passed through the colleges. Traditionally, these institutions were treated within limiting denominational and national contexts. This collection, at once building on and transcending inherited historiographies, explores the colleges' institutional interconnectivity, examining their interlocking roles as instruments of regional communities, dynastic interests and international Catholicism.

      • Trusted Partner
        Humanities & Social Sciences
        November 2017

        College communities abroad

        Education, migration and Catholicism in early modern Europe

        by Liam Chambers, Thomas O'Connor, Joseph Bergin

        College communities abroad repositions early modern Catholic abroad colleges in their interconnected regional, national and transnational contexts. From the sixteenth century, Irish, English and Scots Catholics founded more than fifty colleges in France, Flanders, Spain, Portugal, the Papal States and the Habsburg Empire. At the same time, Catholics in the Dutch Republic, the Scandinavian states and the Ottoman Empire faced comparable challenges and created similar institutions. Until their decline in the late eighteenth century, tens of thousands of students passed through the colleges. Traditionally, these institutions were treated within limiting denominational and national contexts. This collection, at once building on and transcending inherited historiographies, explores the colleges' institutional interconnectivity, examining their interlocking roles as instruments of regional communities, dynastic interests and international Catholicism.

      • Trusted Partner
        Humanities & Social Sciences
        August 2017

        Factories for learning

        Producing race and class inequality in the neoliberal academy

        by Christy Kulz, Alexander Smith

        Over half of England's secondary schools are now academies. While their impact on achievement has been debated, the social and cultural outcomes prompted by this neoliberal educational model has received less scrutiny. This book draws on original research based at Dreamfields Academy, a celebrated flagship secondary school in a large English city, to show how the accelerated marketization and centralization of education is reproducing raced, classed and gendered inequalities. The book also examines the complex stories underlying Dreamfields' glossy veneer of success and shows how students, teachers and parents navigate the everyday demands of Dreamfields' results-driven conveyor belt. Hopes and dreams are effectively harnessed and mobilized to enact insidious forms of social control, as education develops new sites and discourses of surveillance.

      • Trusted Partner
        Humanities & Social Sciences
        August 2017

        Factories for learning

        Producing race and class inequality in the neoliberal academy

        by Christy Kulz, Alexander Smith

        Over half of England's secondary schools are now academies. While their impact on achievement has been debated, the social and cultural outcomes prompted by this neoliberal educational model has received less scrutiny. This book draws on original research based at Dreamfields Academy, a celebrated flagship secondary school in a large English city, to show how the accelerated marketization and centralization of education is reproducing raced, classed and gendered inequalities. The book also examines the complex stories underlying Dreamfields' glossy veneer of success and shows how students, teachers and parents navigate the everyday demands of Dreamfields' results-driven conveyor belt. Hopes and dreams are effectively harnessed and mobilized to enact insidious forms of social control, as education develops new sites and discourses of surveillance.

      • Trusted Partner
        Schools
        September 2010

        Training Program for Adolescents - Development of Work and Social Behavior

        Aufbau von Arbeits- und Sozialverhalten

        by Franz Petermann, Ulrike Petermann

        This training program helps teenagers between the ages of 13 and 20 years to practice competent work and social behavior in their daily routines, reducing aggressive, antisocial and unsafe behavior and raising the teenagers’ self-confidence. The training can be used both in school and therapeutic settings, and may also be used as an additional tool in centers for vocational training and juvenile detention. The book includes a CD-Rom that contains all materials needed in the training program. Target Group: For psychologists, educators, school psychologists, counselors, child and adolescent psychologists and psychotherapists, and pedagogues working with teenagers with social behavioral issues.

      • Trusted Partner
        Universities
        September 2014

        Management and gender in higher education

        by Pat O'Connor

        This book is a definitive examination of higher education: locating it in a wider neo-liberal context involving the state and the market, with a specific focus on recent higher policy and on the elite group of senior managers in universities. Written in a clear accessible style, it provides an in-depth analysis of university structures, cultures and practices at senior management level. Despite the managerialist rhetoric of accountability, we see structures where access to power is through the Presidents' 'blessing', very much as in a medieval court. We see a culture that is less than comfortable with the presence of women, and which, in its narratives, stereotypes and interactions exemplifies to a rather nineteenth-century view of women. Sites and sources of change are also identified. In a global context where diversity is crucial to innovation, it challenges us to critically reflect on management and on higher education.

      • Trusted Partner
        Humanities & Social Sciences
        November 2013

        Knowledge, democracy and action

        Community-university research partnerships in global perspectives

        by Budd L. Hall, Michael Osborne, Edward T. Jackson, Rajesh Tandon, Jean-Marc Fontan, Nirmala Lall

        Knowledge, democracy and action: Community-university research partnerships in global perspectives is based on a three-year international comparative study undertaken by the Global Alliance on Community Based Research and supported by the UNESCO Chair in Community Based Research and Social Responsibility in Higher Education. It provides evidence from twenty case studies around the world on the power and potential of community and higher education based scholars and activists working together in the co-creation of transformative knowledge. The book draws on the experience and insights of thirty-seven scholars and practitioners from the Global South and North. Opening with a theoretical overview of knowledge, democracy and action, the book is followed by analytical chapters providing lessons learned and capacity building in the north and the south, on the theory and practice of community university research partnerships, models of evaluation, approaches to measuring the impact and an agenda for future research and policy recommendations. ;

      • Trusted Partner
        Humanities & Social Sciences
        May 2013

        Lifelong learning, the arts and community cultural engagement in the contemporary university

        International perspectives

        by Michael Osborne, Darlene Clover, Kathy Sanford

        Lifelong learning, the arts, and community cultural engagement in the contemporary university maps the work of adult educators, teachers, researchers and graduate students from North America, Europe and Africa who use the arts in their university classroom teaching, their research and in service. It is written specifically for graduate students, and educators working in higher education, communities, schools, and practitioners who want to learn how to better integrate the arts in their practice to critically and creativity communicate, teach, make meaning, uncover, and involve. The book contextualises the place and role of the arts in society, adult education, higher education and knowledge creation, outlines current arts-based theories and methodologies and provides examples of visual and performing arts practices to critically and creatively see, explore, represent, learn and discover the potential of the human aesthetic dimension in higher education teaching and research. ;

      • Trusted Partner
        Universities
        January 2015

        University engagement and environmental sustainability

        by Patricia Inman, Diana Robinson

        Universities have a key role to play in contributing to environmental development and combating climate change. The chapters within this volume detail the challenges faced by higher education institutions in considering environmental sustainability, and provide both a broad view of university engagement and a detailed examination of various projects. As part of this series in association with the Place and Social Capital and Learning (PASCAL) International Observatory, the three key PASCAL themes of place management, lifelong learning and the development of social capital are considered throughout the book. While universities have historically generated knowledge outside of specific local contexts, this book argues that it is particularly important for them to engage with the local community and to consider diverse perspectives and assets when looking at issues within an ecological context. The chapters in this volume provide new perspectives and frames of reference for transforming universities by engaging in the development of resilient communities.

      • Trusted Partner
        Universities
        December 2014

        University engagement and environmental sustainability

        by Patricia Inman, Diana Robinson

        Universities have a key role to play in contributing to environmental development and combating climate change. The chapters within this volume detail the challenges faced by higher education institutions in considering environmental sustainability, and provide both a broad view of university engagement and a detailed examination of various projects. As part of this series in association with the Place and Social Capital and Learning (PASCAL) International Observatory, the three key PASCAL themes of place management, lifelong learning and the development of social capital are considered throughout the book. While universities have historically generated knowledge outside of specific local contexts, this book argues that it is particularly important for them to engage with the local community and to consider diverse perspectives and assets when looking at issues within an ecological context. The chapters in this volume provide new perspectives and frames of reference for transforming universities by engaging in the development of resilient communities.

      • Trusted Partner
      • Trusted Partner
        Humanities & Social Sciences
        October 2014

        University engagement and environmental sustainability

        by Patricia Inman, Michael Osborne, Diana Robinson

        Universities have a key role to play in contributing to environmental development and combating climate change. The chapters within this volume detail the challenges faced by higher education institutions in considering environmental sustainability, and provide both a broad view of university engagement and a detailed examination of various projects. As part of this series in association with the Place and Social Capital and Learning (PASCAL) International Observatory, the three key PASCAL themes of place management, lifelong learning and the development of social capital are considered throughout the book. While universities have historically generated knowledge outside of specific local contexts, this book argues that it is particularly important for them to engage with the local community and to consider diverse perspectives and assets when looking at issues within an ecological context. The chapters in this volume provide new perspectives and frames of reference for transforming universities by engaging in the development of resilient communities. ;

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