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Identity crisis: working in higher education in the 21st century

Identity crisis: working in higher education in the 21st century

Marr, Liz; Forsyth, Rachel

Higher education managers, administrators and academics live in a world seemingly directed by league tables, targets, widening participation, competition at regional, national and international levels, student loans, variable fees, technology renewal and an ever increasing staff-student ratio. This book offers a counter to these external pressures, providing readers with an understanding of the context in which academic work is undertaken and practical guidance for those trying to make sense of their place in the HE world. Although it focuses on the responsibilities of the 21st century academic, it is also for service providers and administrators in HE. It aims to reinvigorate the practice of established employees as well as to enthuse staff who are new to HE

eBook, Electronic resource, Book. English.
Published Stoke-on-Trent: Trentham Books Ltd, 2010
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Details

Statement of responsibility: Liz Marr, Rachel Forsyth
ISBN: 1858567459, 9781858567457
Physical Description: 1 online resource (178 pages).
Subject: EDUCATION Teaching Methods & Materials General.; College teaching Great Britain.; EDUCATION Professional Development.; Higher & further education, tertiary education.; College administrators Great Britain.; Education Higher.

Contents

  1. Part 1 1.1 The new universities 1.2. The new students 1.3 The new market Part 2 2.1 What do they expect of me ? 2.2 How do I design new courses? 2.3 How do I support student learning? 2.4 How do I know that it works? 2.5 What can I do next?.

Author note

Liz Marr is Director of the Centre for Widening Participation at the Open University. Rachel Forsyth is Principal Lecturer in Curriculum Development and Innovation in the Centre for Learning and Teaching at Manchester Metropolitan University.

Reviews

"... May be used as a working academic s snapshot of higher education in the UK and possibly in a broader frame of reference. It may clarify the issue of a crisis for those who have in the past worked in the sector or for those with marginal interests in the operations or outcomes of higher education. Perhaps the largest audience for the volume may be all those who have experienced higher education ... as students, academics or administrators [and] may be totally unaware of the challenges and changes that are the reason for describing the current situation as a crisis."
Studies in Continuing Education, 34:3, 381-382||"Identity crisis does its major task well. It is a well-rounded, fluent and sympathetic account of our present condition, as well as sensibly priced."
London Review of Education