Higher Education, (5 Volume Set)

The recent, rapid, and massive expansion of higher education in the Western world has been such that in many developed countries it is now expected that close to—or more than—half of the population will have some significant engagement with a university at least once during their lives. More than ever, universities and other institutions of higher education are major businesses; they are seen as key economic drivers by national governments. Moreover, their reach is also increasingly international through their research, knowledge-dissemination, and off-campus teaching activities.

As serious thinking about and around higher education continues to flourish and develop, this new title in Routledge’s Major Themes in Education series meets the need for an authoritative reference work to make sense of the subject’s vast literature and the continuing explosion in research output. Edited by Malcolm Tight, a leading scholar in the field, it is a five-volume collection of foundational and cutting-edge contributions.

The collection is organized into eight principal parts: teaching and learning; course design; the student experience; system policy; institutional management; quality; academic work; and knowledge and research. Close attention is also given to the various methods and theories applied to the study of higher education.

Comprehensive introductions to the collection as a whole, and to each thematic part, which have been newly written by the editor, place the collected material in its historical and intellectual context to make this Routledge Major Work an essential work of reference. It is destined to be valued by specialists in higher education and scholars working in related areas—as well as by educational policy-makers and professionals—as a vital one-stop research tool.

Volume I: Teaching, Learning, and Course Design

Editor’s Introduction

Part 1 : Teaching and Learning
Chapter 1 : F. Marton and R. Saljo, ‘Approaches to Learning’, in F. Marton, D. Hounsell, and N. Entwistle (eds.), The Experience of Learning: Implications for Teaching and Studying in Higher Education
Chapter 2 : T. Laird et al., ‘The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes’, Research in Higher Education, 2008
Chapter 3 : T. Haggis, ‘Constructing Images of Ourselves? A Critical Investigation into "Approaches to Learning" Research in Higher Education’, British Educational Research Journal, 2003
Chapter 4 : D. Kember, ‘Promoting Student-Centred Forms of Learning across an Entire University’, Higher Education, 2009
Chapter 5 : D. Hay, I. Kinchin, and S. Lygo-Baker, ‘Making Learning Visible: The Role of Concept Mapping in Higher Education’, Studies in Higher Education, 2008
Chapter 6 : S. Severiens, G. Ten Dam, and B. Van Hout Wolters, ‘Stability of Processing and Regulation Strategies: Two Longitudinal Studies on Student Learning’, Higher Education, 2001
Chapter 7 : L. Postareff et al., ‘Consonance and Dissonance in Descriptions of Teaching of University Teachers’, Studies in Higher Education, 2008
Chapter 8 : C. Kreber, ‘Charting a Critical Course on the Scholarship of University Teaching Movement’, Studies in Higher Education, 2005

Part 2 : Course Design
Chapter 9 : S. Fraser and A. Bosanquet, ‘The Curriculum? That’s Just a Unit Outline, isn’t it?’, Studies in Higher Education, 2006
Chapter 10 : A. Revell and E. Wainwright, ‘What Makes Lectures "Unmissable"? Insights into Teaching Excellence and Active Learning’, Journal of Geography in Higher Education, 2009
Chapter 11 : A. Fejes, K. Johansson, and M. Dahlgren, ‘Learning to Play The Seminar Game: Students’ Initial Encounters with a Basic Working Form in Higher Education’, Teaching in Higher Education, 2005
Chapter 12 : L. Lattuca, L. Voigt and K. Fath, ‘Does Interdisciplinarity Promote Learning? Theoretical Support and Researchable Questions’, Review of Higher Education, 2004
Chapter 13 : G. Rhoades, ‘Technology-Enhanced Courses and a Mode III Organization of Instructional Work’, Tertiary Education and Management, 2007
Chapter 14 : A. Jones, ‘Redisciplining Generic Attributes: The Disciplinary Context in Focus’, Studies in Higher Education, 2009
Chapter 15 : D. Butin, ‘The Limits of Service-Learning in Higher Education’, Review of Higher Education, 2006
Chapter 16 : K. Struyven, F. Dochy, and S. Janssens, ‘Students’ Perceptions about Evaluation and Assessment in Higher Education: A Review’, Assessment and Evaluation in Higher Education, 2005
Chapter 17 : P. Bridges et al., ‘Coursework Marks High, Examination Marks Low: Discuss’, Assessment and Evaluation in Higher Education, 2002
Chapter 18 : D. Nicol, ‘Assessment for Learner Self-Regulation: Enhancing Achievement in the First Year Using Learning Technologies’, Assessment and Evaluation in Higher Education, 2009
Chapter 19 : D. Hyatt, ‘"Yes, a Very Good Point!": A Critical Genre Analysis of a Corpus of Feedback Commentaries on Master of Education Assignments’, Teaching in Higher Education, 2005
Chapter 20 : K. Engebretson et al., ‘The Changing Reality of Research Education in Australia and Implications for Supervision: A Review of the Literature’, Teaching in Higher Education, 2008
Chapter 21 : D. Boud and M. Tennant, ‘Putting Doctoral Education to Work: Challenges to Academic Practice’, Higher Education Research and Development, 2006
Chapter 22 : C. Manathunga and J. Goozee, ‘Challenging the Dual Assumption of the "Always/Already" Autonomous Student and Effective Supervisor’, Teaching in Higher Education, 2007

Volume II : The Student Experience

Part 3 : The Student Experience
Chapter 23 : D. Lang, ‘Articulation, Transfer and Student Choice in a Binary Post-Secondary System’, Higher Education, 2009
Chapter 24 : R. Reason, P. Terenzini, and R. Domingo, ‘Developing Social and Personal Competence in the First Year of College’, Review of Higher Education, 2007
Chapter 25 : P. Kaufmann and K. Feldman, ‘Forming Identities in College: A Sociological Approach’, Research in Higher Education, 2004
Chapter 26 : R. Pritchard, ‘British and German Education Students in a Shifting Scenario’, Higher Education Management and Policy, 2006
Chapter 27 : C. Beard, S. Clegg, and K. Smith, ‘Acknowledging the Affective in Higher Education’, British Educational Research Journal, 2007
Chapter 28 : G. Kuh et al., ‘Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence’, Journal of Higher Education, 2008
Chapter 29 : K. Krause and H. Coates, ‘Students’ Engagement in First-Year University’, Assessment and Evaluation in Higher Education, 2008
Chapter 30 : S. Brint, A. Cantwell, and R. Hanneman, ‘The Two Cultures of Undergraduate Academic Engagement’, Research in Higher Education, 2008
Chapter 31 : D. Guiffrida, ‘Toward a Cultural Advancement of Tinto’s Theory’, Review of Higher Education, 2006
Chapter 32 : A. Caison, ‘Analysis of Institutionally Specific Retention Research: A Comparison Between Survey and Institutional Database Methods’, Research in Higher Education, 2007
Chapter 33 : P. Young, M. Glogowska, and L. Lockyer, ‘Conceptions of Early Leaving: A Comparison of the Views of Teaching Staff and Students’, Active Learning in Higher Education, 2007
Chapter 34 : C. Golde, ‘The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four Departments’, Journal of Higher Education, 2005
Chapter 35 : A. Reid et al., ‘Identity and Engagement for Professional Formation’, Studies in Higher Education, 2008
Chapter 36 : O. Kivinen and J. Nurmi, ‘Unifying Higher Education for Different Kinds of Europeans. Higher Education and Work: A Comparison of Ten Countries’, Comparative Education, 2003
Chapter 37 : H. Schomberg and U. Teichler, ‘Major Findings and Policy Implications’, Higher Education and Graduate Employment in Europe: Results from Graduate Surveys from Twelve Countries
Chapter 38 : J. Grayson, ‘The Experiences and Outcomes of Domestic and International Students at Four Canadian Universities’, Higher Education Research and Development, 2008
Chapter 39 : J. McClure, ‘International Graduates’ Cross-Cultural Adjustment: Experiences, Coping Strategies and Suggested Programmatic Responses’, Teaching in Higher Education, 2007
Chapter 40 : A. Baxter and C. Britton, ‘Risk, Identity and Change: Becoming a Mature Student’, International Studies in Sociology of Education, 2001
Chapter 41 : D. Stewart, ‘Being All of Me: Black Students Negotiating Multiple Identities’, Journal of Higher Education, 2008

Volume III : System Policy

Part 4 : System Policy
Chapter 42 : P. Altbach and J. Knight, ‘The Internationalization of Higher Education: Motivations and Realities’, Journal of Studies in International Education, 2007
Chapter 43 : U. Teichler, ‘Changing Structures of the Higher Education Systems: The Increasing Complexity of Underlying Forces’, Higher Education Policy, 2006
Chapter 44 : I. Bleiklie, ‘Policy Regimes and Policy Making’, in M. Kogan et al. (eds), Transforming Higher Education: A Comparative Study
Chapter 45 : S. Marginson, ‘The Public/Private Divide in Higher Education: A Global Revision’, Higher Education, 2007
Chapter 46 : H. Shen and A. Ziderman, ‘Student Loans Repayment and Recovery: International Comparisons’, Higher Education, 2009
Chapter 47 : J. Witte, ‘Aspired Convergence, Cherished Diversity: Dealing with the Contradictions of Bologna’, Tertiary Education and Management, 2008
Chapter 48 : M. Brookes and J. Huisman, ‘The Eagle and the Circle of Gold Stars: Does the Bologna Process Affect US Higher Education?’, Higher Education in Europe, 2009
Chapter 49 : M. Kwiek, ‘Accessibility and Equity, Market Forces and Entrepreneurship: Developments in Higher Education in Central and Eastern Europe’, Higher Education Management and Policy, 2008
Chapter 50 : A. Gornitzka et al., ‘Contract Arrangements in the Nordic Countries: Solving the Efficiency/Effectiveness Dilemma?’, Higher Education in Europe, 2004
Chapter 51 : S. Davies and F. Hammack, ‘The Channeling of Student Competition in Higher Education: Comparing Canada and the US’, Journal of Higher Education, 2005
Chapter 52 : J. Douglass, ‘The Entrepreneurial State and Research Universities in the United States: Policy and New State-Based Initiatives’, Higher Education Management and Policy, 2007
Chapter 53 : P. Eckel, ‘Mission Diversity and the Tension between Prestige and Effectiveness: An Overview of US Higher Education’, Higher Education Policy, 2008
Chapter 54 : G. Parry, ‘Policy-Participation Trajectories in English Higher Education’, Higher Education Quarterly, 2006
Chapter 55 : D. Gosling and A. Hannan, ‘Responses to a Policy Initiative: The Case of Centres for Excellence in Teaching and Learning’, Studies in Higher Education, 2007
Chapter 56 : T. Roxa and K. Martensson, ‘Strategic Educational Development: A National Swedish Initiative to Support Change in Higher Education’, Higher Education Research and Development, 2008
Chapter 57 : M. Triventi and P. Trivellato, ‘Participation, Performance and Inequality in Italian Higher Education in the 20th Century: Evidence from the Italian Longitudinal Household Survey’, Higher Education, 2009
Chapter 58 : Q. Zha, ‘Diversification or Homogenization: How Governments and Markets have Combined to (Re)Shape Chinese Higher Education in its Recent Massification Phase’, Higher Education, 2009
Chapter 59 : F. Wood and L. Meek, ‘Over-reviewed and Underfunded? The Evolving Policy Context of Australian Higher Education Research and Development’, Journal of Higher Education Policy and Management

Volume IV : Institutional Management and Quality

Part 5 : Institutional Management
Chapter 60 : J. Huisman, L. Meek, and F. Wood, ‘Institutional Diversity in Higher Education: A Cross-National and Longitudinal Analysis’, Higher Education Quarterly, 2007
Chapter 61 : C. Morphew, ‘Conceptualizing Change in the Institutional Diversity of US Colleges and Universities’, Journal of Higher Education, 2009
Chapter 62 : K. Mohrman, W. Ma, and D. Baker, ‘The Research University in Transition: The Emerging Global Model’, Higher Education Policy, 2008
Chapter 63 : A. Gornitzka, S. Kyvik, and I. Larsen, ‘The Bureaucratisation of Universities’, Minerva, 1998
Chapter 64 : R. Deem and K. Brehony, ‘Management as Ideology: The Case of "New Managerialism" in Higher Education’, Oxford Review of Education, 2005
Chapter 65 : J. Taylor, ‘"Big is Beautiful". Organisational Change in Universities in the United Kingdom: New Models of Institutional Management and the Changing Role of Academic Staff’, Higher Education in Europe, 2006
Chapter 66 : A. Bryman, ‘Effective Leadership in Higher Education: A Literature Review’, Studies in Higher Education, 2007
Chapter 67 : B. Bagilhole and K. White, ‘Towards a Gendered Skills Analysis of Senior Management Positions in UK and Australian Universities’, Tertiary Education and Management, 2008
Chapter 68 : S. Woodfield and T. Kennie, ‘Top Team Structures in UK Higher Education Institutions: Composition, Challenges and Changes’, Tertiary Education and Management, 2007
Chapter 69 : P. Eckel and M. Hartley, ‘Developing Academic Strategic Alliances: Reconciling Multiple Institutional Cultures, Policies and Practices’, Journal of Higher Education, 2008
Chapter 70 : J. Puukka and F. Marmolejo, ‘Higher Education Institutions and Regional Mission: Lessons Learnt from the OECD Review Project’, Higher Education Policy, 2008
Chapter 71 : T. Vorley and J. Nelles, ‘(Re)Conceptualising the Academy: Institutional Development of and beyond the Third Mission’, Higher Education Management and Policy

Part 6 : Quality
Chapter 72 : R. Brooks, ‘Measuring University Quality’, Review of Higher Education, 2005
Chapter 73 : J. Richardson, ‘Instruments for Obtaining Student Feedback: A Review of the Literature’, Assessment and Evaluation in Higher Education, 2005
Chapter 74 : J.-C. Smeby and B. Stensaker, ‘National Quality Assessment Systems in the Nordic Countries: Developing a Balance between External and Internal Needs?’, Higher Education Policy, 1999
Chapter 75 : S. Marginson and M. van der Wende, ‘To Rank or be Ranked: The Impact of Global Rankings in Higher Education’, Journal of Studies in International Education, 2007
Chapter 76 : D. Hendel and I. Stolz, ‘A Comparative Analysis of Higher Education Ranking Systems in Europe’, Tertiary Education and Management, 2008
Chapter 77 : D. Kane, J. Williams, and G. Cappuccini-Ansfield, ‘Student Satisfaction Surveys: The Value in Taking an Historical Perspective’, Quality in Higher Education, 2008
Chapter 78 : L. Lomas, ‘Are Students Customers? Perceptions of Academic Staff’, Quality in Higher Education, 2007

Volume V : Academic Work, Knowledge, and Research

Part 7 : Academic Work
Chapter 79 : J. Schuster and M. Finkelstein, ‘The Professoriate in Profile’, The American Faculty: The Restructuring of Academic Work and Careers
Chapter 80 : B. Askling, ‘Higher Education and Academic Staff in a Period of Policy and System Change’, Higher Education, 2001
Chapter 81 : C. Bryson, ‘What about the Workers? The Expansion of Higher Education and the Transformation of Academic Work’, Industrial Relations Journal, 2004
Chapter 82 : L. Archer, ‘Younger Academics’ Constructions of "Authenticity", "Success" and Professional Identity’, Studies in Higher Education, 2008
Chapter 83 : V. Rosser, ‘Faculty Members’ Intention to Leave: A National Study on their Worklife and Satisfaction’, Research in Higher Education, 2004
Chapter 84 : A. Mayer and P. Tikka, ‘Family-Friendly Policies and Gender Bias in Academia’, Journal of Higher Education Policy and Management, 2008
Chapter 85 : C. Asmar, ‘Is There a Gendered Agenda in Academia? The Research Experience of Female and Male PhD Graduates in Australian Universities’, Higher Education, 1999
Chapter 86 : M. McGrail, C. Rickard, and R. Jones, ‘Publish or Perish: A Systematic Review of Interventions to Increase Academic Publication Rates’, Higher Education Research and Development, 2006
Chapter 87 : J. Lee, ‘Faculty Entrepreneurialism and the Challenge to Undergraduate Education at Research Universities’, Research in Higher Education, 2004
Chapter 88 : C. Whitchurch, ‘Who do They Think They are? The Changing Identities of Professional Administrators and Managers in UK Higher Education’, Journal of Higher Education Policy and Management, 2006

Part 8 : Knowledge and Research
Chapter 89 : T. Becher and P. Trowler, ‘Academic Disciplines’, Academic Tribes and Territories: Intellectual Enquiry and the Culture of Disciplines
Chapter 90 : S. Parry, ‘Disciplinary Discourse in Doctoral Theses’, Higher Education, 1998
Chapter 91 : S. Brint et al., ‘From the Liberal to the Practical Arts in American Colleges and Universities: Organizational Analysis and Curricular Change’, Journal of Higher Education, 2005
Chapter 92 : E. Bird, ‘The Sexual Politics of Introducing Women’s Studies: Memories and Reflections from North America and the United Kingdom, 1965–1995’, Gender and Education, 2004
Chapter 93 : J. Hattie and H. Marsh, ‘The Relationship Between Research and Teaching: A Meta-Analysis’, Review of Educational Research, 1996
Chapter 94 : G. Akerlind, ‘An Academic Perspective on Research and being a Researcher: An Integration of the Literature’, Studies in Higher Education, 2008
Chapter 95 : H. Nowotny, P. Scott, and M. Gibbons, ‘The Role of Universities in Knowledge Production’, Re-Thinking Science: Knowledge and the Public in an Age of Uncertainty
Chapter 96 : M. Kogan, ‘Modes of Knowledge and Patterns of Power’, Higher Education, 2005
Chapter 97 : B. Denman, ‘What is a University in the 21st Century?’, Higher Education Management and Policy, 2005