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.
PROVISIONAL CONTENTS
Volume I: Teaching, Learning, and Course Design
Editor’s Introduction
Part 1: Teaching and Learning
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 (University of Edinburgh, 2005), pp. 39–58.
2. T. Laird et al., ‘The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes’, Research in Higher Education, 2008, 49, 469–94.
3. T. Haggis, ‘Constructing Images of Ourselves? A Critical Investigation into "Approaches to Learning" Research in Higher Education’, British Educational Research Journal, 2003, 29, 1, 89–104.
4. D. Kember, ‘Promoting Student-Centred Forms of Learning across an Entire University’, Higher Education, 2009, 58, 1–13.
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, 33, 3, 295–311.
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, 42, 437–53.
7. L. Postareff et al., ‘Consonance and Dissonance in Descriptions of Teaching of University Teachers’, Studies in Higher Education, 2008, 33, 1, 49–61.
8. C. Kreber, ‘Charting a Critical Course on the Scholarship of University Teaching Movement’, Studies in Higher Education, 2005, 30, 4, 389–405.
Part 2: Course Design
9. S. Fraser and A. Bosanquet, ‘The Curriculum? That’s Just a Unit Outline, isn’t it?’, Studies in Higher Education, 2006, 31, 3, 269–84.
10. A. Revell and E. Wainwright, ‘What Makes Lectures "Unmissable"? Insights into Teaching Excellence and Active Learning’, Journal of Geography in Higher Education, 2009, 33, 2, 209–23.
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, 10, 1, 29–41.
12. L. Lattuca, L. Voigt and K. Fath, ‘Does Interdisciplinarity Promote Learning? Theoretical Support and Researchable Questions’, Review of Higher Education, 2004, 28, 1, 23–48.
13. G. Rhoades, ‘Technology-Enhanced Courses and a Mode III Organization of Instructional Work’, Tertiary Education and Management, 2007, 13, 1, 1–17.
14. A. Jones, ‘Redisciplining Generic Attributes: The Disciplinary Context in Focus’, Studies in Higher Education, 2009, 34, 1, 85–100.
15. D. Butin, ‘The Limits of Service-Learning in Higher Education’, Review of Higher Education, 2006, 29, 4, 473–98.
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, 30, 4, 325–41.
17. P. Bridges et al., ‘Coursework Marks High, Examination Marks Low: Discuss’, Assessment and Evaluation in Higher Education, 2002, 27, 1, 35–48.
18. D. Nicol, ‘Assessment for Learner Self-Regulation: Enhancing Achievement in the First Year Using Learning Technologies’, Assessment and Evaluation in Higher Education, 2009, 34, 3, 335–52.
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, 10, 3, 339–53.
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, 13, 1, 1–15.
21. D. Boud and M. Tennant, ‘Putting Doctoral Education to Work: Challenges to Academic Practice’, Higher Education Research and Development, 2006, 25, 3, 293–306.
22. C. Manathunga and J. Goozee, ‘Challenging the Dual Assumption of the "Always/Already" Autonomous Student and Effective Supervisor’, Teaching in Higher Education, 2007, 12, 3, 309–22.
Volume II: The Student Experience
Part 3: The Student Experience
23. D. Lang, ‘Articulation, Transfer and Student Choice in a Binary Post-Secondary System’, Higher Education, 2009, 57, 355–71.
24. R. Reason, P. Terenzini, and R. Domingo, ‘Developing Social and Personal Competence in the First Year of College’, Review of Higher Education, 2007, 30, 3, 271–99.
25. P. Kaufmann and K. Feldman, ‘Forming Identities in College: A Sociological Approach’, Research in Higher Education, 2004, 45, 5, 463–96.
26. R. Pritchard, ‘British and German Education Students in a Shifting Scenario’, Higher Education Management and Policy, 2006, 18, 3, 111–33.
27. C. Beard, S. Clegg, and K. Smith, ‘Acknowledging the Affective in Higher Education’, British Educational Research Journal, 2007, 33, 2, 235–52.
28. G. Kuh et al., ‘Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence’, Journal of Higher Education, 2008, 79, 5, 540–63.
29. K. Krause and H. Coates, ‘Students’ Engagement in First-Year University’, Assessment and Evaluation in Higher Education, 2008, 33, 5, 493–505.
30. S. Brint, A. Cantwell, and R. Hanneman, ‘The Two Cultures of Undergraduate Academic Engagement’, Research in Higher Education, 2008, 49, 383–402.
31. D. Guiffrida, ‘Toward a Cultural Advancement of Tinto’s Theory’, Review of Higher Education, 2006, 29, 4, 451–72.
32. A. Caison, ‘Analysis of Institutionally Specific Retention Research: A Comparison Between Survey and Institutional Database Methods’, Research in Higher Education, 2007, 48, 4, 435–51.
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, 8, 3, 275–87.
34. C. Golde, ‘The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four Departments’, Journal of Higher Education, 2005, 76, 6, 669–700.
35. A. Reid et al., ‘Identity and Engagement for Professional Formation’, Studies in Higher Education, 2008, 33, 6, 729–42.
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, 39, 1, 83–103.
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 (Springer, 2006), pp. 133–42.
38. J. Grayson, ‘The Experiences and Outcomes of Domestic and International Students at Four Canadian Universities’, Higher Education Research and Development, 2008, 27, 3, 215–30.
39. J. McClure, ‘International Graduates’ Cross-Cultural Adjustment: Experiences, Coping Strategies and Suggested Programmatic Responses’, Teaching in Higher Education, 2007, 12, 2, 199–217.
40. A. Baxter and C. Britton, ‘Risk, Identity and Change: Becoming a Mature Student’, International Studies in Sociology of Education, 2001, 11, 1, 87–102.
41. D. Stewart, ‘Being All of Me: Black Students Negotiating Multiple Identities’, Journal of Higher Education, 2008, 79, 2, 183–207.
Volume III: System Policy
Part 4: System Policy
42. P. Altbach and J. Knight, ‘The Internationalization of Higher Education: Motivations and Realities’, Journal of Studies in International Education, 2007, 11, 3–4, 290–305.
43. U. Teichler, ‘Changing Structures of the Higher Education Systems: The Increasing Complexity of Underlying Forces’, Higher Education Policy, 2006, 19, 4, 447–61.
44. I. Bleiklie, ‘Policy Regimes and Policy Making’, in M. Kogan et al. (eds), Transforming Higher Education: A Comparative Study (Springer, 2006), pp. 39–68.
45. S. Marginson, ‘The Public/Private Divide in Higher Education: A Global Revision’, Higher Education, 2007, 53, 307–33.
46. H. Shen and A. Ziderman, ‘Student Loans Repayment and Recovery: International Comparisons’, Higher Education, 2009, 57, 315–33.
47. J. Witte, ‘Aspired Convergence, Cherished Diversity: Dealing with the Contradictions of Bologna’, Tertiary Education and Management, 2008, 14, 2, 81–93.
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, 34, 1, 3–23.
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, 20, 1, 89–110.
50. A. Gornitzka et al., ‘Contract Arrangements in the Nordic Countries: Solving the Efficiency/Effectiveness Dilemma?’, Higher Education in Europe, 2004, 29, 1, 87–101.
51. S. Davies and F. Hammack, ‘The Channeling of Student Competition in Higher Education: Comparing Canada and the US’, Journal of Higher Education, 2005, 76, 1, 89–106.
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, 19, 1, 95–131.
53. P. Eckel, ‘Mission Diversity and the Tension between Prestige and Effectiveness: An Overview of US Higher Education’, Higher Education Policy, 2008, 21, 2, 175–92.
54. G. Parry, ‘Policy-Participation Trajectories in English Higher Education’, Higher Education Quarterly, 2006, 60, 4, 392–412.
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, 32, 5, 633–46.
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, 27, 2, 155–68.
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, 57, 681–702.
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, 58, 41–58.
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, 2002, 24, 1, 7–25.
Volume IV: Institutional Management and Quality
Part 5: Institutional Management
60. J. Huisman, L. Meek, and F. Wood, ‘Institutional Diversity in Higher Education: A Cross-National and Longitudinal Analysis’, Higher Education Quarterly, 2007, 61, 4, 563–77.
61. C. Morphew, ‘Conceptualizing Change in the Institutional Diversity of US Colleges and Universities’, Journal of Higher Education, 2009, 80, 3, 243–69.
62. K. Mohrman, W. Ma, and D. Baker, ‘The Research University in Transition: The Emerging Global Model’, Higher Education Policy, 2008, 21, 1, 5–27.
63. A. Gornitzka, S. Kyvik, and I. Larsen, ‘The Bureaucratisation of Universities’, Minerva, 1998, 36, 21–47.
64. R. Deem and K. Brehony, ‘Management as Ideology: The Case of "New Managerialism" in Higher Education’, Oxford Review of Education, 2005, 31, 2, 217–35.
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, 31, 3, 251–73.
66. A. Bryman, ‘Effective Leadership in Higher Education: A Literature Review’, Studies in Higher Education, 2007, 32, 6, 693–710.
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, 14, 1, 1–12.
68. S. Woodfield and T. Kennie, ‘Top Team Structures in UK Higher Education Institutions: Composition, Challenges and Changes’, Tertiary Education and Management, 2007, 13, 4, 331–48.
69. P. Eckel and M. Hartley, ‘Developing Academic Strategic Alliances: Reconciling Multiple Institutional Cultures, Policies and Practices’, Journal of Higher Education, 2008, 79, 6, 613–37.
70. J. Puukka and F. Marmolejo, ‘Higher Education Institutions and Regional Mission: Lessons Learnt from the OECD Review Project’, Higher Education Policy, 2008, 21, 2, 217–44.
71. T. Vorley and J. Nelles, ‘(Re)Conceptualising the Academy: Institutional Development of and beyond the Third Mission’, Higher Education Management and Policy, 2008, 20, 3, 119–35.
Part 6: Quality
72. R. Brooks, ‘Measuring University Quality’, Review of Higher Education, 2005, 29, 1, 1–21.
73. J. Richardson, ‘Instruments for Obtaining Student Feedback: A Review of the Literature’, Assessment and Evaluation in Higher Education, 2005, 30, 4, 387–415.
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, 12, 3–14.
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, 11, 3–4, 306–29.
76. D. Hendel and I. Stolz, ‘A Comparative Analysis of Higher Education Ranking Systems in Europe’, Tertiary Education and Management, 2008, 14, 3, 173–89.
77. D. Kane, J. Williams, and G. Cappuccini-Ansfield, ‘Student Satisfaction Surveys: The Value in Taking an Historical Perspective’, Quality in Higher Education, 2008, 14, 2, 135–55.
78. L. Lomas, ‘Are Students Customers? Perceptions of Academic Staff’, Quality in Higher Education, 2007, 13, 1, 31–44.
Volume V: Academic Work, Knowledge, and Research
Part 7: Academic Work
79. J. Schuster and M. Finkelstein, ‘The Professoriate in Profile’, The American Faculty: The Restructuring of Academic Work and Careers (Johns Hopkins University Press, 2006), pp. 37–71.
80. B. Askling, ‘Higher Education and Academic Staff in a Period of Policy and System Change’, Higher Education, 2001, 41, 157–81.
81. C. Bryson, ‘What about the Workers? The Expansion of Higher Education and the Transformation of Academic Work’, Industrial Relations Journal, 2004, 35, 1, 38–57.
82. L. Archer, ‘Younger Academics’ Constructions of "Authenticity", "Success" and Professional Identity’, Studies in Higher Education, 2008, 33, 4, 385–403.
83. V. Rosser, ‘Faculty Members’ Intention to Leave: A National Study on their Worklife and Satisfaction’, Research in Higher Education, 2004, 45, 3, 285–309.
84. A. Mayer and P. Tikka, ‘Family-Friendly Policies and Gender Bias in Academia’, Journal of Higher Education Policy and Management, 2008, 30, 4, 363–74.
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, 38, 255–73.
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, 25, 1, 19–35.
87. J. Lee, ‘Faculty Entrepreneurialism and the Challenge to Undergraduate Education at Research Universities’, Research in Higher Education, 2004, 45, 7, 739–60.
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, 28, 2, 159–71.
Part 8: Knowledge and Research
89. T. Becher and P. Trowler, ‘Academic Disciplines’, Academic Tribes and Territories: Intellectual Enquiry and the Culture of Disciplines, 2nd edn. (Open University Press, 2001), pp. 41–57.
90. S. Parry, ‘Disciplinary Discourse in Doctoral Theses’, Higher Education, 1998, 36, 273–99.
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, 76, 2, 151–80.
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, 16, 1, 51–64.
93. J. Hattie and H. Marsh, ‘The Relationship Between Research and Teaching: A Meta-Analysis’, Review of Educational Research, 1996, 66, 4, 507–42.
94. G. Akerlind, ‘An Academic Perspective on Research and being a Researcher: An Integration of the Literature’, Studies in Higher Education, 2008, 33, 1, 17–31.
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 (Polity Press, 2001), pp. 79–95.
96. M. Kogan, ‘Modes of Knowledge and Patterns of Power’, Higher Education, 2005, 49, 9–30.
97. B. Denman, ‘What is a University in the 21st Century?’, Higher Education Management and Policy, 2005, 17, 2, 1–20.
Biography
Malcolm Tight is Professor in Higher Education in the Department of Educational Research at the University of Lancaster, UK. He previously worked at the University of Warwick, the Open University, and Birkbeck College, London. He is editor of our leading international journal, Studies in Higher Education, and of a book series, International Perspectives on Higher Education Research. He is also on the editorial boards of the Journal of Education and Work and Widening Participation and Lifelong Learning.
