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Drawing on research studies based across California, England, Italy, Portugal and Spain, this book analyses complex pedagogical re\/formations across competing discourses of gender, diversity, equity, global neoliberalism and transformation, and aims:         to critique and reconceptualise widening participation practices in higher education         to consider the complex intersections between difference, equity, global neoliberalism and transformation         to analyse the intersections of identity formations, social inequalities and pedagogical practices         to contribute to broader widening participation policy agendas         to develop an analysis of gendered experiences, intersected by race and class, of higher education practices and relations.  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Through chapters including:         Markets and Non-Markets       The Institutional Pattern of Provision       The Funding of Research       The Funding of Student Education       Quality Assurance       The Impact of Marketisation: Efficiency, diversity and equity;   He shows how the evaluation and funding of research, the funding of student education, quality assurance, and the structure of the system have increasingly been organised on market or quasi-market lines.   As well as helping to explain the evolution of British higher education over the past thirty years, the book contains some important messages about the consequences of introducing or extending market competition in universities’ core activities of teaching and research.   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Global in scope, this book documents the shared nature of the access challenge in a period when higher education is growing rapidly, but inequalities continue to be stark. It concludes by proposing a new direction for research and a reassertion of the role of the researcher as a social activist for disconnected and disadvantaged groups, equipped with the thinking tools needed to move the agenda forward.  Access to Higher Education is a rigorous text for the global research community, with relevance to policymakers, practitioners and postgraduate students interested in social justice and social policy. 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Including discussions on promoting student engagement with feedback, technology-enabled feedback, and effective peer feedback, this book:         Contributes to the theory and practice of feedback in higher education by showcasing new paradigm feedback thinking focused on dialogue and student uptake      Synthesises the evidence for effective feedback practice      Provides contextualised examples of successful innovative feedback designs analysed in relation to relevant literature      Highlights the importance of staff and student feedback literacy in developing productive feedback partnerships      Supports higher education teachers in further developing their feedback practice.  Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach contributes to the theory and practice of higher education pedagogy by re-evaluating how feedback processes are designed and managed. 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This timely book will be of interest to higher education professionals working within widening participation policy and higher education policy.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52507939930385,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52507940421905,"sku":"NLS9781138840539","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781138840539.jpg?v=1760351445"},{"product_id":"race-racism-and-higher-education-book-kalwant-bhopal-9780367558024","title":"Race, Racism, and Higher Education","description":"Drawing upon current debates on inequalities in higher education, particularly those of race and class, and based on a Bourdieusian discussion of the relational nature of different capitals and competition for such capitals, this must-read text explores how Black and minority ethnic (BME) students navigate the university and the relational competition for capitals and status.  With original accounts of the experiences of BME students in higher education, this book draws on interviews with 58 students across three different universities to further understand experiences of how BME students navigate the predominantly White spaces of UK universities. It explores how racial inequalities continue to persist in higher education and demonstrates that greater attention needs to be made to the transitions made, not just into higher education, but from higher education. It evidences how types of support offered by different universities to different types of students ensure systemic disadvantages are reinforced and that career outcomes are embodied and legitimised in students in the practices fostered by their university.  Identifying that racism is not a new phenomenon in UK higher education but that it has adapted to changing socio-economic conditions, this is a must-read book for anyone working in higher education or with an interest in the experiences of BME students through the higher education system.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52521328574737,"sku":"NLS9780367558024","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9780367558024.jpg?v=1760569415"},{"product_id":"reconstructing-identities-in-higher-education-book-celia-whitchurch-9780415564663","title":"Reconstructing Identities in Higher Education","description":"Reconstructing Identities in Higher Education: The Rise of Third Space Professionals draws on studies conducted in Australia, the United Kingdom and the United States to explore the roles and identities of a growing number of staff associated with broadly based institutional projects such as student life and welfare, widening participation, learning support, community partnership, research and business partnership, and institutional research. Thus, at the same time as professional staff are acquiring academic credentials, some academic staff are moving in a more project-oriented direction. This has effectively created a Third Space between professional and academic spheres in which lateral interactions, involving teams and networks, occur in parallel with formal institutional structures and processes, and give rise to new forms of management and leadership. Yet such developments have tended to occur ‘under the radar’, and have not been fully articulated.   The concept of Third Space is offered as a way of exploring the knowledges, relationships, legitimacies and languages that characterise those who work in less boundaried roles, and the implications of these developments for both individuals and institutions. The ability to problematise and accommodate a series of paradoxes and tensions, for instance between formal and more open-ended structures and relationships, would appear to be at the heart of working in Third Space. Individuals also grapple with the fact that Third Space can, at one and the same time, be a safe haven for experimentation and creativity, and also a risky space in which there is likely to be contestation and uncertainty.   The text is addressed to professional and academic staff who, by design or default, for long or short periods, find themselves working in Third Space environments; to those to whom such staff may be responsible, including senior management teams; and also to researchers interested in changing identities in higher education.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52521936945425,"sku":"NLS9780415564663","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9780415564663.jpg?v=1760573747"}],"url":"https:\/\/www.worldofbooks.com\/en-gb\/collections\/research-into-higher-education-book-series.oembed?page=4","provider":"World of Books ","version":"1.0","type":"link"}