Products

The global professionalisation of women’s football has gathered momentum in the twenty first century, and professional women footballers are now more prevalent and evident in cultures around the world. Despite increased professionalisation and record-breaking viewing and participation figures for women’s football, there are persistent challenges for women in the game. Professional football is now a viable career opportunity for women globally; however, as Women’s Football in a Global, Professional Era demonstrates, there are pressing issues and unanswered questions that remain in the game.

In this collection, a range of scholars contribute research covering three key areas as women’s football shifts into a global, professional era: issues surrounding the historical development of professional women’s football, documentation of the lived experiences of women in an emerging professional space and, finally, discussions around commercialisation and media coverage of the sport.

Women’s Football in a Global, Professional Era is an important addition to discussions on sport as work for women, and an essential reference point for students, researchers and sports professionals interested in the debates around the professionalisation of women’s football internationally.

The field of prison studies has been dominated by an androcentric outlook, with little attention paid to women. Offering a unique theoretical fusion of the sociology of imprisonment, carceral geography, feminism and cultural criminology, Women’s Imprisonment in Eastern Europe: ‘Sitting out Time’ examines how social, political, and cultural factors have shaped the development of gendered penal regimes in Eastern Europe and created an institutional battleground for opposing ideologies.

Expanding from Latvia as a focal point, Arta Jalili Idrissi provides a current snapshot of women’s imprisonment across the Global East. Understanding the situated and complex nature of the prison as an institution, she captures the interplay between the Soviet legacy and a neoliberal agenda within three distinct realms of punishment: spatial, procedural and relational. Revealing clashes within the prison environment, as well as their broader socio-political and ideological contexts, Jalili Idrissi also exposes the specific nuances of gender implications.

The first qualitative study based on an ethnographic approach to women’s carceral experiences in Latvia, Women’s Imprisonment in Eastern Europe: ‘Sitting out Time’ draws parallels across Eastern Europe and throughout the neoliberal West to provide a refreshing and timely addition to the study of criminology and the sociology of imprisonment.

The experience of women’s everyday lives in public relations roles across the world is under-recorded and under-explored. While the body of knowledge which explores public relations and corporate communications is growing, research that seeks to understand the working lives of women in promotional cultures is still limited. This collection prioritises women’s experiences and histories to understand more about public relations practices and the daily lives of women who carry out this work.

Demonstrating the breadth and range of feminist writing on women’s work, chapters step away from management-based accounts of public relations towards a space where marginalised voices and the lived experiences of women at all stages in their career are foregrounded. Discussing working lives in Brazil, Spain, Bosnia, Turkey, the UK and beyond, authors consider in rich detail female roles, experiences and paradoxes.

Reconceptualising human experience through a holistic feminist approach, Women’s Work in Public Relations takes us behind the scenes to connect with women navigating the problems and contradictions of everyday working life.

The reprint of Henri Savall’s classic Work and People, originally published in French in 1974, is part of the Research in Management Consulting series effort to look backward as well as forward in examining trends, perspectives, and insights – especially from different countries and cultures – into the world of management consulting. Savall’s insights into the complexity of organizational life were groundbreaking, articulating the need to examine both economic and social factors as part of the same analysis, assessing technical and behavioral patterns through the lens of an integrated framework. As he has argued, there is a double-loop interaction between “the quality of functioning and economic performance,” and underestimating this socio-economic “tension” leads inevitably to reduced performance and losses, which he refers to as “hidden costs.”

This approach, referred to as the socio-economic approach to management (SEAM), has significant potential for our thinking about organizational diagnosis and intervention. As Savall emphasizes, the North American tendency to cast people as human “resources” misses the essential point that human beings cannot be considered as simply another resource at the organization’s disposal. People are free to give or withhold their energy as they desire, depending on the quality of formal and informal contracts and interactions they have with their organizations. As such, the SEAM approach focuses on human “potential,” underscoring the need for managers and their organizations to create the conditions under which people will want to maximize their talents on behalf of the organization.

Work and People focuses on the ramifications of this reality, as dysfunctions – the difference between planned and emergent activities and functions – can quickly lead to a series of costs that are “hidden” from an organization’s formal information systems (e.g., income statements, balance sheets, budgets). As his insightful work underscores, as organizations begin to accumulate dysfunction upon dysfunction, they inadvertently undermine their performance and create excessive operating costs, with lower productivity and less efficiency than they could achieve. As readers will discover, the frameworks, tools and ways of thinking about organizations, people and management in this volume – in essence the background to the socio-economic approach to organizational diagnosis and intervention – continue to hold great promise for our attempts to create truly integrative approaches to management and organizational improvement efforts.

The reprint of Henri Savall’s classic Work and People, originally published in French in 1974, is part of the Research in Management Consulting series effort to look backward as well as forward in examining trends, perspectives, and insights – especially from different countries and cultures – into the world of management consulting. Savall’s insights into the complexity of organizational life were groundbreaking, articulating the need to examine both economic and social factors as part of the same analysis, assessing technical and behavioral patterns through the lens of an integrated framework. As he has argued, there is a double-loop interaction between “the quality of functioning and economic performance,” and underestimating this socio-economic “tension” leads inevitably to reduced performance and losses, which he refers to as “hidden costs.”

This approach, referred to as the socio-economic approach to management (SEAM), has significant potential for our thinking about organizational diagnosis and intervention. As Savall emphasizes, the North American tendency to cast people as human “resources” misses the essential point that human beings cannot be considered as simply another resource at the organization’s disposal. People are free to give or withhold their energy as they desire, depending on the quality of formal and informal contracts and interactions they have with their organizations. As such, the SEAM approach focuses on human “potential,” underscoring the need for managers and their organizations to create the conditions under which people will want to maximize their talents on behalf of the organization.

Work and People focuses on the ramifications of this reality, as dysfunctions – the difference between planned and emergent activities and functions – can quickly lead to a series of costs that are “hidden” from an organization’s formal information systems (e.g., income statements, balance sheets, budgets). As his insightful work underscores, as organizations begin to accumulate dysfunction upon dysfunction, they inadvertently undermine their performance and create excessive operating costs, with lower productivity and less efficiency than they could achieve. As readers will discover, the frameworks, tools and ways of thinking about organizations, people and management in this volume – in essence the background to the socio-economic approach to organizational diagnosis and intervention – continue to hold great promise for our attempts to create truly integrative approaches to management and organizational improvement efforts.

Covid 19 was a black swan event which led to working from home emerging as the new normal at a global level. As HRM scholars we aim to understand this phenomenon from both an employee and employer perspective, while drawing on the UN’s sustainable development goals (SDGs) which aspire for a fairer and more inclusive world for people and the planet.

At the individual level of analysis there are chapters on conflicts between work and home life, differing levels of motivation, workplace loneliness and the work preferences of introverts and extraverts.

At the organizational level questions are raised about the effects on profitability, organizational resilience, and the ability of organizations to remain innovative. How can employees be managed in terms of mentoring, role modelling and how can they be monitored for purposes of appraisal reviews? Chapters include the romanticization of WFH, a case study of shared leadership in Vienna and WFH amongst start-ups in India.

In this edited book, researchers from the Global North and the Global south answer these questions, while making a seminal contribution to the field of HRM from a work from home perspective. This is an essential read not just for scholars and students of management, but also for those from the domains of psychology and sociology, and also for policy makers. This book has long-term relevance given that recent polls indicate that as a fallout of Covid-19, many employees the world over are showing a preference for a hybrid model of work – partially at the brick-and-mortar office and partially from home.

(Orginally published in 2004)

A major focus of teacher education is the development of preservice teachers. However, it should not be the only focus of those who work in teacher education. Educating inservice teachers in equally important, and the conversation among those involved in mathematics teacher education needs to include discussion of this group as well. This conversation also highlights a need for professional development for teacher educators and research on the development of teacher educators. This monograph discusses issues in educating all of these groups of individuals in an effort to continue the conversation among those involved in mathematics teacher education.

(Orginally published in 2005)

A major focus of teacher education is the development of preservice teachers. However, it should not be the only focus of those who work in teacher education. Educating inservice teachers in equally important, and the conversation among those involved in mathematics teacher education needs to include discussion of this group as well. This conversation also highlights a need for professional development for teacher educators and research on the development of teacher educators. This monograph discusses issues in educating all of these groups of individuals in an effort to continue the conversation among those involded in mathematics teacher education.

Examining a range of under-explored work-life interface issues as they affect different stages of a worker’s life, the authors share new insights into complex issues that affect us all.

Topics explored include the wellbeing of students who work, solo-living staff, those on complex fertility journeys, perinatal mental health, chronic illness, menopause, and retirement.

Work-Life Inclusion: Broadening perspectives across the life-course will be primarily useful for two main audiences: 1) Academics and students in the fields of work and employment, gender studies, and those interested in health and wellbeing 2) People management practitioners and employers.

This book provides illustrations of urban school-university partnerships recognized by the Shirley Schwartz Award of Council of Great City Schools. The authors share their work by blending practitioner and researcher voices to offer other school and university based educators, policy makers, and foundation leadership potential solutions to the complex problem of preparing educators and enhancing teaching within urban schools.

In each chapter, the authors describe their urban partnership story, the greatest challenges they faced, how they responded to those challenges, and evidence of impact. Given that each partnership is unique, the authors conclude each chapter by offering a set of questions for discussion.

This book serves as an excellent resource for educators interested in establishing urban school-university partnerships that improve educator quality, strengthen the pipeline of urban educators, and expand Pk-12 students’ learning experiences. The book is divided into three sections: (1) Teacher Candidate Preparation, (2) Teacher Professional Development, and (3) Principal Development.

This book provides illustrations of urban school-university partnerships recognized by the Shirley Schwartz Award of Council of Great City Schools. The authors share their work by blending practitioner and researcher voices to offer other school and university based educators, policy makers, and foundation leadership potential solutions to the complex problem of preparing educators and enhancing teaching within urban schools.

In each chapter, the authors describe their urban partnership story, the greatest challenges they faced, how they responded to those challenges, and evidence of impact. Given that each partnership is unique, the authors conclude each chapter by offering a set of questions for discussion.

This book serves as an excellent resource for educators interested in establishing urban school-university partnerships that improve educator quality, strengthen the pipeline of urban educators, and expand Pk-12 students’ learning experiences. The book is divided into three sections: (1) Teacher Candidate Preparation, (2) Teacher Professional Development, and (3) Principal Development.

Working While Black: The Untold Stories of Student Affairs Practitioners will examine the narratives of student affairs professionals and how they navigate their professional experiences. While student affairs can be a high pressure and high stress environment for all professionals, Black professionals are often overworked, underheard, and made to feel devalued. Therefore, it is important to consider how student affairs professionals are managing the profession, colleagues, and students while Black.

I approach this book from an asset-based approach where chapter authors are approaching both the challenges and opportunities they have experienced due to being a Black while working as a student affairs practitioner. Chapter authors also provide poignant advice on how current and potential student affairs professionals can successfully navigate the field. One especially important contribution of this book is that our authors are from a variety of student affairs areas including: residence life, student engagement, career services, counseling, student conduct, athletics, student activities, diversity, equity, and inclusion, and academic advising. Additionally, chapter authors are student affairs professionals at predominantly White institutions, historically Black colleges and universities, and online universities. Given the breadth of experiences each chapter will provide poignant suggestions for student affairs practitioners across the nation as well as for institutions who are looking to better understand these experiences to better support their own employees.

Popular education press and scholarly conversations have focused on the experiences of student affairs professionals (Renn & Hodges, 2007). There has also been scholarship around the Black student affairs professional experience (West, 2015; Husband. 2016). This book will add to the current press and scholarly conversations by allowing Black student affairs professionals to tell their own stories, providing additional insight into what it is like to work while Black. Institutions of higher education can learn much from the stories shared in this book that can inform the recruitment and retention of Black professionals. Thus, Working While Black: The Untold Stories of Student Affairs Practitioners is positioned to be a must read for all higher education professionals and institutions who are looking for strategies to support Black student affairs professionals.

Working While Black: The Untold Stories of Student Affairs Practitioners will examine the narratives of student affairs professionals and how they navigate their professional experiences. While student affairs can be a high pressure and high stress environment for all professionals, Black professionals are often overworked, underheard, and made to feel devalued. Therefore, it is important to consider how student affairs professionals are managing the profession, colleagues, and students while Black.

I approach this book from an asset-based approach where chapter authors are approaching both the challenges and opportunities they have experienced due to being a Black while working as a student affairs practitioner. Chapter authors also provide poignant advice on how current and potential student affairs professionals can successfully navigate the field. One especially important contribution of this book is that our authors are from a variety of student affairs areas including: residence life, student engagement, career services, counseling, student conduct, athletics, student activities, diversity, equity, and inclusion, and academic advising. Additionally, chapter authors are student affairs professionals at predominantly White institutions, historically Black colleges and universities, and online universities. Given the breadth of experiences each chapter will provide poignant suggestions for student affairs practitioners across the nation as well as for institutions who are looking to better understand these experiences to better support their own employees.

Popular education press and scholarly conversations have focused on the experiences of student affairs professionals (Renn & Hodges, 2007). There has also been scholarship around the Black student affairs professional experience (West, 2015; Husband. 2016). This book will add to the current press and scholarly conversations by allowing Black student affairs professionals to tell their own stories, providing additional insight into what it is like to work while Black. Institutions of higher education can learn much from the stories shared in this book that can inform the recruitment and retention of Black professionals. Thus, Working While Black: The Untold Stories of Student Affairs Practitioners is positioned to be a must read for all higher education professionals and institutions who are looking for strategies to support Black student affairs professionals.

Working with Mixed Heritage Students offers a collection of writings that bridges the social science and educational literature related to mixed heritage identity development and schooling in diverse contexts. As such, it is the first book of its kind to provide a direct focus on multiracial/ethnic identity and formal education in the United States based on the scholarship of educational researchers. The two common threads linking the chapters are: the flexible, yet situated nature of ethnic and racial identities among mixed heritage students; and the importance of theorizing social contexts when interpreting and representing identity, community, and belonging. In addition to exploring general themes of identity development, Working with Mixed Heritage Students addresses theoretical and methodological issues in conducting research on topics related to mixed heritage students, as well as implications for teacher preparation and educational practice. Ultimately, the authors brought together in this volume share a focus on recently mixed heritage students of first, or second, or third generation multiracial and multiethnic descent. This diversity of perspectives on such a complex topic creates a tension within the book, one that naturally emerges through interdisciplinary collaboration. But it is hoped that this tension is just one of many that will lead to further reflection, dialogue, and action by researchers and educators working with like populations.

Working with Mixed Heritage Students offers a collection of writings that bridges the social science and educational literature related to mixed heritage identity development and schooling in diverse contexts. As such, it is the first book of its kind to provide a direct focus on multiracial/ethnic identity and formal education in the United States based on the scholarship of educational researchers. The two common threads linking the chapters are: the flexible, yet situated nature of ethnic and racial identities among mixed heritage students; and the importance of theorizing social contexts when interpreting and representing identity, community, and belonging. In addition to exploring general themes of identity development, Working with Mixed Heritage Students addresses theoretical and methodological issues in conducting research on topics related to mixed heritage students, as well as implications for teacher preparation and educational practice. Ultimately, the authors brought together in this volume share a focus on recently mixed heritage students of first, or second, or third generation multiracial and multiethnic descent. This diversity of perspectives on such a complex topic creates a tension within the book, one that naturally emerges through interdisciplinary collaboration. But it is hoped that this tension is just one of many that will lead to further reflection, dialogue, and action by researchers and educators working with like populations.

The ebook edition of this title is Open Access and freely available to read online.
Women more often than men take care of their ageing relatives together with their own children or grandchildren. These Sandwich Generation (SG) women constitute an expanding vulnerable group on the labour market at higher risk of discrimination, work-family conflict, burnout, and withdrawal from the labour market and unemployment. Working Women in the Sandwich Generation helps present a clearer view of how to support this group both now and in the future.

Beginning with a presentation of quantitative and qualitative research that sheds light on the SG situation in Poland, Finland and Flanders, this volume provides insights into various components from the SG life domains such as personal development and learning, connection to the labour market, coping strategies, resources, and energy drainers. In the second part the book provides tools for SG women, their supervisors, educators, and coaches to help manage challenging situations and improving wellbeing at work. Working Women in the Sandwich Generation then introduces the results of international comparative research the purpose of which was to identify and characterise the SG in five European countries before concluding with recommendations for supervisors and policy makers in supporting SG women.

In recent years, UK higher education (HE) has sought to pursue more inclusive practices. However, we are yet to fully understand the experiences of a breadth of working-class people in HE. This edited collection uniquely brings together working-class reflections in the different roles and professions that exist in UK universities.

Focusing on understudied groups including working-class academics, students, professional services, administrative staff, ancillary workers and parents, the chapters explore definitions of class, reflections of classism, class-based experiences, inequalities, and theory in conjunction with roles and professional experiences. Guided by a collaborative and community oriented editorial process which embodies the ethos of working-class communities, the collection focuses on five main section areas: academics, students and student journeys, pedagogy, teaching & learning, non-academic staff in HE, and a final section dedicated to practical steps for the future.

A first of its kind, observing the experiences of working-class people across the breadth of UK higher education, this is a breath of fresh air on this subject. It is compelling reading for sociological researchers of class and society, academics across disciplines who have shared lived experiences, those in higher education management and those who work with social class and social mobility in industry.

Providing a historical development of the UK education system and its policies, Alex McInch offers insight on how structural decisions impact how working-class pupils view and navigate the educational field. This ethnographic investigation explores topics such as compensatory educational policies, including Free School Meals, and how these attempt to close the attainment gap between the working and middle classes.

This timely book is a welcome addition to the current literature on working-class schooling in the UK and comes at a time when British society has never been more divided on a number of social issues. The landmark theories of French Socio-Philosopher Pierre Bourdieu provide a fitting framework in which to understand how young working-class people currently orientate towards education in post-industrial Britain.

Also presenting thought-provoking arguments on how we need to think differently about social class in the UK, rather than using current reductionist models, this book is of interest to anyone currently working in policy, academia or education with an interest in social inequality and its supplementary effects.

The workplace has remarkably changed in the aftermath of the 2019 pandemic. The transformation is profound and is still evolving. A wave of voluntary resignations unleashed in the wake of Covid-19 negatively affected the business landscape and triggered unprecedented labor shortages. This, in turn, played well into labor unions’ hands, leading in 2023 to historical gains for millions of workers across various industries. And while digital technology has enabled remote work for yet more employees than ever before, employers were hard pressed to offer their workers flexible work arrangements. Topping it all, the explosion of AI in the last two years promised to introduce an innovative revolution in our places of work and usher in a new era, albeit contentious, in the marketplace. With the new opportunities that opened up, a host of challenges surfaced, compelling company managers to consider new ways of tackling them.

The change in work behavior in the aftermath of the pandemic, coupled with a strong economy and tight labor market in some sectors, are likely to turn the workplace into a collision course between employee and employer. A reset in employer–employee relationships, perceptions, and employment arrangements is today a new must. Transformational leaders are presented with a unique opportunity to make the workplace a much healthier and happier one.

Workplace Transformations in a Post Pandemic Era: New Realities to Consider and Act Upon addresses issues that are hotly and publicly debated by practitioners in the field and by policy makers alike. Along with the challenges our places of work currently face, meaningful opportunities for change are also emerging that should not be wasted.

The workplace has remarkably changed in the aftermath of the 2019 pandemic. The transformation is profound and is still evolving. A wave of voluntary resignations unleashed in the wake of Covid-19 negatively affected the business landscape and triggered unprecedented labor shortages. This, in turn, played well into labor unions’ hands, leading in 2023 to historical gains for millions of workers across various industries. And while digital technology has enabled remote work for yet more employees than ever before, employers were hard pressed to offer their workers flexible work arrangements. Topping it all, the explosion of AI in the last two years promised to introduce an innovative revolution in our places of work and usher in a new era, albeit contentious, in the marketplace. With the new opportunities that opened up, a host of challenges surfaced, compelling company managers to consider new ways of tackling them.

The change in work behavior in the aftermath of the pandemic, coupled with a strong economy and tight labor market in some sectors, are likely to turn the workplace into a collision course between employee and employer. A reset in employer–employee relationships, perceptions, and employment arrangements is today a new must. Transformational leaders are presented with a unique opportunity to make the workplace a much healthier and happier one.

Workplace Transformations in a Post Pandemic Era: New Realities to Consider and Act Upon addresses issues that are hotly and publicly debated by practitioners in the field and by policy makers alike. Along with the challenges our places of work currently face, meaningful opportunities for change are also emerging that should not be wasted.

Comparative and International Education is a dynamic and growing field facing extraordinary challenges in every corner of the world. World Education Patterns in the Global North surveys the educational responses and new educational landscapes being developed as a consequence of powerful global forces demanding change within the Global North’s educational contexts, including North America, Central and South-East Europe, and East Asia,

These forces include the ecological crisis, the population explosion, the changing nature of work, the rise of knowledge economies, economic internationalism, the Fourth Industrial Revolution, the technology revolution, changing social relations, the empowerment of minority interest groups, the rise of multicultural societies, the diminishing stature of the nation-state, and the rise of supra-national and international political structures.

Comparative and International Education is a dynamic and growing field facing extraordinary challenges in every corner of the world. World Education Patterns in the Global South surveys the educational responses and new educational landscapes being developed as a consequence of the powerful global forces that are demanding change within the Global South’s educational contexts, including Central and South-East Asia, Latin America, and the Caribbean,.

These forces include urbanisation in the Global South, the rise of the informal economic sector in the Global South, the changing presence of religion, the Creed of Human Rights, democratisation, and the rise of supranational and international political structures on the one hand and, on the other, sub-national and decentralised structures.

The healthcare industry is one of the largest and fastest-growing service industries in the world. The respective merits of public and private healthcare systems are continually debated, but a third system – that of healthcare cooperatives – is rapidly emerging as a universal, community-focused and cost-effective alternative. Rooted in remarkable examples from every corner of the world, World Healthcare Cooperatives highlights both the challenges a successful healthcare cooperative may face, as well as its proven effectiveness in making a difference.

Understanding that, for many, especially in developing countries, private hospitals and healthcare insurance plans are expensive and out of reach, and that globally many public healthcare systems are under-resourced, chapters demonstrate how healthcare cooperatives have a critical role to play in providing services sustainably and at an affordable cost. Addressing the persistent gap between supply and demand in the healthcare sector, the authors highlight the capability of healthcare cooperatives to create a positive impact. With examples from Canada, Argentina, Japan, Africa, Brazil, Columbia, Sri Lanka, Spain, and India, chapters showcase the services that cooperatives can offer their communities, including the establishment of hospitals, medical facilities, and other infrastructure, as well as opportunities in biotechnology and information technology research.

Considering more than 100 million households worldwide that have benefitted from healthcare cooperatives, this pioneering collection triggers a new direction of research to support those seeking to establish healthcare infrastructure in developing and least developed countries in achieving universal healthcare for all.

The significant change in public schools over the last two decades warrants a response in how we prepare teachers. This volume is an effort to share the contributors’ knowledge, experience and ideas with colleagues, particularly with novice language teacher educators. The suggestions in the chapters are primarily provided for the teaching methods course, but many can be adapted to other education courses or for professional development programs. The first section of the introduction provides a review of issues identified in teacher education including debates, accountability, and government influence over education. The second section explores teacher educators in the literature such as issues in their practice, and a focus on foreign language teacher educator practice. The third section provides a brief overview of the chapters in the book.

The significant change in public schools over the last two decades warrants a response in how we prepare teachers. This volume is an effort to share the contributors’ knowledge, experience and ideas with colleagues, particularly with novice language teacher educators. The suggestions in the chapters are primarily provided for the teaching methods course, but many can be adapted to other education courses or for professional development programs. The first section of the introduction provides a review of issues identified in teacher education including debates, accountability, and government influence over education. The second section explores teacher educators in the literature such as issues in their practice, and a focus on foreign language teacher educator practice. The third section provides a brief overview of the chapters in the book.

Launching the Global Perspectives on Higher Education Development series, editors Madasu Bhaskara Rao, Abhilasha Singh and Pulaparthi Mallika Rao introduce the concept of values and the role they play in the emerging university of the twenty-first century. How do universities' missions, visions, policies, and strategies shape their responses to a world that is swiftly changing due to increased globalisation, demand, competition, and innovation?

Understanding that educational stakeholders must comprehend the nature of societal culture and communal values and the role they play in shaping, often implicitly, a university’s ethos and traditions, contributors explore how values operate at an institutional level. How do they impact micro-level practises, such as pedagogical strategies, academic achievement, curriculum development, and evaluation?

Providing a much-needed global perspective-based analysis of the issue of educational values, this first volume on Worldviews and Values in Higher Education examines how higher education cultures are embedded within and heavily influenced by national cultures, norms, and structures through the lenses of Teaching, Learning, Curricula, and Assessment.

Cultural perspectives impact governance, and certain cultures may prefer hierarchical and centralized forms of governance, while others may lean towards more democratic and participatory ones. Governance, guided by ethical worldviews, ensures transparency, accountability, and integrity in decision-making. Worldviews significantly impact leadership styles, and a leader who holds a collectivist perspective would prioritize team building and community outcomes. Leaders' values influence the institution's vision and mission and impact curriculum development, research, and innovation goals. Institutions' approaches to professional development are shaped by their worldviews on continuous learning and improvement. Organizations prioritizing innovation are more likely to allocate greater resources toward advanced training initiatives. Values shape the distribution of resources for capacity building.

The chapters presented here link theory, policy, and practice using various research methods. This volume on Worldviews and Values in Higher Education examines the profound influence of worldviews and values in shaping institutional governance, leadership, and capacity building. Integrating worldviews and values into institutional policies ensures that governance, leadership, and capacity building initiatives are coordinated and mutually supportive. Organizations have the ability to evaluate the effectiveness of governance, leadership, and capacity building programs by examining how closely they adhere to the declared values and objectives. This includes the assessment of student achievement, research outcomes, community influence, and the institution's long-term viability.

By acknowledging and carefully incorporating worldviews and values, higher education institutions may establish effective, streamlined, equitable, inclusive, and forward-looking settings.

Participation in education is essential in fostering the full agency of people within society. Higher education is subject to a variety of rights for students, and often these rights are protected by law or by university policy. This edited collection explores how higher education institutions have responded to this human-rights-based approach to higher education.

Introducing the concept of educational rights and their role in the emerging university of the twenty-first century, Worldviews and Values in Higher Education delves into how educational stakeholders must understand the nature of rights and the role they play in shaping, often implicitly, an institution’s ethos, customs, norms, and traditions, and how educational rights should be reflected in the institution’s mission, vision, and values statements.

The authors explore how historical, politico-legal, economic, sociocultural, colonial and environmental context impacts university rights and responsibilities. They also explore how broad forces, such as globalization and internationalization, have accelerated cross-border education and impacted the presumptive universality of rights and responsibilities. The chapters demonstrate, through different countries’ perspectives, how educational rights are evolving across the academic landscape. This book is for any educator interested in higher education institutions' educational development.

This book is for new faculty, graduate students, teachers, administrators, and other academics who want to write more clearly and have their work published. The essays focus on writing journal articles, dissertations, grants, edited books, and other writing in educational settings. The authors are educators who share their own first-hand experiences that provide novice writers with important knowledge and support in the quest for success in professional scholarly writing. A variety of authors discuss the writer’s craft, including issues of voice, audience, planning, drafting, revision, conventions, style, submitting to journals, editorial review, and editing.

This book is for new faculty, graduate students, teachers, administrators, and other academics who want to write more clearly and have their work published. The essays focus on writing journal articles, dissertations, grants, edited books, and other writing in educational settings. The authors are educators who share their own first-hand experiences that provide novice writers with important knowledge and support in the quest for success in professional scholarly writing. A variety of authors discuss the writer’s craft, including issues of voice, audience, planning, drafting, revision, conventions, style, submitting to journals, editorial review, and editing.

Writing is a necessary skill that allows people to communicate their ideas. For this reason, writing evokes change, and our words persist long after we are gone. We celebrate heroes of the past by the words they leave behind. Writing for Rights is a basic writing workbook ideal for undergraduate instruction. Lessons about writing are presented in a context of social justice to engage even reluctant writers through a sensibility for equity and community action. The workbook is a timely and relevant instructional document perfect for students at minority serving institutions like the nation’s 100 historically Black colleges and universities. 

Writing is a necessary skill that allows people to communicate their ideas. For this reason, writing evokes change, and our words persist long after we are gone. We celebrate heroes of the past by the words they leave behind. Writing for Rights is a basic writing workbook ideal for undergraduate instruction. Lessons about writing are presented in a context of social justice to engage even reluctant writers through a sensibility for equity and community action. The workbook is a timely and relevant instructional document perfect for students at minority serving institutions like the nation’s 100 historically Black colleges and universities. 

This book narrates a writing-centered approach to teaching twentieth-century American literature, focusing on hope in an age of despair. It details teaching strategies, student interactions, and literary research, exploring themes of liberty and hope through American and Balkans narratives. It concludes with student and professor responses.

This nine-chapter book narrates a writing-centered approach to the teaching of literature and literary research. As the title suggests, the book also embraces a thematic approach to reading and writing about twentieth-century American literature, focusing on the grounds for hope in an age of despair.

The first five chapters explore in detail the teaching of the twentieth-century American literature course at the University of Pristina in Kosovo, where the author served as Fulbright Professor of American Literature in the spring semester of 2012. Throughout, these chapters narrate

students’ in-class interactions to illustrate writing-to-learn strategies for teaching the literature.Chapter six then follows the same cohort of 22 students as they learned to ground their literary research in their own questions about American and Balkans narratives of oppression and liberty, of despair and hope.

The last three chapters document the responses of students and their professors to this American theme of liberty and hope as seen through the Balkans lenses of ethnic violence and emerging republican government. Specifically, chapter seven focuses on students’ participation in a blog featuring Balkans literature that explores the same issues of liberty and justice examined in the American literature they have read. Chapter eight then celebrates student writing, the fruit of the writing-to-learn strategies narrated in earlier chapters. Finally, chapter nine narrates professors’ and students’ responses, gathered through surveys and interviewing, to questions about their country’s violent past and the value of literary study in preparing citizens to shape a new republic.

This book narrates a writing-centered approach to teaching twentieth-century American literature, focusing on hope in an age of despair. It details teaching strategies, student interactions, and literary research, exploring themes of liberty and hope through American and Balkans narratives. It concludes with student and professor responses.

This nine-chapter book narrates a writing-centered approach to the teaching of literature and literary research. As the title suggests, the book also embraces a thematic approach to reading and writing about twentieth-century American literature, focusing on the grounds for hope in an age of despair.

The first five chapters explore in detail the teaching of the twentieth-century American literature course at the University of Pristina in Kosovo, where the author served as Fulbright Professor of American Literature in the spring semester of 2012. Throughout, these chapters narrate

students’ in-class interactions to illustrate writing-to-learn strategies for teaching the literature.Chapter six then follows the same cohort of 22 students as they learned to ground their literary research in their own questions about American and Balkans narratives of oppression and liberty, of despair and hope.

The last three chapters document the responses of students and their professors to this American theme of liberty and hope as seen through the Balkans lenses of ethnic violence and emerging republican government. Specifically, chapter seven focuses on students’ participation in a blog featuring Balkans literature that explores the same issues of liberty and justice examined in the American literature they have read. Chapter eight then celebrates student writing, the fruit of the writing-to-learn strategies narrated in earlier chapters. Finally, chapter nine narrates professors’ and students’ responses, gathered through surveys and interviewing, to questions about their country’s violent past and the value of literary study in preparing citizens to shape a new republic.

Yes We Can: Improving Urban Schools through Innovative Educational Reform is a empirically-based book on urban education reform to not only proclaim that hope is alive for urban schools, but to also produce a body of literature that examines current practices and then offer practical implications for all involved in this arduous task. This book is filled with real-world strategies to implement in your quest to inspire and bring about reform. Additionally, we hope that you garner hope from the school personnel, school campuses, and school resources used as examples within the body of this work.

We offer this book to all stakeholders who find themselves associated with urban schools: teachers, administrators, parents and even students. Consider this book an empirically based roadmap as you consider being a part of this transformation. We hope that it not only inspire you to adopt the“Yes We Can” spirit, but also empower you to be the beacon of light for urban students whose very future relies on people like you to keep the torch alive.

Yes We Can: Improving Urban Schools through Innovative Educational Reform is a empirically-based book on urban education reform to not only proclaim that hope is alive for urban schools, but to also produce a body of literature that examines current practices and then offer practical implications for all involved in this arduous task. This book is filled with real-world strategies to implement in your quest to inspire and bring about reform. Additionally, we hope that you garner hope from the school personnel, school campuses, and school resources used as examples within the body of this work.

We offer this book to all stakeholders who find themselves associated with urban schools: teachers, administrators, parents and even students. Consider this book an empirically based roadmap as you consider being a part of this transformation. We hope that it not only inspire you to adopt the“Yes We Can” spirit, but also empower you to be the beacon of light for urban students whose very future relies on people like you to keep the torch alive.

Digital media and mobile-based technologies have changed how young people interact in different spheres of their experiences. Considering the centrality of digital media in young adults’ lives, Young Adulthood Across Digital Platforms explores how they engage with mobile applications, incorporating them into their everyday lives and embodying them in their daily practices.

Rooted in an intersectional and feminist approach, authors incorporate a future focus on new horizons for researching youth uses of apps and their (re)negotiation of gender and sexual identities from a Media Studies perspective. Adopting a critical lens towards contemporary digital media, chapters consider how young adults navigate digital technologies and mobile applications' technicity and conceptual underpinnings, seamlessly integrating them into their daily routines and utilising them to create engagement between communities that promote health and deconstruct myths of disinformation disorder.

As sociocultural products actively reshape gender relations, sexual practices and other core aspects of young people’s lives, Young Adulthood Across Digital Platforms posits technology as a potent generator of meaning, subjectivity and agency intricately intertwined with power dynamics.

Young Children and the Arts: Nurturing Imagination and Creativity examines the place of the arts in the experiences of young and very young children at home and in out-of-home settings at school and in the community. There is great need for development of resources in the arts specifically designed to introduce babies and toddlers to participatory experiences in the visual arts, dance, music, and storytelling/theater. This book presents valuable guidelines for early childhood teachers, families, caregivers and community organizations.

Young Children and the Arts presents a comprehensive approach to the arts that is aligned with early childhood developmentally appropriate practice and that combines an exploratory, materials-based approach with an aesthetic-education approach for children from birth to eight years of age. It addresses both how the arts are foundational to learning, and how teachers and parents can nurture young children’s developing imagination and creativity. The models presented emphasize a participatory approach, introducing young children to the arts through activities that call for engagement, initiative and creative activity.

Additionally, Young Children and the Arts addresses the intersection of early childhood education and the arts—at points of convergence, and at moments of tension. The role of families and communities in developing and promoting arts suffused experiences for and with young children are addressed. Young Children and the Arts examines the role of innovative arts policy in supporting a broad-based early arts program across the diverse settings in which young children and their families live, work, and learn.

Young Children and the Arts: Nurturing Imagination and Creativity examines the place of the arts in the experiences of young and very young children at home and in out-of-home settings at school and in the community. There is great need for development of resources in the arts specifically designed to introduce babies and toddlers to participatory experiences in the visual arts, dance, music, and storytelling/theater. This book presents valuable guidelines for early childhood teachers, families, caregivers and community organizations.

Young Children and the Arts presents a comprehensive approach to the arts that is aligned with early childhood developmentally appropriate practice and that combines an exploratory, materials-based approach with an aesthetic-education approach for children from birth to eight years of age. It addresses both how the arts are foundational to learning, and how teachers and parents can nurture young children’s developing imagination and creativity. The models presented emphasize a participatory approach, introducing young children to the arts through activities that call for engagement, initiative and creative activity.

Additionally, Young Children and the Arts addresses the intersection of early childhood education and the arts—at points of convergence, and at moments of tension. The role of families and communities in developing and promoting arts suffused experiences for and with young children are addressed. Young Children and the Arts examines the role of innovative arts policy in supporting a broad-based early arts program across the diverse settings in which young children and their families live, work, and learn.

Young women are a group often neglected even in feminist scholarship. Interrogating conceptual ideas around power, punishment and abandonment with specific reference to the experience of young women, this book examines the particular challenges that young women face within the criminal justice system, and traces their journeys in, out and beyond confinement.

Contributing ethnographic insights from multiple sites of incarceration to explore how secure care, prison and closed psychiatric facilities impact on young women's lives, Schliehe's study goes further than individual carceral spaces by delving into the wider context of young women's journeys through different types of institutional spaces and beyond. The exploration of these journeys challenges and re-develops our understanding of extreme mobility, and showcases how this can lead to the abandonment of a group of young people who live on the margins of social and legal norms. Merging theoretical and empirical findings to highlight how age and gender matter in discourses on crime and justice, Schliehe demonstrates how we have to look beyond institutions to understand confinement in our age of prison crisis, austerity and marginalization.

Curating findings from across human geography and criminology, this book fills an important gap in the literature, offering up essential reading for practitioners and researchers interested in gender, age and confinement.

Acting as a bridge between the academic and policymaking communities, Young, Gifted and Missing sets the stage for addressing critical issues around why African American men are absent in the STEM disciplines. 

The authors track the experiences of African American male students in STEM at every level of the educational system in order to produce successful models of achievement. The number of African American males who enroll in STEM degree programs as opposed to the lower numbers that ultimately graduate portends poorly for U.S. communities and democracy. The road to economic success and global participation requires a rich, educated community that must include African American males. There is a state of urgency to address this critical challenge. Action must happen now. An educated public, not just for some, but one for all is a must. 

Graduate students in STEM, education, and business disciplines, as well as executive leadership in education, corporate and non-profit entities stand to benefit from reading this volume. Lastly, those looking to research the successes of African American males in STEM disciplines would find this book purposeful.

The African continent is colloquially referred to as the youngest in the world. Seizing on a topic underexplored in African research, Youth Development in South Africa: Harnessing the Demographic Dividend confronts the issues, challenges, and opportunities facing South Africa’s youth, resulting in a rich exploration of the South African corpus on youth development.

Bringing together a diverse range of topics and research methodologies, contributors focus on the demographic dividend, South Africa’s relatively large population of young people, and the implications of harnessing this for economic growth and development within this country. Analysing model institutional and policy initiatives for youth development, contributors present a unique translation of ideas into practice, as well as attention to solutions. Highlighting challenges such as health pandemics, social media, and climate change, chapters cover questions surrounding youth aspirations, employment, and inclusivity.

Showcasing the voices of researchers from across South Africa and the larger African continent, Youth Development in South Africa: Harnessing the Demographic Dividend is a compelling snapshot of thirty years of South Africa’s democratic dispensation and what it has meant for the youth of the country, as well as how its demographic dividend can be harnessed for a fairer society in the future.

The existential exclusion of youths from the mainframe of the current global order is an increasingly pressing issue. Research to date has proven youths struggle to survive and be relevant within current systemic and institutional arrangements, resulting in a major existential and generational problem. The second of two volumes filling a gap in the literature in understanding and responding to this grand challenge, this edited collection focuses particularly on the impact and complex consequences of migration, youth experiences and the functioning of digital spaces, and the shaping of youth identity through exposure to both.

Addressing youth issues from around the world, Youth Exclusion and Empowerment in the Contemporary Global Order engages with practical, pragmatic, intellectual and policy perspectives. Delving into the lived experiences of young people in many countries, the chapters bring together a rich collection of research from diverse methodologies. Revealing how young people appear trapped, strategically excluded, and helplessly frustrated by the supposedly supportive institutional frameworks of society, the authors tackle this question: how can young people become empowered and socially active in this context?

The original materials, literature and data collated across both volumes of Youth Exclusion and Empowerment in the Contemporary Global Order, addressing policy and practice issues for youth, present a cutting edge and innovative major contribution to the field of global youth studies.

The existential exclusion of youths from the mainframe of the current global order is an increasingly pressing issue. Research to date has proven youths struggle to survive and be relevant within current systemic and institutional arrangements, resulting in a major existential and generational problem. One of two volumes filling a gap in the literature in understanding and responding to this grand challenge, this edited collection focuses particularly on contexts of economic, educational and governance concerns that confront youths, the complex consequences of these issues, their experience of exclusion, and sustainable pathways forward.

Addressing youth issues from around the world, Youth Exclusion and Empowerment in the Contemporary Global Order engages with practical, pragmatic, intellectual and policy perspectives. Delving into the lived experiences of young people in many countries, the chapters bring together a rich collection of research from diverse methodologies. Revealing how young people appear trapped, strategically excluded, and helplessly frustrated by the supposedly supportive institutional frameworks of society, the authors tackle this question: how can young people become empowered and socially active in this context?

The original materials, literature and data collated across both volumes of Youth Exclusion and Empowerment in the Contemporary Global Order, addressing policy and practice issues for youth, present a cutting edge and innovative major contribution to the field of global youth studies.

The point of leaving care has been identified as a potentially critical turning point at which services might moderate later outcomes. While there is growing evidence identifying social support and identity development as crucial elements, there remains a gap in the understanding of the care-leaving process from the perspective of young people. Youth Transitions Out of State Care: Being Recognized as Worthy of Care, Respect, and Support presents a newly developed theoretical framework for understanding this process.

Supported by research from a qualitative longitudinal study of leaving state care at the age of 18, Dr. Natalie Glynn presents an intimate account of the personal circumstances and structural elements influencing the transitions of rural and urban young people in Ireland using three illustrative cases that break new ground by centering on the voices of young people and their distinct yet interconnected experiences. Pulling together agentic and structural elements in the transition to explain how young people’s choices and reactions are influenced by their personal journeys and socio-cultural contexts, Glynn creates a new theoretical framework that social workers and researchers can use to comprehend this transition period when working with care leavers.

Utilizing Ireland as a case study of the increasingly prevalent model of aftercare provision, Youth Transitions Out of State Care: Being Recognized as Worthy of Care, Respect, and Support details broad policy implications and presents an opportunity to understand how this approach to supporting care leavers works in practice.

Many assume a connection between historical black colleges and universities (HBCUs) and religion. Yet, the nature and meaning of this relationship has often been overlooked. 'Saving’ Education seeks to address this oversight by exploring the impact of theological concerns and the changes resulting from the Reconstruction and Jim/Jane Crow on the ethos of these institutions and their students’ worldview. Some of the key questions which guide this exploration include: How have significant figures shaped the educational communities and missions of HBCUs within their socio-cultural, intellectual, and theological contexts? What dynamics of critical thinking are essential in a predominantly Black educational setting, and how do these dynamics influence pedagogy? What role does the university or college chapel play in defining the nature and global presence of HBCUs? Such questions and the considerations inform this slim volume composed of five essays. They also underscore a broader inquiry: How does the complex relationship with religion define the history, mission, and impact of historically Black colleges and universities (HBCUs)? This book delves into both the personal and communal aspects of this theme, offering insights and challenges across various responsibilities assumed by HBCUs, particularly in relation to religious thought and practice. Together, these essays provide a layered, multidisciplinary examination of the influence of religion on the mission and activities of HBCUs over the centuries.

Many assume a connection between historical black colleges and universities (HBCUs) and religion. Yet, the nature and meaning of this relationship has often been overlooked. 'Saving’ Education seeks to address this oversight by exploring the impact of theological concerns and the changes resulting from the Reconstruction and Jim/Jane Crow on the ethos of these institutions and their students’ worldview. Some of the key questions which guide this exploration include: How have significant figures shaped the educational communities and missions of HBCUs within their socio-cultural, intellectual, and theological contexts? What dynamics of critical thinking are essential in a predominantly Black educational setting, and how do these dynamics influence pedagogy? What role does the university or college chapel play in defining the nature and global presence of HBCUs? Such questions and the considerations inform this slim volume composed of five essays. They also underscore a broader inquiry: How does the complex relationship with religion define the history, mission, and impact of historically Black colleges and universities (HBCUs)? This book delves into both the personal and communal aspects of this theme, offering insights and challenges across various responsibilities assumed by HBCUs, particularly in relation to religious thought and practice. Together, these essays provide a layered, multidisciplinary examination of the influence of religion on the mission and activities of HBCUs over the centuries.

Success is envisioned as beating the competition to generate a financially strong and profitable organization while building stakeholder satisfaction.

“C” Leadership style is a new management theory derived from the research and science leading to the unification of conflicting traditional leadership models. Presenting a unique approach to address the needs of all stakeholders as they contribute to the success of the organization, “C” Leadership unifies task-centered styles with people-centered styles for managing talent.

Authors Jim and Lori Spina bring a track record of success and achievement in the fields of Education, Consulting and Business. Their “C” Leadership: A New Way to Beat the Competition and Manage Organization Stakeholders introduces this revolutionary and unique leadership style management system, offering a strategy geared to beat the competition by addressing the needs of all stakeholders who contribute to the success of the organization.