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Offers a more advanced overview of how staff and educational development can be promoted and managed at senior and institutional levels.

With a key focus on teaching, this book looks at the full experience of teaching international students, who often find it difficult to perform to their full abilities in a foreign environment. Full of practical suggestions and case study material.

Written to meet the demand for additional support of staff development programmes, this practical handbook introduces the key issues surrounding this area, covers various topics in detail, and provides inspiration for those in the field.

This text explores a range of strategies, both institutional and individual, which have been developed by academic and support staff, to foster the kind of atmosphere, facilities and attitudes in relation to learning which support systems.

Leading researchers in the field analyze in depth the many changes that have taken place in learning and teaching in higher education over the last thirty years, with a detailed look at likely and desirable scenarios in the future.

Exploring the issue of how educational staff can balance successfully their research and teaching activities, this volume argues that the entire system governing the relationship amongst research, teaching and learning should be dismantled and rebuilt, focusing on symbiosis rather than conflict.

A sector-leading handbook, this text unpacks how students and staff can work together to genuinely transform the higher education learning experience.

Changes to ICT and teaching must be accompanied by commitment to quality and integrity of education. This wideranging account dealing with concerns including: devising an institution wide-strategy, developing course materials, using ICT assisted assessment, and adopting professional support processes should be on the shelves of all managers and developers.

Explores how and why it is so difficult in practice to bring about positive change in higher education. This book provides administrators and educational developers with advice on organising, instigating, steering, and coping with change that promotes teaching and learning in higher education contexts.

Analyzing the various changes in learning and teaching in higher education, this book offers different perspectives and insights into teaching and learning. Focusing on five key areas, it inspects the development of students' learning in higher education; examines the development of learning technologies in higher education; and more.

This work focuses on the competences associated with self-motivated life-long learners who are accustomed to working with autonomy, and provides models for exploring ways to develop competences in a changing world.

Focusing on teachers, this book looks at the experience of teaching international students who often find it difficult to perform to their full abilities in a foreign environment. This title includes practical suggestions and case study material.

Part of the well-known Staff and Educational Development Series, this practice oriented book brings together leading research and evaluation approaches and supporting case studies from leading educational researchers and innovative teachers.With much emphasis on change, innovation and developing best practice in higher education, it is essential that those involved in actually developing, researching or implementing approaches to teaching, learning or management, are informed by the experiences of others. The emphasis of this book is on changing practice in HE; how developments come about; what research underpins desirable development; and the impact of development of student learning, staff expertise and institutional practice and policy. Specifically, the book is developed in two themed parts: Part A, Supporting change within subjects and departments. Part B, Supporting change within institutions and the wider environment.

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

In this book, an international collection of leading contributors consider the above factors and provide accounts of how educational development can prove central to university policy and strategic planning, covering areas such as teaching