Higher Education

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. Huis