Esports in Higher Education 1st

Measuring competencies acquired over the course of higher education is an area of research that largely has been neglected. This deficit can be attributed to the complexity of academic competencies since the variety of institutions, programs, occupational fields and job requirements render it difficult to define and even harder to measure outcomes. Thus, assessing the preconditions for and effects of competency development is a challenge methodologically.

This book offers a comprehensive review of crowdfunding at Higher Education Institutions, both in theory and practice. In addition, it sheds new light on the emerging concept of crowdfunding at Higher Education Institutions and presents an overview of current academic discussions and best practices regarding crowdfunding in education.

“Renowned as a leading practitioner and voice of wisdom and reason, Annie Grant now shares her insight with those who are still on their professional journey within the higher education student experiential services through her writing. I commend this book to everyone who works in, or wants to really understand, the world of higher education in the UK today.”

This book studies the role of rhetoric in the expansive movement for global higher education in U.S. colleges and universities. Drawing on an analysis of how discourses of security, economy, and ethics shape the rhetoric of global higher education, as well as that of its populist and nationalist critics, the author argues for an understanding of global higher education as a site of rhetorical conflict over visions of students as citizens.

“This book will change and deepen your understanding of the interactions between the student experience, teaching and learning - a well-designed collection with excellent scholarly coverage of key theoretical and practical issues”.
–Emeritus Professor Rob Cuthbert, University of the West of England, UK

This book argues for renewed understandings of academic activism, understandings that conceive of the ideas, arguments and scholarship of the academe as embedded within the practices of what the academy does.
It examines why and how a renewed notion of academic activism informs a philosophy of higher education specifically in relation to teaching and learning.

This book examines the role played by technologies in removing the disadvantage experienced by students with disabilities in higher education. Addressing five key themes, the editor and contributors explore the practices required of stakeholders within higher education institutions to mediate successful and supportive relationships between disabled learners and their technologies. Ultimately, the book argues that practice in the fields of disability, ICT and higher education is still not providing consistent and widespread positive learning experiences to students with disabilities. In order to address this situation, the field needs to creatively integrate knowledge gained through both research and practice, and to re-imagine what is needed for ICT to meaningfully contribute to a reduction in disadvantage for disabled students. This book will be of interest and value to scholars of disability studies, education and accessibility, and educational technologies.

This book argues for renewed understandings of academic activism, understandings that conceive of the ideas, arguments and scholarship of the academe as embedded within the practices of what the academy does.