Learning and Teaching in Higher Education : The Reflective Professional

`This is one of very few texts to give recognition to the difficulties in large institutions and to give practical advice about the degree to which collegiality can be built into strategic planning. The authors provide an overview of all aspects of leadership within education, giving ample references within each section for more detailed study′- Mentoring & Tutoring

`The book would constitute a good starting-point for anyone wishing to understand contemporary developments in educational management′ - Educational Research

Leadership and strategic management are both issues of central importance in raising achievement in schools and colleges and thus are at the heart of the educational debate today.

This book is concerned with such major issues as: the nature of strategic management in education; the importance of vision, and mission; styles of leadership; models of educational management; and the purposes of strategic management, which here are equated with the effectiveness and improvement of the institution.

It will be invaluable for students of educational management, such as those following masters degrees. It is also directly relevant to teachers and lecturers and schools of all phases and in further education colleges, particularly those who have, or aspire to, management responsibilities.

The textbook is designed to be used either to accompany a taught course, or for self-study via distance-learning, thus practical and reflective activities are included.

Dr Greg Light is Associate Director of the Searle Center for Teaching Excellence at Northwestern University in Chicago. He is also an associate of the Institute of Education, University of London where he is a member of the Centre for Higher Education Studies (CHES). He was a lecturer in higher education studies at the Institute and has worked for 15 years on faculty development programmes in higher education, consulting widely with universities throughout the UK. In 1998 he established the Professional Accreditation of Teaching in Higher Education programme at the Institute of Education of which he was the director. His primary research and scholarship interests include the theory and practice of learning and teaching in higher and professional education; their implications for professional and organizational development; the relationship between research and teaching, academic literacy, writing and communication; social discourse and identity. Recent publications have focussed on student learning and the professionalization of teaching in higher education.

With a background in psychology and philosophy Dr Roy Cox has a wide experience of research and practice in learning and teaching in higher education. He helped to establish one of the first centres for learning and teaching in higher education in the world at London University, where he is currently a visiting academic. His many publications draw on his educational research in many disciplines, teaching at all higher education levels and experience in over thirty countries.