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The Student Leadership Challenge: Five Practices for Becoming an Exemplary Leader (J-B Leadership Challenge: Kouzes/Posner)
by James M. Kouzes Barry Z. PosnerReal-world leadership training for real-world students The Student Leadership Challenge tailors one of the world’s most respected leadership models to students’ unique needs, and provides a proven pathway to success. Based on The Five Practices of Exemplary Leadership, this book merges solid research with personal stories from real-world student leaders to help students develop the critical skills they need to lead both now and after graduation. Useful from high school to graduate school and beyond, these lessons are reinforced by reflective and critical thinking activities to help students internalize important concepts while honestly assessing their own practices. Updated and expanded, this new third edition includes four extra chapters to allow deeper investigation, while broader, deeper, and more vivid examples from real-life students illustrate what student leadership looks like around the world. New discussion delves into the research behind the model, as well as the usefulness of leadership in the transition to post-graduate life. What does leadership mean to you? Although it may be difficult to put into words, we all know it when we see it. Effective leaders tend to exhibit a specific set of traits, possess certain skills, and practice particular habits. This book helps you hone your natural talents and shape your path to success as the leader you want to become. Learn The Five Practices of Leadership, and how they help you succeed beyond school Discover how students around the world are exhibiting the best in modern leadership Practice critical leadership techniques and engage in thought-provoking discussion Assess your own potential with the Student Leadership Practices Inventory Great leadership is more important than ever before, and students are in a prime position to develop these critical skills. The Student Leadership Challenge provides a comprehensive framework with real-world application to help students become their very best.
The Student Leadership Challenge: Five Practices for Becoming an Exemplary Leader (J-B Leadership Challenge: Kouzes/Posner)
by James M. Kouzes Barry Z. PosnerA brand new edition of the bestselling book that helps students and young people to develop critical leadership skills The Student Leadership Challenge is based on four decades of research on what people are doing when at their personal-best as leaders. With an approach tailored specifically to young and emerging leaders, this guide introduces The Five Practices of Exemplary Leadership operating system, incorporating stories of leadership development from real students, as well as reflective and critical thinking activities at the end of each chapter. Readers will have opportunities to engage in each of The Five Practices, building leadership skills that translate to real world applications. This fourth edition has been updated with new stories about topics critical to today's youth, including climate change, social justice, mental health, and virtual learning. Included with the book is access to the online Student Leadership Practices Inventory, so readers can achieve insight into their current leadership skills. Learn The Five Practices of Exemplary Leadership, and how they help you succeed while in school and in life Get inspired by stories of students around the world who exhibit exemplary leadership Practice critical leadership behaviors and engage in thought-provoking reflections Assess your own potential with the Student Leadership Practices Inventory As a result of reading and interacting with The Student Leadership Challenge, readers will emerge with a concrete leadership framework and new skills that they can take with them, wherever the future leads.
The Student Leadership Challenge: Five Practices for Becoming an Exemplary Leader (J-B Leadership Challenge: Kouzes/Posner)
by James M. Kouzes Barry Z. PosnerA brand new edition of the bestselling book that helps students and young people to develop critical leadership skills The Student Leadership Challenge is based on four decades of research on what people are doing when at their personal-best as leaders. With an approach tailored specifically to young and emerging leaders, this guide introduces The Five Practices of Exemplary Leadership operating system, incorporating stories of leadership development from real students, as well as reflective and critical thinking activities at the end of each chapter. Readers will have opportunities to engage in each of The Five Practices, building leadership skills that translate to real world applications. This fourth edition has been updated with new stories about topics critical to today's youth, including climate change, social justice, mental health, and virtual learning. Included with the book is access to the online Student Leadership Practices Inventory, so readers can achieve insight into their current leadership skills. Learn The Five Practices of Exemplary Leadership, and how they help you succeed while in school and in life Get inspired by stories of students around the world who exhibit exemplary leadership Practice critical leadership behaviors and engage in thought-provoking reflections Assess your own potential with the Student Leadership Practices Inventory As a result of reading and interacting with The Student Leadership Challenge, readers will emerge with a concrete leadership framework and new skills that they can take with them, wherever the future leads.
The Student Leadership Challenge: Student Workbook and Personal Leadership Journal (J-b Leadership Challenge: Kouzes/posner Ser.)
by James M. Kouzes Barry Z. Posner Beth High Gary M. MorganDesigned to be used with the The Student Leadership Challenge or the Student Leadership Practices Inventory, this workbook will help students go deeper into the actual practice of leadership, guiding them in better understanding and embodying The Five Practices of Exemplary Leadership in a meaningful and relevant way. It includes activities and worksheets; a unit on taking, digesting, and understanding the Student Leadership Practices Inventory; and a section that helps students commit to and work on their leadership development in an ongoing way.
The Student Leadership Challenge: Facilitation and Activity Guide (J-B Leadership Challenge: Kouzes/Posner)
by James M. Kouzes Barry Z. Posner Beth High Gary M. MorganThis book gives educators the flexible, modularized building blocks for teaching students how to apply Kouzes and Posner's Five Practices of Exemplary Leadership. The guide includes language, guidance, and activities for teaching each Practice and its associated leadership behaviors, as well as tips for coaching students through their leadership development. It also includes direction on using the Student Leadership Practices Inventory, advice for working with students using the Student Workbook and Personal Leadership Journal, and curriculum suggestions for different educational contexts.
The Student Leadership Challenge: Student Workbook and Personal Leadership Journal
by James M. Kouzes Barry Z. Posner Beth High Gary M. MorganDesigned to be used with the The Student Leadership Challenge or the Student Leadership Practices Inventory, this workbook will help students go deeper into the actual practice of leadership, guiding them in better understanding and embodying The Five Practices of Exemplary Leadership in a meaningful and relevant way. It includes activities and worksheets; a unit on taking, digesting, and understanding the Student Leadership Practices Inventory; and a section that helps students commit to and work on their leadership development in an ongoing way.
The Student Leadership Challenge: Facilitation and Activity Guide (J-B Leadership Challenge: Kouzes/Posner)
by James M. Kouzes Barry Z. Posner Beth High Gary M. MorganThis book gives educators the flexible, modularized building blocks for teaching students how to apply Kouzes and Posner's Five Practices of Exemplary Leadership. The guide includes language, guidance, and activities for teaching each Practice and its associated leadership behaviors, as well as tips for coaching students through their leadership development. It also includes direction on using the Student Leadership Practices Inventory, advice for working with students using the Student Workbook and Personal Leadership Journal, and curriculum suggestions for different educational contexts.
The Student Leadership Competencies Guidebook: Designing Intentional Leadership Learning and Development
by Corey SeemillerBridge the gap between leadership development and career preparation!This guidebook gives leadership educators the tools they need to help students develop the competencies necessary for their chosen careers and required by their academic programs. It also offers a way to understand and demonstrate the effectiveness of leadership programs. Organized into chapters each focused on one of 60 leadership competencies common across 522 academic degree programs accredited by 97 agencies, each chapter covers: a definition and description of the competency through the lens of each of four dimensions: knowledge, value, ability, and behavior; a scenario related to college student leadership that showcases the competency in action; related competencies to help readers understand how developing one competency may also intentionally or unintentionally develop another; a correlation of the competency to the Relational Leadership Model, the Social Change Model, the Five Practices of Exemplary Leadership, and/or Emotionally Intelligent Leadership; and tangible curricular ideas to use with students to help them develop each dimension of the competency.
The Student Leadership Competencies Guidebook: Designing Intentional Leadership Learning and Development
by Corey SeemillerBridge the gap between leadership development and career preparation!This guidebook gives leadership educators the tools they need to help students develop the competencies necessary for their chosen careers and required by their academic programs. It also offers a way to understand and demonstrate the effectiveness of leadership programs. Organized into chapters each focused on one of 60 leadership competencies common across 522 academic degree programs accredited by 97 agencies, each chapter covers: a definition and description of the competency through the lens of each of four dimensions: knowledge, value, ability, and behavior; a scenario related to college student leadership that showcases the competency in action; related competencies to help readers understand how developing one competency may also intentionally or unintentionally develop another; a correlation of the competency to the Relational Leadership Model, the Social Change Model, the Five Practices of Exemplary Leadership, and/or Emotionally Intelligent Leadership; and tangible curricular ideas to use with students to help them develop each dimension of the competency.
Student Leadership Development Through Recreation and Athletics: New Directions for Student Leadership, Number 147 (J-B SL Single Issue Student Leadership)
by Donald A. Stenta Cara W. McFaddenDeveloping college students’ leadership capacity has become an essential outcome in higher education over the past decade. Collegiate recreation and intercollegiate athletics are two unique environments that often integrate leadership development initiatives. This volume explores the developing leadership capacity of students in recreation and athletic settings and includes: a variety of conceptual frameworks, including the Social Change Model of Leadership Development, practical approaches for creating leadership education initiatives, discussions of the difficulties students face transitioning from high school to college, and literature and resources for assessing leadership development occurring in recreation and athletics. This volume provides a great resource for practitioners and educators to positively influence the leadership development of students throughout their time at the university. The Jossey-Bass quarterly report series New Directions for Student Leadership explores leadership concepts and pedagogical topics of interest to high school and college leadership educators. Issues are grounded in scholarship and feature practical applications and best practices in youth and adult leadership education.
Student Leadership Development Through Recreation and Athletics: New Directions for Student Leadership, Number 147 (J-B SL Single Issue Student Leadership)
by Donald A. Stenta Cara W. McFaddenDeveloping college students’ leadership capacity has become an essential outcome in higher education over the past decade. Collegiate recreation and intercollegiate athletics are two unique environments that often integrate leadership development initiatives. This volume explores the developing leadership capacity of students in recreation and athletic settings and includes: a variety of conceptual frameworks, including the Social Change Model of Leadership Development, practical approaches for creating leadership education initiatives, discussions of the difficulties students face transitioning from high school to college, and literature and resources for assessing leadership development occurring in recreation and athletics. This volume provides a great resource for practitioners and educators to positively influence the leadership development of students throughout their time at the university. The Jossey-Bass quarterly report series New Directions for Student Leadership explores leadership concepts and pedagogical topics of interest to high school and college leadership educators. Issues are grounded in scholarship and feature practical applications and best practices in youth and adult leadership education.
Student Learning Abroad: What Our Students Are Learning, What They’re Not, and What We Can Do About It
by Michael Vande Berg R. Michael Paige Kris Hemming LouA central purpose of this book is to question the claims commonly made about the educational benefits of study abroad. Traditional metrics of enrollment increases and student self-report, and practices of structural immersion, are being questioned as educators voice growing uncertainty about what students are or are not in fact learning abroad. This book looks into whether these criticisms are justified—and what can be done if they are.The contributors to this book offer a counter-narrative to common views that learning takes place simply through students studying elsewhere, or through their enrolling in programs that take steps structurally to “immerse” them in the experience abroad.Student Learning Abroad reviews the dominant paradigms of study abroad; marshals rigorous research findings, with emphasis on recent studies that offer convincing evidence about what undergraduates are or are not learning; brings to bear the latest knowledge about human learning and development that raises questions about the very foundations of current theory and practice; and presents six examples of study abroad courses or programs whose interventions apply this knowledge. This book provokes readers to reconsider long-held assumptions, beliefs and practices about teaching and learning in study abroad and to reexamine the design and delivery of their programs. In doing so, it provides a new foundation for responding to the question that may faculty and staff are now asking: What do I need to know, and what do I need to be able to do, to help my students learn and develop more effectively abroad? Contributors:Laura BathurstMilton BennettGabriele Weber BosleyJohn EngleLilli Engle Tara HarveyMitchell HammerDavid KolbBruce La Brack Kris Hemming LouKate McClearyCatherine MenyhartR. Michael PaigeAngela PassarelliAdriana Medina-López PortilloMeghan QuinnJennifer Meta RobinsonRiikka SalonenVictor SavickiDouglas StuartMichael Vande BergJames ZullWhile the authors who have contributed to Student Learning Abroad are all known for their work in advancing the field of education abroad, a number have recently been honored by leading international education associations. Bruce La Brack received NAFSA’s 2012 Teaching, Learning and Scholarship Award for Innovative Research and Scholarship. Michael Paige (2007) and Michael Vande Berg (2012) are recipients of the Forum on Education Abroad’s Peter A. Wollitzer Award.
Student Learning Abroad: What Our Students Are Learning, What They’re Not, and What We Can Do About It
A central purpose of this book is to question the claims commonly made about the educational benefits of study abroad. Traditional metrics of enrollment increases and student self-report, and practices of structural immersion, are being questioned as educators voice growing uncertainty about what students are or are not in fact learning abroad. This book looks into whether these criticisms are justified—and what can be done if they are.The contributors to this book offer a counter-narrative to common views that learning takes place simply through students studying elsewhere, or through their enrolling in programs that take steps structurally to “immerse” them in the experience abroad.Student Learning Abroad reviews the dominant paradigms of study abroad; marshals rigorous research findings, with emphasis on recent studies that offer convincing evidence about what undergraduates are or are not learning; brings to bear the latest knowledge about human learning and development that raises questions about the very foundations of current theory and practice; and presents six examples of study abroad courses or programs whose interventions apply this knowledge. This book provokes readers to reconsider long-held assumptions, beliefs and practices about teaching and learning in study abroad and to reexamine the design and delivery of their programs. In doing so, it provides a new foundation for responding to the question that may faculty and staff are now asking: What do I need to know, and what do I need to be able to do, to help my students learn and develop more effectively abroad? Contributors:Laura BathurstMilton BennettGabriele Weber BosleyJohn EngleLilli Engle Tara HarveyMitchell HammerDavid KolbBruce La Brack Kris Hemming LouKate McClearyCatherine MenyhartR. Michael PaigeAngela PassarelliAdriana Medina-López PortilloMeghan QuinnJennifer Meta RobinsonRiikka SalonenVictor SavickiDouglas StuartMichael Vande BergJames ZullWhile the authors who have contributed to Student Learning Abroad are all known for their work in advancing the field of education abroad, a number have recently been honored by leading international education associations. Bruce La Brack received NAFSA’s 2012 Teaching, Learning and Scholarship Award for Innovative Research and Scholarship. Michael Paige (2007) and Michael Vande Berg (2012) are recipients of the Forum on Education Abroad’s Peter A. Wollitzer Award.
Student Learning and Academic Understanding: A Research Perspective with Implications for Teaching
by Noel EntwistleThe research described in Student Learning and Academic Understanding had its origins in the pioneering work of Ausubel, Bruner, and McKeachie and followed two complementary lines of development. The first line extended the ideas of Marton on approaches to learning through an inventory designed to assess these approaches among large samples of students and using in-depth interviews with students about their experiences of academic understanding. The second line drew on a range of studies to explore the influences of university teaching and the whole teaching–learning environment on the quality of student learning. Taking the research as a whole shows the value of complementary research approaches to describing student learning, while the findings brought together in the final chapter suggest ways of supporting deep approaches and the development of personal academic understanding among students. Student Learning and Academic Understanding covers a wide range of concepts that have emerged from interviews in which students use their own experiences to describe how they study and what they find most useful in developing an academic understanding of their own. These concepts differ from the traditional psychological concepts by being focused on the specific contexts of university and college, although they are also relevant to the later stages of school education.Explains the origins, meanings, and relevance of "deep" and "surface" approaches to learningIntroduces an array of concepts derived from the specific contexts of university educationIllustrates how in-depth interviewing can be used to explore students’ ways of thinkingProvides a series of heuristic models to guide thinking about the influences on student learningIncludes an inventory on approaches to studying and experiences of teaching for use by teachers
Student Learning and Development in Chinese Higher Education: College students' experience in China (Education and Society in China)
by Yuhao CenThis book provides an essential source for higher education teachers and student affair professionals in China and around the globe, who seek to deepen their understanding of Chinese undergraduate students they work with so as to promote their learning and development. Drawn from interview data with 64 college students in five colleges along with survey data with more than 23,000 students from 21 institutions in mainland China, this book examines student learning and college experiences from the students’ own perspectives. Researchers with a focus on Chinese higher education have reported on large-scale student surveys that have sprouted in recent years. While these surveys facilitate national and international comparison, uphold academic rigor and shift institutional attention towards student learning, this book will investigate the same important topic but with a different approach that seeks to understand college student life as told by themselves. Beyond Subject Matters: What I Have Learned in College? Student Learning and Development in Curricular Programs Student Learning and Development in Co-curricular and Extra-curricular Activities Student Learning and Development at Work, at Play and in Relationships c
Student Learning and Development in Chinese Higher Education: College students' experience in China (Education and Society in China)
by Yuhao CenThis book provides an essential source for higher education teachers and student affair professionals in China and around the globe, who seek to deepen their understanding of Chinese undergraduate students they work with so as to promote their learning and development. Drawn from interview data with 64 college students in five colleges along with survey data with more than 23,000 students from 21 institutions in mainland China, this book examines student learning and college experiences from the students’ own perspectives. Researchers with a focus on Chinese higher education have reported on large-scale student surveys that have sprouted in recent years. While these surveys facilitate national and international comparison, uphold academic rigor and shift institutional attention towards student learning, this book will investigate the same important topic but with a different approach that seeks to understand college student life as told by themselves. Beyond Subject Matters: What I Have Learned in College? Student Learning and Development in Curricular Programs Student Learning and Development in Co-curricular and Extra-curricular Activities Student Learning and Development at Work, at Play and in Relationships c
Student Learning in College Residence Halls: What Works, What Doesn't, and Why
by Gregory S. BlimlingAdd value to the student experience with purposeful residential programs Grounded in current research and practical experience, Student Learning in College Residence Halls: What Works, What Doesn't, and Why shows how to structure the peer environment in residence halls to advance student learning. Focusing on the application of student learning principles, the book examines how neurobiological and psychosocial development influences how students learn in residence halls. The book is filled with examples, useful strategies, practical advice, and best practices for building community and shaping residential environments that produce measureable learning outcomes. Readers will find models for a curriculum-based approach to programming and for developing student staff competencies, as well as an analysis of what types of residential experiences influence student learning. An examination of how to assess student learning in residence halls and of the challenges residence halls face provide readers with insight into how to strategically plan for the future of residence halls as learning centers. The lack of recent literature on student learning in college residence halls belies the changes that have taken place. More traditional-age students are enrolled in college than ever before, and universities are building more residence halls to meet the increased demand for student housing. This book addresses these developments, reviews contemporary research, and provides up-to-date advice for creating residence hall environments that achieve educationally purposeful outcomes. Discover which educational benefits are associated with living in residence halls Learn how residential environments influence student behavior Create residence hall environments that produce measureable learning outcomes Monitor effectiveness with a process of systematic assessment Residence halls are an integral part of the college experience; with the right programs in place they can become dynamic centers of student learning. Student Learning in College Residence Halls is a comprehensive resource for residence hall professionals and others interested in improving students' learning experience.
Student Learning in College Residence Halls: What Works, What Doesn't, and Why
by Gregory S. BlimlingAdd value to the student experience with purposeful residential programs Grounded in current research and practical experience, Student Learning in College Residence Halls: What Works, What Doesn't, and Why shows how to structure the peer environment in residence halls to advance student learning. Focusing on the application of student learning principles, the book examines how neurobiological and psychosocial development influences how students learn in residence halls. The book is filled with examples, useful strategies, practical advice, and best practices for building community and shaping residential environments that produce measureable learning outcomes. Readers will find models for a curriculum-based approach to programming and for developing student staff competencies, as well as an analysis of what types of residential experiences influence student learning. An examination of how to assess student learning in residence halls and of the challenges residence halls face provide readers with insight into how to strategically plan for the future of residence halls as learning centers. The lack of recent literature on student learning in college residence halls belies the changes that have taken place. More traditional-age students are enrolled in college than ever before, and universities are building more residence halls to meet the increased demand for student housing. This book addresses these developments, reviews contemporary research, and provides up-to-date advice for creating residence hall environments that achieve educationally purposeful outcomes. Discover which educational benefits are associated with living in residence halls Learn how residential environments influence student behavior Create residence hall environments that produce measureable learning outcomes Monitor effectiveness with a process of systematic assessment Residence halls are an integral part of the college experience; with the right programs in place they can become dynamic centers of student learning. Student Learning in College Residence Halls is a comprehensive resource for residence hall professionals and others interested in improving students' learning experience.
Student Learning in German Higher Education: Innovative Measurement Approaches and Research Results
This book offers a comprehensive overview of current, innovative approaches to assessing domain-specific and generic student learning and learning outcomes in higher education. The presented work from all projects of the KoKoHs program, the most significant research initiative in German higher education since 2011, describes established tools and empirical results.
Student Learning in Higher Education (Routledge Library Editions: Higher Education #34)
by John D. WilsonOriginally published in 1981 Student Learning in Higher Education fills an important gap by bringing together in a concise and readable form, research from Britain, the USA and elsewhere, and by discussing the curricular implications for staff who wish to assist their students to see meaning in their studies. It focuses on issues of general relevance, explores major research questions and outlines different methodologies and approaches. It discusses what is meant by ‘meaningful’ learning and describes typical learning tasks encountered by arts and science students. It looks at how students decide what to study on a course and how assessment demands shape both their perceptions of what should be learned, and their study behaviour. As well as considering the ways in which students change and develop over their years in college, the book also discusses the relative importance of teaching and informal influences, such as the student peer group. This book attempts to provide a ‘state of the art’ review of the literature in a field of central concern for all who prepare students for, or work within, higher education.
Student Learning in Higher Education (Routledge Library Editions: Higher Education #34)
by John D. WilsonOriginally published in 1981 Student Learning in Higher Education fills an important gap by bringing together in a concise and readable form, research from Britain, the USA and elsewhere, and by discussing the curricular implications for staff who wish to assist their students to see meaning in their studies. It focuses on issues of general relevance, explores major research questions and outlines different methodologies and approaches. It discusses what is meant by ‘meaningful’ learning and describes typical learning tasks encountered by arts and science students. It looks at how students decide what to study on a course and how assessment demands shape both their perceptions of what should be learned, and their study behaviour. As well as considering the ways in which students change and develop over their years in college, the book also discusses the relative importance of teaching and informal influences, such as the student peer group. This book attempts to provide a ‘state of the art’ review of the literature in a field of central concern for all who prepare students for, or work within, higher education.
Student-Led Peer Review: A Practical Guide to Implementation Across Disciplines and Modalities
by Kimberly A. Lowe Liv Cummins Summer Ray Clark Bill PorterStudent-led peer review can be a powerful learning experience for both giver and receiver, developing evaluative judgment, critical thinking, and collaborative skills that are highly transferable across disciplines and professions. Its success depends on purposeful planning and scaffolding to promote student ownership of the process. With intentional and consistent implementation, peer review can engage students in course content and promote deep learning, while also increasing the efficiency and effectiveness of faculty assessment.Based on the authors’ extensive experience and research, this book provides a practical introduction to the key principles, steps, and strategies to implement student peer review – sometimes referred to as “peer critique” or “workshopping”. It addresses common challenges that faculty and students encounter. The authors offer an easy-to-follow and rigorously tested three-part protocol to use before, during, and after a peer review session, and advice on adapting each step to individual courses.The process is applicable across all disciplines, content types, and modalities, face-to-face and online, synchronous and asynchronous. Instructors can guide students in peer review in one course, across two or more courses that are team-taught, or across programs or curriculums. When instructors, students, and university stakeholders create a culture of peer review, it enhances learning benefits for students and allows faculty to share pedagogical resources.Student peer review is a high-impact pedagogy that’s easily implemented, inculcates lifelong learning skills in students, and relieves the assessment burden on faculty as students collaborate to improve their own work.
Student-Led Peer Review: A Practical Guide to Implementation Across Disciplines and Modalities
by Kimberly A. Lowe Liv Cummins Summer Ray Clark Bill PorterStudent-led peer review can be a powerful learning experience for both giver and receiver, developing evaluative judgment, critical thinking, and collaborative skills that are highly transferable across disciplines and professions. Its success depends on purposeful planning and scaffolding to promote student ownership of the process. With intentional and consistent implementation, peer review can engage students in course content and promote deep learning, while also increasing the efficiency and effectiveness of faculty assessment.Based on the authors’ extensive experience and research, this book provides a practical introduction to the key principles, steps, and strategies to implement student peer review – sometimes referred to as “peer critique” or “workshopping”. It addresses common challenges that faculty and students encounter. The authors offer an easy-to-follow and rigorously tested three-part protocol to use before, during, and after a peer review session, and advice on adapting each step to individual courses.The process is applicable across all disciplines, content types, and modalities, face-to-face and online, synchronous and asynchronous. Instructors can guide students in peer review in one course, across two or more courses that are team-taught, or across programs or curriculums. When instructors, students, and university stakeholders create a culture of peer review, it enhances learning benefits for students and allows faculty to share pedagogical resources.Student peer review is a high-impact pedagogy that’s easily implemented, inculcates lifelong learning skills in students, and relieves the assessment burden on faculty as students collaborate to improve their own work.
Student Life in a Class Society
by Joan AbbottStudent Life in a Class Society covers specific topics within the general field of social anthropology. This book discusses the social class composition and influence in the student body of the University of Edinburgh, as well as the motives of students entering the university. This book is composed of four parts, encompassing 16 chapters. The first parts deal first with the curvilinear model of organizational change in societies; research methods; social class as a factor in participation in and leadership of student organizations; spatial factors in social relations; relevance of social class in defined social situation; and cultural factors in social relations. These parts also looks into the general reactions of students and their families. The remaining parts consider the concepts of student’s social mobility and social motility, the students’ attitude to university expansion, and the students in control and rebellion. These parts are also concerned with the structural distances and institutional socialization, as well as the research problems in education. The book can provide useful information to psychologists, teachers, students, and researchers.
Student lives in crisis: Deepening inequality in times of austerity
by Lorenza AntonucciIn the greatest social change of the last twenty years about half of Europe’s young people now attend university. Their lived experiences are however largely undocumented. Antonucci travelled across six cities and three European countries – England, Italy and Sweden – to provide the first ever comparison of the lives of university students across countries and socio-economic backgrounds. Contrasting students’ resources and backgrounds, this original work exposes the profound social effects of austerity and the financial crisis on young people. Questionnaires and first person interviews reveal that, in contrast with what assumed by HE policies, participating in university exacerbates inequalities among young people. This work is a wake-up call for re-thinking the role of higher education in relation to social justice in European societies.