Carolyn Jackson – författare

'It also incorporates a wealth of information that most supervisors and examiners only acquire through years of experience... this book deserves to be widely read and, if it is, it should contribute to an improvement in the quality of both research degree examining and the student's performance at the viva.'Professor Diana Woodward, University Director of Research, Napier University, Edinburgh and retiring UKCGE Executive Committee Member

'importantly the book deals with perspectives of all three concerned parties, i.e., the candidate, examiner and supervisor. It is . . . a very useful guide to appreciate and prepare for the different stages of the doctoral examination process.'Higher Education Quarterly

What is the viva and how can students prepare for it? What should supervisors consider when selecting PhD examiners?How should examiners assess a doctoral thesis and conduct the viva?

The doctoral examination process has been shrouded in mystery and has been a source of anxiety and concern for students, supervisors and examiners alike. But now help is at hand. This book sheds new light on the process, providing constructive ways of understanding the doctoral examination, preparing for it and undertaking it.

This book stands alone in the field due to the extensive research undertaken by the authors. Over a four year period, surveys and interviews were undertaken with candidates and academics from a wide range of disciplines throughout Britain. Outcomes and ideas from the research have been united to provide the most comprehensive information available.

Real life accounts and case studies are combined with useful advice, tasks and checklists to create an illuminating handbook. This user-friendly book is a vital resource for anyone involved in the doctoral process. No doctoral candidate, examiner or supervisor should be without it.

FIRST PRIZE WINNER of the SOCIETY FOR EDUCATIONAL STUDIES book award 2006

"As a practising youth worker and researcher, I found this book a fascinating and engaging read…It provides a useful analysis and exploration of the classed and gendered ‘anti-school’ ethic in place presently within many schools, and it will provide a meaningful analysis for academics, policymakers and practitioners and anyone with an interest in gender, education and young people." Fin Cullen, Goldsmiths College, Review in Gender and Education

"I would [therefore] urge everyone concerned with what is happening in schools to read this book, with its fascinating data and nuanced arguments."Heather Mendick, London Metropolitan University - Review in British Journal of Educational Studies

This innovative book looks at how and why girls and boys adopt ‘laddish’ behaviours in schools. It examines the ways in which students negotiate pressures to be popular and ‘cool’ in school alongside pressures to perform academically. It also deals with the fears of academic and social failure that influence pupils’ school lives and experiences.

Drawing extensively on the voices of students in secondary schools, it explores key questions about laddish behaviours, such as:

Are girls becoming more laddish – and if so, which girls? Do boys and girls have distinctive versions of laddishness?What motivates laddish behaviours?What are the consequences of laddish behaviours for pupils?What are the implications for teachers and schools?The author weaves together key contemporary theories and research on masculinities and femininities with social psychological theories and research on academic motives and goals, in order to understand the complexities of girls’ and boys’ behaviours.

This topical book is key reading for students, academics and researchers in education, sociology and psychology, as well as school teachers and education policy makers.

''It also incorporates a wealth of information that most supervisors and examiners only acquire through years of experience... this book deserves to be widely read and, if it is, it should contribute to an improvement in the quality of both research degree examining and the student''s performance at the viva.''Professor Diana Woodward, University Director of Research, Napier University, Edinburgh and retiring UKCGE Executive Committee Member

''importantly the book deals with perspectives of all three concerned parties, i.e., the candidate, examiner and supervisor. It is . . . a very useful guide to appreciate and prepare for the different stages of the doctoral examination process.''Higher Education Quarterly

What is the viva and how can students prepare for it? What should supervisors consider when selecting PhD examiners?How should examiners assess a doctoral thesis and conduct the viva?

The doctoral examination process has been shrouded in mystery and has been a source of anxiety and concern for students, supervisors and examiners alike. But now help is at hand. This book sheds new light on the process, providing constructive ways of understanding the doctoral examination, preparing for it and undertaking it.

This book stands alone in the field due to the extensive research undertaken by the authors. Over a four year period, surveys and interviews were undertaken with candidates and academics from a wide range of disciplines throughout Britain. Outcomes and ideas from the research have been united to provide the most comprehensive information available.

Real life accounts and case studies are combined with useful advice, tasks and checklists to create an illuminating handbook. This user-friendly book is a vital resource for anyone involved in the doctoral process. No doctoral candidate, examiner or supervisor should be without it.

"A really positive and timely text, which contributes to the evidence base and prepares and supports the health and social care student for the challenges of the modern workplace. I highly recommend it."British Journal of Healthcare Assistants, May 2011

"This book is clear, concise and makes for easy reading throughout ... It provides some great tips on learning within a work environment in addition to an excellent chapter on learning styles that any student could benefit from. The book is bursting with helpful knowledge on formulating action plans, working with mentors, personal development plans and the importance of career planning … Its concepts are useable and applicable to all student nurses." Laura Carter, Student Nurse, Kingston University, UK

"A good, comprehensive addition to any student nurses collection! The book is laid out in a clear, logical manner which is easy to read whilst covering the most important points ... [It will be] particularly beneficial to those considering applying for jobs as it explains the Knowledge and Skills framework and how this can be used in practice as well as giving tips on filling in application forms, completing CV’s and how to be successful in an interview … A valuable resource for any student currently studying a course related to health and social care."Ashley Malone, Student, Queen's University Belfast

This practical book is an essential student guide to getting the most out of your work based learning (WBL) experiences in health and social care settings. The book is designed to help you understand the different aspects of WBL and how it links to your foundation degree, lifelong learning and your own individual personal development. The book:

Provides practical strategies and exercises to strengthen your capacity to learn at work and reflect on your own personal and professional development goalsShows you how to develop relationships with your employers and key members of your multi-disciplinary teamExplores how you can demonstrate evidence of learning in the workplace in your PDP and portfolio Includes real life quotes and tips from healthcare students undertaking WBL as part of a foundation degree, so you can learn from their experiences

Workplace Learning in Health and Social Care is ideal for foundation degree students as well as health care workers, health care assistants and assistant practitioners.

Contributors: Jane Abbott, Tom Aird, Jayne Crow, Peter Ellis, Mary Northrop, Helen O'Keefe, Barbara Workman

"A really positive and timely text, which contributes to the evidence base and prepares and supports the health and social care student for the challenges of the modern workplace. I highly recommend it."British Journal of Healthcare Assistants, May 2011

"This book is clear, concise and makes for easy reading throughout ... It provides some great tips on learning within a work environment in addition to an excellent chapter on learning styles that any student could benefit from. The book is bursting with helpful knowledge on formulating action plans, working with mentors, personal development plans and the importance of career planning … Its concepts are useable and applicable to all student nurses." Laura Carter, Student Nurse, Kingston University, UK

"A good, comprehensive addition to any student nurses collection! The book is laid out in a clear, logical manner which is easy to read whilst covering the most important points ... [It will be] particularly beneficial to those considering applying for jobs as it explains the Knowledge and Skills framework and how this can be used in practice as well as giving tips on filling in application forms, completing CV’s and how to be successful in an interview … A valuable resource for any student currently studying a course related to health and social care."Ashley Malone, Student, Queen''s University Belfast

This practical book is an essential student guide to getting the most out of your work based learning (WBL) experiences in health and social care settings. The book is designed to help you understand the different aspects of WBL and how it links to your foundation degree, lifelong learning and your own individual personal development. The book:

Provides practical strategies and exercises to strengthen your capacity to learn at work and reflect on your own personal and professional development goalsShows you how to develop relationships with your employers and key members of your multi-disciplinary teamExplores how you can demonstrate evidence of learning in the workplace in your PDP and portfolio Includes real life quotes and tips from healthcare students undertaking WBL as part of a foundation degree, so you can learn from their experiences

Workplace Learning in Health and Social Care is ideal for foundation degree students as well as health care workers, health care assistants and assistant practitioners.

Contributors: Jane Abbott, Tom Aird, Jayne Crow, Peter Ellis, Mary Northrop, Helen O''Keefe, Barbara Workman

Responding to increasing concerns about the harmful effects of so-called ‘lad culture’ in British universities, and related ‘bro’ and ‘frat’ cultures in US colleges, this book is the first to explore and analyse the perspectives of university staff on these cultures, which students suggest foster the normalisation of sexism, homophobia, racism, sexual harassment and violence.Drawing on in-depth interviews with a broad range of staff and faculty across different types of universities in England, the book explores the following key questions: What is lad culture? How and where is it manifest in higher education and what are the effects on students and staff? How can ‘laddish’ behaviour be explained? How can we theorise lad culture to enable us to better understand and challenge it? How do dynamics in the United Kingdom compare to so-called ‘bro’ and ‘frat’ cultures in US colleges?By examining the ways in which lad culture is understood and explained, the authors illustrate that current understandings of lad culture obscure the broader processes through which problematic attitudes, practices, and educational climates are fostered. This analysis enables a theorisation of lad culture that makes visible the gendered norms and intersecting structural inequalities that underpin it.This timely and accessible volume will be of great interest to anyone looking to understand and tackle sexism, sexual harassment and violence in and beyond university contexts. It will be of particular significance to researchers, undergraduate and postgraduate students, academics, and policy makers in the fields of gender and sexuality in education, higher education, and sociology of education.

Responding to increasing concerns about the harmful effects of so-called ‘lad culture’ in British universities, and related ‘bro’ and ‘frat’ cultures in US colleges, this book is the first to explore and analyse the perspectives of university staff on these cultures, which students suggest foster the normalisation of sexism, homophobia, racism, sexual harassment and violence.Drawing on in-depth interviews with a broad range of staff and faculty across different types of universities in England, the book explores the following key questions: What is lad culture? How and where is it manifest in higher education and what are the effects on students and staff? How can ‘laddish’ behaviour be explained? How can we theorise lad culture to enable us to better understand and challenge it? How do dynamics in the United Kingdom compare to so-called ‘bro’ and ‘frat’ cultures in US colleges?By examining the ways in which lad culture is understood and explained, the authors illustrate that current understandings of lad culture obscure the broader processes through which problematic attitudes, practices, and educational climates are fostered. This analysis enables a theorisation of lad culture that makes visible the gendered norms and intersecting structural inequalities that underpin it.This timely and accessible volume will be of great interest to anyone looking to understand and tackle sexism, sexual harassment and violence in and beyond university contexts. It will be of particular significance to researchers, undergraduate and postgraduate students, academics, and policy makers in the fields of gender and sexuality in education, higher education, and sociology of education.

Responding to increasing concerns about the harmful effects of so-called ‘lad culture’ in British universities, and related ‘bro’ and ‘frat’ cultures in US colleges, this book is the first to explore and analyse the perspectives of university staff on these cultures, which students suggest foster the normalisation of sexism, homophobia, racism, sexual harassment and violence.

Drawing on in-depth interviews with a broad range of staff and faculty across different types of universities in England, the book explores the following key questions:

What is lad culture?

How and where is it manifest in higher education and what are the effects on students and staff?

How can ‘laddish’ behaviour be explained?

How can we theorise lad culture to enable us to better understand and challenge it?

How do dynamics in the United Kingdom compare to so-called ‘bro’ and ‘frat’ cultures in US colleges?

By examining the ways in which lad culture is understood and explained, the authors illustrate that current understandings of lad culture obscure the broader processes through which problematic attitudes, practices, and educational climates are fostered. This analysis enables a theorisation of lad culture that makes visible the gendered norms and intersecting structural inequalities that underpin it.

This timely and accessible volume will be of great interest to anyone looking to understand and tackle sexism, sexual harassment and violence in and beyond university contexts. It will be of particular significance to researchers, undergraduate and postgraduate students, academics, and policy makers in the fields of gender and sexuality in education, higher education, and sociology of education.

Responding to increasing concerns about the harmful effects of so-called ‘lad culture’ in British universities, and related ‘bro’ and ‘frat’ cultures in US colleges, this book is the first to explore and analyse the perspectives of university staff on these cultures, which students suggest foster the normalisation of sexism, homophobia, racism, sexual harassment and violence.

Drawing on in-depth interviews with a broad range of staff and faculty across different types of universities in England, the book explores the following key questions:

What is lad culture?

How and where is it manifest in higher education and what are the effects on students and staff?

How can ‘laddish’ behaviour be explained?

How can we theorise lad culture to enable us to better understand and challenge it?

How do dynamics in the United Kingdom compare to so-called ‘bro’ and ‘frat’ cultures in US colleges?

By examining the ways in which lad culture is understood and explained, the authors illustrate that current understandings of lad culture obscure the broader processes through which problematic attitudes, practices, and educational climates are fostered. This analysis enables a theorisation of lad culture that makes visible the gendered norms and intersecting structural inequalities that underpin it.

This timely and accessible volume will be of great interest to anyone looking to understand and tackle sexism, sexual harassment and violence in and beyond university contexts. It will be of particular significance to researchers, undergraduate and postgraduate students, academics, and policy makers in the fields of gender and sexuality in education, higher education, and sociology of education.