Geoff Hayward – författare

This book contains eleven essays, prefaced by a general introduction, on a set of related themes: the characteristic traits and diverse functions of holy men; the fashioning of saints out of a small minority of holy men and a number of other individuals of high social status but with more dubious spiritual credentials; the literary processes involved in the construction of hagiographical texts; the role of hagiography in the creation and diffusion of cults; and the worldly interests and other purposes which were served by hagiographical texts and the cults which they propagated. These themes are explored across a wide range of social and cultural milieux, extending from the late antique east Mediterranean through the early medieval Frankish world and Byzantium to Russia and Islam in the high middle ages. The work of Peter Brown, in particular his article, 'The Rise and Function of the Holy Man in Late Antiquity', first published in 1971, forms a constant point of reference, acknowledged by the contributors as having irradiated the whole field with fresh, provocative, and illuminating ideas.

Improving Learning by Widening Participation in Higher Education presents a strong and coherent rationale for improving learning for diverse students from a range of socio-economic, ethnic/racial and gender backgrounds within higher education, and for adults across the life course. Edited by Miriam David, the Associate Director of the ESRC’s highly successful Teaching and Learning Research Programme, with contributions from the seven projects on Widening Participation in Higher Education (viz Gill Crozier and Diane Reay; Chris Hockings; Alison Fuller and Sue Heath; Anna Vignoles; Geoff Hayward and Hubert Ertl; Julian Williams and Pauline Davis; Gareth Parry and Ann-Marie Bathmaker), this book provides clear and comprehensive research evidence on the policies, processes, pedagogies and practices of widening or increasing participation in higher education. This evidence is situated within the contexts of changing individual and institutional circumstances across the life course, and wider international transformations of higher education in relation to the global knowledge economy. Improving Learning by Widening Participation in Higher Education also considers: the changing UK policy contexts of post-compulsory education; how socio-economically disadvantaged students – raced and gendered – fare through schools and into post-compulsory education; the kinds of academic and vocational courses, including Maths, undertaken; the changing forms of institutional and pedagogic practices within higher education; how adults view the role of higher education in their lives. This book, based upon both qualitative studies and quantitative datasets, offers a rare insight into the overall implications for current and future policy and will provide a springboard for further research and debate. It will appeal both to policy-makers and practitioners, as well as students within higher education.

Improving Learning by Widening Participation in Higher Education presents a strong and coherent rationale for improving learning for diverse students from a range of socio-economic, ethnic/racial and gender backgrounds within higher education, and for adults across the life course. Edited by Miriam David, the Associate Director of the ESRC’s highly successful Teaching and Learning Research Programme, with contributions from the seven projects on Widening Participation in Higher Education (viz Gill Crozier and Diane Reay; Chris Hockings; Alison Fuller and Sue Heath; Anna Vignoles; Geoff Hayward and Hubert Ertl; Julian Williams and Pauline Davis; Gareth Parry and Ann-Marie Bathmaker), this book provides clear and comprehensive research evidence on the policies, processes, pedagogies and practices of widening or increasing participation in higher education. This evidence is situated within the contexts of changing individual and institutional circumstances across the life course, and wider international transformations of higher education in relation to the global knowledge economy. Improving Learning by Widening Participation in Higher Education also considers: the changing UK policy contexts of post-compulsory education; how socio-economically disadvantaged students – raced and gendered – fare through schools and into post-compulsory education; the kinds of academic and vocational courses, including Maths, undertaken; the changing forms of institutional and pedagogic practices within higher education; how adults view the role of higher education in their lives. This book, based upon both qualitative studies and quantitative datasets, offers a rare insight into the overall implications for current and future policy and will provide a springboard for further research and debate. It will appeal both to policy-makers and practitioners, as well as students within higher education.

Explores the university's altering landscape, the conflicts over its core values and legitimacy, and the challenge for the university to negotiate the new landscape and to redefine itself within a larger educational context.This book's purpose is clearly realized. In a balanced presentation, the pressures for change, the conflicts inherent in the university's yielding to the demands of society, the curriculum changes with necessary adaptations of teaching style-all are laid bare, supported by an enormous amount of research. While reverence is paid to the goals of a liberal arts education, after a few chapters of setting the stage, the ultimatum states: to survive the corporate eclipse of the university, a compromise must be reached with social demands that will leave intact the university's fundamental mission.This book makes a fine contribution to the growing debate about the future of higher education by exploring the university's altering landscape, the conflicts over its core values and legitimacy, and the challenge for the university to negotiate the new landscape and to redefine itself within a larger educational context. The methods chosen for this exploration involve the use of case studies as well as critical analysis of the paradigm shifts drawn from both the United States and the United Kingdom. The cases are used to provide concrete examples of current issues. Eventually, the authors succeed in investigating the crisis confronted by the university as it tries to maintain a proper balance within an educational landscape that shifts between "corporate realities" and "educational ideals."

Policies to promote high participation in Higher Educations (HE) systems aim to deliver social justice and economic development through widening participation of under-represented groups. Degrees of Success provides a critical test of this through examination of participation and success of learners progressing to HE with a vocational background.Employing an original conceptual framework that combines the ideas of Basil Bernstein and Pierre Bourdieu the authors analyse the various transitional frictions experienced by learners with VET backgrounds on their journeys into and through the HE system. The findings indicate that including students with vocational qualifications does lead to widening participation but that their modes of participation may not provide fair access and outcomes. In part this is due to the epistemic incompatibilities between higher and vocational education which remain unresolved despite constant VET qualification reform.This book, therefore, extends the debate about widening participation beyond metaphors of barriers to access to consider the epistemic and pedagogical challenges of increasing student heterogeneity in high participation HE systems. The analysis and policy suggestions therefore have relevance for all seeking to support students' HE learning journeys, and policy makers concerned with how best to utilise HE systems as means of furthering social mobility and justice.

Governments worldwide assume that national competitiveness can be improved by developing workforce skills. This book critically examines this 'high skills' vision at both policy and practice levels. It challenges an oversimplified policy rhetoric that underestimates the complexity of the processes involved in developing a skilled workforce. The book focuses on key issues relating to the high skills agenda: skills and political economy; different investment strategies for producing skills; qualification systems and learning. A multidisciplinary team of authors from a range of disciplines, including economics, management and education, provides the cross-cutting international and comparative analysis. Editorial comment links their explorations to wider questions of skill formation processes and overarching questions are addressed through in-depth analysis of the roles of higher education, apprenticeship and formal school learning in skill formation.