Lia Blaj-Ward – författare

Academic citizenship underpins the day-to-day functioning and long-term sustainability of universities, as well as supporting organizational learning, ensuring universities can continue to make a relevant contribution to changing needs in society. It helps strengthen connections between universities and the world beyond academia.The pandemic and new developments in the digital space have had a transformative effect on the higher education landscape, making it necessary to revisit discussion about academic citizenship, explore the extent to which it continues to act as the glue that holds institutions together, and consider which elements should be reintroduced or strengthened to encourage collaboration and partnership.Re-envisioning Academic Citizenship examines the concept and importance of citizenship through several different and ever evolving lenses, offering guidelines for universities to develop definitions that resonate with their own mission and the specificities of their own context. These guidelines offer support to colleagues in managerial roles to develop academic career framework policy documents; to implement career progression policies which benefit individuals and institutions in equitable measure; and to design initiatives that incentivize and support citizenship behaviours and meaningful partnership and collaboration. Simultaneously, the insights will help academics, at all career stages, understand how to enact citizenship for wider benefit.

Mentoring Within and Beyond Academia considers the role and value of mentoring within and beyond higher education contexts. Centred on five mentoring conversations around SDG-related topics such as quality education, gender equality, climate action and sustainable cities and communities, chapters showcase the link between professional academic development and its impact beyond campus walls.Beginning with an introduction that highlights the continued relevance of mentoring in a pandemic-transformed world, the authors offer several scenarios to facilitate impactful mentoring practice. The ‘flipping’ of roles places the academic in the shoes of the learner/mentee, allowing them to imagine the vulnerable positions from which learners engage.By making the mentoring process more transparent, Mentoring Within and Beyond Academia offers suggestions on how to support a fuller and more equitable organizational learning culture in universities, in line with universities’ ambition to respond to current, anticipated, and not-yet-known needs in society. Fitting within the diverse and multidisciplinary field of Higher Education Studies, this is also of interest to readers with an academic background in business/leadership and organizational learning as well as to broader, non-academic audiences.

This book reinterprets the relevance, quality and impact of academic literacies provision at university in light of recent higher education developments in a pandemic-transformed world. Drawing on the author's own experience of researching, implementing and assessing academic literacies provision, and on insights from broader scholarship and professional debates, the book helps set a new direction of travel for academic literacies professionals working in a variety of roles to enable and resource students’ academic and professional growth.It makes recommendations for policy, strategy and scholarship-informed practice that place value on communicating with confidence, clarity and care at university and beyond.

This book spotlights new pathways for academic career progression beyond the traditional teaching-and-research model. The authors offer guidance on how to implement new pathways and how to realign professional development for academics so that the new pathways fully achieve their purpose to support universities’ contribution to society.

This book spotlights new pathways for academic career progression beyond the traditional teaching-and-research model. The authors offer guidance on how to implement new pathways and how to realign professional development for academics so that the new pathways fully achieve their purpose to support universities’ contribution to society.

This book critically refines and adds depth to current understandings and practices in EAP (English for Academic Purposes) and EMI (English-Medium Instruction), using empirical research examining the experiences of English language learning and use of undergraduate and postgraduate international students in the UK.