Lisa Lucas – författare

Empirical data is drawn from qualitative case studies of two UK universities and focuses on the way in which the management and organisation of research within these institutions has responded to the demands of economic and accountability pressures and successive rounds of the Research Assessment Exercise. More particularly, the book reflects the human stories and accounts from the individuals who serve to maintain the important research and teaching work of these institutions.

The Research Game in Academic Life offers a thoughtful analysis and will make essential reading for researchers, department leaders, policy makers and managers in higher education.

This book is concerned with how individual researchers experience and respond to this scenario. It brings together research and scholarship examining the socio-political context of university research and explores how researchers'' perceptions and identities are changed by political and cultural agendas for research.

The book brings together the work of leading international scholars from different countries who have investigated theoretically and empirically the nature of research, research cultures and academic researcher identities. It brings together work that has hitherto only been reported in isolated and esoteric contexts internationally, thus consolidating the nature of research as an important field of study in its own right and providing important new understandings of how research is experienced in universities. A range of different theoretical positions taken by different authors is indicative of a lively and robust field of developing knowledge.

Contributors:Dr Gerlese S. Akerlind, Dr Christine Asmar, Professor David Boud, Dr Harry de Boer, Dr Jurgen Enders, Dr Margaret Kiley, Dr Liudvika Leisyte, Professor Alison Lee, Dr Catherine Manathunga, Professor Emeritus Ian McNay, Dr Ocean Ripeka Mercier, Dr Mari Murtonen, Associate Professor Susan Page, Professor Betty Rambur, Professor Sir Peter Scott, Professor Margaret Thornton, Professor Malcolm Tight

This unique and timely book focuses on research conducted into the experiences of students from rural backgrounds in South Africa: foregrounding decolonial perspectives on their negotiation of access and transitions to higher education.

This book highlights not only the challenges of coming from a rural background against the historical backdrop of apartheid and ongoing colonialism, but also shows the immense assets that students from rural areas bring into higher education. Through detailed narratives created by student co-researchers, the book charts early experiences in rural communities, negotiations of transitions to university and, in many cases, to urban life and students’ subsequent journeys through higher education spaces and curricula.

The book will be of significant interest and value to those engaged in rurality research across diverse settings, those interested in the South African higher education context and higher education more widely. Its innovative, participatory methodology will be invaluable to researchers seeking to conduct collaborative research that draws on decolonising approaches.

This unique and timely book focuses on research conducted into the experiences of students from rural backgrounds in South Africa: foregrounding decolonial perspectives on their negotiation of access and transitions to higher education.

This book highlights not only the challenges of coming from a rural background against the historical backdrop of apartheid and ongoing colonialism, but also shows the immense assets that students from rural areas bring into higher education. Through detailed narratives created by student co-researchers, the book charts early experiences in rural communities, negotiations of transitions to university and, in many cases, to urban life and students’ subsequent journeys through higher education spaces and curricula.

The book will be of significant interest and value to those engaged in rurality research across diverse settings, those interested in the South African higher education context and higher education more widely. Its innovative, participatory methodology will be invaluable to researchers seeking to conduct collaborative research that draws on decolonising approaches.

Most teachers enter the field of education to make a difference in children''s lives. But many end up, as author Dr. Lisa Lucas puts it, tired, wired, and running in circles. This leads to many new teachers abandoning the profession or to burnout among veteran teachers. In Practicing Presence: Simple Self-Care Strategies for Teachers, Dr. Lucas invites the reader to learn how to fully inhabit the present moment. Written in an informal and conversational tone, Practicing Presence is filled with ideas, exercises, checklists, personal anecdotes, and practices you can use to reframe and establish a mindset that will enhance your focus and engagement in the classroom. With approximately 50% of new teachers leaving the education field before the 5-year mark, it is more important than ever for educators to prioritize self-care. Each chapter of Practicing Presence includes self-care strategies that explore how to self-regulate, nurture self-acceptance, and promote compassion. Inside you''ll find:

When teachers care for themselves deeply and deliberately, they are better able to care for the people that matter most in their lives''stheir students, friends, and families. Practicing Presence focuses not on doing, but rather on being present in the life of the classroom.

Most teachers enter the field of education to make a difference in children''s lives. But many end up, as author Dr. Lisa Lucas puts it, tired, wired, and running in circles. This leads to many new teachers abandoning the profession or to burnout among veteran teachers. In Practicing Presence: Simple Self-Care Strategies for Teachers, Dr. Lucas invites the reader to learn how to fully inhabit the present moment. Written in an informal and conversational tone, Practicing Presence is filled with ideas, exercises, checklists, personal anecdotes, and practices you can use to reframe and establish a mindset that will enhance your focus and engagement in the classroom. With approximately 50% of new teachers leaving the education field before the 5-year mark, it is more important than ever for educators to prioritize self-care. Each chapter of Practicing Presence includes self-care strategies that explore how to self-regulate, nurture self-acceptance, and promote compassion. Inside you''ll find:

When teachers care for themselves deeply and deliberately, they are better able to care for the people that matter most in their lives''stheir students, friends, and families. Practicing Presence focuses not on doing, but rather on being present in the life of the classroom.