Marian Mahat – författare

Academic promotion doesn't come easy: a successful application requires you to demonstrate continued growth in every area of your role as a researcher, educator and member of the academic community. Furthermore, the detail of the promotions process varies from one country to another and even from one institution to another. So where does an ambitious academic start? Achieving Academic Promotion demystifies the process by bringing together international perspectives - both personal accounts and reflections on the structures and processes of promotion in different contexts - to help you understand the steps you can take at any stage of your career to move up the ladder. Featuring compelling and encouraging personal stories of success, as well as practical tips and takeaways, this timely book is essential reading for the academic who wants to be promotion-ready.

The COVID-19 pandemic undoubtedly tested the resilience of academics in higher education. Many universities were severely affected by reduced student enrolment, with widespread job losses reported across universities. For many academics, the impact of the pandemic has been worrying, financially crippling and overwhelming. The virus has also exposed academic inequalities and impacted heavily on vulnerable people. The individual and collective heroic spirit of many academics has been nothing short of extraordinary. Overcoming the initial hurdles of COVID-19 takes one kind of energy; the resilience needed to remain engaged despite the continuing changes and uncertainties is quite another challenge. It is one that demands sustained resilience.This timely book provides perspectives across disciplines, career stages and global contexts on how to develop resilience in academia. These personal stories may empower others not only to survive, but to thrive in times of adversity.

The global COVID-19 pandemic fundamentally changed education as we know it. Globally, billions of learners at all levels were affected by months of rolling school closures and other severe pandemic restrictions to daily life. Magnifying issues of educational equity, access, and opportunity, this unprecedented global crisis forced Deans, and academic and professional staff in schools of education to make decisions for learning, teaching, research, and engagement in a fast-changing landscape. These decisions reshaped schools of education and the lives and experiences of staff and students in powerful ways.Building a Better Normal captures education scholars’ reflections on the decision-making and impacts of their experiences from 2020 to 2023. Uniquely, the volume brings together Education Deans and scholars from Universitas 21 institutions. Drawing on case studies and narrative reflections, the contributors offer crucial insights that can guide higher education and schools of education on structural and conceptual shifts in approaches to leadership, research, teaching, learning, and student and staff well-being.The COVID-19 pandemic is a generation-defining event that will echo in the actions of teachers and researchers for years, allowing us to redefine the landscape of education for a better normal.

Around the world, schools are investing billions in the design and construction of learning environments that reflect contemporary developments in educational and architectural thinking. Yet the knowledge that informs these investments, spanning across research, policy, and industry practice, often remains fragmented. Insights from across these spheres are frequently developed and applied in isolation, limiting our collective capacity to understand how learning environments shape student experience and outcomes.Designing for Learning addresses this disconnect by foregrounding the interdisciplinary relationships between research, policy, and industry. Bringing together perspectives from educational research, design practice, systems policy, and professional expertise, the book positions learning environments as the product of dynamic interactions across these domains. The chapters illustrate how research evidence, regulatory frameworks, and industry innovation intersect to influence the planning, design, and enactment of educational spaces.Through a rich combination of empirical research, policy analysis, and real-world case studies, Designing for Learning offers a comprehensive framework for creating inclusive, effective, and future-oriented learning environments. It explores how flexible spatial design, pedagogical intent, policy settings, and design practices can be aligned to support diverse learner needs.By making explicit the contributions and interdependencies of research, policy, and industry, this volume demonstrates how interdisciplinary collaboration can lead to more coherent, responsive, and impactful learning environments. It is an essential resource for educators, researchers, policymakers, designers, and industry professionals seeking to move beyond siloed approaches and toward integrated solutions that are not only functional but also transformative, inspiring, and inclusive.

Around the world, schools and school systems are spending billions of dollars in the design and build of learning environments that are equipped with innovative design elements. Through an iterative process of teacher-led inquiry, educators are transforming their pedagogical practice to use student-centred learning environments that are deemed to better suit the collaborative, creative, critical thinking, communication-focused characteristics required of students in a rapidly changing world.Drawing on case studies from Australia, Italy, Malaysia, New Zealand, and Singapore, Teacher-led Inquiry in School Learning Environments provides the voices, perspectives and reflections of educators as they traverse into their new learning environments whether a refurbishment, a prototype or as part of a built masterplan. Written by educators for educators, the book is a powerful form of evidence-based, job-embedded professional learning. It contributes to the ongoing development of the education profession not only by using research findings to inform teachers’ practices and professional learning, but also by sharing these findings with peers, policymakers, and the broader community.The Linking Theory and Practice in Learning Environments series closes the gap between the theory and practice of learning environments by bringing together new research focused on the various aspects of learning environments.