Paul Gibbs

After a hideous spate of murders, Samuel Thorne has been caught. But despite this a new killer has arose using the same suit that the previous killer used in his last murderous crusade. Strangely, it falls upon a new member of the Essex Police Force to catch this new killer; P. I. Harper. And with being so new to the force, she finds herself seeking help not only from her colleagues; but also the original Ebony Demon killer Samuel Thorne. Now as she unravels the mysteries of both the new and old killer, she'll find out a lot more about both the cases and the police alike.

A Thorn in the Rosebush

Alison Beavis

How can we understand what a transdisciplinary (TD) approach might actually comprise of, given its complex and various uses? This book asks the question of leading practitioners in the field of higher education and transdisciplinarity. The emergence of transdisciplinarity has been a response to the often-failed closed-system, discipline-based approaches to solving complex social problems (various reports and definitions may be found in projects reported by the OECD, UNESCO and EU). These failures are often contingent upon disaggregated notions of epistemology and the compounding failures of ontological incongruities that are evident in these discipline-based approaches. Such approaches are not necessarily confined to large, seemingly insurmountable social problems, but apply equally well to issues in educational institutions as workplaces. Transdisciplinary knowledge is in the liberation of new and imaginative understanding of the structured reality of open social systems. It gives rise to generative mechanisms, which are central to relationships of agency and structure.

What Those Who Know, Know

Contemporary Thinking on Transdisciplinary Knowledge

Mustafa F. Özbilgin

Fiona Bartels-Ellis

This book explores how global organisations and institutions manage Equality, Diversity and Inclusion (EDI) across their operations and within different cultural and value settings. It blends empirical evidence from collaborative research with original practical insights. In addition, the book demonstrates how the idea of narratives can be used as an approach to achieving EDI goals, presenting powerful stories on EDI implementation and challenges stemming from EDI-related abuses. Taken together, the book’s respective chapters depict the complexity of EDI in a nuanced way, reflecting the disparate realities of those involved in its implementation. The combination of academic research and insights from practitioners in the field give the book a unique position in the global management literature on EDI, while also yielding a wealth of valuable lessons and conclusions.

A Fusion of Ideas, Stories and Practice

Global Diversity Management

Ronald Barnett

With higher education around the world in a period of extreme flux, this volume explores its underlying philosophy, a core element of the ongoing debate. Offering a diverse range of perspectives from an international selection of renowned scholars of higher education, the book is full of imaginative insights that add up to a substantive contribution to the discussion. As universities attempt to adapt to a new environment characterized by stiff international competition, networked remote learning, burgeoning student numbers and comparative performance assessment, how we conceptualize the purpose and ethos of our higher learning institutions is more important than ever. This publication features a multitude of distinctive approaches that illuminate potential solutions to the complex issues universities must grapple with in these uncertain times. Rather than espousing a singular philosophical approach, the editors have assembled views from across the spectrum and from differing national contexts, representing a multidisciplinary response to the situation. This collection of papers aims thus to inspire fresh developments in the way we think about the complexities of and options available to, higher education.

Thinking about Higher Education

Jill Jameson

Alex Elwick

This deliberately wide-ranging book addresses issues related to trust, compassion, well-being, grace, dignity and integrity. It explores these within the context of higher education, giving existential and empirical accounts of how these moral duties can be expressed within the academy and why they ought to be. The chapters range from values used in the marketing and management of institutions to their realisation in therapeutic and teacher training spaces. The book opens with a specific introduction which positions the work and outlines the context of duties and obligations at play. This is followed by two distinct but related sections including chapters on theoretical issues, organisational practices and personal praxis. The first part is more abstract and theoretical, the second locates the values discussed within the practices of the university. In doing so the book encompasses a wide range of issues from multi-disciplinary and geo-political regions. The authors are a mixture of world-leading authorities on values in higher education and earlier career researchers, who are nonetheless equally passionate contributors. This mix gives the book vibrancy and offers insight which appeals to both an academic and managerial readership.

Values of the University in a Time of Uncertainty

Oili-Helena Ylijoki

Carolina Guzmán-Valenzuela

Higher education and the institution of the university exist in time, their essential nature now continually subject to change: change in students, in knowledge, in structure and in their own communities and those they service. These changes are accompanied by a quickening of time, leading to a heightened intensity of academic life. Yet the nature of time in all the contemporary work on the university has been largely overlooked. This is an important omission and Universities in the Flux of Time has gathered leading academics whose contributions to the volume raise a debate as to the influence and use of time in the university. They do this in an exploration of how these changes are perceived in higher education and how these affect its temporality from local, national and global perspectives. By dealing with the time within the university, the book opens new spaces for the development of the university and civic society. The book develops an interdisciplinary understanding of the temporal issues of engaging with the past, present and future of higher education and its institutions, through consideration of the increased speed demanded for the production of able students and innovative research, to the accountability pressures from central governments and commerce. Reflecting on these issues in the higher education sector, Universities in the Flux of Time is split into three parts, with each one addressing time and its multiple relationships with the university: Past, present and future Knowledge and time Living with time This volume will provide essential reading for those on higher education studies courses as well as a wider audience of managers, practitioners, policy makers, academics and students and from many disciplinary perspectives including sociology, organisation studies, social psychology and the philosophy of education.

Paul Gibbs

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