Flexibility has become a watchword in modern education, but its implementation is by no means a straightforward matter. Flexible and Distance Learning in Higher Education sheds light on the often taken-for-granted assumptions that inform daily practice and examines the institutional dynamics that help and hinder efforts toward flexibility. Contributors to the volume were asked to reflect critically on a series of questions, including: - What precisely is flexible learning? - Who or what is driving the flexibility agenda, and for whose benefit? And who or what is resisting it? - What challenges must be overcome in order to achieve flexibility, and what are some of the compromises it can entail? International in scope, with authors from North America, the United Kingdom, Australia and New Zealand, South Africa, Singapore, and Japan, Flexible and Distance Learning in Higher Education offers a wealth of theoretical insights and practical experience that will be invaluable to anyone seeking to extend the reach of higher education.

Flexibility and Pedagogy in Higher Education examines the practical application of flexibility in learning through the creation and development of online learning communities. It provides best practice examples for educators looking to use innovative pedagogies to develop flexible learning experiences.

Flexibility has become a watchword in modern education, but its implementation is by no means a straightforward matter. Flexible Pedagogy, Flexible Practice sheds light on the often taken-for-granted assumptions that inform daily practice and examines the institutional dynamics that help and hinder efforts toward flexibility. The collection in international in scope, drawing on the experience of specialists in distance education from North America, the United Kingdom, Australia and New Zealand, South Africa, Singapore, and Japan. Contributors to the volume were asked to reflect candidly and critically on a series of questions, including: What precisely is flexible learning? Who or what is driving the flexibility agenda, and for whose benefit? And who or what is resisting it? What challenges must be overcome in order to achieve flexibility, and what are some of the compromises it can entail?

Higher education worldwide is operating in a highly volatile context, a consequence of rapid globalisation, constricting funding and intense technological change. These forces challenge assumptions about work, productivity, and international demand for knowledge, skills and resources, igniting needs for highly competent and educated graduates. To remain viable, universities have to build their capacity to respond promptly, positively and wisely to an interlaced combination of “change forces”. One approach is to redesign learning and teaching to enhance subject discipline knowledge and skills. An alternative approach is to develop a learning and teaching framework that builds institutional knowledge and capabilities and connects them to the university’s strategic plan. Taking a longitudinal perspective, covering seven years and three separate research projects, this book focuses on the alternative approach. Producing Pedagogy describes the development and subsequent evaluation of a whole-of-institution approach to pedagogy, based on five associated principles: Sustainability, Engagement, Scholarship, Flexibility, and Contextual Learning. This refereed volume collates insights about the development of the pedagogy using as its case study a regional Australian university.

In the landscape of twenty-first-century education, prioritizing equality, diversity, and inclusion (EDI) is not just important, it is essential for ensuring human dignity. Recognizing and embracing diversity while advocating for inclusivity are fundamental pillars of human rights and progressive education. This book, Inclusive Pedagogy in Contemporary Education, explores diverse pedagogical approaches and global educational strategies that champion inclusion as a broader term within policy and practice. This book navigates the convergence of pedagogical theory, technological advancements, and inclusive methodologies. It serves as a guide for educators and practitioners committed to advancing inclusive education within academic contexts, both now and in the future.

This book is an essential resource for exploring and deconstructing the gender binary in the early years sector. Drawing on Warin’s extensive research, it offers practical advice, examples of innovative classroom practice, and thought-provoking case studies, balanced alongside lively debate, scholarly discussion, and questions for reader reflection. The book not only covers the existing debates in the field, but proposes and advocates for a ′gender flexible′ approach to the teaching and learning of young children that challenges gender stereotypes and essentialism. The style and content bridge the gap between theory and practice making it perfect for an audience of early years education students, professionals, trainees and researchers. Jo Warin is Professor in Gender and Social Relationships in Education at Lancaster University