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Offering a critical examination of the nature of co-produced research, this important new book draws on materials and case studies from the ESRC funded project ‘Imagine – connecting communities through research’. Outlining a community development approach to co-production, which privileges community agency, the editors link with wider debates about the role of universities within communities. With policy makers in mind, contributors discuss in clear and accessible language what co-production between community groups and academics can achieve. The book will be valuable for practitioners within community contexts, and researchers interested in working with communities, activists, and artists.

This close investigation of student protests represents the first comparative review of the subject. Setting the wave of demonstrations within the contexts of student activism, social issues, and political movements, the book casts new light on their impact on higher education and on the broader society. The book begins with an overview of the analysis of transformation in higher education (HE) policies and student politics, linking them to research on the policy outcomes of social movements. HE policies have been shaped by various waves of student mobilization. Students have often been important actors in contentious politics, mobilizing on all main cleavages in society and often stimulating spin-off movements, as well as affecting institutional politics at large. Student protests are therefore affected by public policies at least as much as they affect them. The book focuses on these complex interactions, aiming at understanding the development of student protests within neoliberal universities. It explores four episodes of student contestation over HE reforms, which have recently taken place in Chile, Quebec, England, and Italy. In light of the findings, the book reflects on the impacts of neoliberal policies in contentious politics and point at the relevance of coalitions for a sustained impact of mobilization campaigns. The discussion also points toward the student movements' effects in terms of empowerment, the triggering of spill-over movements, and transformations in electoral and party politics. Offering sophisticated new theoretical arguments based on fascinating empirical work, the insights and conclusions revealed in this study are of value to anyone with an interest in social, political, and related studies.

How can higher education contribute to tackling today's complex challenges? In this wide-ranging book, the author argues that, in order to inspire and equip students to generate better responses to global challenges, we need a pedagogy that develops their imagination, creativity, emotional sensibilities and practical capabilities. The author proposes a critical-creative pedagogy that incorporates design-based activities, experiential teaching, serious play and future-oriented practices. Crucially, the book demonstrates the importance of moving beyond analysing limitations to working towards alternatives for more equitable, just and sustainable futures. Presenting concrete ideas for the reimagination of higher education, this book is an essential read for both educators and students in any field studying global challenges.

The 21st century has witnessed significant changes to the structures and policies framing Higher Education. But how do these changes in norms, values, and purpose shape the generation now coming of age? Employing a generational analysis, this book offers an original approach to the study of education. Drawing on a British Academy-funded study, comprising a policy review, semi-structured interviews and focus groups with students and with academics of different generations, and an analysis of responses to the Mass Observation Study, the book explores the qualitative dimensions of the relationship between academics and students, and examines wider issues of culture and socialisation, from tuition fees and student mental health, to social mobility and employment. The book begins with a discussion of the emergence of a ‘graduate generation’, in a context where 50 per cent of young people are encouraged to go to University, on the basis that this is a personal investment in their future careers. Subsequent chapters review the policy changes that have led to this framing of Higher Education as an increasingly individualised experience, where ‘student choice’ is operationalised as the means by which Universities are funded and held to account; historical differences in the experience of Higher Education; and the impact of these changes on the role and status of academic staff and the experience of current and prospective students.

As international interest in promoting and assessing the impact of research grows, this book examines the ensuing controversies, consequences and challenges. It places a particular emphasis on learning from experiences in the UK, since this is the country at the forefront of a range of new approaches to incentivising, monitoring and rewarding research impact achievements. The book aims to understand the origins and rationale for these changes and to critically assess their consequences for academic practice. Combining a review of existing literature with a range of new qualitative data (from interviews, focus groups and documentary analysis), The Impact Agenda is unique in providing a comprehensive, cross-disciplinary empirical examination of the ways in which various forms of research impact assessment are shaping academic practices. Although the primary focus of the book is on the UK, the book also considers the different approaches that other countries with an interest in research impact are taking (notably Australia, Canada and the Netherlands). While noting the benefits that the increasing emphasis on outward facing work is bringing, the book draws attention to a wide range of challenges and controversies associated with research impact assessment and, in particular, with the UK’s chosen approach. It concludes by using the insights in the book to propose an alternative, more theoretically robust approach to incentivising and rewarding efforts to undertake and use academic research for societal benefit.

Although higher education in the United Kingdom has expanded opportunities for much of the population, in many ways it remains stubbornly elitist. In order to address this crisis in education, this book examines the development of mass higher education and proposes a ‘radical escape-forward’. The book calls for more robust action to secure fair access at all levels and changes in the governance and management at both system and institutional levels to ensure more democratic accountability. Setting out a clear and radical programme for reform, the book makes an important contribution to current debates in education in the context of the evolution of the UK economy and wider society.