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This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 20 July 2017, available online: http://www.tandfonline.com/10.1080/0309877X.2017.1332356. ; This article is concerned with student engagement and understanding in large group teaching in Higher Education (HE). Specifically, it is concerned with the application of Multimedia Learning (MML) methods in Politics, History, International Relations, Sociology, Social Work, and Business and Economics teaching that privilege the use of images to complement text in lecture presentations. This 'visual' method, it is claimed in the literature, generates engagement and understanding better than text alone. This article develops, applies and empirically tests with students, MML methods across a range of Higher Education disciplines over three years. The research deploys Participatory Action Research (PAR) methods engaging students as active agents of investigation and change. It finds evidence to support the hypothesis that apposite images combined with reduced text increases students' engagement and understanding with academic content, but that much formal research needs to expand on the range of demographics tested.

Teachers of urban higher education institutions often explore new methods of teaching using innovative techno-pedagogical approaches. This study reports on postgraduate students' perceptions of the blended learning mode of delivery, co-taught by two lecturers concurrently during the "Qualitative Research" elective course offered for the Master of Educational Leadership program, in a reputed Malaysian university. A qualitative action research methodology was adopted for this study with students' comments captured through Padlet. Results indicate that students have very positive perceptions of their experiences gained through blended learning and co-lecturing. The findings of this action research study provide evidence of the meaningful and personalized learning experiences reported by students, gained through the collaborative blended mode of delivery. The results also provide more thoughtful reflections for teachers to draw on students' feedback and possibly adapt their teaching practices to better accommodate students learning needs.

A polemic is presented, arguing that the traditional lecture (in which the teacher speaks all or most of the time) is both educationally ineffective and in part a political authoritarian act. For those teachers and students who accept this interpretation two suggested directions are outlined. One is to change the form of the lecture to include more student centred activities. Alternatively staff can develop courses with few or no lectures. In conclusion I argue that aspects of the politics of higher education obstruct teachers and students who wish to teach and learn in these more effective ways.

This study focused on Character and Fun lecturing at STAI-PTIQ Banda Aceh. The method used is qualitative descriptive approach. The subjects were 12 lecturers and three elements of leadership that are chosen by purposive sampling. The data collection techniques used is a triangulation technique. While the data were analyzed inductively so that the research results further emphasize the significance of the generalization. The results of the study revealed that; (1) Teaching skills of lecturers at STAI-PTIQ Banda Aceh supported character and fun lecture; (2) Most professors used cooperative lecturing model for the implementation of characters and fun lecture; (3) Some lecturers used a variety of media; and (4) conducive lecture situation was obtained by conducting a positive atmosphere lectures, both physical and nonphysical and democratic approach.

Intro -- Contents -- Preface -- Chapter 1 -- Higher Education: Opportunities to Strengthen Federal Accountability( -- Why GAO Did This Study -- What GAO Found -- Educational Quality -- Financial Stability -- Student Loan Defaults -- Background -- Education's Oversight of Accreditation -- Education's Oversight of College Finances -- Education's Oversight of School Default Rates -- Education Does Not Use Available Data to Identify Weaknesses in Accreditor Oversight of Schools' Academic Quality -- Limitations in Education's Financial Oversight Metric Hinder Its Ability to Identify At-Risk Schools -- Education's Ability to Hold Schools Accountable for Loan Default is Limited by Schools' Ability to Distort Their Cohort Default Rates -- Chapter 2 -- Higher Education: Education Should Address Oversight and Communication Gaps in Its Monitoring of the Financial Condition of Schools* -- Abbreviations -- Why GAO Did This Study -- What GAO Recommends -- What GAO Found -- Background -- Financial Responsibility Standards -- Financial Oversight of Schools by Accreditors -- Education Focuses Oversight on Schools not Meeting Financial Responsibility Standards and Has Increased Oversight of Certain Types of Schools -- Education Reviews Schools' Annual Audits and Places Additional Requirements on the Small Percentage of Schools Not Meeting Financial Responsibility Standards for Schools that Participate in Federal Student Aid Programs -- Education Has Taken Steps to Increase Oversight of Certain Types of Schools, Including Those Owned by Publicly Traded Companies and Private Equity Firms -- While School Closures are Rare, Limitations in Education's Oversight Hamper Its Ability to Identify At-Risk Schools -- Although the Number of School Closures Is Small, Abrupt Closures of Large Schools Can Result in Substantial Costs.

"This book studies the various dimensions of gender inequality that persist in higher education and employment in India. It presents an in-depth analysis of the complex challenges women face in higher education participation and translating higher education opportunities into labour market success and to leadership positions, including in academia. It argues that despite a substantial progress towards gender equality in enrolment, these inequalities pose as barriers in realising the transformative role that higher education can have for women's wellbeing and for the nation's development. The volume looks at the issues that keep women from accessing the areas of their choice, and the challenges they face in leadership positions in higher education. An important critique of higher education policy and planning, the volume will be of interest to teachers, students, and researchers of education, public policy, political science and international relations, economics, feminism, women's studies, gender studies, law, and sociology. It will also be useful for academicians, policymakers, and anyone interested in the study of gender in Indian Higher Education"--

The project on benchmarking higher education system performance provides a comprehensive and empirically rich review of the higher education landscape across OECD countries, taking stock of how well they are performing in meeting their education, research and engagement responsibilities.