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MY TEACHING JOURNEY PURE BLOG

How has the publishing of academic-oriented books changed in, say, the last 30 years?

The landscape of academic-oriented book publishing has transformed significantly over the last 30 years, largely due to shifts in technology, the publishing industry, and academia itself. These changes affect everything from how academics produce books to how students, researchers, and the public access them.

  1. Digital and E-Book Formats: Advances in digital publishing have had a major impact. Most academic books are now available in e-book formats, making them easier and cheaper to distribute. Digital formats also allow academic publishers to experiment with interactive content, such as embedded multimedia, hyperlinks, and search functions. This shift benefits readers who can access books instantly, without relying on physical copies, and it widens access to those who might not have previously afforded them.
  2. Growth of Self-Publishing and Academic-Driven Presses: Academics now have more options outside traditional publishers, with many choosing self-publishing or academic-driven presses. This gives them control over content, pricing, and rights. It also allows niche topics that might not appeal to large publishers to reach readers. University presses and smaller academic presses have also grown, providing quality publishing options that support more experimental or specialised topics in fields like psychology, philosophy, and emerging sciences.
  3. Increased Demand for Textbooks and Practical Guides: There has been a marked shift in the type of academic books in demand. With growing numbers of students in higher education and increased demand for career-specific skills, publishers focus on textbooks, practical guides, and handbooks aimed at supporting learning and professional development. Textbooks are updated more frequently to keep up with rapid developments in fields like psychology, technology, and health sciences, with more emphasis on pedagogical elements like case studies, activities, and summaries.
  4. Open Access and Funding Models: The open access movement has impacted books as well, although it has been slower than in journal publishing. Some academic books are now available for free online, often funded by grants, institutions, or government bodies. While this increases accessibility, it introduces challenges in covering production costs, leading to hybrid models where some books are open access while others remain under traditional publishing models.
  5. Shorter Monographs and Focused Volumes: With the rise in academic specialisation and the demand for more focused research, publishers have begun to favour shorter, highly specific monographs over traditional lengthy tomes. These shorter works, often between 100-200 pages, allow authors to address particular topics, methods, or case studies without requiring the extensive scope of a full-length book. Shorter formats make academic books more affordable and accessible, especially to those with limited reading time.
  6. Online Platforms and Aggregators: Platforms like JSTOR, Project MUSE, and ProQuest allow libraries and individuals to access collections of academic books online. These platforms offer flexible access, allowing researchers to browse, download, or rent books rather than purchase them outright. Publishers have adapted their distribution models to accommodate this trend, making it easier for readers to find and access books without buying physical copies.
  7. Enhanced Author-Publisher Collaboration: Academic publishers now work more closely with authors to market books and maximise reach, including strategies like social media promotion, author events, and podcasts. This collaboration has become crucial in a saturated market where the sheer number of published academic books makes visibility a challenge. Authors are encouraged to build their own platforms, with publishers providing guidance on self-promotion and academic outreach.
  8. Commercialisation and Market Pressures: The academic publishing sector has seen major consolidation, with large commercial publishers like Elsevier and Taylor & Francis acquiring smaller presses. This consolidation prioritises profitable fields and standardised formats, sometimes sidelining riskier or less marketable topics. There is also greater pressure on academic authors to produce books that appeal to both an academic and broader audience, particularly when writing for fields like psychology, politics, or sociology.
  9. Interdisciplinary and Public-Oriented Books to attract a broader readership outside traditional academic circles.

These changes suggest a more accessible, digital, and commercially driven academic book publishing landscape, but they raise questions about the balance between scholarly rigour, marketability, and accessibility. Academic authors and publishers now face new expectations to cater to diverse audiences, keep up with technological changes, and navigate a competitive market without compromising the integrity of academic inquiry.

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MY TEACHING JOURNEY

Is extra-mural higher education in decline in the UK and worldwide? If so, why?

The landscape of extra-mural higher education is experiencing significant challenges both in the UK and globally, leading to a perceived decline in its prominence and effectiveness. This decline can be attributed to several interrelated factors, including shifts in educational policy, economic pressures, and the impact of digital transformation.

One of the primary reasons for the decline of extra-mural higher education is the shift in policy focus towards more utilitarian educational outcomes. Tuckett highlights that post-2003, there has been a narrowing of public investment in adult education, which has increasingly prioritized qualifications that directly enhance labour market participation over broader educational goals (Tuckett, 2017). This trend reflects a broader global movement towards ‘commodification’ in education, where the emphasis is placed on measurable outcomes that serve immediate economic needs rather than fostering a well-rounded educational experience (Al-Haija & Mahamid, 2021). The neoliberal policies that have permeated higher education systems worldwide have led to a competitive, market-driven environment that often side-lines extra-mural programmes, which traditionally cater to diverse community needs and lifelong learning opportunities (Budd, 2017).

The COVID-19 pandemic has acted as a catalyst for rapid digital transformation in higher education, complicating the landscape for extra-mural studies. The abrupt transition to online learning exposed significant gaps in accessibility and engagement, particularly for adult learners who may not have the same level of digital literacy or resources as traditional students (Hamburg, 2021; Мосьпан, 2023). As a result, many institutions have struggled to maintain the quality and inclusivity of their extra-mural offerings, leading to a decline in participation rates (Morales et al., 2021). The pandemic has also accelerated the trend towards remote and flexible learning, which, while beneficial in some respects, has diminished the traditional face-to-face community engagement that extra-mural education often relies upon (Hamburg, 2021).

Finally, the transformation of higher education systems has been described as “glonacal,” indicating that educational activities are shaped by global, national, and local influences simultaneously (Mirgorodskaya, 2023). This complexity can lead to a dilution of local extra-mural programs as institutions increasingly align their offerings with global trends and market demands, potentially neglecting the unique needs of their local communities (Sabadash, 2023). The emphasis on internationalization and the pursuit of global rankings can overshadow the importance of community-focused education, further contributing to the decline of extra-mural initiatives (“Internationalization of higher education in Thailand: Promises and reality”, 2022).

Thus, the decline of extra-mural higher education in the UK and worldwide can be attributed to a combination of policy shifts towards utilitarian outcomes, the impacts of digital transformation accelerated by the COVID-19 pandemic, and the pressures of globalization that often prioritize international competitiveness over local engagement. These factors collectively challenge the sustainability and relevance of extra-mural education, and necessitate a re-evaluation of its role within the broader higher education landscape.

REFERENCES

Al-Haija, Y. A., & Mahamid, H. (2021). Trends in Higher Education Under Neoliberalism: Between Traditional Education and the Culture of Globalization. Educational Research and Reviews, 16(2), 16–26. https://doi.org/10.5897/err2020.4101

Budd, R. W. (2017). Higher Education – From Global Trends to Local Realities. 129–142. https://doi.org/10.4324/9781315563091-11

Hamburg, I. (2021). COVID-19 as a Catalyst for Digital Lifelong Learning and Reskilling. Advances in Research, 21–27. https://doi.org/10.9734/air/2021/v22i130282

Internationalization of Higher Education in Thailand: Promises and Reality. (2022). Kasetsart Journal of Social Sciences, 43(1). https://doi.org/10.34044/j.kjss.2022.43.1.25

Mirgorodskaya, E. (2023). Transformation of the Higher Education System: Current and Emerging Global Trends. E3s Web of Conferences, 431, 09013. https://doi.org/10.1051/e3sconf/202343109013

Morales, V. J. G., Garrido‐Moreno, A., & Rojas, R. M. (2021). The Transformation of Higher Education After the COVID Disruption: Emerging Challenges in an Online Learning Scenario. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.616059

Sabadash, D. (2023). Advantages and Disadvantages of Using Flipped Classroom to Facilitate Concept “Glocal” in Tertiary Education. https://doi.org/10.36074/logos-23.06.2023.52

Tuckett, A. (2017). The Rise and Fall of Life-Wide Learning for Adults in England. International Journal of Lifelong Education, 36(1–2), 230–249. https://doi.org/10.1080/02601370.2017.1274546

Мосьпан, Н. В. (2023). The 4 Cs Strategy for Disseminating Innovations in University Teaching: Classroom, Corridors, Campus, Community. Journal of University Teaching and Learning Practice, 20(1), 13–34. https://doi.org/10.53761/1.20.01.04