There is an extensive literature conducted from a range of theoretical perspectives and methodologies on the role of groups and student learning in higher education. However here the concept of the ‘group’ is heavily contested at a theoretical level but within higher education practice, characterizing the group has tended to be clear cut. Groups of students are often formed within the parameters of specific educational programs to address explicitly defined learning objectives. These groups are often small scale and achieve tasks through cooperative or collaborative learning. Cooperative learning involves students dividing roles and responsibilities between group members, so learning becomes an independent process and outcome. On the other hand, collaborative learning involves students working together by developing shared meanings and knowledge to solve a task or problem. From this perspective, learning is conceptualized as both a social process and individual outcome. That is, collaborative learning may facilitate individual student conceptual understanding and hence lead to higher academic achievement. The empirical evidence is encouraging as has been shown that students working collaboratively tend to achieve higher grades than students working independently. However the above perspectives on student engagement assume that groups are formed within the confines of formal learning environments (e.g. lecture theaters), involve students on the same degree program, have the explicit function of achieving a learning task and disband once this has been achieved. However, students may also use existing social networks such as friendship groups as a mechanism for learning, which may occur outside of formal learning environments. There is an extensive literature on the role and benefits of friendship groups on student learning within primary and secondary education but there is a distinct lack of research within higher education. This ebook is innovative and ambitious and will highlight and consolidate, the current understanding of the role that student based engagement behaviors may serve in effective pedagogy. A unique aspect of this research topic will be the fact that scholars will also be welcome to submit articles that describe the efficacy of the full range of approaches that have been employed to facilitate student engagement across the sector.

This innovative edited collection brings together leading international academics to explore the use of various non-prescription and prescription substances for the purpose of perceived body image enhancement. While studies on drug misuse to date have examined drug use in the context of sporting performance, addiction, and body image for particular groups such as bodybuilders, there has been little research that explores the wider use (and misuse) of legal and illegal drugs for body image development and weight loss.  With medical sociology and social psychology at its core, this important volume shows the complex reasons behind the misuse of various medications, how these are connected to contemporary body image and appearance concerns, and why the known health risks and possibly harmful side effects do not act as deterrents.

Facilitated by developments in technologies, the non-consensual posting of sexually explicit images of someone else for revenge, entertainment or political motive – so called ‘revenge porn’ – has become a global phenomenon. This groundbreaking book argues that these fundamental and recurring issues about how victims are violated can be understood in terms of gender and sexual dynamics and constructions, binary gender and sexual positioning and logics, and the use of sexual meanings. Using a discourse analytical approach the authors examine revenge pornography through the words of the perpetrators themselves and study the complex ways in which they invoke, and deploy, gender- and sexuality-based discourses to blame the victim. They explore strategies to curb the phenomenon of revenge porn, and by placing their research in a broader social and political context, the authors are able to examine the effectiveness of current legislative frameworks, education and awareness raising, victim support, perpetrator re-education programmes, along with wider political considerations. This enhanced understanding of the perpetrator mindset provides important insights into the use of social media to facilitate gender violence, and holds the promise of more effective interventions in future. This is a unique resource for students, academics, researchers, and professionals interested in revenge pornography and related issues.

Established in 2013 the Women’s Academic Network (WAN) at Bournemouth University is a non-corporate, collegial nexus of women academics and female postgraduate researchers drawn from across the four Faculties. The aim of WAN is to act as a support group, while promoting the profiles of women scholars and lobbying on a range of institutional barriers that impact upon women’s academic careers. WAN has enjoyed considerable success in pursing these goals during its short lifespan. Annually WAN co-convenors have held a range of important speaker, panel and conferences events and promotional activities, as well as acting as patrons of local cultural exhibitions and performances serving to highlight the extraordinary talent of women, as well as their gendered oppression - both of which too often goes unrecognised. In this book, inspired by Jo Bostock’s (2016) The Meaning of Success: Insights from women at Cambridge, WAN co-convenors wondered how women colleagues would respond to what they think the loaded term ‘success’ means at Bournemouth University – and so we decided to ask them. Invited to participate from across ranks, disciplines, ethnicity, nationality and age, the reader will find numerous narratives from a diverse group of women academics, all of whom, regardless of differences, reflect deeply on what success means for them. Taken together the collection is illuminating, surprising, witty, moving, punchy and, ultimately, inspiring.