In a changing world, what is the social purpose of higher education? Combining a critique of contemporary universities, a manifesto for the future and a provocation to stimulate change, The New Power University examines how higher education can flourish in the 21st century. Using the framing of 'new power', Jonathan Grant illustrates how a different purpose for universities is necessary, through the application of a new set of values that puts social responsibility at the core of the academic mission, allowing the university to become an advocate of the policy and political issues that matter to its communities. The New Power University offers both a warning against the complacency of old power and a voice for many who see the opportunity and necessity for radical change in higher education. 'Jonathan Grant examines the trends and urges the shedding of old shibboleths in order to embrace a new future. Insightful and engaging, this book will spur and shape the urgent debates learning communities need to have and resolve to avoid being left behind.' Julia Gillard, Former Australian Prime Minister and Minister for Education; Chair-elect of the Wellcome Trust 'A must-read for anyone interested in the transformative power of higher education.' Ed Byrne, Former President King's College London; co-author of The University Challenge 'The New Power University is essential material for anyone wondering what universities are for and how they can help provide the answers to the most pressing challenges of our times.' Jo Johnson, Chairman of Tes Global; former UK Minister for Universities, Science and Innovation

In an effort to create a more educated workforce in the United States, many community colleges are implementing new practices and strategies to assist under-prepared students. These efforts will ultimately support a stronger and more resilient global workforce. Examining the Impact of Community Colleges on the Global Workforce provides relevant theoretical and conceptual frameworks, best practices, and emerging empirical research about new approaches being employed in community colleges to prepare students for their post-collegiate careers. Featuring recent initiatives in educational settings, this publication is a critical reference source for higher education practitioners, policymakers, and graduate students in higher education administration programs interested in the innovative practices utilized by community colleges to educate underserved students.

Higher education provision is an essential component (socially as well as economically) of modern social structures. The British Labour Party and Higher Education focuses on the development of the Labour Party's policy on higher education from 1945 to 2000. It analyses the rapid expansion and series of fundamental transformations in higher education and Labour's part in both shaping and reacting to them. The authors explore the historical evolution and Labour's varying policy initiatives in the period, and question the place higher education has occupied in the various strands of Labour ideology. As always with Labourism', perspectives are contentious and contested, spanning the centralist Fabians', the liberal moralists, and the socialist left. How far, if at all, have Labour's policy stances in this area confronted the elite social reproduction functions of universities or the instrumentalist needs of corporate capitalism? Has this policy evolution given concrete evidence to support (Ralph) Miliband's pessimistic assessment of Labourism' as a political formation structurally unable to confront capitalist social structures, or to see a viable Third Way', as advocated by New Labour?

A volume in Contemporary Perspectives in Race and Ethnic Relations Series Editors: M. Christopher Brown II, Alcorn State University and T. Elon Dancy II, University of Oklahoma As the U.S. focuses on positioning itself to retain and advance its status as a world leader in technology and scientific innovation, a recognition that community colleges are a critical site for intervention has become apparent. Community colleges serve the lion's share of the nation's postsecondary students. In fact, 40% of all undergraduate students are enrolled in community colleges, these students account for nearly 30% of all STEM undergraduate majors in postsecondary institutions. These students serve as a core element of the STEM pipeline into four-year colleges and universities via the community college transfer function. Moreover, community colleges are the primary postsecondary access point for non-traditional students, including students of color, first-generation, low-income, and adult students. This is a particularly salient point given that these populations are sordidly underrepresented among STEM graduates and in the STEM workforce. Increasing success among these populations can contribute significantly to advancing the nation's interests in STEM. As such, the community college is situated as an important site for innovative practices that have strong implications for bolstering the nation's production and sustenance of a STEM labor force. In recognition of this role, the National Science Foundation and private funding agencies have invested millions of dollars into research and programs designed to bolster the STEM pipeline. From this funding and other independently sponsored inquiry, promising programs, initiatives, and research recommendations have been identified. These efforts hold great promise for change, with the potential to transform the education and outcome of STEM students at all levels. This important book discusses many of these promising programs, initiatives, and research-based recommendations that can impact the success of STEM students in the community college. This compilation is timely, on the national landscape, as the federal government has placed increasing importance on improving STEM degree production as a strategy for America's future stability in an increasingly competitive global marketplace. Informed by research and theory, each chapter in this volume blazes new territory in articulating how community colleges can advance outcomes for students in STEM, particularly those from historically underrepresented and underserved communities

Community colleges serve as the open door to higher education for marginalized, place bound, and/or financially challenged students and communities. One of the key ways marginalization occurs in diverse geographies is through access limitations: access to affordable postsecondary education, access to curricula that lead to viable professions, access to diverse educational role models, and access to employment opportunities that can sustain communities. This underscores the importance of understanding "place" when addressing access and equity in higher education and the role of community colleges. The discussion of access and equity through the community college has implications for teacher education. Considering the documented importance of having a diverse teacher workforce in K-12 schools and the current mismatch between the diversity of students and the teachers in their schools, community colleges have a significant role to play. This book explores many topics related to the community college role in K-12 teacher education, including the community college mission, the policy landscape, partnerships, the transfer function, the community college baccalaureate, and others. Throughout the volume, the authors explore implications of access, equity, and geography and conclude with recommendations to guide future research and practice.

Changing Higher Education for a Changing World draws on the outcomes of the cutting-edge research programmes of the UK-based Centre for Global Higher Education, the world's largest social science research centre focused on higher education and its future. In countries with incomes at European levels, the majority of all families now have connections to higher education, and there is widespread popular interest in how it can be made better. Together, the contributors sharply illuminate key issues of public and policy interest across the world: Do research universities make society more equal or more unequal? Are students graduating with too much debt? Who do we want to be attending universities? Will learning technologies will abolish the need for bricks-and-mortar higher education institutions? What can countries do to improve their scientific performance? How can comparative teaching assessment and research assessment become much more effective? The book explores higher education in the major higher education regions including China, Europe, the UK and the USA.

Early Career Teachers in Higher Education explores the experiences of Early Career Teachers (ECTs) through 13 personal teaching journeys from academics working across Africa, Asia, Australasia, Europe and South America. This edited volume contains the subjective narrative of each contributor's entry into academia, their pedagogic practice and the development of their multiple teaching identities. Their personal narratives and testimonies presented here will provide a valuable resource for ECTs and academics around the world as they begin teaching in higher education. In addition, this edited book highlights contemporary issues, such as precarity, casualisation, fragmentation of academic responsibilities and intersectionality, that shape contemporary ECT workloads.

This title offers a global exploration of formal and non-formal education provision to refugees and asylum seekers in refugee camps, and in schools and universities of host countries. What is the relationship between education and those seeking asylum or refuge? What is the impact of education being marginalized during conflict situations? Drawing on international research in numerous countries, including Thailand, North Korea, Lebenon, Africa, the USA and the UK, the contributors consider, conceptually and empirically, the provision of education to refugees and asylum seekers in their homeland or in host countries, analyzing the internal and external factors affecting educational provision during and after emergencies. Each chapter contains a summary of the key points and issues within the chapter to enable easy navigation, key contemporary questions to encourage you to actively engage with the material and an annotated list of suggested further reading to support you to take your exploration further. A companion website supports the text and provides updates and additional resources. This series presents an authoritative, coherent and focused collection of texts to introduce and promote the notion of education as a humanitarian response as a prime function of educational activity. The series takes a holistic interpretation of education, dealing not only with formal schooling and other systemic provisions in the mainstream, but rather with educational reality - teaching and learning in whatever form it comes at any age.

Teaching excellence is a topic of international significance, having importance for higher education worldwide, yet is generally considered to be poorly defined and understood. The current discourse of teaching excellence is narrowly framed, instrumental and performative, with an onus on measurement and quantification. Wood and Su investigate and rethink excellence in higher education, connecting this to the understanding of the role and purpose of higher education. Stakeholder perspectives on teaching excellence are explored, and the authors argue that it is through engaging with higher education constituencies, to examine teaching excellence from different angles and stances, that more inclusive understandings may be built. These stakeholder perspectives, which form the central chapters of the book, include higher education institutions, academics, students, employers and parents. The importance of a commitment to engaging with understandings situated in the diverse experiences and contexts of stakeholders for an 'inclusive perspective' on teaching excellence is affirmed. At the close of the book, the Coda examines some of the implications of the responses to the COVID-19 global pandemic for inclusive perspectives on teaching excellence in higher education.

People generally acknowledge the superiority of adolescents in using technology tools needed for learning in the future. The purpose of this book is to describe an online polling strategy that allows adolescents to make known how they view conditions of learning at their school. A school improvement model illustrates how to combine results of student polling with stakeholders' perceptions in the scheme of school reform. Student polling differs from other strategies because the target for gathering data is a single school. This deliberately narrow base for sampling student opinion ensures poll results have local relevance that can motivate stakeholder involvement and guide their response. Over 14,000 secondary students have completed polls examined in the text. These ten polls include: career exploration, time management, selective attention and distraction, motivation for Internet learning, tutoring, peer support, cheating, frustration, cyberbullying, and school stress. Students are the stakeholders with the most to gain or lose in efforts to keep American education competitive. Accordingly, their views should be sought as part of decision making about reform. When student opinion and adult observation are considered, an intergenerational perspective can emerge that more accurately portrays institutional strengths and limitations. School principals, superintendents, and state department of education leaders are invited to consider a collaborative project with the authors. Software offers administrators rapid feedback on whole school results. Finding out how special education, gifted and talented, and second language acquisition students view their conditions of learning gives additional insight about school improvement.

Through a national, longitudinal study, this book offers important insights into the attitudes and practices of the nation's 275,000 community college faculty. The book includes chapters on such crucial topics as instruction, satisfaction, professional involvement, and the use of reference groups. The author concludes with practical recommendations for administrators and faculty interested in improving the quality of faculty lives, and faculty practices, at their institutions.

"The Future of Higher Education" coursebook comprehensively explores policy, pedagogy and the student experience. "The Future of Higher Education" explores policy, pedagogy and the student experience at a conceptual level, enabling university staff to place their own work within a wider theoretical framework and to develop their own understandings of some of the key controversies that surround teaching and learning in higher education.The book is divided into three parts: part 1 explores key policies that have shaped higher education since the late twentieth century, and traces the impact that these policies have had on the extent and nature of higher education provision; part 2 explores how these emerging policies, and the need for higher education institutions to respond to them, have produced a radical reevaluation of what higher education is and how it might best be delivered at an institutional level; and, part 3 gives consideration to pedagogy and the student experience in contemporary higher education. "The Future of Higher Education" will be invaluable to all university staff, especially those following the PGCertHE and other programmes within institutional CPD frameworks. It will also be of interest to researchers in this field.

More women are receiving advanced degrees and ascending to the ranks of deans, provosts, and presidents, but despite gains in advancing gender equality, efforts at true empowerment are still met with significant resistance within academia. The contributors to this collection are committed to promoting the issue of gender and empowering women in higher education.

The approach of this book is both theoretical and applied. On one level it evaluates pedagogy from the perspective of what we teach, how we teach, and curriculum development that enables and empowers women. On the other level it examines the institutional barriers that continue to exist that thwart the educational development of women while also examining the areas in which institutional support does promote efforts toward change.

Women are the growing majority population, yet women in higher education are not provided an equal education. This book includes strategies for change, teaching suggestions, and curriculum development ideas.

Consuming Higher Education explores the status of students within the university and society, and the funding and purpose of higher education, drawing on empirical data, UK and USA government policy documents, speeches by policy makers and media representations of students. Joanna Williams moves beyond the debates surrounding fees to consider the impact of the consumption model on universities, learning, knowledge, and student identity. While consumer status initially appears to empower students, Williams argues that it ultimately erodes students' autonomy and reduces learning to an instrumental focus on credit accumulation. At the same time, in giving students consumer status, lecturers are encouraged to avoid intellectually or emotionally challenging content so as not to upset student consumers, which could promote dissatisfaction. Williams draws these themes and arguments together to consider what it means to be a student and to explore alternative conceptions of higher education.

Philanthropy and American Higher Education provides higher education professionals, leaders and scholars with a thoughtful, comprehensive introduction to the scope and development of philanthropy and fund raising as part of the essential life and work of colleges and universities in the United States.

What is a university degree for? What can it offer to students? Is it only about getting a job? How can we measure the quality of an undergraduate degree? Paul Ashwin shows how, around the world, economic arguments have come to dominate our thinking about the purpose and nature of university education. He argues that we have lost a sense of the educational purposes of an undergraduate degree and the ways in which going to university can transform students' lives. Ashwin challenges a series of myths related to the purposes, educational processes, and quality of an undergraduate education. He argues that these myths have fuelled the current misunderstanding of the educational aspects of higher education and explores what is needed to reinvigorate our understanding of a university education. Throughout, Ashwin draws on his deep engagement with international research to offer an accessible and thought-provoking analysis of the nature of university education.

Re-visioning Community Colleges traces the development and generational evolution of community colleges, explores the past success and future capacity of community colleges as disruptive innovators, and analyzes this sector's unique advantages and vulnerabilities. Ultimately, Sydow and Aflred presents alternative futures for community colleges as they-like all sectors of higher education-face rapidly changing environmental forces and conditions. Re-visioning, the primary thrust of the book, is the process of foresight into the shape that community colleges will likely take in the future, on the basis of their growth and innovation trajectory and in response to the dramatic industry shift that is currently underway in the higher education enterprise.

This book examines the life of Virginia Gildersleeve, the dean of Barnard College from 1911 to 1947, who dedicated her life to expanding women's collegiate opportunities to match those of men, and to allow women entry into professional and graduate programs. Gildersleeve was the first academic to use the media to define for the American public what higher education--and particularly what higher education for women--meant. The only woman to sign the United Nations charter, she made waves by implementing the first program to allow women into the Navy. This book explores how Gildersleeve's life exemplifies the expanded and changing educational opportunities for women during the Progressive Era and early twentieth century, with the rise of feminists, progressive reformers, and educational philosophers. Although Gildersleeve is nearly forgotten, her importance to women's higher education, women's inclusion in the US military, and world peace is captured in this blend of historical analysis and life history.

This book will interest readers learning about or developing strategies for improving higher education systems and institutions in developing countries. It provides an insight into sub-Saharan African higher education systems and sets out the ways that they are developing and changing. It explores the dilemmas inherent in a context of scarce resources with increasing and urgent demands for a more professionalized workforce and expert services. It examines the factors inhibiting development such as HIV/AIDS, gender issues, historical conflicts, cultural attitudes inimical to innovation, the challenges created by poor infrastructure, and the history of colonialism and authoritarianism and their legacy of centralized control and lack of autonomy and democracy. The book explores lessons from research into sub-Saharan African higher education that may be applied to other contexts. The authors have lived and worked in sub-Saharan Africa and the book draws on the authors' personal experience of higher education in Zambia, Ethiopia, The Yemen and their links in Mozambique and South Africa as well as extensive senior management experience and at the highest level within sub-Saharan higher education systems. It uses actual examples and a reflective 'case study' approach to describe reforms, and from these, develops ideas as to how to improve the effectiveness of higher education as a means to fight poverty. The book explores lessons from research into sub-Saharan African higher education that may be applied to other contexts. The authors have lived and worked in sub-Saharan Africa and the book draws on their personal experience of higher education in Zambia, Ethiopia, The Yemen and their links in Mozambique and South Africa. The authors also use their extensive management experience at the highest level within sub-Saharan higher education systems. The book includes actual examples and a reflective 'case study' approach to describe reforms, and from these, develops ideas as to how to improve the effectiveness of higher education as a means to fight poverty.

This work analyses the struggle of African Americans to gain access and equity in higher education in the United States. It chronicles some of the history prior to court ordered segregation and traces the mandate to desegregate by following the Adams v. Richardson (1973) case, which ordered the dismantling of dual systems of higher education.

The purpose of this volume is to offer an authoritative overview of the positive relationship between faith and reason, the latter understood as different mode of philosophy. It will also show that despite important variations and differences, the manner in which Christan faith is able to interact with other intellectual disciplines is grounded in theology and is required by theology. Finally it will ground the overall project of "Religion and the University" firmly in different ecclesial communities within the Christian family and differing theological-philosophical orientations that might be trans-denominational.

Hoffman and Summers provide both a conceptual framework and practical approaches relevant to leadership issues in higher education. This book offers solutions for those in leadership positions or those anticipating a position in higher education. It focuses on everyday operational problems and will provide the current or future reader with guidelines for action.

Higher education leaders must have both a sense of the past and a vision of the future. The world is changing rapidly and these changes will have an inevitable and profound impact on higher education. Institutions that fail to respond to the trends taking place around them will not likely survive with significance very far into the new millennium. This book offers help in making the transition from traditional manager/administrator to a valued leader in higher education.

Regardless of the pressures and problems confronting colleges and universities today, they can ill afford to assume that the only essential qualities of those chosen to be presidents are their abilities to be sound managers, institutional developers, and public relations experts. Nelson argues that college presidents must possess the capacity to use the presidential pulpit as moral leaders.

Presidents are profiled as leaders who shape student character, lead campus communities, and are in the forefront of issues critical to education. From this vantage point, we can better examine the moral beliefs at the core of colleges and universities, understand and appreciate moral leadership in higher education, and consider the foundations and future of the presidency.

Delivering quality education to students while remaining competitive at an international level is only one of the many challenges universities face today. To attain their goals, universities must adopt new strategies to achieve academic excellence. World University Rankings and the Future of Higher Education is a pivotal reference source for the latest scholarly research on the implementation of a ranking system for higher education institutions, providing a thorough overview of the impacts of these rankings on educational quality. Exploring the benefits and challenges of this system in a global context, this book is ideally designed for academicians, researchers, students, administrators, and policy makers interested in the effects of university rankings in the education sector and beyond.

Many scholarly visions of morality in higher education suggest that moral instruction should deal primarily with a person's professional or political identity. In contrast, Glanzer and Ream argue that a more wholistic moral education takes place within a university committed to a tradition that can set forth a comprehensive ideal for the school and its students about human well-being.