An interesting study of the German higher Education system, examining the development of higher education policies from the post-war years, to the post-unification period.

A decade ago, the majority of liberal arts colleges, suffering from a decline in resources, drifted from their traditional missions. This study looks at three insitutions and suggests that a clear mission is more than a common goal.

An NPR Favorite Book of the Year "Breaks new ground on social and educational questions of great import." -Washington Post "An essential work, humane and candid, that challenges and expands our understanding of the lives of contemporary college students." -Paul Tough, author of Helping Children Succeed "Eye-opening...Brings home the pain and reality of on-campus poverty and puts the blame squarely on elite institutions." -Washington Post "Jack's investigation redirects attention from the matter of access to the matter of inclusion...His book challenges universities to support the diversity they indulge in advertising." -New Yorker The Ivy League looks different than it used to. College presidents and deans of admission have opened their doors-and their coffers-to support a more diverse student body. But is it enough just to admit these students? In this bracing expose, Anthony Jack shows that many students' struggles continue long after they've settled in their dorms. Admission, they quickly learn, is not the same as acceptance. This powerfully argued book documents how university policies and campus culture can exacerbate preexisting inequalities and reveals why some students are harder hit than others.

This volume of the "International Perspectives on Education and Society" series comparatively examines various two-year and community college institutions worldwide. While these institutions are called by different names and may not all be structured the same around the world, their core mission remains consistently: to respond to the needs of their local community. Inspired by the German Volkshochschule, founded in 1844, this model is now throughout the U.S., Canada, Australia, India, South Africa, Thailand and other nations. While the community college "label" is debatable and possibly controversial in and of itself, these institutions all serve the needs of their local communities by bridging the gap between academic and technical training with open and accessible learning. Students served by these institutions come from various socioeconomic backgrounds including age, race, culture, gender, and income levels. Two-year and community colleges adapt and institutionalize differently to meet various community needs, whether they provide students with technical training, the ability to transfer to four-year higher education institutions, remedial education or lifelong learning opportunities. This volume analyzes the ways this model has served and continues to serve communities in different international contexts for similar purposes.

Being Lucky: Reminiscences and Reflections, The Complete Edition presents legendary Indiana University president Herman B Wells' autobiography as he originally intended. Painstakingly restored from original archival materials and featuring over a dozen fascinating vignettes and talks that were cut from the original edition, Being Lucky is a must read for Hoosiers everywhere. In this absorbing autobiography, Herman B Wells recalls his small-town childhood, the strong influence of his parents, and his pioneering work with Indiana banks during the Great Depression. His first contact with Indiana University was as an undergraduate in 1921, when the still provincial school had fewer than 3,000 students. At the end of his 25-year tenure as president in 1962, IU had gained an international reputation and a student body that would soon exceed 30,000. Wells' reflections on his years as university president are both lighthearted and illuminating. They describe in candied detail how he approached the job, his observations on effective administration, his thoughts on academic freedom and tenure, his approach to student and alumni relations, and his views on the role of the university as a cultural center. Also included are his fifty maxims for young college presidents. Finally Wells discusses the national and international service that helped shape his presidency and the university. Being Lucky is a nourishing brew of the memories, advice, wit, and wisdom of a remarkable man.

There has been an unprecedented global surge in the numbers of young people going to university over the last few years and, for a multitude of different reasons, higher education worldwide is in a state of flux. To cope effectively, the universities of today will need to be more responsive to the needs of growing numbers of students and better attuned to their requirements. Many complex factors are driving strategic change and influencing institutional decision-making processes, but what is clear is that students are becoming increasingly fundamental to supporting change processes at both national and local levels, and that institutions are working in collaboration with students in new ways in order to understand and improve the learning environment. Within this context, 'student engagement' is the catch-phrase of the moment. This book highlights some of the national and global agendas and issues, from emerging sectors, to the meaning of student engagement for different stakeholders. It provides a backdrop to themes of student engagement as well as examples of innovative and inspiring means of engaging with students in practice, empowering them to take responsibility within decision-making processes and enabling them to lead and deliver change.

Graduate schools have faced attrition rates of approximately 50 percent for the past 40 years. They have tried to address the problem by focusing on student characteristics and by assuming that if they could make better, more informed admissions decisions, attrition rates would drop. Yet high attrition rates persist and may in fact be increasing. Leaving the Ivory Tower thus turns the issue around and asks what is wrong with the structure and process of graduate education. Based on hard evidence drawn from a survey of 816 completers and noncompleters and on interviews with noncompleters, high- and low-Ph.D productive faculty, and directors of graduate study, this book locates the root cause of attrition in the social structure and cultural organization of graduate education.

In this book, Tjeu van den Berk examines C. G. Jung's personal perspective on art and how his work intensely engages with this theme. It analyses Jung s profound reflections on artistic considerations such as how we experience art, the specific qualities in the perception of beauty, the nature of the creative process and the aesthetic attitude.

Jung on Art considers Jung's feelings about art simply being 'art' rather than reducing it to a moral, political, religious or psychological product. It also discusses Jung s notion that the artist is only a breeding ground for a piece of art, and once complete, the piece has an independent existence.

Topics covered include:

• symbolism
• the difference between art and aesthetics
• Jung's ideas about himself as an artist
• the psychology of art
• Jung's perspective on modern art and surrealism.

This book will be of great interest to all Jungian scholars, as well as those interested in the meeting of Jung and art.

This study addresses the professional development of college English teachers in mainland China. It is designed to examine the relationship between teachers' motivation and their attitudinal elements including teacher engagement and commitment, and teaching approaches. This study adopts a mixed-method design that starts with a quantitative phase in which data were collected and analysed to examine the hypothesised predictive power of teachers' motivation on their engagement, commitment and teaching approaches. In the second phase, qualitative data acquired via semi-structured interviews and documentary analysis were collected to further interpret, explain and elaborate the quantitative results in greater depth. As language teaching has been an often-researched discipline in the teacher motivation literature, this study prompts one to rethink and reflect on the effectiveness of college English curriculum reform and provides implications for current college English teaching and the development of college English teachers.

In this book on higher education the contributors make The Black Lives Matter (#BLM) their focus and engage in contemporary theorizing around the issues central to the Movement: Black Deprivation, Black Resistance, and Black Liberation. The #BLM movement has brought national attention to the deadly oppression shaping the everyday lives of Black people. With the recent murders of Breonna Taylor and George Floyd from state-sanctioned violence by police, the public outrage and racial unrest catapulted #BLM further into the mainstream. Institutional leaders (e.g., provosts, department heads, faculty, campus administrators), particularly among white people, soon began realizing that anti-Blackness could no longer be ignored, making #BLM the most significant social movement of our time. The chapters included in this volume cover topics such as white institutional space and the experiences of Black administrators; a Black transnational ethic of Black Lives Matter; depictions of #BLM in the media; racially liberatory pedagogy; campus rebellions and classrooms as sites for Black liberation; Black women's labor and intersectional interventions; and Black liberation research. The considerations for research and practice presented are intended to assist institutional leaders, policy-makers, transdisciplinary researchers, and others outside higher education, to dismantle anti-Blackness and create supportive mechanisms that benefit Black people, especially those working, learning and serving in higher education. The chapters in this book were originally published in a special issue of International Journal of Qualitative Studies in Education.

Pursuing Excellence in Higher Education Contributors

• Ruth Ash, dean, Orlean Bullard Beeson, School of Education and Professional Studies, Samford University
• Barbara Bender, associate dean, Graduate School-New Brunswick, Rutgers University
• Robert Berdahl, chancellor, University of California, Berkeley
• Jean Ann Box, associate dean, Orlean Bullard Beeson School of Education and Professional Studies, Samford University
• John Byrne, president emeritus, Oregon State University and executive director, Kellogg Commission
• Christine Haska Cermak, associate provost, Naval Postgraduate School
• Brian Chabot, professor, ecology and evolutionary biology, Cornell University
• Mary Sue Coleman, president, University of Michigan
• Ron Coley, associate vice chancellor, Business and Administrative Services, University of California, Berkeley
• Stacey Connaughton, assistant professor, communication, Rutgers University
• Maury Cotter, director, Strategic Planning and Quality Improvement, University of Wisconsin, Madison
• John Dew, director, Continuous Quality Improvement, University of Alabama
• Paul Dimond, principal administrative analyst, Business and Administrative Services, University of California, Berkeley
• Carol Everett, associate director, Office of Planning and Institutional Assessment, Pennsylvania State University
• Conrado (Bobby) Gempesaw, vice provost, Academic and International Programs, University of Delaware
• Adolph Haislar, senior associate vice president, Auxiliary Services and Excellence in Higher Education, Miami University
• W. James Haley, associatevice president, Facilities, Miami University
• Phyllis Hoffman, director, Center for Organizational Effectiveness (COrE), University of California, Berkeley
• Francis Lawrence, president emeritus, Rutgers University
• Diane Moen, vice chancellor, Administrative and Student Life Services, University of Wisconsin, Stout
• James Morley, president, National Association of College and Business Officers (NACUBO)
• Richard Norman, vice president, Finance and Business Services and treasurer, Miami University
• Leonard Pollack, manager, Human Resources Development Center, Pennsylvania State University
• Mo Qayoumi, vice president, Administration and Finance and chief financial officer, California State University, Northridge
• Michael Quinlan, interim associate vice president, Business Services, Rutgers University
• Louise Sandmeyer, executive director, Office of Planning and Institutional Assessment, Pennsylvania State University
• Robert Secor, coordinator, Academic Leadership Program, Committee for Institutional Cooperation
• Michael Shafer, professor, political science, and director, Citizenship and Service Education
• Program, Rutgers University
• Charles Sorensen, chancellor, University of Wisconsin, Stout
• Stephen Spangehl, director, Academic Quality Improvement Project, North Central Association of Colleges and Schools
• Graham Spanier, president, Pennsylvania State University
• Marie Sutthoff, Administrative Services and Facilities Management, University of Cincinnati
• James Tucker, vice president, Administrative and Business Services, University of Cincinnati
• David Ward, president, American Council on Education and chancellor emeritus, University of Wisconsin, Madison
• Chester Warzynski, director, Organizational Development Services, Cornell University
• Susan Williams, professor, management,
• Jack Massey Graduate School of Business, Belmont University
• Billie Willits, assistant vice president, Human Resources, Pennsylvania State University

With contributions from a stellar panel of student services experts, Student Academic Services is a comprehensive resource that addresses the intricacies of today's academy and provides a hands-on guide to the expanded and complex functions of today's student academic services. This helpful book offers an in-depth examination of the most effective models, current practices, and trends in student services. The authors explore highly integrated student academic services practices from various campuses that reflect a holistic, interdependent approach to assessing and addressing the needs of students, and they offer a selection of effective management tools for assessment, evaluation, and continuous improvement. Student Academic Services includes a wealth of information on a wide variety of topics such as

• Advances in information technology to make services available
• A model for a comprehensive, integrated career services unit
• A systematic and strategic view of academic advising
• The creation of accurate, secure, and accessible academic records
• The growth of financial aid and scholarship services
• The challenges of helping a diverse student body achieve success
• Integration of online student academic services
• Management of change in student academic services
• Future trends in student services

Harvard's searing and sobering indictment of its own long-standing relationship with chattel slavery and anti-Black discrimination. In recent years, scholars have documented extensive relationships between American higher education and slavery. The Legacy of Slavery at Harvard adds Harvard University to the long list of institutions, in the North and the South, entangled with slavery and its aftermath. The report, written by leading researchers from across the university, reveals hard truths about Harvard's deep ties to Black and Indigenous bondage, scientific racism, segregation, and other forms of oppression. Between the university's founding in 1636 and 1783, when slavery officially ended in Massachusetts, Harvard leaders, faculty, and staff enslaved at least seventy people, some of whom worked on campus, where they cared for students, faculty, and university presidents. Harvard also benefited financially and reputationally from donations by slaveholders, slave traders, and others whose fortunes depended on human chattel. Later, Harvard professors and the graduates they trained were leaders in so-called race science and eugenics, which promoted disinvestment in Black lives through forced sterilization, residential segregation, and segregation and discrimination in education. No institution of Harvard's scale and longevity is a monolith. Harvard was also home to abolitionists and pioneering Black thinkers and activists such as W. E. B. Du Bois, Charles Hamilton Houston, and Eva Beatrice Dykes. In the late twentieth century, the university became a champion of racial diversity in education. Yet the past cannot help casting a long shadow on the present. Harvard's motto, Veritas, inscribed on gates, doorways, and sculptures all over campus, is an exhortation to pursue truth. The Legacy of Slavery at Harvard advances that necessary quest.

Contents:
1. The universals of a university 2. Universities have IT 3. Instruction in universities 4. New academics for old 5. Old students for new 6. Play the game: knowledge in universities 7. The problem's the thing: Research in a global virtual university 8. The curriculum of globalisation 9. Global corporate

This classic text combines practical advice with sound theory to provide a uniquely stimulating introduction to the practice of university teaching. The book has a simple message: to become a good teacher, first you must understand your students' experiences of learning. Out of this grows0 a set of principles for effective teaching in higher education.
This fully revised and updated new edition reflects a changed higher education environment, addressing issues of quality, standards and professional development in today's universities. The book includes new research findings and suggestions for further reading, while case studies of exemplary teaching connect ideas to practice.
This book is essential reading for new and experienced lecturers.

eBook available with sample pages: 0203507711

Missions matter. A decade ago, the majority of liberal arts colleges found themselves operating in a perilous environment with declining resources. Many drifted from their traditional missions and began offering programs whose sole purpose was to appeal to prospective students. The result on many campuses was a fragmenting of purpose and a diminishing of institutional life.
The study looks at three institutions - LeMoyne-Owen, Olivet and Tusculem Colleges. The research provides a window into this complex, fascinating and ultimately powerful process. The accounts suggest a clear mission is more than a common goal - it is the formation of a shared belief system with new values and norms that create a richer more meaningful institutional life. Policy makers, institutional leaders, researchers and faculty members will find this book an invaluable resource in understanding cultural change and how mission matters.

In this dismantling of the myth of Japanese "quality education", McVeigh investigates the consequences of what happens when statistical and corporatist forces monopolize the purpose of schooling and the boundary between education and employment is blurred.

An interesting study of the German higher Education system, examining the development of higher education policies from the post-war years, to the post-unification period.

In this dismantling of the myth of Japanese "quality education", McVeigh investigates the consequences of what happens when statistical and corporatist forces monopolize the purpose of schooling and the boundary between education and employment is blurred.

"This book covers well the issues and problems of the U.S. academic profession in the second half of the twentieth century." -- Contemporary Science The tale of the American academic profession-that large company of men and women, unprecedented in its size and diversity-needs to be written. A large historical literature on America's colleges and universities exists, but much of it is unashamedly hagiographic. On the other hand, more critical works see American universities as being in dire need of massive reform. This charge is not sustained by the contributors to The American Academic Profession, who hope to shatter the code of silence that passes for discretion, by focusing on the forces that have conspired to create the American academic profession.
Graubard includes contributions from important scholars around the world: "How the Academic Profession is Changing" by Arthur Levine; "Small Worlds, Different Worlds: The Uniqueness and Troubles of American Academic Professions" by Burton R. Clark; "The Elusive Academic Profession: Complexity and Change" by Francis Oakley; "Uncertainties in the Changing Academic Profession" by Walter E. Massey; "Stewards of Opportunity: America's Public Community Colleges" by Patrick M. Callan; "Public Universities as Academic Workplaces" by Patricia J. Gumport; "Survival of the Fittest? Postgraduate Education and the Professoriate at the Fin de Sicle" by R. M. Douglas; "Reflections on the Culture Wars" by Eugene Goodheart; "A Blow Is Like an Instrument" by Charles Bernstein; "The Science Wars and the Future of the American Academic Profession" by Jay A. Labinger; "The Scientist as Academic" by Cheryl B. Leggon; "The 'Place' of Knowledge in the American Academic Profession" by Sheldon Rothblatt; "Border Crossings: Organizational Boundaries and Challenges to the American Professoriate" by Theodore R. Mitchell; "The Development of Information Technology in American Higher Education" by Martin Trow; and "An International Academic Crisis? The American Professoriate in Comparative Perspective" by Philip G. Altbach.
The American Academic Profession is not sanguine about what is currently happening in higher education, or what it imagines the future portends. It simply asks the question: Can a society truly understand its universities and colleges when it has moved too quickly from uncritical admiration to uniformed and ungenerous complaint? This volume intends to dispel some long-persistent myths in favor of objective truth. It is a must for anyone interested in academic problems, for those who work in higher education, and for everyone interested in American ideas, traditions, and social and intellectual history.
Stephen R. Graubard is editor of the American Academy of Arts and Sciences and its journal, Daedalus, and professor of history emeritus at Brown University.

"Authoring a Discipline" traces the post-World War II emergence of rhetoric and composition as a discipline within departments of English in institutions of higher education in the United States. Goggin brings to light both the evolution of this discipline and many of the key individuals involved in its development. Drawing on archival and oral evidence, this history offers a comprehensive and systematic investigation of scholarly journals, the editors who directed them, and the authors who contributed to them, demonstrating the influence that publications and participants have had in the emergence of rhetoric and composition as an independent field of study.
Goggin considers the complex struggles in which scholars and teachers engaged to stake ground and to construct a professional and disciplinary identity. She identifies major debates and controversies that ignited as the discipline emerged and analyzes how the editors and contributors to the major scholarly journals helped to shape, and in turn were shaped by, the field of rhetoric and composition. She also coins a new term--discipliniographer--to describe those who write the field through authoring and authorizing work, thus creating the social and political contexts in which the discipline emerged. The research presented here demonstrates clearly how disciplines are social products, born of political struggles for both intellectual and material spaces.

The Graduate Grind looks closely at the culture of graduate school in an effort to uncover why graduate students routinely experience extreme depression, illness, divorce and sometimes even suicide and murder. What elements provoke the sense of powerlessness and hopelessness that produces such extreme reactions in students? Unlike others who consider student suffering and failure an integral part of a system based appropriately on survival of the fittest, Hinchey and Kimmel argue instead that too much student suffering comes from rampant and sanctioned abuse of power. Examining common assumptions and routines through the lens of critical theory, the authors question several aspects of graduate education, including the conception of graduate students as institutional capital; institutionalized prejudice based on age, gender, sexual orientation, race and class; and competing power and value systems. Throughout the book, the authors allow students to tell their own stories, putting a human face on the results of abuses generated by unchecked power and privilege.

In this collection of essays, 13 foreign exchange students write their compelling stories detailing their experiences studying at Dartmouth College. They not only convey their own joys and sorrows, but illuminate U.S. culture from a perspective not seen by many American students or citizens.

Graduate schools have faced attrition rates of approximately 50 percent for the past 40 years. They have tried to address the problem by focusing on student characteristics and by assuming that if they could make better, more informed admissions decisions, attrition rates would drop. Yet high attrition rates persist and may in fact be increasing. Leaving the Ivory Tower thus turns the issue around and asks what is wrong with the structure and process of graduate education. Based on hard evidence drawn from a survey of 816 completers and noncompleters and on interviews with noncompleters, high- and low-Ph.D productive faculty, and directors of graduate study, this book locates the root cause of attrition in the social structure and cultural organization of graduate education.

Beyond McDonaldization provides new concepts of higher education for the twenty-first century in a unique manner, challenging much that is written in mainstream texts. This book undertakes a reassessment of the growth of McDonaldization in higher education by exploring how the application of Ritzer's four features efficiency, predictability, calculability and control has become commonplace. This wide-ranging text discusses arguments surrounding the industrialisation of higher education, with case studies and contributions from a wide range of international authors. Written in an accessible style, Beyond McDonaldization examines questions such as: Can we regain academic freedom whilst challenging the McDonaldization of thought and ideas? Is a McDonaldization of every aspect of academic life inevitable? Will the new focus on student experience damage young people? Why is a McDonaldized education living on borrowed time? Is it possible to recreate the university of the past or must we start anew? Does this industrialisation meet the educational needs of developing economies? This book brings international discussions on the changing world of higher education and the theory of McDonaldization together, seeking to provide a positive future vision of higher education. Analysing and situating the discussion of higher education within a wider social, political and cultural context, this ground-breaking text will have a popular appeal with students, academics and educationalists.