While it is assumed that American undergraduates who study abroad derive unique benefits from the experience, until now its actual impact has not been assessed. This book, which presents the findings of a long-term evaluation project, provides the kind of systematic and comprehensive data needed to document and give future guidance to programs of study abroad. Using comparative measures, the authors examine the effects of overseas study in terms of education, career, personal satisfaction, and cultural values. Undergraduates in four U.S. college and university programs involving nearly thirty European institutions were chosen for the study. The focus of the research is the role of study abroad in students' acquisition of foreign language proficiency, knowledge of and concern for foreign cultures and international issues, attitudes toward their home country and its values, and career objectives and accomplishments. Student profiles indicate consistent patterns in motivation, achievement, and satisfaction that relate to the experience abroad. In their conclusion, the authors look at the implications of their findings in the context of our times and society and offer suggestions for some new directions for study abroad in the coming years. This analysis will be relevant for educational decision-makers, funding organizations, government, and the research community.

It is an old cliche that leading and managing academics is like herding cats. This book challenges this myth and presents a way to deal with the many challenges of academic leadership, from managing departments, research groups and teams to managing tensions between research and teaching. The book is a practical and stimulating guide to different pathways to successful academic leadership, both in personal and organizational terms.

This encouraging guide coaches African American and first-generation college students on strategies for maximizing their experiences and success on university campuses. Marked gaps in academic achievements continue to exist between white and black students on college campuses in America. This motivational book, with contributions from academic role models from within the African American community, provides tools to help ethnically diverse students choose the best college, improve their study skills, and cope with academic anxiety. From college selection to graduation, this practical resource provides firsthand accounts of successful college experiences and the strategies used by former students to obtain their degrees. This work is divided into four parts. After an introductory section that addresses how to find the right college for aspiring students, the second part discusses the culture of an academic environment and reveals what incoming students may discover on a new campus. The third section introduces the language and lingo used in college settings. Finally, the guide concludes with conversations with successful African Americans who have achieved their undergraduate, graduate, and professional degrees. The content also features a helpful college and university directory. Offers strategies to assist African American students with succeeding in college Reveals stories of African American graduates and tips for assimilating into an academic environment Provides detailed and updated resources on schools and organizations Explains logistics, operations, and terms used on college campuses

A cutting-edge view of the digital humanities at a time of global pandemic, catastrophe, and uncertainty Where do the digital humanities stand in 2023? Debates in the Digital Humanities 2023 presents a state-of-the-field vision of digital humanities amid rising social, political, economic, and environmental crises; a global pandemic; and the deepening of austerity regimes in U.S. higher education. Providing a look not just at where DH stands but also where it is going, this fourth volume in the Debates in the Digital Humanities series features both established scholars and emerging voices pushing the field’s boundaries, asking thorny questions, and providing space for practitioners to bring to the fore their research and their hopes for future directions in the field. Carrying forward the themes of political and social engagement present in the series throughout, it includes crucial contributions to the field—from a vital forum centered on the voices of Black women scholars, manifestos from feminist and Latinx perspectives on data and DH, and a consideration of Indigenous data and artificial intelligence, to essays that range across topics such as the relation of DH to critical race theory, capital, and accessibility. Contributors: Harmony Bench, Ohio State U; Christina Boyles, Michigan State U; Megan R. Brett, George Mason U; Michelle Lee Brown, Washington State U; Patrick J. Burns, New York U; Kent K. Chang, U of California, Berkeley; Rico Devara Chapman, Clark Atlanta U; Marika Cifor, U of Washington; María Eugenia Cotera, U of Texas; T. L. Cowan, U of Toronto; Marlene L. Daut, U of Virginia; Quinn Dombrowski, Stanford U; Kate Elswit, U of London; Nishani Frazier, U of Kansas; Kim Gallon, Brown U; Patricia Garcia, U of Michigan; Lorena Gauthereau, U of Houston; Masoud Ghorbaninejad, University of Victoria; Abraham Gibson, U of Texas at San Antonio; Nathan P. Gibson, Ludwig-Maximilians-Universität, Munich; Kaiama L. Glover, Barnard College; Hilary N. Green, Davidson College; Jo Guldi, Southern Methodist U; Matthew N. Hannah, Purdue U Libraries; Jeanelle Horcasitas, DigitalOcean; Christy Hyman, Mississippi State U; Arun Jacob, U of Toronto; Jessica Marie Johnson, Johns Hopkins U and Harvard U; Martha S. Jones, Johns Hopkins U; Annette K. Joseph-Gabriel, Duke U; Mills Kelly, George Mason U; Spencer D. C. Keralis, Digital Frontiers; Zoe LeBlanc, U of Illinois at Urbana-Champaign; Jason Edward Lewis, Concordia U; James Malazita, Rensselaer Polytechnic Institute; Alison Martin, Dartmouth College; Linda García Merchant, U of Houston Libraries; Rafia Mirza, Southern Methodist U; Mame-Fatou Niang, Carnegie Mellon U; Jessica Marie Otis, George Mason U; Marisa Parham, U of Maryland; Andrew Boyles Petersen, Michigan State U Libraries; Emily Pugh, Getty Research Institute; Olivia Quintanilla, UC Santa Barbara; Jasmine Rault, U of Toronto Scarborough; Anastasia Salter, U of Central Florida; Maura Seale, U of Michigan; Celeste Tường Vy Sharpe, Normandale Community College; Astrid J. Smith, Stanford U Libraries; Maboula Soumahoro, U of Tours; Mel Stanfill, U of Central Florida; Tonia Sutherland, U of Hawaiʻi at Mānoa; Gabriela Baeza Ventura, U of Houston; Carolina Villarroel, U of Houston; Melanie Walsh, U of Washington; Hēmi Whaanga, U of Waikato; Bridget Whearty, Binghamton U; Jeri Wieringa, U of Alabama; David Joseph Wrisley, NYU Abu Dhabi. Cover alt text: A text-based cover with the main title repeating right-side up and upside down. The leftmost iteration appears in black ink; all others are white.

"During the summer before he went to college, he was obnoxious; he said, 'There's a reason I'm acting this way; it will make it easier for you to have me leave.'"

"When she was packing to leave, she was completely preoccupied with how many sheets and towels to take. I was thinking, 'My kid is leaving home forever, and life is taken up with minutiae.'"

It's an emotional rollercoaster, a combination of missing him and feeling happy and excited for him."

You've taught them how to do their laundry, brought them a year's supply of toothpaste and shampoo, and lectured them on the do's and dont's of life beyond your home. The time has come for your child to leave for college -- but are you prepared to say goodbye?

Written by a mother who survived the perils of packing her own child off to school, When Your Kid Goes to College provides supportive, reassuring, and helpful tips for handling this inevitable but difficult separation.

Comprehensive and accessible, this practical guide includes info on:

• Teaching your child how to live on his own, from balancing a checkbook to dealing with a roomate.

• The difference between financial and emotioanl dependence -- and how to keep them separate.

• Helping your spouse, younger children, and even pets deal with the transition when your child leaves -- and when she returns.

• How to fill -- and even enjoy -- the hole that your child's absence leaves.

Saying goodbye isn't the end of the world; it's the beginning of an exciting new one for your child-and you!

Student-run ventures, actual businesses that students enroll in as a course and run themselves, are changing the ways in which students learn by offering valuable hands-on experience. Many universities around the US have some form of student-run venture operating on campus, but how learning is reinforced and integrated into the classroom varies widely, as does the meaningfulness of the overall student experience. Most universities operate these ventures as one-offs, disconnected from formal academic instruction and as a side project that never gets full faculty or student attention. This book examines six exemplar student-run ventures in depth. These ventures span disciplines from all across campus (arts, humanities, technology) and have known track-records of success, not only from a revenue perspective, but also in terms of pedagogy and learning. Readers learn the inner workings of all six student-run venture courses first-hand from the faculty teaching the course and from students who have taken the course. For instructors looking to start a student-run venture on their campus this book is a must-have roadmap that is sure to help them sidestep obstacles and to accelerate success. The insights contained here show you how you can enhance student engagement and learning by incorporating elements of 21st century entrepreneurship education into the classroom.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

How to Manage Student Consulting Projects describes the key principles and tools needed by project advisors to manage student consulting projects in an academic setting. The authors highlight different approaches for managing student consulting teams, including an innovative model in which graduate students manage undergraduates. This model of experiential learning suggests that project advisors should include reflection of learning as a key outcome for any student consulting project. The book also emphasizes the importance of evaluating both team and individual performance in a project's overall success, and data are shown on the positive impact that student teams have had on clients. In addition to offering strategies that project advisors can use to improve project performance, the book provides information for program administrators and deans, as well as project managers in non-academic settings, to help in the development and running of project-based learning.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Are business schools on the wrong track? For many years, business schools enjoyed rising enrollments, positive media attention, and growing prestige in the business world. However, due to the disruption of Covid-19, many previously ignored issues relating to MBA programs resurfaced. As a result, MBA programs now face lower enrollments and intense criticism for being deficient in preparing future business leaders and ignoring essential topics like ethics, sustainability, and diversity and inclusion. The Future of Business Schools discusses these issues in the context of three critical areas: complexity, sustainability, and destiny. How do we prepare students for a new and complex world, how can business schools focus on the planet's sustainability, and how will they shape a better future for everyone? The chapters present views and suggestions of business school professors, researchers, and leaders from different contexts and countries as well as ideas for business school stakeholders, on topics from program structures, course content, and teaching materials to research topics. In addition to examples of innovations, there are tools offered to help universities navigate complexity and prepare for uncertainty. The material will assist business school faculty, staff, and administrators as well as professionals, policymakers, and organizations in identifying new directions for business schools in this evolving field.

Student-run ventures, actual businesses that students enroll in as a course and run themselves, are changing the ways in which students learn by offering valuable hands-on experience. Many universities around the US have some form of student-run venture operating on campus, but how learning is reinforced and integrated into the classroom varies widely, as does the meaningfulness of the overall student experience. Most universities operate these ventures as one-offs, disconnected from formal academic instruction and as a side project that never gets full faculty or student attention. This book examines six exemplar student-run ventures in depth. These ventures span disciplines from all across campus (arts, humanities, technology) and have known track-records of success, not only from a revenue perspective, but also in terms of pedagogy and learning. Readers learn the inner workings of all six student-run venture courses first-hand from the faculty teaching the course and from students who have taken the course. For instructors looking to start a student-run venture on their campus this book is a must-have roadmap that is sure to help them sidestep obstacles and to accelerate success. The insights contained here show you how you can enhance student engagement and learning by incorporating elements of 21st century entrepreneurship education into the classroom.

This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. What is the purpose of social science? How can social science make itself relevant to the intractable problems facing humanity in the twenty-first century? The social sciences are under threat from two main sources. One is external, reflected in a global university crisis that imposes the marketization of higher education on the ancient practice of scholarship. The other, internal threat is social science's withdrawal from publicly-engaged teaching and research into the protective bunker of disciplinarity. In articulating a vision for the public role of social science in the twenty-first century, John Brewer argues that these threats also constitute an opportunity for a new public social science to emerge, confident in its public value and fully engaged with the future of humanity in its teaching, research and civic responsibilities, while also remaining committed to science. The argument is presented in the form of an interpretive essay: thought-provoking, forward-looking, and challenging to intellectual orthodoxy. It should be read and debated by all researchers and teachers in the social science disciplines who are concerned by the future of higher education and the relevance of their subjects to the future of humankind.

A pioneering contribution to the literature of intrapreneurship, this volume offers a unique new perspective on the subject by focusing on intrapreneurship in academe. The authors assert that the corporate lessons of survival, competition, and getting the job done--all widely documented in studies of intrapreneurship--are equally relevant, indeed vital, to institutions of higher education. They show how a university's productive capacity can be dramatically improved by incorporating the principles of intrapreneurship into an academic setting. They also offer practical strategies for intrapreneurial change drawn from their own experiences.

Business Teaching Beyond Silos focuses on the application of business education to the teaching of other subject areas and how other subject areas inform business teaching. It outlines the benefits of using inter- and multi-disciplinarity to enhance business education and to influence and inform business practice within other disciplines. Drawing on case studies and the contributors' own experiences, the book showcases what cross-, inter- and multi-disciplinary learning and teaching means, and how it impacts academia and the real world. Chapters explore interdisciplinarity in STEM, as well as the humanities and social science areas, examining key topics including business teaching philosophies, cultivating business skills and team coaching. Presenting examples of where interdisciplinary teaching has been both successful and challenging, the book will enable practitioners to understand and utilise the worked examples to adapt their own practice. This practical book will be a useful resource for higher education teachers and academics who are interested in the teaching benefits of educating students with interdisciplinary knowledge and skills.

Offering an empirically rigorous perspective on actionable approaches to entrepreneurship education, including learning, teaching and assessment methods, this book aims to bridge the gap between the theory and practice of entrepreneurship education as it relates to local, regional, national and international contexts. An impressive team of leading international authorities and acclaimed experts provide a comprehensive and in-depth exploration of the role and impact of entrepreneurship education in industrially developed and developing countries as well as transition economies. Incorporating a wealth of new, emergent and innovative techniques, this book will allow teachers to effectively encourage future entrepreneurs to realize their ideas and intentions, and to convert them into successful and sustainable small businesses. An excellent addition to current entrepreneurship education literature, this book will be of interest to entrepreneurship teachers, postgraduate and doctoral students, as well as graduate entrepreneurs, for its useful empirical basis, in addition to extensive theoretical and practical knowledge. Contributors include: D. Bolzani, C. Camarero, L. Cisneros S. Coleman, Y. Costin, G. de Jong, J. Delfino, I. Diego, A. Fayolle, A. Fernandez-Laviada, R. Fisher, F. Gul, P.D. Hannon, L. Hietanen, L. Huxtable-Thomas, B. Hynes, Y. Israel-Cohen, C. Jones, P. Jones, O. Kaplan, D. Kariv, C. Keen, P. Kyroe, E. Luppi H. Matlay, J.H. Mejia, C. Netana, M. O'Dwyer, A. Penaluna, K. Penaluna, A. Perez, D. Pickernell, T. Pihkala, M. Redondo, M.P. Rice, A. Robb, H. Ruismaki, E. Ruskovaara, P. San Martin, V. Sanchez-Famoso, J. Seikkula-Leino, W.C. Stitt, M. Zaheer Asghar

Mapping the future of British Universities in a changing world Can the Prizes still Glitter? is edited by Hugo de Burgh (Editor of China in Britain, Professor of Journalism and Director of the China Media Centre at the University of Westminster), Anna Fazackerley (Director of Education Think Tank Agora) and Jeremy Black (Professor of History at Exeter University). It is the inaugural publication of Agora, a new independent think tank focusing on the future of our universities, and offers a fascinating insight into Britain's academic institutions in an ever-changing world. Thirty-four contributors, including eight vice chancellors (and, of course, our very own Terence Kealey), politicians, business leaders and academics from a variety of disciplinary backgrounds and a range of institutions have written personal essays outlining where universities are now and where they ought to be. Between them, these engaging thinkers tackle the entire spectrum of higher education. Individually and collectively they confront many of the big and uncomfortable issues facing Britain, exhibit some of the solutions of which individual institutions are proud, and delineate the kind of tough decisions and actions that politicians and university leaders need to undertake in order for British institutions to match the rapid progress evident elsewhere in the world.

Despite the broad engagement of higher education institutions in most social sectors, limited thinking and hyper-individualistic approaches have dominated discussions of their value to society. Advocating a more rigorous and comprehensive approach, this insightful book discusses the broad range of contributions made by higher education and the many issues entailed in theorising, observing, measuring and evaluating those contributions. Prepared by a group of leading international scholars, the chapters investigate the multiple interconnections between higher education and society and the vast range of social, economic, political and cultural functions carried out by universities, colleges and institutes and their personnel. The benefits of higher education include employable graduates, new knowledge via research and scholarship, climate science and global connections, and the structuring of economic and social opportunities for whole populations, as well as work and advice for government at all levels. Higher education not only lifts earnings and augments careers, it also immerses students in knowledge, helps to shape them as people, and fosters productivity, democracy, tolerance and international understanding. The book highlights the value added by higher education for persons, organisations, communities, cities, nations, and the world. It also focuses on inequalities in the distribution of that value, and finds that the tools for assessing higher education are neither adequate nor complete as yet. International and interdisciplinary in scope, this book will prove an invaluable resource to students and scholars of higher education, educational policy and social policy. It will also prove a useful resource to both university executives and tertiary education policymakers who want to make higher education more effectively accountable to the public.

Teaching Benefit-Cost Analysis is a unique look at the insights of internationally recognized teachers, researchers and practitioners addressing a difficult and controversial subject. Each chapter presents a self-contained module that includes guidance to additional resources, and many contain class exercises to provide detail and inspiration that extends beyond the scope of standard textbooks. The social evaluation of public investments by governments, international organizations and non-profits is an expanding field that encompasses both new and established areas of social policy. This book expands on the methods and issues central to the study of benefit-cost analysis, with specific topics including risk, societal distribution of impacts, limited versus national effects, the statistical value of a life and more. This book?s focus on classroom engagement makes it a valuable resource for teachers of benefit-cost analysis. Its attention to foundational and advanced concepts will be of interest to undergraduate or Master?s-level students of public policy, economics and related areas, as well as professional economists who apply benefit-cost analysis in their work.

Gathering unique and thoughtful contributions from leading international scholars, this timely Research Handbook offers diverse perspectives on university rankings twenty years after the first global rankings emerged. It presents an in-depth analysis that reflects the current state of research on rankings, their influence and impact. The Research Handbook explores how rankings and their impacts can be theorized and conceptualized, as well as the methodological tensions that rankings generate. It further examines how rankings have affected institutional behaviours and interacted with the quality agenda in higher education, examining what rankings mean for equity, teaching and learning, and students. Chapters also analyse how rankings interact with and accentuate the geopolitics of higher education, looking ahead to emergent policy issues and responses to rankings. Higher education researchers, policy and decision makers as well as rankings followers will find the critical insights into globalisation and geopolitics, quality assurance, international comparability and assessment, and student outcomes and learning in this Research Handbook interesting. It will also be a useful read for higher education and university leaders and managers wanting a better understanding of rankings and their usefulness and challenges.

How to Manage Student Consulting Projects describes the key principles and tools needed by project advisors to manage student consulting projects in an academic setting. The authors highlight different approaches for managing student consulting teams, including an innovative model in which graduate students manage undergraduates. This model of experiential learning suggests that project advisors should include reflection of learning as a key outcome for any student consulting project. The book also emphasizes the importance of evaluating both team and individual performance in a project's overall success, and data are shown on the positive impact that student teams have had on clients. In addition to offering strategies that project advisors can use to improve project performance, the book provides information for program administrators and deans, as well as project managers in non-academic settings, to help in the development and running of project-based learning.