Founded in 1959, York University is now the second largest university in Ontario and third largest university in Canada. However, starting in 1970s the success of the university was far from guaranteed. Leading the Modern University documents the challenges and solutions that five successive university presidents (H. Ian Macdonald, Harry Arthurs, Susan Mann, Lorna Marsden, and Mamdouh Shoukri) encountered from the very early 1970s up to 2014. This book is the rare occurrence where a series of university presidents describe and analyze the challenges they faced regarding financing, morale crises, and succession. With each president contributing a chapter, covering her or his own years in office, Leading the Modern University reveals that large public institutions have internal dynamics and external forces that supersede any individual leader's years in office. This is a case study for those interested in organizational change as seen by the leadership of a major public institution during a dynamic period in higher education.

The knowledge society arises from the combination of four interdependent elements: the production of knowledge through research, its transmission through education, its dissemination through information and communication technologies, and its exploitation through innovation. For this reason, higher education institutions (HEIs) are the main component of the formation of intellectual capital because they are the key element of the knowledge society, so it is necessary that they continue to be the main source of the necessary skills that allow the increase of economic competitiveness, sustainability, and citizen welfare within the framework of quality education and equity. The Formation of Intellectual Capital and Its Ability to Transform Higher Education Institutions and the Knowledge Society is an essential research publication that provides systemic research on the formation of intellectual capital in higher education and its impact on the knowledge society. Highlighting topics such as educational programs, management strategy, and educational studies, this book is meant for educators, educational technologists, students, researchers, professionals, and administrators.

Offering a rare insight into how legendary educational institutes are built and nurtured, this book is a must-have for all management institutes and, of course, aspirants. The first-ever Indian Institute of Management was established in Calcutta in 1961 as part of an ambitious plan to introduce management education in India. Initially set up with the help of a Ford Foundation grant, in collaboration with MIT's Sloan School of Management, the Institute gradually struck out on its own and soon became instrumental in defining and structuring management education in the country. "Citizens and Revolutionaries: An Oral History of IIM Calcutta" is a commemorative volume that comprises a selection of oral-history interviews, memoirs, archival documents and photographs. It traces the evolution of this Institute, examines its phenomenal successes and the role it has played in shaping contemporary India. A diverse group of people - founders, alumni, staff - have been featured in this book, including Warren Bennis, William Pounds, Ashok Mitra, Barun De, Hiten Bhaya, Ishwar Dayal, Krishna Palepu, Ajit Balakrishnan and Ramachandra Guha.

As president of Stanford University, Gerhard Casper established a reputation as a tireless, forward-thinking advocate for higher education. His speeches, renowned for their intelligence, humanity, wit, and courage, confront head-on the most pressing concerns facing our nation's universities.
From affirmative action and multiculturalism to free speech, politics, public service, and government regulation, Casper addresses the controversial issues currently debated on college campuses and in our highest courts. With insight and candor, each chapter explores the context of these challenges to higher education and provides Casper's stirring orations delivered in response. In addressing these vital concerns, Casper outlines the freedoms that a university must encourage and defend in the ongoing pursuit of knowledge.