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.

This book addresses the political effects of the massification of higher education and intellectual labor in the neoliberal state. Using the case of Chile, the author argues that public professionalism emerges in the mass university system, producing excesses of knowledge which infuse the state with political purpose at many levels. The emergence of the student movement in 2011, then the major social mobilization against the neoliberal state since the restoration of democracy in 1990, provided a clear manifestation of the politicization and ideological divisions of the mass university system. In conditions of mass intellectuality, public professionals mobilize their political affinities and links with society, eventually affecting the direction of state power, even against neoliberal policy. Through several interviews with academics, public professionals, and other documentary and statistical analyses, the book illustrates the different sites of political socialization and the ideological effectiveness of the emergent mass intellectuality of the neoliberal state.

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.

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.

A volume in Contemporary Research in Education Series Editor: Terry A. Osborn, University of South Florida, Sarasota-Manatee Normalites: The First Professionally Prepared Teachers in the United States is a new original work which explores the experiences of three women, Lydia Stow, Mary Swift and Louisa Harris, who were pioneers in the movement in teacher education as members of the first class of the nation's first state normal school established in Lexington, Massachusetts in 1839. The book is biographical, offering new insights derived from exceptional research into the development of the normal school movement from the perspectives of the students. While studies have provided analysis of the movement as a whole, as well as some of the leaders of the initiative, such as Horace Mann and Henry Barnard, there is a lack of rich, published information about the first groups of students. Understanding their accounts and experiences, however, provides a critical foreground to comprehending not only the complexity of the nineteenth century normal school movement but, more broadly, educational reform during this period. Arranged chronologically and in four parts, this book explores the experiences of Lydia Stow, Mary Swift and Louisa Harris during their normal school studies, their entrance into the world and commencement of their careers, the transitions in their personal and professional lives, and the building of their life work. Throughout these periods, their formal educational experiences, as well as broader moments of transformation, are considered and how life paths were shaped. This book will be of interest to undergraduate and graduate students and faculty connected to teacher preparation programs. More than 100,000 students are currently awarded baccalaureate degrees each year in Education. Over 80,000 of these students are women. Their experiences are rooted in the pioneering efforts of Lydia Stow, Mary Swift, and Louisa Harris at our nation's first state normal school. It is a particularly fitting time to share their experiences as the 175th anniversary of the start of formal, state sponsored teacher education, the normal school movement, will be celebrated in 2014.

'Between the ever-open possibilities of the global space, and the nation-state with its still seemingly irreducible hold on territory and imagination, lies the region. In higher education there are many kinds of region. This is by far the best book on regional developments, and one of the first two or three books we must now turn to in order to understand global higher education-it provides an invaluable geo-spatial lens that complements analyses based on political economy and culture.' - Simon Marginson, ESRC/HEFCE Centre for Global Higher Education and University College London, UK This original book provides a unique analysis of the different regional and inter-regional projects, their processes and the politics of Europeanisation, globalisation and education. Collectively, the contributors engage with a range of theories on regionalising to explore new ways of thinking about regionalisms and inter-regionalisms with a focus on the higher education sector. It makes the compelling case that globally, higher education is being transformed by regionalizing and inter-regionalizing projects aimed at resolving ongoing economic, political and cultural challenges within and beyond national territorial states. The chapters range over a wide geography of regional projects and their unique politics - from Europe to Latin America, Africa, Asia, Europe, the Gulf, and the Barent region. Collectively they reveal the diverse, uneven, and variegated nature of global regionalisms in higher education. Comprehensive and theoretically informed, this unique book will appeal to academics and postgraduate students, in addition to policymakers and administrators involved in higher education. Contributors include: T. Aljafari, N. Azman, A.A. Bakar, R.Y. Chao Jr., J.-E. Charlier, S. Croche, R. Dale, Q.A. Dang, L.A. Gandin, T.D. Jules, S. Melo, P. Motter, T. Muhr, M.L. Neves de Azevedo, K. Olds, O.M. Panait, D. Perrotta, S.L. Robertson, M. Sirat, M. Sundet, A. Welch

Civic engagement initiatives and activities are crucial to the progression of modern society. By raising awareness of social issues and problems, citizens can make a greater impact and have their voices be heard. Student Activism as a Vehicle for Change on College Campuses: Emerging Research and Opportunities is a critical source of academic perspectives on contemporary activism and protests from the college student population. Including a range of pertinent topics such as discrimination, school administration, and technology-based activism, this book is ideally designed for educators, professionals, researchers, academics, and students interested in current practices of activism at higher education institutions.

As the progression of technology in higher education continues to advance, activity theory plays a vital role in allowing for the development towards more culturally and socially advanced activities over time; aiding in the attempt to shed important insights into the potential for the transformation of higher education. Activity Theory Perspectives on Technology in Higher Education presents the adoption and use of the activity theory during the evolution of technology in higher education into a more advanced activity. This book is a combination of theory and practice and is useful for researchers, academics, policy makers, administrators, and instructors interested in the important insights to the transformation of higher education.

Transformative Student Experiences in Higher Education: Meeting the Needs of the Twenty-First-Century Student and Modern Workplace presents a thorough consideration of the role, use, and implications of transformative and active instructional strategies in higher education. It examines the changing landscape of higher education and serves as a foundational lens and framework for thinking through higher education from both an experiential and transformative instructional context. As instructors and administrators struggle with twenty-first-century challenges, this seminal text serves as a companion resource that presents innovative twenty-first-century techniques in a fair and balanced theoretical context.

Keeping students engaged and receptive to learning can, at times, be a challenge. However, by the implementation of new methods and pedagogies, instructors can strengthen the drive to learn among their students. Fostering Sustained Learning Among Undergraduate Students: Emerging Research and Opportunities is an essential publication for the latest scholarly information on methods to inculcate student learning with a focus on implications to institutional policy and practices. Featuring coverage on topics such as financial aid, student motivation, and mentorship, this book is ideally designed for academicians, practitioners, and researchers seeking novel perspectives on the learning process and instruction methods.