Destructive forces have been eroding the University of Cape Town, Africa’s leading university. This book tells the sad, true tale of what has been transpiring. It is a saga of lunacy, criminality, pandering, and identity politics. The mad and the bad – the deranged, deluded, the depraved – have been granted endless latitude in bullying and abusing others.

The decline began in 2015 with the Rhodes Must Fall protest that resulted in the offending statue’s removal within a month, and which spawned similar protests abroad. Emboldened by their local success, the protestors issued new and ever-increasing demands later that year and then again in 2016 and 2017. Their methods also became criminal – including intimidation, assault, and arson. The university leadership capitulated to this behaviour, and this fostered a broader and now pervasive toxic environment within the institution.

These developments offer important lessons for universities around the world that are yielding to the forces of a faux “progressivism”.

Essential reading for matriculants, first year university and college students – and their parents!

Your First Year Of Varsity talks directly to Grade 12 learners and first year university and college students who arrive at their place of higher education filled with hopes, expectations, fears and dreams; yet with little understanding of what this new world means and how to adapt, grow – and graduate.

The book addresses all the rules, demands, behaviours, skills and cultural shifts that will turn an undergraduate into a viable part of higher education life. Foster and Mofokeng have written the book in plain English and it is accessible to anyone who can read a magazine or newspaper. An empathetic, no-nonsense and practical guide to understanding the cultural and academic divide between high school and college or university.

Volume XXIX/1 of History of Universities contains the customary mix of learned articles and book reviews which makes this publication such an indispensable tool for the historian of higher education. The volume is, as always, a lively combination of original research and invaluable reference material.

Volume XXIX/2 of History of Universities contains the customary mix of learned articles and book reviews which makes this publication such an indispensable tool for the historian of higher education. This special issue, guest edited by Alexander Broadie, particularly focuses on Seventeenth-Century Scottish Philosophers and their Philosophy. The volume is, as always, a lively combination of original research and invaluable reference material.

Across the globe, doctoral education is in the throes of change. Diversification, regulation and proliferation are just a few of the developments that pose major challenges for those supervising doctoral candidates. The second edition of A Handbook for Doctoral Supervisors has been fully updated to assist doctoral supervi

Volume XXVI/2 of History of Universities contains the customary mix of learned articles and book reviews which makes this publication such an indispensable tool for the historian of higher education. The volume is, as always, a lively combination of original research and invaluable reference material.

The combination of global financial, health and climate crises in the 21st century brought both threats and opportunities for the international research community. Today, scientists are being actively encouraged to collaborate on an unprecedented scale across cultural and disciplinary boundaries to find and deliver solutions to these societal challenges. This insightful How to Guide is expertly crafted to assist mid-career academic and non-academic researchers in preparing for new and innovative ways of working in international multidisciplinary environments. Drawing on illustrative case studies by experienced researchers, the guide aims to improve understanding of, and responses to, the multifaceted challenges involved in managing an ever more complex research process, from applications for funding, team building, research design and methods, to engagement with diverse stakeholders, internal and external communications and dissemination. The book offers project managers, coordinators and team members specialised advice on developing strategies to bridge what are often deep-seated disciplinary and cultural divides. By demonstrating how to implement effective integrated approaches to the design and delivery of high-quality, high-value research across disciplines, sectors, and societies, this engaging How to Guide will be an essential resource for career researchers seeking lessons from experienced managers of international multidisciplinary research projects.

Tackling the pressing challenges that business schools face as they deliver the UN Sustainable Development Goals (SDGs), this How To guide provides rich insights into how to create and sustain the business schools of the future. The SDGs are ubiquitous and this signals that business schools need to embark on an urgent paradigm shift to embed the SDGs into their research, education and operations. Taking an integrated approach to sustainability, this work provides rich insights into how business school leaders, academics, students and professional staff can create the business school of the future; one that has close collaborative relationships with its stakeholders, that is inclusive and advances responsible management education, and ultimately generates positive societal benefits. The authors consider the drivers for sustainability and the roles of accreditation and rankings' bodies, and how through their research, educational offerings and governance, business schools can develop new modus operandi to embed sustainability. Accessible yet rigorous, the combination of theory with real-life examples in this research-based book will prove invaluable to leaders and managers in business schools as well as all those with an interest in shaping their agenda and activities, including students, scholars and all stakeholders interested in creating more sustainable futures.

Identifying academic freedom as a major casualty of rapid and extensive reforms to the governance and practices of academic institutions worldwide, this timely Handbook considers the meaning of academic freedom, the threats it faces, and its relation to rights of critical expression, public accountability and the democratic health of open societies. An international cohort of leading scholars discuss the historical conceptualisations of academic freedom and explore the extent of its reconfiguration by neoliberalism and economic globalisation. Chapters examine the threats posed to academic freedom by interventionist government, economic fundamentalism, political conservatism and extremism. The Handbook finds that these threats endanger the intellectual ambitions at the core of academic freedom: contesting established 'truth' and holding power to account. Examining a matter of urgent social and political importance which is crucial to the future of democracy and intellectual autonomy, this Handbook is an invigorating read for students and scholars researching academic freedom, free speech and democratic governance in higher education institutions.

Arguing that traditional approaches to planning are insufficient to address the complexities of transforming cities and regions in contemporary society, this innovative book makes the case for training planners in new and creative ways as coordinators, enablers and facilitators. An international range of teaching case studies offer a wide and distinctive set of ideas for the future of planning education along with practical tips to assist in adapting pedagogical approaches to various institutional settings. Additionally, the book promotes a stimulating interdisciplinary dialogue with contributions by leading educational specialists that situate the new and emergent approaches in planning education within the context of urban and regional challenges and the broader framework of contemporary pedagogical debates. This original book will be a valuable resource for academic scholars in urban, regional and spatial planning, and all those concerned with the future of higher education in relevant subjects. Chapters provide food for thought on making responsible choices while training planning professionals to act in a socially responsible manner and to support communities to think, design and deliver change in qualified ways.

This stimulating and challenging book provides a guide to reflexivity and reflexive practice, explaining its relevance to research in management, organisation studies and the social sciences. Rooted in the latest research, case studies and the author's personal experience, the book builds a new perspective on reflexive practice involving bodily, emotional, rational and relational insights. Paul Hibbert draws on personal experience, using the examples of his doctoral research and an advanced collaborative research project as case studies, to demonstrate how reflexive practice plays out in a range of research contexts. Each chapter includes dialogue points to encourage the reader to form their own opinions in response to the author's point of view. Offering prospects for research that incorporates personal learning, growth and development, How to be a Reflexive Researcher also explores avenues of future research on reflexivity and reflexive practice. The book concludes that reflexive practice is not simply a research skill but is instead integral to the scholarly way of life. Providing a comprehensive treatment of reflexive practice, this book will be a useful guide for scholars and students of business and management and the social sciences more broadly, especially those with an interest in qualitative and interpretive research approaches.

Elgar Research Agendas outline the future of research in a given area. Leading scholars are given the space to explore their subject in provocative ways, and map out the potential directions of travel. They are relevant but also visionary. This innovative Research Agenda critically reflects on the state of the art and offers inspiration for future higher education research across a variety of geographical, disciplinary and theoretical perspectives. It explores the impact of Covid-19, and the need to re-engage with the Global South and reconsider conventional paradigms and assumptions. Leading international contributors address a set of salient issues, ranging from research on macro-level themes to meso and micro-level phenomena. Chapters examine the changing patterns in globalization, Europeanization, challenges to mobility and open systems, and trends in system governance, funding, and quality assurance. Organizational change, research performance, university networks, curriculum improvement and global citizenship are also analysed. This forward-thinking Research Agenda aims to reach beyond the Western perspective on higher education and will be an insightful read for both seasoned scholars and newcomers with an interest in higher education policy and research in a changing global context.

This stimulating and challenging book provides a guide to reflexivity and reflexive practice, explaining its relevance to research in management, organisation studies and the social sciences. Rooted in the latest research, case studies and the author's personal experience, the book builds a new perspective on reflexive practice involving bodily, emotional, rational and relational insights. Paul Hibbert draws on personal experience, using the examples of his doctoral research and an advanced collaborative research project as case studies, to demonstrate how reflexive practice plays out in a range of research contexts. Each chapter includes dialogue points to encourage the reader to form their own opinions in response to the author's point of view. Offering prospects for research that incorporates personal learning, growth and development, How to be a Reflexive Researcher also explores avenues of future research on reflexivity and reflexive practice. The book concludes that reflexive practice is not simply a research skill but is instead integral to the scholarly way of life. Providing a comprehensive treatment of reflexive practice, this book will be a useful guide for scholars and students of business and management and the social sciences more broadly, especially those with an interest in qualitative and interpretive research approaches.

In this insightful book, Peter Edlund takes a status-based approach to theorizing the development of the European Research Council (ERC). Drawing upon rich empirical material, the author vividly details how the ERC was transformed from a funding organization into an authoritative status intermediary in European science. Edlund's innovative approach illustrates the ERC's path toward pre-eminence, building on a theoretical framework that the author uses to analyze evidence from Swedish and European contexts in an intriguing exploration of research funding allocated under the flagship Starting Grant scheme. Offering a field perspective on the multi-layered interactions between candidates and audiences within which the ERC was constructed as a status intermediary, this book redirects attention toward key antecedents that allow us to understand many of the extensive consequences generated by the ERC's funding. Blending theoretical models and empirical findings, Edlund's book will appeal to academics seeking advances in status theory. Practitioners and policymakers working with research funding will also benefit from its account of the historic development of the ERC and the consequences of its funding across Europe.

This exemplary Handbook provides readers with a novel synthesis of international research, evidence-based practice and personal reflections to offer an overview of the current state of knowledge in the field of teaching geography in higher education. Chapters cover the three key transitions - into, through, and out of higher education - to present a thorough analysis of the topic. With key contributions from top scholars, the Handbook investigates student transitions, exploring how students require different pedagogical approaches as they progress through university or college. A wide range of learning contexts relevant to the breadth of spaces and places in which geography teaching takes place is used to provide examples of how teaching and learning in geography can be enhanced. It identifies key principles including working in partnership and acknowledging the whole student, calling for the adoption of courageous pedagogy. With a useful resources section included in each chapter, this Handbook is a vital reference source for those teaching geography in higher education settings. Written in an accessible style, it will also be of use to early career geographers and those who are new to teaching, including postgraduate students. Contributors: C. Arrowsmith, K. Barton, S. Brail, J. Bullard, G. Butt, W. Cartwright, L. Clarke, D. Conradson, M. DeMers, S. Dyer, J. Esson, M. Finn, E.H. Fouberg, D. France, I.C. Fuller, A.L. Griffin, M. Haigh, R.L. Healey, J. Hill, R. Hodgkins, P. Hopkins, M. Horswell, A. Hovorka, A. Hughes, N.T. Huynh, J. Kerski, P. Klein, P.E. Kneale, A. Last, J. Lee, A. Maddrell, N. McDuff, G. Miller, L. Mol, N. Moore-Cherry, C. Mott, A. Parton, E. Pawson, M. Poskitt, K. Ramdas, C. Ribchester, B. Rink, Z.P. Robinson, J. Salo, D.M. Schultz, I.D.H. Shepherd, M. Solem, R. Spronken-Smith, S. Tate, T. Vowles, H. Walkington, R.I. Waller, K. Whalen, E. Wigley, P. Wolf, N. Worth

Although quality assurance (QA) in higher education has been well established for many years, the world of QA is changing. This timely book takes an insightful look from a nonprofit sector perspective at how these changes are impacting accreditation of higher education institutions. Using empirical data on agencies within the European Higher Education Area (EHEA), Stefan Handke provides a thorough review of external assessments carried out by these agencies and reveals the transformation of nonprofit organisations with a public interest orientation into business-like organisations. The book further examines the negative impact on one of the most important functions of QA agencies: the creation of trust and how a change in the rules for external QA is required to alleviate this issue. Forward-thinking, the book also highlights the implications of these rule changes and the importance of them to ensure the survival of accreditation agencies. The expert analysis of the data within this book will be an invaluable resource for those working within QA agencies as well as stakeholders in higher education and researchers in the nonprofit sector. Students studying in the fields of public management and organisation studies will also find this book instructive and informative.

Providing an in-depth and cutting-edge investigation into the rise of Asian research practices and paradigms, Mats Benner examines how this rise has been accomplished, what effects it has had, and how it has shaped universities across seven Asian countries. Broad and comprehensive, chapters analyse the research and education systems of China, Hong Kong, India, Japan, Macau, Singapore, South Korea, and Taiwan, considering how their universities operate, their models and policy priorities. Benner studies the historical, social and political causes behind the variations between these countries, before highlighting the effects of globalization on education, research and innovation. Assessing whether we are witnessing a tectonic shift in how and where education and research are carried out, the book ultimately concludes that regional disparities will remain, but that practices and priorities are becoming increasingly similar in the process of globalization. With Asia showing an increasingly marked presence in research and in scientific and technological capability, this timely book will be invaluable to university policy makers looking to innovate their education and research models, alongside students and scholars interested in Asian development, innovation and technology.

Elgar Research Agendas outline the future of research in a given area. Leading scholars are given the space to explore their subject in provocative ways, and map out the potential directions of travel. They are relevant but also visionary. This far-reaching Research Agenda highlights the main features of entrepreneurial university research over the two decades since the concept was first introduced, and examines how technological, environmental and social changes will affect future research questions and themes. It revisits existing research that tends to adopt either an idealised or a sceptical view of the entrepreneurial university, arguing for further investigation and the development of bridges between these two strands. Offering insights into both mainstream and critical approaches, top international scholars discuss a wide range of studies from various analytical and methodological perspectives. Contributions envision the future development of the 'alternative entrepreneurial university', creating space for more localised and contextualised institutions that can be both responsive to the needs of their societies and proactive in shaping them. Academics and practitioners interested in the entrepreneurial university will find this forward-looking Research Agenda to be crucial reading. It will also be beneficial for PhD researchers in framing key directions and questions for future research.

Examining the modern day challenges faced by academics throughout their working lives, this timely book investigates the ways in which academic careers are changing, the reasons for these changes and their potential future impacts. Contributors with experience of work in both traditional and contemporary institutions utilise theoretical and empirical methods to provide international perspectives on the key issues confronting modern day academics. Split across three chronological parts this book guides the reader through the phases of an academic's working life and the unique challenges encountered at each stage. For those entering academia key issues considered relate to career paths and motivations and transitions from industry to academia. During academia chapters study the understanding of external examiners, questions surrounding student supervision, work-life balance, use of technology and the trade off between teaching and research. Upon leaving academia concerns turn to the difficulties of working past retirement age and emeritus roles. Exploring how academics survive and thrive in the modern higher education arena, this analytical book will be a useful tool for new and established academics and policy makers working in higher education as well as for programme leaders in educational management. Contributors include: A. Agarwal, D. Anderton, K.E. Andreasen, M. Antoniadou, W. Chambers, C. Cook, M. Crowder, P. Cureton, E. Epaminonda, M. Gibson-Sweet, J. Haddock-Fraser, J. Jones, A. Karayiannis, H. Kogetsidis, P.D. Ktoridou, S.-J. Lennie, B. Longden, S. Marriott, M. Mouratidou, T. Proctor, A. Rasmussen, C. Rees, S.K. Rehbock, K. Rowlands, P.J. Sandiford, J. Stewart, S. Wells

This double issue of of History of Universities, Volume XXX / 1-2, contains the customary mix of learned articles and book reviews which makes this publication such an indispensable tool for the historian of higher education. The volume is, as always, a lively combination of original research and invaluable reference material.

Schools and universities educate (mostly young) people, to equip them to deal with the future as it unfolds from the present. The question - whether these schools and universities are fit for that purpose - has always been relevant, even in slow-paced times of relative stability, where the future seems predictable as a simple extension of the past.Now that the future is not predictable anymore. Slow-paced times have gone. The relative stability in which universities developed and educated successive generations is gone. The question whether universities are fit for purpose is now more relevant than ever.In this book, ten leading thinkers and eighteen students from different continents, countries and cultures present their views on futures of universities and whether present-day universities are fit for purpose. It is an exploration, meant to inform, inspire and crystallize discussions.

Driven by European Union policy challenges, this cutting-edge book focuses upon the Regional Innovation Impact (RII) of universities, to analyse the socioeconomic impact that universities in Europe have on their hometowns, metropolitan areas and regions. By developing a conceptual model of RII, and by applying a mixed-method 'narrative with numbers' analytical framework, the case studies presented in this book describe the RII potential and performance of twenty research-active universities throughout Europe. The findings and lessons learned are framed within the context of RII-related policy challenges within the European Commission, and possible EC funding instruments for incentivising RII within universities. Key features include an analysis of EU policy instruments and assessment frameworks for regional leadership, human capital development and knowledge transfer. Insightful and original, the lessons provided within this book will be beneficial to European, national and regional policy makers interested in approaches to incentivise universities to contribute more to regional innovation systems. It will also be of interest to university leaders and administrators who wish to develop strategies to orient their organisations towards increasing their RII.