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”.

Since South Africa's transition to democracy, many universities have acquired new works of art that convey messages about the advantages of cultural diversity, and engage critically with histories of racial intolerance and conflict. Given concerns about the influence of British imperialism or Afrikaner nationalism on aspects of their inherited visual culture, most tertiary institutions are also seeking new ways to manage their existing art collections, and to introduce memorials, insignia or regalia, which reflect the universities' newfound values and aspirations. In Picturing Change, Brenda Schmahmann explores the implications of deploying the visual domain in the service of transformative agendas and unpacks the complexities, contradictions and slippages involved in this process. She shows that although most new commissions have been innovative, some universities have acquired works with potentially traditionalist - even backward-looking - implications. While the motives behind removing inherited imagery may be underpinned by a desire to unsettle white privilege, in some cases such actions can also serve to maintain the status quo. This book is unique in exploring the transformative ethos evident in the curation of visual culture at South African universities. It will be invaluable to readers interested in public art, the politics of curating and collecting, as well as to those involved in transforming tertiary and other public institutions into spaces that welcome diversity.

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.

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 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.

A captivating and insightful account of Dr Max Price’s journey at the helm of a major South African university during a period of immense upheaval.

As Vice-Chancellor of the University of Cape Town for two terms from 2008 to 2018, he offers a candid look at the challenges he faced during his time including transformation, rights of artistic expression, institutional culture, clemencies and amnesties, restorative justice and ethical decision, and of course, #FeesMustFall protests – which shook the country's higher education sector to its core.

Drawing on his experiences, Price delves into the complexities of multi-stakeholder decision-making, crisis management, and the importance of values such as academic freedom in an increasingly polarised world. Part memoir, part insider's view of history, and part leadership guide, Statues and Storms is a must-read for anyone interested in higher education, South African history, or the art of leadership during times of crisis.

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.

What is the future of the contemporary university and for those who lead them? Considering leadership in the broadest sense, including academic leadership (teaching and research) as well as leadership practices of those in formal management positions, Jill Blackmore outlines how multiple pressures on universities have produced leadership practices in management and research which are more corporate than collegial, and which discourage many academics from aspiring to leadership. She uses a range of theoretical tools, informed by critical and feminist organisational studies, to unpack higher education and how it is being transformed in ways that undermine its core work of teaching and research. Drawing from three Australian university case studies, this book uses leadership as a lens through which to investigate the effects of restructuring of the higher education sector which have impacted differently on academic identities and careers.

This book focuses on teaching and learning in distance learning virtual universities. The emergence of distance learning virtual universities has provided increased opportunities for adult learners to obtain higher education degrees in a remote teaching-learning environment. During the pandemic, for-profit online learning institutions experienced increases in enrollment while face-to-face institutions experienced decreasing enrollments. Increasing learner enrollments, increasing numbers of courses delivered, and an increasingly competitive environment forces influence how higher education institutions will respond to the anticipated growth in distance learning. Higher education accreditation bodies have legitimized distance learning virtual universities as sites for adult learners, especially part-time adult learners, and made distance education an accepted way to receive a higher education degree. Virtual universities are challenging the supremacy of the land-based university as the only legitimate form of educational delivery. However, little has been published concerning how virtual universities have addressed access, availability, quality, retention, and better life opportunities. As the educational marketplace becomes predominately adult-dominated and higher education institutions compete for adult enrollment, understanding how virtual distance learning institutions are changing the higher education landscape will be an increasingly important issue. This book explores, describes, and questions the role of these institutions in the higher education landscape. Can for-profit education (education as a commodity) also be high quality and serve a societal function of providing adult learners access and opportunity? When critiquing the value and place of the for-profit university, one must ask, is the concern for the profit motive justified, or is it a move by traditional universities to reduce the influence of the virtual university? For-profit distance learning institutions were initially developed to provide access to higher education for adult learners who may experience barriers to attending a traditional university and, as such, tend to address better the needs of working adult learners. These institutions provided increased accessibility and availability for learners who may not otherwise pursue higher education. It is also important to note that distance education is not exclusive to for-profit universities. However, little is known about how learners learn and how teachers teach in these institutions. While sometimes neglected in publications and research, these institutions have been and continue to be disruptive while driving innovations in distance education.

Queens' College, part of the University of Cambridge, was founded in 1448 by Margaret of Anjou, wife of the inept and ill-fated Henry VI. The first of its 40 Presidents to date was Andrew Doket, an ambitious Catholic priest, while the latest, the eminent economist Dr. Mohamed El-Erian, was installed in 2020, in the midst of the Covid pandemic. This account traces the history of the College through the lives and times of each of the 40 Presidents in chronological order. Their varied careers, (which encompass the martyrdom of Saint John Fisher, incarceration in a prison ship in the Civil War and preaching at the burning of heretics on Cathedral Green at Ely), illustrate the interactions between the academic community and the social, religious, cultural and political life in Britain, over five and a half centuries.

A College Introduction to African-centered Theory: Selected Readings in Africana Studies provides students with a compilation of scholarly works on Africana studies, African-centered theoretical models, and African-centered schools of thought. The anthology is comprised of foundational readings used widely within Africana studies and four new writings by scholars in the discipline. Part I provides readers with an overview of the origins, demands, and challenges surrounding the struggle to bring about and sustain Africana studies in the American academy. The readings in Part II introduce students to worldview, cosmology, and epistemology as the foundational ideas for African-centered theory. Parts III, IV, and V explore three African-centered schools of thought: Association for the Study of Classical African Civilizations, African-centered Psychology, and The Temple School of Thought. The final reading shows how African-centered theory can continue to address pressing needs of Africana people in the 21st century and serve as a method for the liberation of political prisoners and other incarcerated people. Throughout, section introductions provide a brief historical, conceptual, and biographical framework through which to view the readings. Terms, concepts, and thinkers of importance are identified to help students build an African-centered vocabulary and become familiar with meaningful contributors to the discipline. The anthology includes discussion questions to support student learning and inspire lively discussion and thoughtful reflection. Engaging and comprehensive, A College Introduction to African-centered Theory is an excellent resource for undergraduate courses in Africana studies.

The university today is a postmodern, neo-liberal, competitive, boundary-less knowledge conglomerate, a far cry from its historical traditional classical and collegial roots. There is a body of literature on deanship that points to its evolving nature in the contemporary academe characterised by complexity and change. Balancing academic demands simultaneously with the requirements for effective performance, leadership and management, lies at the heart of this very challenging bridging role nowadays. Deans are generally former academics, emerging from a traditional collegial space and often catapulted into the relatively unknown domain of executive management, with its related problems. Deans nowadays are required to be more than collegial, intellectual leaders. They are also meant to be fiscal and human resource experts, fundraisers, politicians, and diplomats. Deanship in the Global South: Bridging Troubled Waters is about the deans' lived reality, as they try to balance the demands of both the academe from which they emerge, and the administration to whom they now need to account. Their lack of preparation and inadequate support points to the need for a more strategic, integrated approach to leadership development within their critical bridging roles between the academe and administration.

Listen to the podcast! Is the university contributing to our global crises or does it offer stories of hope? Much recent debate about higher education has focussed upon rankings, quality, financing and student mobility. The COVID-19 pandemic, the climate crisis, the calls for decolonisation, the persistence of gender violence, the rise of authoritarian nationalism, and the challenge of the United Nations Sustainable Development Goals have taken on new urgency and given rise to larger questions about the social relevance of higher education. In this new era of uncertainty, and perhaps opportunity, higher education institutions can play a vital role in a great transition or civilisational shift to a newly imagined world. Socially Responsible Higher Education: International Perspectives on Knowledge Democracy shares the experiences of a broadly representative and globally dispersed set of writers on higher education and social responsibility, broadening perspectives on the democratisation of knowledge. The editors have deliberately sought examples and viewpoints from parts of the world that are seldom heard in the international literature. Importantly, they have intentionally chosen to achieve a gender and diversity balance among the contributors. The stories in this book call us to take back the right to imagine, and 'reclaim' the public purposes of higher education.

The world is changing at an extremely rapid pace, and with this our society, environment, economy and labour market. These multitudinous changes require innovation at different levels, not least from Higher Education which is confronted with increased demands to make its contribution and benefit to society more tangible, visible and sustainable. This book addresses such demands. It represents a rich selection of international contributions from academics, researchers, policymakers and practitioners, and a rich diversity of topics under the umbrella of sustainability. The book discusses how higher education needs to renew itself to maintain its core values while responding in a sustainable way to multiple crises, local demands and global needs, threats and opportunities. Contributors are: Iyad Abualrub, Avril Margaret Brandon, Bruno Broucker, Lejo Buning, Cynthia Cogswell, Vanessa Cui, Kurt De Wit, Frans de Vijlder, Mervi Friman, Martina Gaisch, Anne Gannon, Caroline Hetherington, Ester Hoehle, Rene Krempkow, Anne Laakso, Lotta Linko, Aleksandra Lis, Goeran Melin, Clare Milsom, Matt O'Leary, Jason Pina, Romulo Pinheiro, Ilana Pressick, Rosalind Pritchard, Victoria Rammer, Bairbre Redmond, Stephanie Reynolds, Lee Roberts, Radoslaw Rybkowski, Peter Schuur, Wafa Singh, Odd Rune Stalheim, Nathalie Turville and Nick White.

This volume is already the 50th in the book series Global Perspectives on Higher Education! In this book, the editors and authors paid special attention to this important anniversary. The 50th volume in the book series 'Global Perspectives on Higher Education' offers a stimulating and thoughtful assessment of higher education from a global perspective which addresses the challenges and prospects for the next decade. The challenges now faced by higher education and its likely future prospects and patterns are examined in terms of policy papers and case studies. Five broad topics are considered: the situation of academic faculty, the demand for access, the role of the university in society and its governance, funding trends, and higher education's international dimensions. The volume brings together as authors fourteen of the thirty participants of the Fulbright New Century Scholars 2005/2006 program, whose research addressed the topic of Higher Education in the 21st Century: Global Challenge and National Response and was published in a volume edited by the program leaders, Philip G. Altbach and Patti McGill Peterson, Higher Education in the New Century: Global Challenges and Innovative Ideas (2007). The present book not only continues the examination and assessment of current global trends in higher education, but also bears witness to the enduring power of Senator Fulbright's vision of furthering mutual international understanding and offering collaborative study opportunities which extend the frontiers of knowledge.

Gender and diversity is a crucial area that requires more attention in multiple academic settings. As more women progress into leadership positions in academia, it becomes necessary to develop solutions geared specifically toward success for females in such environments. Challenges Facing Female Department Chairs in Contemporary Higher Education: Emerging Research and Opportunities is a key source on the latest challenges and opportunities for women heading academic departments in university settings, exploring the support available to female department chairs, and first-hand experiences and lessons learned in field. Featuring extensive coverage across a range of relevant perspectives and topics, such as gender challenges, management techniques, and professional development, this book is a critical source for academics, practitioners, and researchers.

"No state . . . shall deny to any person within its jurisdiction the equal protection of the laws." So says the Equal Protection Clause of the U.S. Constitution, a document held dear by Carl Cohen, a professor of philosophy and longtime champion of civil liberties who has devoted most of his adult life to the University of Michigan. So when Cohen discovered, after encountering some resistance, how his school, in its admirable wish to increase minority enrollment, was actually practicing a form of racial discrimination--calling it "affirmative action"--he found himself at odds with his longtime allies and colleagues in an effort to defend the equal treatment of the races at his university. In "A Conflict of Principles" Cohen tells the story of what happened at Michigan, how racial preferences were devised and implemented there, and what was at stake in the heated and divisive controversy that ensued. He gives voice to the judicious and seldom heard liberal argument against affirmative action in college admission policies.

In the early 1970s, as a member of the Board of Directors of the American Civil Liberties Union, Cohen vigorously supported programs devised to encourage the recruitment of minorities in colleges, and in private employment. But some of these efforts gave deliberate preference to blacks and Hispanics seeking university admission, and this Cohen recognized as a form of racism, however well-meaning. In his book he recounts the fortunes of contested affirmative action programs as they made their way through the legal system to the Supreme Court, beginning with "DeFunis v. Odegaard" (1974) at the University of Washington Law School, then "Bakke v. Regents of the University of California" (1978) at the Medical School on the UC Davis campus, and culminating at the University of Michigan in the landmark cases of "Grutter v. Bollinger" and "Gratz v. Bollinger" (2003). He recounts his role in the initiation of the Michigan cases, explaining the many arguments against racial preferences in college admissions. He presents a principled case for the resultant amendment to the Michigan constitution, of which he was a prominent advocate, which prohibited preference by race in public employment and public contracting, as well as in public education.

An eminently readable personal, consistently fair-minded account of the principles and politics that come into play in the struggles over affirmative action, "A Conflict of Principles" is a deeply thoughtful and thought-provoking contribution to our national conversation about race.

Teaching and learning paradigms in higher education have been called into question by the COVID-19 pandemic, requiring new approaches, technologies, and resilience. The disruption caused to higher education operations prompted many to raise questions about HEI's adaptability and readiness to handle major disasters. Focussing particularly on developing countries in Africa and the Global South, The Emerald Handbook of Higher Education in a Post-Covid World emphasizes the urgent need to reform pedagogical models and the importance of recognizing and utilizing digital learning technologies, tools, and the power of the Internet to expand the range of teaching approaches, practices and learning interaction options in an age in which information communication technology and mobile devices have become commonplace in the daily life of students, academic leaders and HE practitioners. The contributors also address the importance of supporting the individual student in learning communities where they are separated by space, and safeguarding their social and emotional wellbeing as they engage and learn through mediated-communication-systems in an era of a fundamentally changed HE environment which will not completely return to previous models. Providing perspectives from contributors across multiple nations and settings, and written in a forthright, yet engaging manner, this volume is essential reading for higher education staff, researchers, and policy makers, to ensure higher education across the world is prepared to offer the best quality teaching and learning in the Covid and Post-Covid world.

This volume is concerned with the different schools within the discipline of economics (theoretical pluralism) and the relationship of economics to other disciplines, such as sociology, political science and philosophy (interdisciplinarity). It addresses the important implications of pluralism and interdisciplinarity for teaching economics at both undergraduate and graduate level and argues that the economics curriculum should pay equal attention to these new perspectives rather than concentrate on the traditional neoclassical mainstream. The distinguished contributors highlight the inherent challenges of presenting a combination of mainstream economics with more heterodox approaches in such a way that the student is not confused, but better understands the possibilities and limitations of different schools in economics. They go on to demonstrate how to apply these different approaches and show how a more inter-disciplinary approach can be followed once the boundaries of the economics discipline have been reached. The volume attempts to offer insights into the content of such a revised curriculum and the process of how to achieve this. This book will be required reading for every serious teacher and student of economics. It will also be invaluable to anyone who questions the validity of current economic orthodoxy.

Challenge-Based Learning (CBL) is a cutting-edge educational approach that integrates traditional learning modules (theory and practice) with real-life challenges that require innovative solutions and that can be applied to a variety of subjects. As the first landmark work on this innovative methodology, The Emerald Handbook of Challenge Based Learning offers an in-depth exploration on how to conceive, design, implement, monitor, and develop CBL initiatives in Higher Education Institutions. International experts explore the use of CBL in different disciplines at university level, and present findings from its implementation based on students' first-hand experiences. They provide real examples on how to implement CBL in different disciplines and formats, from face to face to blended deliveries. Crucially, they offer ways to implement CBL effectively in disciplines less connected to CBL practice, such accounting, finance, marketing and sustainability, food technology, biomedicine, and ICT to name a few. Results, from the implementations reported, suggest that CBL increases students' understandings of real-life settings and is conducive to students' development of 21st century skills. Given the shift in education towards finding solutions to real life challenges, particularly in the wake of the coronavirus pandemic, this novel handbook will be crucial reading for researchers, course designers, and teachers across a range of subject areas, and those interested in improving teaching methods, and adopting new teaching styles, across higher education.

Higher education, especially that which is publicly funded, is under increasing scrutiny from politicians and the public as competition in this sector increases. Susanne Warning provides a comprehensive analysis of the strategic positioning of public universities as service providers in a competitive sector. The author develops two distinct theoretical approaches to the analysis of public universities. The first is the concept of strategic groups, originating in management theory. It implies that due to different returns on investment in teaching quality and research quality, heterogeneity will exist in the university sector. The second approach involves a three-stage duopoly game of competition between universities, and is underpinned by the industrial economics literature. Universities in this formal equilibrium model of differentiation position themselves in terms of teaching and research quality in order to attract students. Although the analysis is based on data for German publicly funded universities, however, the author's conclusions offer important insights for all countries where publicly funded universities play a role, particularly in the current climate of shifts towards more competitive university systems. With an exclusive combination of economic analysis and institutional data, this book will prove invaluable for anyone with a particular interest in the economics of higher education.

Researching and writing its history has always been one of the tasks of the university, particularly on the occasion of anniversary celebrations. Through case studies of Prague (1848, 1948), Oslo (1911), Cluj (from 1919), Leipzig (2009) and Trondheim (2010), this book shows the continuity of the close relationship between jubilees and university historiography and the impact of this interaction on the jubilee publications and academic heritage. Up to today, historians are faced with the challenge of finding a balance between an engaged, celebratory approach and a more distant, academically critical one. In its third part, the book aims to go beyond the jubilee and presents three other ways of writing university history, by focusing on the university as an educational institution. Contributors are: Thomas Brandt, Pieter Dhondt, Marek Durcansky, Jonas Floeter, Jorunn Sem Fure, Trude Maurer, Emmanuelle Picard, Ana-Maria Stan and Johan OEstling.

Higher education institutions play a vital role in their surrounding communities. Besides providing a space for enhanced learning opportunities, universities can utilize their resources for social and economic interests. The Handbook of Research on Science Education and University Outreach as a Tool for Regional Development is a comprehensive reference source for the latest scholarly material on the expanded role of universities for community engagement initiatives. Providing in-depth coverage across a range of topics, such as resource sharing, educational administration, and technological applications, this handbook is ideally designed for educators, graduate students, professionals, academics, and practitioners interested in the active involvement of education institutions in community outreach.