This book considers the ethical basis of fundamental university policies with special emphasis on how issues of community and diversity influence education. Students, faculty and administrators must seek to maintain a sense of community as diversity increasingly characterises university campuses. This raises four central questions which are addressed in this volume: . What should the aims of universities be, given their changed demography? How should university curricula reflect multicultural society? Does the new environment require special treatment of campus speech? What role should affirmative action play in promoting diversity or community in the academy? The shared premise of these essays, presented from a variety of perspectives, is that university administrators, teachers and academic ethicists will all benefit from examining such issues together. The contributors approach academic ethics from very diverse institutional roles and ideological positions, and this provides a broad and provocative basis for classroom and institutional discussion of the aims of the university, the curriculum, campus speech and affirmative action. These essays will help to give pluralism meaning and establish the common purpose and community of good will that make academic discourse possible.

In this book, university teachers provide case studies illustrating methods employed to prepare citizens for meaningful participation in democracies, whether long-standing, young or emerging. Examples of practice from Western Europe, Eastern Europe, and North America are included, along with reflections and advice for practice.

From the sixteenth through to the eighteenth century, printed disputations were the main academic output of universities. This genre is especially attractive as it deals with the most significant cultural and scientific innovations of the early modern period, such as the printing revolution and the development of new methods in philosophy, education and scholarly exchange via personal networks. Until recently, academic disputations have attracted comparatively little scholarly attention. This volume provides for the first time a comprehensive study of the early modern disputation culture, both through theoretical discussions and overviews, and numerous case studies that analyze particular features of disputations in various European regions.

This is a powerful and inspiring study of the Harvard Square Homeless Shelter: the only student-run shelter in the United States. Every winter night the Harvard Square Homeless Shelter brings together society's most privileged and marginalized groups under one roof: Harvard students and the homeless. What makes the shelter unique is that it is operated entirely by Harvard College students. It is the only student-run homeless shelter in the United States. "Shelter" demonstrates how the juxtaposition of privilege and poverty inside the Harvard Square Shelter proves transformative for the homeless men and women taking shelter there, the Harvard students volunteering there, and the wider society into which both groups emerge each morning. In so doing, "Shelter" makes the case for the replication of this student-run model in major cities across the United States. Inspiring and energizing, "Shelter" offers a unique window into the lives of America's poorest and most privileged citizens as well as a testament to the powerful effects that can result when members of these opposing groups come together.

This book tells the story of an academic department that underwent rapid, wrenching changes at a time and in a place that one would not have expected them to have occurred. The time was the late 1960s through the 1970s and the place was a public university heavily dependent on state funding. The Cold War was raging, the US public was fearful of communism and the Soviet Union, and politicians were speaking to these fears for political ends. Protests against racial discrimination and the Vietnam War were creating social disorder and sometimes inciting violence. And the Economics Department at the University of Massachusetts at Amherst was in turmoil. In this environment, a significant proportion of the Department's visible faculty of traditional economists was rapidly created. In spite of the anti-Marxist political climate and the dependence of the university on state politicians for funding, these traditional economists were quickly replaced by a significant and visible group of Marxian economists.
The story told covers the particulars of the background for these events relating to the University of Massachusetts, the political activism of the period, and the state of the economics profession. In considerable detail, Katzner describes the events, the multi-year turmoil within the Economics Department associated with them, the eventual resolution of that turmoil into an intellectually exciting and friendly atmosphere, the significance of the events in terms of academic endeavor, and their legacy for the economics profession.

The purpose of this volume is to shape conceptual tools to understand the impact of new information and communication technologies (ICTs) on the organization of universities. Traditional research-based universities, the most typical representatives of the higher education system, find themselves challenged by the speed and the wide range of technical innovations, but also by a vast array of implicit assumptions and explicit promises associated with the distribution of digital media.

The author observes that as universities increasingly use digital media (computers and the Internet) to accomplish their tasks, a transformation takes place in an "evolutionary" rather than in a revolutionary way.Using the University of Klagenfurt as an in-depth case study, he explores such dynamic issues as how digital media affect the practice of research, the preservation and dissemination of knowledge (for example, through publishing and archiving), and delivery of education at universities.More broadly, he considers issues of organizational culture and design, administration, and leadership as universities integrate digital technologies into all aspects of their operations."

This book analyzes and critiques media education in the university and offers tools for developing a more critical direction. Media education should not be regarded as a job-track, but as an area of inquiry that integrates theory and practice. Media literacy and especially an awareness of the myths and misconceptions that mass media perpetrate should be part of the general education for all college students. Sholle and Denski present the premises of critical pedagogical theory as a framework for re-orienting media studies programs and the discussion of the role of the media in forming important social self-images.

Marla Morris explores Jewish intellectuals in society and in the university using psychoanalytic theory. Morris examines Otherness as experienced by Jewish intellectuals who grapple with anti-Semitism within the halls of academia. She claims that academia breeds uncertainty and chaos.

Hoffman and Summers provide both a conceptual framework and practical approaches relevant to leadership issues in higher education. This book offers solutions for those in leadership positions or those anticipating a position in higher education. It focuses on everyday operational problems and will provide the current or future reader with guidelines for action.

Higher education leaders must have both a sense of the past and a vision of the future. The world is changing rapidly and these changes will have an inevitable and profound impact on higher education. Institutions that fail to respond to the trends taking place around them will not likely survive with significance very far into the new millennium. This book offers help in making the transition from traditional manager/administrator to a valued leader in higher education.

This important new book for college teachers, administrators, trainers, workshop leaders, and prospective secondary school teachers challenges of teaching in institutions and classrooms that are increasingly diverse. The volume's introductory chapter, which discusses the meaning of multicultural teaching, is followed by more than twenty essays by faculty from different disciplines, each articulating the multiple dimensions and components of multicultural teaching. They discuss their own teaching and classes in terms of course content, process and discourse, and diversity among faculty and students in the classroom. The book concludes with a roundtable discussion by the authors about the meaning of multicultural teaching, a section on responses to questions about conflict in the classroom, and a list of exercises for classroom and workshop use.

Rather than representing a homogeneous view of multicultural teaching, this volume reflects the debate and dialogue that surround the issue. While colleges and their faculty are searching to adapt their teaching to the rapidly changing demographics on campus, there are very few models for teachers. Multicultural Teaching in the University integrates new scholarship that reflects a more expansive notion of knowledge, and suggests new ways to communicate with diverse populations of students.

Considering the tangible implications the present focus on research output poses for early career researchers, it is strange that perspectives from this group are rarely, if ever, included in the ongoing debates in the field. This book aims to put these views on record. By bringing together a group of critically-orientated early career researchers from global business schools it investigates a series of timely questions pertaining to the impact that institutional pressures have on junior academics - particularly those who conduct 'critical' or non-mainstream research. What is the nature of the institutional pressure that is placed upon doctoral students to publish in certain journals or to conduct positivist research? How do students with a critical orientation resist these pressures - or why do they succumb to them? What are the implications on critical scholars for resisting or acquiescing to these pressures and what does this mean for scholarship more broadly? Taking a narrative approach, this book will be required reading for all doctoral students as well as all those in academia dissatisfied with the current intellectual hegemony in business schools.

Volume XXV/1 of History of Universities contains the customary mix of learned articles, book reviews, and bibliographical information, which makes this publication such an indispensable tool for the historian of higher education. Its contributions range widely geographically, chronologically, and in subject-matter. The volume is, as always, a lively combination of original research and invaluable reference material.

At a time when higher education institutions in the United States are the subject of increased media scrutiny and nearly continuous loss of funding by resource-strapped state legislatures, a greater understanding of higher education's bulwark resource-mid-career research and teaching faculty-is more important than ever. Faculty at mid-career comprise the largest segment of academia. For some, this is a time of significant productivity and creativity, yet for others, it is a time of disillusionment and stagnation. Revealing impediments and pathways to faculty job satisfaction and productivity will strengthen higher education institutions by protecting, fostering, and maintaining this vital workforce. In this collection we will explore the lives of mid-career faculty as our authors uncover the complexities in this stage of professional life and discuss support systems for the transition into this period of faculties' academic careers. Mid-Career Faculty: Trends, Barriers, and Possibilities is designed for faculty leaders, administration, policymakers, and anyone concerned with the future of higher education. This text offers an examination into an often overlooked period of academic life, that of post-tenure mid-career faculty. Therefore, the aim of this text is to deepen our understanding of the lives of mid-career faculty, to identify barriers that impede job advancement and satisfaction, and to offer suggestions for changes to current policy and practice in higher education. Contributors are: Joyce Alexander, Michael Bernard-Donals, Pradeep Bhardwaj, Kimberly Buch, Javier Cavazos, Jay R. Dee, Anne M. DeFelippo, Andrea Dulin, Jeremiah Fisk, Carrie Graham, Debbie L. Hahs-Vaughn, Florencio Eloy Hernandez, Yvette Huet, Jane McLeod, Jennifer McGarry, Maria L. Morales, Eliza Pavalko, Laura Plummer, Mandy Rispoli, Amanda J. Rockinson-Szapkiw, J. Blake Scott, Michael Terwillegar, Jenna Thomas and Claudia Vela.

How do we create the business school and managers of the future? Rethinking Business Schools draws upon extensive case study evidence from both Russell Group and Non-Russell Group University Business Schools in the UK to answer some of these questions from a European perspective and stimulate a wider debate.

What role should students take in shaping their education, their university, and the wider society? These questions have assumed new importance in recent years as universities are reformed to become more competitive in the "global knowledge economy." With Denmark as the prism, this book shows how negotiations over student participation - influenced by demands for efficiency, flexibility, and student-centered education - reflect broader concerns about democracy and citizen participation in increasingly neoliberalised states. Combining anthropological and historical research, Gritt B. Nielsen develops a novel approach to the study of policy processes and opens a timely discussion about the kinds of future citizens who will emerge from current reforms.

Citizenship, democracy and human rights have always been central to higher education and increasing globalization has amplified their urgency and complexity. This volume explores conceptual, theoretical and policy implications for post-secondary education engaging with these topics, comparing the USA, Canada, Eastern Europe and Western Europe.

Drawing on examples from Britain, France, and the United States, this book examines how scholars and scholarship found themselves mobilized to solve many problems created by modern warfare in World War I, and the many consequences of this for higher education which have lasted almost a century.

What are universities for? Should they prepare people for careers, or expand their minds by exposing them to a broad curriculum? This book reveals that this debate is not new, but was fought nearly 200 years ago in England and Germany. In both countries, the tendency towards pre-professionalism in education was countered by romantic writers who provided their own idea of a university. Examining the role of romantic thought at universities, this book tells the stories of such key figures as Coleridge, Wordsworth, and Fichte.

This is the first book to analyze the role of the new circumpolar universities in northern development. Since 1960, over twenty new universities have been built in the northern regions of Canada, Russia, the United States, the Nordic countries and Japan. This book analyzes and compares the reasons for their establishment, the impact they have had in providing greater access to advanced education, and the effect they have had on economic, social, cultural, and political development of these various northern regions.

This volume, created by seventeen interdisciplinary authors, brings together pioneering practices that introduce arts into education in Japan. The field of research ranges from kindergarten, primary and secondary school to liberal arts and postgraduate courses at university. The chapters cover both formal and informal settings, such as museums and after school programs. The genres of art include visual art, performance, dance, vocal music, and drama. Arts-based or arts-inspired methods help students' artistic inquiry through creative or performative practices, leading to new findings that might not otherwise be described. Artistic practice makes students reflect on their own bodies, emotions, feelings, ways of life, and relationships with others, which leads to creative thinking. The volume is based on three new trends in art and education: 1) the development of Arts-Based Research in Japan since its introduction from abroad; 2) the introduction of art practice into academic research in various disciplines and diverse educational settings; and 3) the new trend in drama education and theatrical performance in Japan. Each chapter inspires and provokes discussion among researchers and practitioners in various educational settings on the future direction of art education in Japan and around the world.

The "Los Angeles Times "called the first volume of "The Gold and the Blue ""a major contribution to our understanding of American research universities." This second of two volumes continues the story of one of the last century's most influential figures in higher education. A leading visionary, architect, leader, and fighter for the University of California, Clark Kerr was chancellor of the Berkeley campus from 1952 to 1958 and president of the university from 1958 to 1967. He saw the university through its golden years--a time of both great advancement and great conflict. This absorbing memoir is an intriguing insider's account of how the University of California rose to the peak of scientific and scholarly stature and how, under Kerr's unique leadership, it evolved into the institution it is today.
In Volume II: "Political Turmoil, "Kerr turns to the external and political environment of the 1950s and 1960s, contrasting the meteoric rise of the University of California to the highest pinnacle of academic achievement with its troubled political context. He describes his attempts to steer a middle course between attacks from the political Right and Left and discusses the continuing attacks on the university, and on him personally, by the state Un-American Activities Committee. He provides a unique point of view of the Free Speech Movement on the Berkeley campus in the fall of 1964. He also details the events of January 1967, when he was dismissed as president of the university by the Board of Regents.

This book explores the visions underlying the attempts to reform the European University as well as two European integration processes. It presents a framework for analyzing ongoing modernization reforms and reform debates that take place at various governance levels and a long-term research agenda. It convincingly argues why the knowledge basis under the current University reforms in Europe should be considerably strengthened.

University racial quotas have caused strong reactions in Brazil, where ideals of racial and cultural mixture are crucial components of national identity. Focusing on an in-depth ethnographic study of a Rio de Janeiro public university and its students, Andre Cicalo examines the practical and symbolic potential that affirmative action has to redress historically-produced and territorialized inequalities in the urban space. By engaging with the relevant literature on Brazilian race relations, this volume discloses novel considerations, crucial for a possible future reading of race relations, racial classification, and affirmative action in Brazil.

In today's increasingly interconnected, knowledge-based world, language policy in higher education is rapidly becoming a crucial area for all societies aiming to play a part in the global economy. The challenge is double faceted: how can universities retain their crucial role of creating the intellectual elites who are indispensable for the running of national affairs and, at the same time, prepare their best-educated citizens for competition in a global market? To what extent is English really pushing other languages out of the academic environment? Drawing on the experience of several medium-sized language communities, this volume provides the reader with some important insights into how language policies can be successfully implemented. The different sociolinguistic contexts under scrutiny offer an invaluable comparative standpoint to understand what position can - or could - be occupied by each language at the level of higher education.

From the middle of the twentieth century to today, the Great Books idea has been perennially contested in successive iterations of the 'culture wars.' Whether embraced as the distillation of the best of Western culture or dismissed as hegemonic, elitist, and outdated, it has encapsulated the contradictions of intellectual life and civic culture in the era of American dominance. Drawing on previously unexamined sources, this book casts the Great Books idea in a new light, arguing that its proponents aimed to support an intellectually robust, consensus-oriented democratic culture. Moving from the concept's origins in nineteenth-century cultural, industrial, and educational initiatives, author Tim Lacy highlights the life and career of Mortimer J. Adler, who moved the idea out of the academy and worked to weave it into social and cultural fabric of the United States. With attention to the frequently changing fortunes of the project and its own inherent virtues and vices, The Dream of a Democratic Culture conclusively shows that neither liberals nor conservatives can claim ownership of the Great Books idea, whose significance has always depended upon usage, selection criteria, and context.