This book presents the case for Project-Based Learning within Socio-Technical Systems in Engineering Education. The book highlights the importance of projects as Socio-Technical Systems as a means for supporting and enhancing international accreditation of engineering programs. Practical examples illustrate how Socio-Technical Systems are brought into the educational environment through Project-Based Learning. The book goes on to discusses the impact this may have on Engineering Education practice. The work presented will enable engineering educators to develop curricula that can respond to societal needs, while also enhancing teaching and learning. It offers an approach to engineering education that centers on engaging scholars in projects that are located within socio-technical systems. University, government and industry leaders will gain from this book as it provides insight into strategic planning and partnership-building for Engineering Education. We hope this book will further foster deep scholarship of research to ready engineering faculties for engaging responsibly with their surrounding communities. Features: Offers applications of Project-Based Learning (PBL) in Engineering Education Matches elements of Socio-Technical Systems in Higher Engineering Education, with the Exit Level Outcomes (ELOs) required by professional engineering bodies Provides practical examples for the establishment of project environments within an academic faculty Shows examples in the success of execution of projects involving engineering educators, researchers, program developers, government agencies and industry partners Presents a framework to develop Project-Based Learning in Engineering Education that addresses Socio-Technical requirements and will enable engineering educators to collaboratively develop engineering curricula with industry that will respond to societal needs

Student Plagiarism in Higher Education is a crucial read for any university teacher concerned about plagiarism. It provides the tools and information needed to assess this often complex international phenomenon constructively and effectively from a variety of angles, and provides a framework for further discussion and research. Each chapter poses a question about an essential aspect of plagiarism and examines the central theoretical, ethical and technical questions which surround it. Providing a unique perspective on the topic of academic plagiarism, this book: addresses questions which are vexing in teaching practice, but for which ready answers are not available in professional skills development materials; relates plagiarism to wider issues of learning and intellectual development; collates the thinking of international leading experts on the topic of plagiarism from different areas of the academy. Student Plagiarism in Higher Education provides an excellent insight which thoroughly interrogates all aspects of the plagiarism argument. Theoretically based and carefully considered contributions from international experts ensure that this volume is an invaluable asset to anyone wishing to read more, learn more and think more about plagiarism.

Policies to promote high participation in Higher Educations (HE) systems aim to deliver social justice and economic development through widening participation of under-represented groups. Degrees of Success provides a critical test of this through examination of participation and success of learners progressing to HE with a vocational background. Employing an original conceptual framework that combines the ideas of Basil Bernstein and Pierre Bourdieu the authors analyse the various transitional frictions experienced by learners with VET backgrounds on their journeys into and through the HE system. The findings indicate that including students with vocational qualifications does lead to widening participation but that their modes of participation may not provide fair access and outcomes. In part this is due to the epistemic incompatibilities between higher and vocational education which remain unresolved despite constant VET qualification reform. This book, therefore, extends the debate about widening participation beyond metaphors of barriers to access to consider the epistemic and pedagogical challenges of increasing student heterogeneity in high participation HE systems. The analysis and policy suggestions therefore have relevance for all seeking to support students' HE learning journeys, and policy makers concerned with how best to utilise HE systems as means of furthering social mobility and justice.

This book describes patterns of behavior that collectively allow universities to exchange knowledge more effectively with industry, accelerate innovation and eventually contribute to economic development. These are based on the effective practices of leading and ambitious universities around the world that the authors have benchmarked, and the personal experiences of the authors in a number of international institution building projects, including those of MIT. The authors provide guidance that is globally applicable, but must be locally adapted. The approach is first to describe the context in which universities act as engines of economic development, and then present a set of effective practices in four domains: education, research, innovation, and supporting practices. Each of these domains has three to six practices, and each practice is presented in a similar template, with an abstract, a rationale and description, key actions and one or two mini-case studies. The practices are summarized by integrative case studies. The book: Focuses on a globally adaptable set of effective practices, complemented by case studies, that can enhance universities' contribution to economic development, based on an integrated view of education, research and innovation; Presents effective practices and broader insights that come from real global experience, spelled out in templates and explained by cases; Includes tangible resources for university leaders, policy makers and funders on how to proceed.

Academic bookselling inhabits a landscape fundamentally impacted by legislative and political pressure, colonised by new textual forms and new publishing ventures, experiencing constant change. Capital Letters defines the academic bookshop, text, and market, examining change drivers in the UK, the USA and Asia. Drawing on current research, inclusive of commercial publishers and publishing interest groups, Capital Letters also includes quantitative and qualitative research data from academic booksellers. In evaluating the response of academic bookshops to the changing landscape, Capital Letters argues that academic booksellers can understand, shape, and lead a sustainable and equitable future for academic text within the marketplace.

Throughout the industrialized world, universities have undergone remarkable changes since the mid-1980s. The Enterprise University in Australia is the first systematic study of the Australian system since the momentous Dawkins reforms ten years ago. Grounded in case studies of seventeen Australian universities, the authors contend that the modern university can be understood as an "enterprise university," characterized by corporate-style executive leadership.

This book investigates the gendered dimensions of academic life in the contemporary Australian university. It examines key discourses - most notably academic performativity and identity - through a feminist lens, and scrutinises how discourses of neoliberalism and feminism are entangled in the structure, systems, operations and cultures of the university. Drawing on in-depth qualitative interviews with academic women in Australia, the author uses a mix of experimental methods to emphasise the performative and discursive decisions women make with regard to their academic careers. In doing so, this book reveals how women themselves generate neoliberal and feminist shifts, how they manage the contradictions they produce, and how they carve spaces of influence and authority. Moving towards a re-evaluation of existing discourses, this book offers new insights into gender inequality in the Australian university in neoliberal times.

Over the last few decades universities in Australia and overseas have been criticized for not meeting the needs and expectations of the societies in which they operate. At the heart of this problem is their strategy. This book reviews the organizational-level strategies of some of Australia's prominent universities. It is based on their public documents that boldly report how they see their role in society and how they intend to navigate the future. These strategic statements are written to proclaim relevance, showcase achievements, attract students, and help to gain the support of the communities in which they operate. Using a strategy framework taught in their business schools, this book suggests that most such statements are deficient. Grand aspirations substitute for realistic operations and outcomes. The analysis also suggests that many of Australia's universities are poorly governed and have become too complex and bureaucratic. A greater focus on their core responsibilities would help alleviate their current funding predicament.

The book describes significant multidisciplinary research findings at the Universita Politecnica delle Marche and the expected future advances. It addresses some of the most dramatic challenges posed by today's fast-growing, global society and the changes it has caused, while also discussing solutions to improve the wellbeing of human beings. The book covers the main research achievements made in the social sciences and humanities, and includes chapters that focus on understanding mechanisms that are relevant to all aspects of economic and social interactions among individuals. In line with Giorgio Fua's contribution, the interdisciplinary research being pursued at the Faculty of Economics of Universita Politecnica delle Marche is aimed at interpreting the process of economic development in all of its facets, both at the national and local level, with a particular focus on profit and non-profit organizations. Various disciplines are covered, from economics to sociology, history, statistics, mathematics, law, accounting, finance and management.

In a male-dominated higher education sector characterised by overt and subtle adversities for women, the path for women in academia is rarely a simple and easy one. This book sets out to empower women in academia to unite in sharing their stories, inspiring and encouraging one another. Providing international perspectives from Asia, Australia, South Africa and the United Kingdom, and packed with real examples, success stories and practical advice from academic women at all levels, this timely text equips readers to understand how we can move higher education institutions beyond the constraints that have held highly competent women back for far too long. Chronicling both the challenges and opportunities posed by the higher education sector, and cutting across the fields of leadership, management and gender studies, the contributors offer a finely curated collection which empowers women not only to better navigate the academic world, but thrive in it.

The Black Revolution on Campus is the definitive account of an extraordinary but forgotten chapter of the black freedom struggle. In the late 1960s and early 1970s, Black students organized hundreds of protests that sparked a period of crackdown, negotiation, and reform that profoundly transformed college life. At stake was the very mission of higher education. Black students demanded that public universities serve their communities; that private universities rethink the mission of elite education; and that black colleges embrace self-determination and resist the threat of integration. Most crucially, black students demanded a role in the definition of scholarly knowledge. Martha Biondi masterfully combines impressive research with a wealth of interviews from participants to tell the story of how students turned the slogan "black power" into a social movement. Vividly demonstrating the critical linkage between the student movement and changes in university culture, Biondi illustrates how victories in establishing Black Studies ultimately produced important intellectual innovations that have had a lasting impact on academic research and university curricula over the past 40 years. This book makes a major contribution to the current debate on Ethnic Studies, access to higher education, and opportunity for all.

The digital transformation of higher education has the same reputation as the higher education sector itself: rigid and reluctant to change. Covid-19 has radically changed this rigidity, with thousands of Universities compelled to go 100 percent online in just a few days. Threatened by edtech start-ups, big tech corporations increasingly interested in academia, as well as venture capitalists attracted by the sector's high profit margins, Universities need to change their way of doing business to stay in business. Higher Education at the Crossroads of Disruption: The University of the 21st Century looks at the various areas of higher education that will likely undergo radical changes. Learning and teaching approaches will increasingly move into the digital sphere; advances in artificial intelligence as well as (big) data availability, will change the way academia works. This books examines how teaching formats will vary, and how curricula and course content will evolve. Higher education will most likely focus on skills development, with a stronger emphasis on inter- and multidisciplinary study content, and a steady turn toward society's well-being and sustainability. This is essential reading for those holding a leadership position in higher education, researchers with a focus on higher education, and to anyone interested in the evolution and future of higher education.

This book highlights the phenomenon of social media use in university studies based on its participants' lived experience. It will appeal both to academics and practitioners interested in the human factors in the study environments saturated with technologies of social media. This book reveals multiple, sometimes contradictory dimensions of the phenomenon. The contradictions acquire a binary Janus-faced characteristic of uncertainty and paradox. Social media use in university studies also causes changes in experiencing time, space and relations. Teacher research participants sometimes perceive their time as stress or an additional load, which shows that social media use in university studies demands a new approach to teacher workload and its regulation. There is also the necessity of the sensitive democratic teacher-student pedagogical relationship. This book proves that the pedagogical relationship and human creativity essentially belong to the human living world and are still at the heart of the technological "cyborgian" existence.

This book proposes the new concept of "comprehensive global competence" in order to explore how to advocate, cultivate, and implement global competence at China's higher education institutions. The concept essentially refers to an organizational, cross-cultural capacity involving students, faculty members, administrators, and staff in a multidimensional learning domain that values, shapes, and promotes global competitiveness at higher education institutions. Unlike the other literature available, which has largely approached defining global competence it from four perspectives: an adaptation-change mode, an input-output mode, a willingness-tolerance mode, and a learning-competence mode, this book draws on the theoretical framework put forward in "Dimensions of Learning" (Marzano, 1992) in order to explain the meaning, implications, and justification of the concept of comprehensive global competence. Specifically, Marzano's Dimensions of Learning Model offers a comprehensive research-oriented framework on learning cognition and the learning process. With the help of this resource, the book discusses in detail the conceptual, practical, and strategic aspects of creating comprehensive global competence.

The impact of globalisation and aggressive marketing by universities has increased the flow of international or culturally diverse students enrolling in postgraduate research degree programs outside their own countries. As access to postgraduate education widens, more local culturally diverse and Indigenous students are also enrolling in higher degree studies. As a result, significantly more academics now engage in intercultural supervision or supervising students who are culturally different to themselves. This book argues that empowering intercultural supervision can result from more nuanced, critical and theoretically-based understandings of time, place and knowledge. It shows how a range of 'Southern' theories (including postcolonial, Indigenous, feminist, social and cultural geography theories) about history, geography and knowledge can offer fresh insights into intercultural supervision. The author suggests that by using the conceptual tools offered by these Southern theories, the more complex but potentially rich aspects of intercultural supervision can be better understood and grappled with. In particular, these theories enable us to challenge assumptions about the universality and timelessness of Northern knowledge, and to create space for the recovery and further development of Southern, Eastern and Indigenous knowledges within intercultural supervision. This book will be of value to academic supervisors and postgraduate students, especially those engaged in intercultural supervision, as well as researchers and scholars in the field of higher education.

This volume gathers the latest advances and innovations in the triple helix of university-industry-government relations, as presented by leading international researchers at the II International Triple Helix Summit 2018, held in Dubai, UAE on November 10-13, 2018, which brought together experts, practitioners and academics across disciplines that address the dynamics of government, industry and academia. It covers analysis, theory, measurements and empirical enquiry in all aspects of university-industry-government interactions, as well as the international bases and dimensions of triple helix relations, their impacts, and social, economic, political, cultural, health and environmental implications. It also examines the role of government/academia/industry in building innovation-based cities and nations, and in transforming nations into knowledge-based sustainable economies. The contributions, which were selected by means of a rigorous international peer-review process, highlight numerous exciting ideas that will spur novel research directions and foster multidisciplinary collaboration among different specialists.

Vladimir Babitsky was born before the Second World War and migrated West after Perestroika. The theory of vibro-impact systems that he developed helped create the world's safest jackhammer and other record-breaking machines. The author has lived through a series of fascinating epochs: experiencing life under totalitarianism, witnessing the Soviet Union's collapse, and then migrating to Europe as a specialist in his field. "On the Waves of a Pulsating World" is an animated and highly engaging story about the journey of an engineer; from childhood daydreams to creating new technologies, from East to West, and from concepts to realities. It is also the story of people who outshine authoritarianism.

Association for the Study of Higher Education Outstanding Book Award Winner, 2020This book outlines the beginning of student organizing around issues of sexual orientation at Midwestern universities from 1969 to the early 1990s. Collegiate organizations were vitally important to establishing a public presence as well as a social consciousness in the last quarter of the twentieth century. During this time, lesbian and gay students struggled for recognition on campuses while forging a community that vacillated between fitting into campus life and deconstructing the sexist and heterosexist constructs upon which campus life rested. The first openly gay and lesbian student body presidents in the United States were elected during this time period, at Midwestern universities; at the same time, pioneering non-heterosexual students faced criticism, condemnation, and violence on campus. Drawing upon interviews, extensive reviews of campus newspapers and yearbooks, and archival research across the Midwest, Patrick Dilley demonstrates how the early gay campus groups created and provided educational and support services on campus-efforts that later became incorporated into campus services across the nation. Further, the book shows the transformation of gay identity into a minority identity on campus, including the effect of alliances with campus racial minorities.

The result of collaboration between students and researchers across Europe as part of an Erasmus+ funded project, this book sheds light on power structures and exclusion processes in education from the perspectives of young people. Bridging practical, empirical and theoretical questions, and focusing on young people's stories in and outside of school, this edited collection delves into the narratives of young respondents that have experienced severe challenges in their school life. Written in three parts, the authors introduce the basic concepts surrounding social inclusion and equality, present chapters written and co-written with students, and consider the implications and models for practice, both in schools, youth work and higher education. Including a final chapter written by guest author Distinguished Professor Michelle Fine, who reflects on the project, and the potentials for future education, youth work and research, this book invites readers to better understand marginalization and how to build an inclusive educational future.

This Open Access book analyses the past, present and future of the technical university as a single faculty independent institution. The point of departure is a view of changing academic realities, through which the identity as a technical university is challenged and reconstituted. More specifically, the book connects the development of technical universities to changes in the structure and dimensioning of national higher education systems, to changes in the disciplinary basis of academic research and to changes in the governance of higher education institutions. Introduced in the age of industrialization, polytechnical schools rose to prominence in many national settings during the second half of the 19th century. Over time, new technologies have been developed and incorporated into the repertoire, and waves of academisation have swept over the former polytechnics, transforming them into technical universities. Their traditions and brands, however, prevail. Several technical universities are included among the most prestigious academic institutions of their nations and the training of engineers and engineering research still enjoys a high level of prestige and national priority, e.g. in the context of innovation and industrial policy. But the world keeps changing, and the higher education sector with it. Will technical universities have an equally attractive position within university systems in the decades to come?

Oxford University has attracted and produced many of the world's most original thinkers over the centuries. It boasts heads of states, academics, writers, actors, scientists, philosophers and many other luminaries among its alumni. On any tour of the University and colleges famous ex-students - Tony Blair, Bill Clinton, Margaret Thatcher - to name a few are often mentioned - but what about its Black scholars? The University has a long but little known history of attracting Black scholars from Africa, the Caribbean, America and even Australia since the matriculation in 1873 of Christian Fredrick Cole, who became the first African to practise in an English court. He was followed by other outstanding personalities: Alain Locke, the 'Father of the Harlem Renaissance' and the first Black scholar to be awarded a Rhodes Scholarship in 1907; Kofoworola Moore, the first African woman to graduate from the University in 1935; Eric Williams, the great historian of the Caribbean, who was elected Prime Minister of Trinidad and Tobago. Oxford's Black alumni include statesmen, lawyers and teachers. More recently, Oxford-educated African American women have risen to high office in the United States. Students from all parts of Africa, the Caribbean and the Commonwealth have made significant contributions and left lasting legacies in the fields of politics, literature, science and the arts. Uncovering the stories of prominent and lesser-known Black students at Oxford, Pamela Roberts reveals a hitherto undocumented strand in the University's history and its relationship with the wider world.

This book investigates university internationalization in different national contexts and compares internationalization performance across national boundaries. Internationalization has been recognised by policymakers as the key to perform successfully within the new global context: the author identifies primary motivations for universities to embrace this agenda, and deconstructs the phenomenon into measurable dimensions and components. Using extensive qualitative data from university leaders and practitioners, this book analyses the global forces that shape the international education landscape, and reviews the existing instruments for measuring internationalization. In doing so, the author proposes an integrated understanding of university internationalization and indicates benchmarks that can help to quantify and measure this phenomenon. This book will be of interest and value to students and scholars of university internationalization.

This book examines and analyses the complex and contradictory relationships between Higher Education Institutions in England and their local communities within a wider political and policy context. It provides an overview of the UK university system which has a long tradition of a mixed pattern of relationships with communities. The book critically explores the academic spheres of teaching and learning, third stream activities and research, showing how the ways in which different initiatives supported by national policy and funding bodies have shaped the relationship universities have with their communities as well as the opportunities and challenges institutions now face to develop and transform these relationships.

In a political climate that is skeptical of hard-to-measure outcomes, public funding for research universities is under threat. But if we scale back support for these institutions, we also cut off a key source of value creation in our economy and society. Research Universities and the Public Good offers a unique view of how universities work, what their purpose is, and why they are important. Countering recent arguments that we should "unbundle" or "disrupt" higher education, Jason Owen-Smith argues that research universities are valuable gems that deserve support. While they are complex and costly, their enduring value is threefold: they simultaneously act as sources of new knowledge, anchors for regional and national communities, and hubs that connect disparate parts of society. These distinctive features allow them, more than any other institution, to innovate in response to new problems and opportunities. Presenting numerous case studies that show how research universities play these three roles and why they matter, this book offers a fresh and stirring defense of the research university.

The Teaching Excellence Framework (TEF)'s aims, implementation and effect on the English higher education sector remains a controversial and often contested subject. This text offers a stimulating and wide-ranging interdisciplinary discussion of the implications of the TEF on the UK's fast-moving policy environment, and increasingly neoliberal higher education sector. Questioning the basic premise of the TEF, the authors tease out how students and staff are affected in different and often unfair ways by its implementation. Whilst acknowledging that the TEF has focused management attention on ways in which a diverse student population is, or is not, supported in their learning, this book highlights how it remains problematically silent on other kinds of diversity in the system such as specialised courses, diverse teaching styles, and varying institution sizes. Offering readers ways of rethinking and resisting 'teaching excellence', this book provides a timely examination of how, in various ways, the TEF, treated as an exclusionary quality assurance system, is likely to reinforce extant structural inequalities and competitive hierarchies in the sector.