This collection reveals a recurring theme in the author's work over almost three decades: that the preoccupation in policy, commentary, research and practice with who gets into higher education has led to a corresponding failure to cast a critical eye over what, where and when they get the higher education offer. It seems that potential students are expected to fit-in with HE culture, rather than think about how HE might change to fit-in with them. On offer is a collection of the author's works, spanning much of his professional working life, covering issues relevant to widening access to success in higher education and for a wide-ranging audience. Some chapters offer conference speeches and keynotes; others are blogs or chapters in books. One is even a speech to an audience from the UK House of Lords delivered originally within the Parliament precincts. Together they paint a picture of the prevailing issues and concerns of the widening access agenda over twenty-five years. A recurring call throughout is the need for greater international collaboration, a need that has indeed grown in importance as the conversation on widening access and success has progressed. Some would say that this is due, in no small measure, to the work of this critical thinker and practitioner.

Autonomy in governance and management in education has become the prerogative of higher education institutions, whilst optimum allocation and use of resources have become the aim of all higher education institutions. This book volume explores the creation of knowledge and its dissemination in an appropriate manner so as to create a significant impact in society. The chapter authors talk about the highly competitive education market and the transformation it has undergone. Authors from across the globe have suggested interventions that will help in sustainable growth of universities while maintaining and enhancing their quality standards. The chapters present a better understanding of a philosophy of management, society, development and education.

This issue of History of Universities, Volume XXXII / 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. Guest edited by Professor John Watts, this volume focuses on the history of Corpus Christi College, Oxford. Corpus Christi College, Oxford was founded in 1517 to advance humanistic learning in the service of God. This collection of essays by some of the leading historians of late medieval and early modern England takes the early history of the College as a starting point to explore the intellectual, social, religious, political, and cultural trends of the era of Renaissance and Reformation. Ranging from the fifteenth century to the seventeenth, and taking in the study of Greek and Hebrew; the practices of antiquarianism, charity, and divine worship; the experience of music, punishment, and the built environment; the networks that connected the college to London and the government; and the interactions of scholars with royal policy on religion, these fifteen essays and three commentaries aim to expose the multiple perspectives from which an early modern college can be viewed and understood. The relationship between 'Renaissance' and 'Reformation', and the social and cultural realities that accompanied these familiar concepts, form one central theme in the papers; the relationship between religious or educational institutions and the state form another. Corpus Christi itself emerges as less innovative than its historic reputation as the first collegium trilingue might suggest, but it becomes the gateway to a richer appreciation of the overlapping worlds of learning, religion and public life in a time of rapid change.

The quality of teaching in higher education has been debated for years, and private universities have found it increasingly difficult to provide adequate academic staff for didactic purposes. Therefore the Department of Applied Economics at the Jagiellonian University financed an international study to investigate the issues affecting universities worldwide. The study found many similar problems among the universities and discovered pro quality management restructuring demands the implementation of Total Quality Management principles.

In the words of author Ellen Schoeck: I Was There is for anyone who loves the University of Alberta. It is a simple book of stories from alumni. They will tell you why they decided to come to university, what everyday was like for them, and where their degrees took them after graduation. You will also hear stories told by a handful of professors who were at the U of A in the early days. These first professors were pioneers in education who came from revered and established universities to take a chance on a university that only had a name - the University of Alberta. They came west to a university that had no students, staff or buildings. All that existed was a piece of paper, an act of the Legislature, passed on May 9, 1906, called the University Act. But it was people - students, faculty and staff - who brought that piece of legislation to life. This is a documentary account of their stories - stories that pluck the University's history down from the bookshelf, and make it live all over again. 1908 and you'll be with her as she fails English, her major, twice, under the scrutiny of the inspiring but unrelenting taskmaster, Dr. Broadus. Then, in 1927, you will be tossed off the roof of Athabasca Hall with Hugh Morrison (BA '30) during freshman initiation. Three decades later, long-time U of A Registrar Brian Silzer (BSc '69, Dip(Ed) '71, MEd '78) will describe what happened after he and his buddies dropped a bowling ball from the roof of their undergraduate residence, St. Stephen's College. Along the way you will meet teachers, actors, a famous pilot, physicists, researchers, military personnel, journalists, politicians, linguists, diplomats, public servants, a spy, engineers, and playwrights. You'll even meet a ghost or two.

Completing the translation of Derrida's monumental work Right to Philosophy (the first part of which has already appeared under the title of Who's Afraid of Philosophy?), Eyes of the University brings together many of the philosopher's most important texts on the university and, more broadly, on the languages and institutions of philosophy. In addition to considerations of the implications for literature and philosophy of French becoming a state language, of Descartes' writing of the Discourse on Method in French, and of Kant's and Schelling's philosophies of the university, the volume reflects on the current state of research and teaching in philosophy and on the question of what Derrida calls a "university responsibility." Examining the political and institutional conditions of philosophy, the essays collected here question the growing tendency to orient research and teaching towards a programmable and profitable end. The volume is therefore invaluable for the light it throws upon an underappreciated aspect of Derrida's own engagement, both philosophical and political, in struggles against the stifling of philosophical research and teaching. As a founding member of the Research Group on the Teaching of Philosophy and as one of the conveners of the Estates General of Philosophy, Derrida was at the forefront of the struggle to preserve and extend the teaching of philosophy as a distinct discipline, in secondary education and beyond, in the face of conservative government education reforms in France. As one of the founders of the College International de Philosophie, he worked to provide a space for research in and around philosophy that was not accepted or legitimated in other institutions. Documenting and reflecting upon these engagements, Eyes of the University brings together some of the most important and incisive of Derrida's works.

How can a library engage students and pro-actively create information literacy? What impact might that have? These vital questions are addressed, at an international level, in this timely new book. Delving into various real-life case studies of interventions in colleges and universities from Canada to India, the chapters in this edited collection showcase relevant examples of efforts to improve engagement with library resources. The authors highlight instances of specifically designed student-centered workshops, a university partnership with a writing center, the role of a library in Africa as a source of socio-economic transformation, and many more examples of innovations and collaboration between libraries and students. The experiences shared by authors in this book are a valuable resource for librarians and researchers across the world interested in how their collaborative efforts can promote the value of information literacy and help create opportunities for students to build their library practice skills.

Around the world, what it is to be a university is a matter of much debate. The range of ideas of the university in public circulation is, however, exceedingly narrow and is dominated by the idea of the entrepreneurial university. As a consequence, the debate is hopelessly impoverished. Lurking in the literature, there is a broad and even imaginative array of ideas of the university, but those ideas are seldom heard. We need, consequently, not just more ideas of the university but "better" ideas. "

Imagining the University" forensically examines this situation, critically interrogating many of the current ideas of the university. "Imagining the University" argues for imaginative ideas that are critical, sensitive to the deep structures underlying universities and are yet optimistic, in short "feasible utopias" of the university. The case is pressed for one such idea, that of the ecological university. The book concludes by offering a vision of the imagining university, a university that has the capacity continually to re-imagine itself.

Intended to 'relate my experiences to the background of my period and to portray incidents in the life of a woman born in the last quarter of the nineteenth century', Edith Morley's 1944 memoir, Before and After, was written a few years after retiring as the first female professor at an English university. Born into a middle-class Victorian family, she hated being a girl, but a forward-thinking home life and a good education enabled her to overcome prejudices and become Professor of English Language at University College, Reading, in 1908. An early feminist with a strong social conscience, she 'fought...with courage...and passionate sincerity for human rights and freedom.' Covering the vividly described setting of her late Victorian childhood, her student days with the increasing freedoms they brought, the early feminist movement, the growing pains of a new university and, much later, the traumas endured by refugees fleeing Nazi Germany, this absorbing memoir brings alive a very different era, one foundational to the freedoms we enjoy today.

This volume discusses the concept of The Spatial University as part of the broad growth of spatial science and the need for spatial infrastructure in colleges and universities. The book centers on the development of U-Spatial, the spatial science infrastructure at the University of Minnesota that offers a range of spatial activities and services, including data access, training, and community building. Against a backdrop of the changing nature of research, teaching, and service in higher education, the story of U-Spatial anchors a broader discussion of what it means to be a spatial university. This narrative framing demonstrates-with specific examples-the importance of institutions offering dedicated spatial research infrastructure. In six chapters, the text explores the importance of spatial thinking, learning, and research for student and researcher success. The volume offers lessons that are applicable far beyond the University of Minnesota to apply to a broad array of domains and institutional specializations. The book will be useful to students, researchers, and policymakers concerned with how institutions can encourage spatial research, teaching, and service. It will also appeal to researchers and practitioners interested in broader uses of spatial science. This book shows how GIS can transform a university, speaking to the need for leadership in higher education around the power of bringing everything together using spatial and geographic concepts. Jack Dangermond Co-Founder and President, Esri

The world's leading international agencies are promoting and stimulating the intellectual debate towards incorporating sustainability in main stream education with the help of thought leaders. This volume highlights innovative pedagogy, discusses the learning methods which can help us to address the world's current sustainability challenges, and offers solutions to meet these. The case studies featured, offering international insight from Malaysia to Australia, discuss curriculum development and integrating sustainability within the core philosophy of the university. The authors explore how leadership education needs to innovate to effectively respond to current sustainability challenges. This topical volume contextualizes the heightened interest in sustainable education across the globe and will be of interest to researchers, university leaders, and students interested in a sustainable future for universities and society as a whole.

Examines institutional transformation in the University of Dar es Salaam. The Partnership for Higher Education in Africa commissioned case studies of higher education provision in Tanzania, Uganda, Kenya, Mozambique, Nigeria, Ghana and South Africa, as part of its effort to stimulate enlightened, equitable, and knowledge-based national development, and to provide guides to understanding. The University of Dar es Salaam has put in place measures to stop the process of decay and better fulfil its core functions - the unity and commitment within its leadership attracting both government and donors. This text explores the attributes needed to harvest the fruits of the reform. In association with Partnership for Higher Education in Africa; Tanzania: Mkuki na Nyota

Despite comprising the largest minority in rural settings, the literature to date largely subsumes African American rural students into a broader set of Black and African American students, with a primarily urban focus. This volume focuses on the higher education pathways of rural African American students and highlights their experiences in US colleges and universities. Addressing the fact that rural students have higher high school graduation rates than their urban peers but are less likely to take paths towards higher education, the authors identify research needs, areas of concerns, and strategies to encourage and sustain greater postsecondary participation among African Americans from rural settings. Contributors to the volume address the meaning of race and place, cultural capital, gender dynamics, gifted education, college choice, teacher and education leader preparation, campus programming and the role of Historically Black Colleges and Universities, with specific reference to African American rural students, to pin down a clear picture of the barriers and drivers of their higher education journeys.

The vital role played by universities in producing creative and innovative products (protected by intellectual property) is becoming increasingly recognized both by policy makers and by the universities themselves. The universities are now often looking to tighten up their policies on intellectual property so as to maximize revenue, for instance through spin-off companies; but this arguably restricts the free flow of knowledge and scientific progress. The authors look in detail at this highly topical subject, both from a policy and a practical legal point of view, drawing upon research covering universities in a wide-range of countries including the UK, Australia, and North America.

"This book was a labor of love, and I hope my readers can share my pleasure in, once again, telling the stories of a place dear to us all." -Father "Monk" Malloy, from the introduction This wonderful collection of humorous, poignant, and revealing stories and anecdotes offers special insight into the university that Father Malloy has served so faithfully. Monk's Notre Dame has a story to tell about nearly every aspect of life at Notre Dame. Father Malloy intersperses fresh insight on traditional campus events, such as new students moving into the residence halls and the annual bookstore basketball tournament, with lesser-known stories, such as the mysterious disappearance and dramatic reappearance of a statue of Father Edward Sorin at the helm of a motorboat on St. Mary's Lake. Father Malloy also presents charming vignettes about the people who have made Notre Dame the place it is. He offers a personal tribute to the legendary Reverend Theodore M. Hesburgh and includes warm and witty stories about other C.S.C. priests and brothers, such as Charles Doremus ("Father Duck") and Brother Cosmas Guttly, who lived to be ninety-nine. Memorable anecdotes about professors, students, and "behind the scenes" workers are also captured in this book. Anyone who has studied, taught, or worked at the University of Notre Dame, and those otherwise interested in the university, will find Monk's Notre Dame delightful.

Higher education is changing - in scope, style, technology, and objectives. This book looks at the impact of information technologies on higher education and the reorganization of universities in more managerial and business directions. The book combines empirical and analytical chapters from scholars on both sides of the Atlantic.

In this entertaining and lively anthology, Jan Morris traces the history of the University from its foundation in the Middle Ages through to the twentieth century, combining extracts from contemporary observers with her own informative commentary.

In higher education, the United States is the preeminent global leader, dominating the list of the world's top research universities. But there are signs that America's position of global leadership will face challenges in the future, as it has in other realms of international competition. "American Universities in a Global Market" addresses the variety of issues crucial to understanding this preeminence and this challenge. The book examines the various factors that contributed to America's success in higher education, including openness to people and ideas, generous governmental support, and a tradition of decentralized friendly competition. It also explores the advantages of holding a dominant position in this marketplace and examines the current state of American higher education in a comparative context, placing particular emphasis on how market forces affect universities. By discussing the differences in quality among students and institutions around the world, this volume sheds light on the singular aspects of American higher education.

Based on years of observation at a large state university, "Wannabe U" tracks the dispiriting consequences of trading in traditional educational values for loyalty to the market. Aping their boardroom idols, the new corporate administrators at such universities wander from job to job and reductively view the students there as future workers in need of training. Obsessed with measurable successes, they stress auditing and accountability, which leads to policies of surveillance and control dubiously cloaked in the guise of scientific administration. In this eye-opening expose of the modern university, Tuchman paints a candid portrait of the corporatization of higher education and its impact on students and faculty.

Like the best campus novelists, Tuchman entertains with her acidly witty observations of backstage power dynamics and faculty politics, but ultimately "Wannabe U" is a hard-hitting account of how higher education's misguided pursuit of success fails us all.

The role of universities is not restricted to merely the exchange of knowledge, they are also responsible for playing a leading role in society. Universities have often come out of isolation to accommodate and facilitate social change, actively engaging in their communities. In order to be socially engaged and effective universities must work closely with industry, non-governmental, and non-profit bodies to identify societal needs and address them productively, working towards achieving common goals and objectives. This volume explores various facets of the Sustainable Development Goals and how well universities have been able to integrate those goals into their curriculum, and institutionalize those goals into their strategic plans and institutional culture. Authors from Nigeria, sub Saharan Africa, Italy and the Middle East have elaborated how to achieve this in the face of shifting expectations, student debt, and graduate mobility.

The United Nations Sustainable Development Goals challenges us all to promote sustainable development. Higher education is a key arena for educating students in sustainability and sustainable developments, and for producing research on these key issues.. This timely book explores the sustainable development goals, how well universities have been able to integrate them into their curriculum, and how universities can institutionalize the goals and sustainable development into their strategic plans and institutional culture. Authors from Nigeria, sub Saharan Africa, Italy and the Middle East explore how to achieve these targets in the face of shifting expectations.

The essential how-to guide to successful college teaching and learning The college classroom is a place where students have the opportunity to be transformed and inspired through learning-but teachers need to understand how students actually learn. Robert DiYanni and Anton Borst provide an accessible, hands-on guide to the craft of college teaching, giving instructors the practical tools they need to help students achieve not only academic success but also meaningful learning to last a lifetime. The Craft of College Teaching explains what to teach-emphasizing concepts and their relationships, not just isolated facts-as well as how to teach using active learning strategies that engage students through problems, case studies and scenarios, and practice reinforced by constructive feedback. The book tells how to motivate students, run productive discussions, create engaging lectures, use technology effectively, and much more. Interludes between chapters illustrate common challenges, including what to do on the first and last days of class and how to deal with student embarrassment, manage group work, and mentor students effectively. There are also plenty of questions and activities at the end of each chapter. Blending the latest research with practical techniques that really work, this easy-to-use guide draws on DiYanni and Borst's experience as professors, faculty consultants, and workshop leaders. Proven in the classroom and the workshop arena, The Craft of College Teaching is an essential resource for new instructors and seasoned pros alike.

This book studies Oxford University's transformation--and the political hazards for academics that ensued--when, after World War II, it changed from a private liberal-arts club with aristocratic pretensions into a state university heavily committed to the natural sciences, and with a middle-class constituency and a meritocratic ethos.
Despite these changes, the author shows that Oxford has not been able to elude its long-standing "Brideshead Revisited" reputation. This antiquated image became a source of difficulties when the Labour Party in the 1960's sought to expand educational opportunities to promote the cause of social justice. In the 1980's the University again came under attack, this time for its supposedly anti-industrial ethos, as Margaret Thatcher's Conservative Party attempted to reverse Britain's economic decline.
The largely unrecognized process of internal change at Oxford is shown to have been driven by two distinct dynamics: its scientists took advantage of huge increases in government funding to build departmental empires, while an informal alliance of reform-minded arts dons strove to renew Oxford's collegiate traditions of scholarly excellence and self-governance.
When the scientists and reformist dons revitalized the University in the light of changed social and economic conditions, they inadvertently eroded the foundations of its autonomy. During its transformation, Oxford lost its upper-class ties, its financial self-sufficiency, and its deferential friends in government. As a result, it was at its weakest when the Thatcher government sought to harness universities to the goals of economic competition. Consequently, Thatcherites successfully rewrote the compact between the state and universities, including the abolition of tenure for new faculty and the elimination of block grant funding. Thus, paradoxically, Oxford's internal renewal coincided with a surrender of its institutional independence.

This reissue (1996) provides an in-depth analysis of the development of the Chinese university during the twentieth century - a period of momentous social, economic, cultural and political change. It brings together reflections on the Chinese university and its role in the two great experiments of modern China: Nationalist efforts to create a modern state as part of capitalist modernisation, and the Communist project of socialist construction under Soviet tutelage. In addition to these two frames of discourse, other models and patterns are examined: for instance, the persistence of cultural patterns, or Maoist revolutionary thought.