Volume XIV of History of Universities contains the customary mix of learned articles, book reviews, conference reports, and bibliographical information, which makes this annual publication such an indispensable book for the historian of higher education.

The second in a series, this volume traces the history of the federal University of Wales from its foundation in 1893 to the eve of World War II and places it in the broad background of higher education in Britain. The main strands of academic advance are considered along with the architecture of the principal buildings of the University. There are chapters on student life and the impact of the Great War. Since the University and its colleges were largely the product of a national movement the last two chapters of the book are devoted to the relationship between university and nation and to the nature of Welsh society during a period of cultural awakening which, argues the author, owed much to the University of Wales.

This book explores new models and future possibilities of university governance in a Latin American context using management and leadership theories. The dramatic changes and uncertainty facing the world recently have forced us to reimagine the future of education. Changes such as digitalization, the increasing number of corporate universities, and the need for cost-effective educational programs and services require universities to keep evolving while ensuring that they maintain their essence as a critical social asset. This book offers a new approach to managing and leading the university, particularly by embracing the role and responsibility of delivering quality educational programs and services, by being innovative and flexible enough to make urgent decisions and act upon them in a timely and appropriate manner. With its contributions to management and the social sciences, this interdisciplinary book will serve as a valuable resource to researchers, administrators, and students alike.

`An astute compilation of the university experience, made easily accessible to the reader, and lightened by the ability of a good storyteller. Within the book are tools to maximise and manage one's learning opportunities both in terms of objective skills and subjective psychological experiences, e.g., stress and anxiety. This is a book that has the potential to be useful throughout one's studies and to transform the university experience' - Brendan Bunting, Reader in Psychology, University of Ulster

For those attending university for the first time, the demands made on them academically and socially can seem daunting. Studying at University aims to equip the student with strategies for making the most out of the experience from the moment they arrive until after they leave. Written with fresh insight for the contemporary student, the book addresses key issues such as:

- adjusting to life at university

- making presentations

- working in small groups

- library and computer resources

- making the most from lectures and seminars

- basic numeracy and statistics

Studying at University also presents the student with new ways of learning. The author suggests ways of developing memory techniques as an aid for not just exams, but so that the student can reap the best rewards from the subject matter in hand. Ways of coping with exam and test anxieties are addressed, and a final section looks at preparing for job interviews after university life.

Packed with illustrative material and practical exercises, Studying at University aims to enable the student to perform at their very best academically, and will be of value to all undergraduate students across the social sciences and humanities.

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.

Is academic freedom threatened? The book examines current challenges to academic freedom in Europe, focusing mainly on Italy and Germany. The cases discussed demonstrate that research and teaching are under pressure in European democracies: in Hungary and Poland due to political constraints, in other countries due to societal expectations. Considering different interrelated aspects, the four parts of the book explore many real and potential threats to universities, scientific institutions and researchers, ranging from the European dimension of freedom of the arts and sciences to comparative analysis of emerging challenges to academic freedom against the backdrop of the COVID-19 pandemic. They highlight threats to university autonomy from the economic orientation of university governance, which emphasizes efficiency, competition, and external evaluation, and from new rules concerning trigger warnings, speech restrictions, and ethics commissions. Detailed study of these complex threats is intended to stimulate scholarly reflection and elicit serious discussion at European and national level. The volume contributes to the search for a new role of universities and scientific institutions and is addressed to academics and political stakeholders.

Practical and down-to-earth, the second edition of Action Research in Teaching and Learning is an ideal introduction to the subject, offering a distinctive blend of the theoretical and the practical, grounded firmly in the global higher education landscape. Written in an accessible style to build confidence, it provides easily adaptable, practical frameworks, guidelines and advice on research practice within a higher education context. The reader is guided through each stage of the action research process, from engaging with the critical theory, to the practical applications with the ultimate goal of providing a research study which is publishable. Supplemented by useful pedagogical research tools and exemplars of both qualitative and quantitative action research studies, this new edition features chapters engaging with teaching excellence and analysing qualitative and quantitative research, additions to the resources section and a new preface focusing more explicitly on the ever-growing number of part-time academics. Action Research in Teaching and Learning combines a theoretical understanding of the scholarly literature with practical applications and is an essential, critical read for any individual teaching or undertaking action research.

In the new arena for anti-racist work in which we find ourselves, the neo-liberal, 'post-race' university, this interdisciplinary collection demonstrates common global political concerns about racism in Higher Education. It highlights a range of issues regarding students, academic staff and knowledge systems, and all of the contributions seek to challenge the complacency of the 'post-race' present that is dominant in North-West Europe and North America, Brazil's mythical 'racial democracy' and South Africa's post-apartheid 'rainbow nation'. The collection makes clear that we are not yet past the need for anti-racist institutional action because of the continuing impact of coloniality on and in these nations. Chapter 7 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license. https://s3-us-west-2.amazonaws.com/tandfbis/rt-files/docs/Open+Access+Chapters/9780367001513_oachapter7.pdf

This volume, the eighth in The History of the University of Oxford , is the first study of how one of the world's major universities has responded to the formidable challenges offered by the twentieth century. Because Oxford's response has not taken a revolutionary or dramatic form, outside observers have not always appreciated the scale of its transformation. Focusing on the years from 1914 to 1970, the authors show how misleading is Evelyn Waugh's Brideshead Revisited as a guide to modern Oxford. Full attention is given to the forces making for change: the rapid growth in provision for the natural and social sciences; the advance of professionalism in scholarship, sport, and cultural achievement; the diffusion of international influences through Rhodes scholars, two world wars, and the University's mounting research priorities; the growing impact of government and of public funding; the steady advance of women; and the impact made by Oxford's broadened criteria for undergraduate admission. Yet the continuities are also stressed: the day-to-day realities of college life; the continuous adaptation and extension of ancient buildings; the persistence of Oxford's traditional emphasis

Volume XII of History of Universities contains the customary mix of learned articles, book reviews, conference reports, and bibliographical information, which makes this annual publication such an indispensable book for the historian of higher education. Its contributions range widely geographically, chronologically, and in subject matter. Volume XII includes articles on medieval collegiate statutes, Renaissance psychology, philosophy in nineteenth century German universities, and women academics in Britain, and is, as always, a lively combination of original research and invaluable reference material.

Universities have a key role to play in contributing to environmental development and combating climate change. The chapters within this volume detail the challenges faced by higher education institutions in considering environmental sustainability, and provide both a broad view of university engagement and a detailed examination of various projects. As part of this series in association with the Place and Social Capital and Learning (PASCAL) International Observatory, the three key PASCAL themes of place management, lifelong learning and the development of social capital are considered throughout the book. While universities have historically generated knowledge outside of specific local contexts, this book argues that it is particularly important for them to engage with the local community and to consider diverse perspectives and assets when looking at issues within an ecological context. The chapters in this volume provide new perspectives and frames of reference for transforming universities by engaging in the development of resilient communities. -- .

Although both school-university transitions and cross-border transitions have been widely explored, comparatively little research has been conducted on those students who undergo both transitions at the same time. This book reports on a longitudinal qualitative study investigating the major issues faced by nine Mainland Chinese students during their first year at a Hong Kong university from the perspective of learner autonomy. It argues that the school-university transition is especially challenging for students going through a cross-border transition at the same time, which usually involves a linguistic and cultural adjustment, and challenges their autonomy in three domains: managing their personal lives; academic learning; and English learning. Adopting the perspective of autonomy enables us to better understand student transitions so that more appropriate support can be provided for this group. Given its scope, the book offers a valuable asset for educators at both the secondary and post-secondary levels, and underscores the need to help students bridge the gap between school and university, and thus advance along the continuum of autonomy more smoothly. It also has practical implications for students who are studying or intend to study abroad.

This richly illustrated book traces the story of Oxford University from its origins in the Middle Ages to the present day. Written by a team of scholars, all authorities in their fields, it spans 800 years of learning and incident to give a uniquely authoritative history of the University for the general reader. Since the Middle Ages, Oxford University's part in learning has always been significant and colourful. Many future leaders of the nation have been educated there. The architecture of the University and colleges has become one of the glories of Europe, and its libraries and museums house a number of major collections. But most importantly, a university must be judged by its attachment to scholarship - a theme which runs throughout this book. Students have been drawn to Oxford from all over the world, and today the University is internationally recognized for its contribution to research, both in the sciences and in the liberal arts. Authoritative, scholarly, and informative, this book captures the richness and diversity of Oxford University, and its contribution to the nation and to the world. In addition to over 200 illustrations, including 24 full-colour plates, specifically chosen to complement the wide-ranging text, there are also 5 maps, a chronology, annotated guides to further reading, and a full index.

Wherever he went in the Empire, Cecil Rhodes observed, he found Oxford men on top. This scholarly and entertaining book examines how and why Oxford dominated Imperial policy and administration through its network of classical graduates; how Oxford's Imperialists and anti-Imperialists conducted their arguments in light of the history of Greece and Rome; and how proconsuls, missionaries, and teachers carried her traditions abroad. The conflicting hopes of what various groups in the University sought to obtain in the name of Empire are explored as well as the often bewildering impact of Oxford on the colonials who went there to study.

This text aims to provide university lecturers with practical guidelines for the effective teaching and assessment of students. The topics discussed include course planning and preparation, delivery and presentation, classroom management, student feedback and much more.

Volume X of History of Universities contains the customary mix of learned articles, book reviews, conference reports, and bibliographical information, which makes this annual publication such an indispensable tool for the historian of higher education. The articles cover a wide chronological and geographical range. They include studies on the financing of university education in twelfth and thirteenth-century France; the early modern University of Prague; Newman and Tractarian Oxford's idea of a university; and universities and elites in modern Britain. Its combination of original scholarship and comprehensive bibliographical material ensures that History of the Universities, Volume X is both intellectually stimulating and a necessary work of reference.

This book is the result of years of research following a realization of the mismatch of engineering skills produced by universities and those that industry required, based on the situation in Sub-Saharan Africa, equally applicable to other regions in Africa and indeed worldwide. The book is meant to assist engineering academics and engineers in industry to build capacity and cope with the dynamic trends in technology brought on by the 4th Industrial Revolution and to prepare for the 5th Industrial Revolution, an era predicted to be dominated by critical and system thinkers with creative and innovative skills as basic necessities. The book is also useful for policy-making researchers in academia, industrial and public sector researchers, and implementers in governments that provide required funding for the development of human resources and skills. The book primarily consists of the novel research and innovation approaches of modelling and building systems thinking sub-models which were ultimately integrated into the Universal Systems Thinking (UST) model aimed at improving the quality of engineers and engineering practice. The initiatives in this book include strategies for bridging the gap between industry and academia through systems thinking research. The book provides information on how to model, simulate, adjust and implement integrated systems thinking approaches to engineering education and training for capacity building and sustainability. The book also covers approaches to address research gaps and mismatch of skills while capitalizing on the successes of several projects carried out and supported by the Royal Academy of Engineering over the years.

In order to yield the expected benefits, sustainability initiatives need to be undertaken by means of a close cooperation between universities on the one hand, and societal partners on the others. The principle of co-creation and co-execution of sustainability initiatives increases the value for all by mutual learning, and the sharing of expertise and resources. But pursuing sustainability initiatives with a community and societal involvement is not simple. There is a perceived need for a better understanding of how universities can interact with society, in order to support the implementation of the UN Sustainable Development Goals. This book is an attempt to address this need, by a novel approach which focuses on current potentials and challenges, across a wide range of fields and expertise. The book focuses on how the theory and practice of sustainable development interact and shows the need for a continuation of the dialogue among sustainability academics and practitioners, so as to address the issues, matters and problems at hand. The spectrum of themes addressed on this book also entails how environmental values and ethics are applied and the relationship between social, biological and cultural diversity. It also includes a broad disciplinary approach to sustainability, including education, research and case studies, and the links with human-environment relations in a sustainable development context.

Higher education is undergoing unprecedented transformation. In the global knowledge economy universities are of paramount importance to governments worldwide. This creates a strong rationale for an element exploring how the interactions between universities and the state are being reconfigured, while highlighting the role policy analysis can play in explaining these dynamics. Specifically, this element draws on four theoretical approaches - New-Institutionalism, the Advocacy Coalition Framework, the Narrative Policy Framework, and Policy Diffusion and Transfer - to inform the analysis. Examples are drawn from a range of countries and areas of potential research informed by policy theory are identified. This element features a section dedicated to each of the three main missions of the university followed by an analysis of the institution as a whole. This reveals how universities, while typically seeking greater autonomy, remain subject to a multifaceted form of nation state oversight as they continue to globalise in an uncertain world.

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.

The seventh volume of this annual publication consists primarily of eleven articles devoted to the period 1760-1848. The papers range from the study of particular faculties to the role of government in higher education and the concept of a liberal education. Together, the articles form a unique account of the development of the university in the age of the liberal revolution in countries as distinct as Russia, France, and the United States. As well as containing the usual wide selection of book reviews devoted to recent works on university history, this volume also contains two new sections, one devoted to research in progress, and the other to an on-going bibliography of recent publications (articles and books) in the field of the history of higher education throughout the world. With these additions, Volume VII is much larger than its predecessors, confirming History of Universities as an indispensable tool for every student of the history of education.

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.

History of Universities is a periodical devoted to the study of every aspect of university history development, structure, teaching, and research from the Middle Ages to the modern period, as well as to the history of scholarship more generally. The bi-annual volumes contain a mix of learned articles, unpublished documents, book reviews, research notes, and bibliographical information, which makes this publication an indispensable tool not only for higher education researchers, but historians of all stripe. The contents of the periodical range widely geographically, chronically, and in subject-matter while its contributors are drawn from all parts of the world, giving the volumes a decidedly international flavor.

The University is an institution that disciplines the academic self. As such it produces both a particular emotional culture and, at times, the emotional suffering of those who find such disciplinary practices discomforting. Drawing on a rich array of writing about the modern academy by contemporary academics, this Element explores the emotional dynamics of the academy as a disciplining institution, the production of the academic self, and the role of emotion in negotiating power in the ivory tower. Using methodologies from the History of Emotion, it seeks to further our understanding of the relationship between the institution, emotion and the self.

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