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.

This open access book aims to present the experiences and visions of several world university leaders, providing strategies and methods used to find various income sources for their institutions. The expansion of a university system requires a corresponding increase in funding. Consequently, university administrators all over the world are in a constant search for additional funds. If higher-level institutions are expected to deliver high-quality education and research, their sustainable funding is crucial to the development of the countries they serve. While governmental sources are a major part of the funding of most universities, economic downturns as in the case of the COVID-19 crisis may reduce governmental contributions in this and cause administrators to look for various alternative sources to help them compete in a global setting. This book offers valuable information and guidance to university leaders and administrators worldwide especially at a time when university budgets are under stress due to the COVID-19 pandemic with its dire financial and economic consequences.

History of Universities is an annual publication devoted to the study of every aspect of university history from the Middle Ages to 1945. Each volume consists of a number of articles and book reviews written by scholars from many different countries. Volume VI chiefly comprises articles on the intellectual, social, and professional role of the late-medieval universities, especially Oxford and Paris. The volume is prefaced by an obituary notice dedicated to Charles Schmitt of the Warburg Institute, the internationally renowned Renaissance scholar and founding-editor of the journal, who died in April 1986. The new editor is Laurence Brockliss of Magdalen College, Oxford, a specialist in French higher education in the early-modern period. He is assisted by an editorial board drawn from the leading authorities on the history of the university in Great Britain, Europe, and the United States.

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.

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.

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.

This volume describes a century of rapid and fundamental change. Under the Tudors the University witnessed the dramatic intrusion of successive governments into its affairs by visitations, and by the supplanting of the medieval regime of the regent masters with government by heads of houses. In the background to these violent changes the college evolved into the ordinary home of the undergraduate, displacing the medieval private hall, and Oxford acquired its familiar character as an association of endowed collegiate undergraduate societies. The intellectual counterpart of this institutional change was the spread of humanism, particularly in the faculty of arts. This volume challenges the view that these changes were purely unofficial and extra-curricular, and argues that the statutory curriculum, properly understood, was an integral part of this humanistic, neo-Aristotelian, and cosmopolitan Latin culture. Contributors: James McConica, Carl I. Hammer, jr., Claire Gross, J. M. Fletcher, John Caldwell, Gillian Lewis, John Barton, S. L. Greenslade, G. D. Duncan, Jennifer Loach, Penry Williams, N. R. Ker, G. E. Aylmer, John Newman.

Volume V shows a contrasting picture of eighteenth-century Oxford to that presented by Edward Gibbon in his Autobiography. A more balanced assessment has been long overdue. From detailed studies it is now possible to show that in most subjects Oxford had a reputation that was far from contemptible, and one that attracted foreign scholars in some numbers. Academic responsibilities were taken seriously and reforming minds were at work. Attention is given to the University's role in national politics, its social and administrative structure, and its relationship with the Church, as well as the full range of academic life and culture in eighteenth-century Oxford. Contributors: L. G . Mitchell, G. V. Bennett, P. Langford, L. S. Sutherland, I. G. Doolittle, J. P. D. Dunbabin, V. H. H. Green, R. Greaves, P. Quarrie, M. L. Clarke, D. Patterson, P. J. Marshall, J. Yolton, J. L. Barton, A. G. MacGregor, G. I'E. Turner, C. Webster, I. G. Philip, S. Piggott, D. Fairer, H. M. Colvin, E. Waterhouse, S. L. F. Wollenberg

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?

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.

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 "The University Gets Religion: Religious Studies in American Higher Education, " historian D. G. Hart examines the rise of religion to its current place as one of the largest academic disciplines in contemporary higher education. Protestant ministers and faculty, arguing for the importance of religion to a truly "liberal" education, were especially influential in staffing departments and designing curricula to reflect their own assumptions about the value of religion not just for higher education but for American culture in general.

But the success of mainstream Protestantism in fostering the academic study of religion has become the field's greatest burden. Religion scholars have distanced themselves from traditional Protestant orientations while looking for topics better suited to America's cultural diversity. As a result, religion is in the awkward position of being one of the largest scholarly disciplines while simultaneously lacking a solid academic justification. It may be time, Hart argues, for academics to stop trying to secure a religion-friendly university.

What is the essence of leadership? Richard Larkins, a major figure of Australian science, medicine, and university administration, provides a rare, candid account of a life lived in the public eye, and of the philosophy he has drawn upon to negotiate the personal and professional challenges this life has thrown up. 'High above the hushed crowd, Rex tried to remain focused. Still, he couldn't shake one nagging thought: he was an old dog and this was a new trick.' These words lay beneath a Gary Larson cartoon showing a dog riding a unicycle on a tightrope in a circus bigtop while juggling balls with its front paws, swinging a hoop round its middle, balancing a jug on its head and holding a cat in its mouth. The card with the cartoon was sent to me by my long-time scientific colleague, Marjorie Dunlop, to mark my transition from Dean of Medicine, Dentistry and Health Sciences at the University of Melbourne to Vice-Chancellor and President of Monash University in 2003. I had just turned 60 and this was indeed a new trick. I started writing these reflections three days after I completed my term [as Vice Chancellor] at Monash University. I was entering the next phase of my life. It would be studded with a variety of interesting and challenging part-time activities. I thought it an appropriate time to reflect on the tricks I have learnt both as a young dog and an old dog and the experiences I have had in an adult life time spent in medicine, research, health policy and higher education. (From the foreword.)

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.

Enrich your students and the institution with a high-impact practice Designing and Teaching Undergraduate Capstone Courses is a practical, research-backed guide to creating a course that is valuable for both the student and the school. The book covers the design, administration, and teaching of capstone courses throughout the undergraduate curriculum, guiding departments seeking to add a capstone course, and allowing those who have one to compare it to others in the discipline. The ideas presented in the book are supported by regional and national surveys that help the reader understand what's common, what's exceptional, what works, and what doesn't within capstone courses. The authors also provide additional information specific to different departments across the curriculum, including STEM, social sciences, humanities, fine arts, education, and professional programs. Identified as a high-impact practice by the National Survey of Student Engagement (NSSE) and the Association of American Colleges and Universities' LEAP initiative, capstone courses culminate a student's final college years in a project that integrates and applies what they've learned. The project takes the form of a research paper, a performance, a portfolio, or an exhibit, and is intended to showcase the student's very best work as a graduating senior. This book is a guide to creating for your school or department a capstone course that ties together undergraduate learning in a way that enriches the student and adds value to the college experience. * Understand what makes capstone courses valuable for graduating students * Discover the factors that make a capstone course effective, and compare existing programs, both within academic disciplines and across institutions * Learn administrative and pedagogical techniques that increase the course's success * Examine discipline-specific considerations for design, administration, and instruction Capstones are generally offered in departmental programs, but are becoming increasingly common in general education as well. Faculty and administrators looking to add a capstone course or revive an existing one need to understand what constitutes an effective program. Designing and Teaching Undergraduate Capstone Courses provides an easily digested summary of existing research, and offers expert guidance on making your capstone course successful.

For the past number of years, academic entrepreneurship has become one of the most widely studied topics in the entrepreneurship literature. Yet, despite all the research that has been conducted to date, there has not been a systematic attempt to analyze critically the factors which lie behind successful business spin-offs from university research. In this book, a group of academic thought-leaders in the field of technology transfer examine a number of areas critical to the promotion of start-ups on campus. Through a series of case studies, they examine current policies, structures, program initiatives and practices of fourteen international universities to develop a theory of successful academic entrepreneurship, with the aim of helping other universities to enhance the quality of their university transfer programs. This book is a valuable resource for university research administrators, technology transfer office professionals, academic entrepreneurs, incubator management officials, R&D managers, venture capitalists, researchers, policymakers, and others involved in the commercialization of intellectual property.

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.

What is the purpose of higher education, and how should we pursue it? Debates over these issues raged in the late nineteenth century as reformers introduced a new kind of university--one dedicated to free inquiry and the advancement of knowledge. In the first major study of moral education in American universities, Julie Reuben examines the consequences of these debates for modern intellectual life.
Based on extensive research at eight universities--Harvard, Yale, Columbia, Johns Hopkins, Chicago, Stanford, Michigan, and California at Berkeley--Reuben examines the aims of university reformers in the context of nineteenth-century ideas about truth. She argues that these educators tried to apply new scientific standards to moral education, but that their modernization efforts ultimately failed. By exploring the complex interaction between institutional and intellectual change, Reuben enhances our understanding of the modern university, the secularization of intellectual life, and the association of scientific objectivity with value-neutrality.

Add value to the student experience with purposeful residential programs Grounded in current research and practical experience, Student Learning in College Residence Halls: What Works, What Doesn't, and Why shows how to structure the peer environment in residence halls to advance student learning. Focusing on the application of student learning principles, the book examines how neurobiological and psychosocial development influences how students learn in residence halls. The book is filled with examples, useful strategies, practical advice, and best practices for building community and shaping residential environments that produce measureable learning outcomes. Readers will find models for a curriculum-based approach to programming and for developing student staff competencies, as well as an analysis of what types of residential experiences influence student learning. An examination of how to assess student learning in residence halls and of the challenges residence halls face provide readers with insight into how to strategically plan for the future of residence halls as learning centers. The lack of recent literature on student learning in college residence halls belies the changes that have taken place. More traditional-age students are enrolled in college than ever before, and universities are building more residence halls to meet the increased demand for student housing. This book addresses these developments, reviews contemporary research, and provides up-to-date advice for creating residence hall environments that achieve educationally purposeful outcomes. * Discover which educational benefits are associated with living in residence halls * Learn how residential environments influence student behavior * Create residence hall environments that produce measureable learning outcomes * Monitor effectiveness with a process of systematic assessment Residence halls are an integral part of the college experience; with the right programs in place they can become dynamic centers of student learning. Student Learning in College Residence Halls is a comprehensive resource for residence hall professionals and others interested in improving students' learning experience.

Traditionally, our society has broadly agreed that the "good university" should teach the intellectual skills students need to become citizens who are intelligently critical of their own beliefs and of the narratives presented politicians, society, the media, and, indeed, universities themselves. The freedom to debate is essential to the development of critical thought, but on university campuses today free speech is increasingly restricted for fear of causing "offense." In this daring and intrepid book, which was originally withdrawn from publication by another publisher but is now proudly presented by Academica Press, the famous intelligence researcher James R. Flynn presents the underlying factors that have circumscribed the range of ideas now tolerated in our institutions of learning. Flynn studiously examines how universities effectively censor teaching, how social and political activism effectively censors its opponents, and how academics censor themselves and each other. A Book Too Risky To Publish concludes that few universities are now living up to their original mission to promote free inquiry and unfettered critical thought. In an age marred by fake news and ever increasing social and political polarization, this book makes an impassioned argument for a return to critical thought in our institutions of higher education.

A masterful history of the postwar transformation of American higher education American higher education is nearly four centuries old. But in the decades after World War II, as government and social support surged and enrollments exploded, the role of colleges and universities in American society changed dramatically. Roger Geiger provides the most complete and in-depth history of this remarkable transformation, taking readers from the GI Bill and the postwar expansion of higher education to the social upheaval of the 1960s and 1970s, desegregation and coeducation, and the challenges confronting American colleges today. Shedding critical light on the tensions and triumphs of an era of rapid change, Geiger shows how American universities emerged after the war as the world's most successful system for the advancement of knowledge, how the pioneering of mass higher education led to the goal of higher education for all, and how the "selectivity sweepstakes" for admission to the most elite schools has resulted in increased stratification today. He identifies 1980 as a turning point when the link between research and economic development stimulated a revival in academic research-and the ascendancy of the modern research university-that continues to the present. Sweeping in scope and richly insightful, this groundbreaking book demonstrates how growth has been the defining feature of modern higher education, but how each generation since the war has pursued it for different reasons. It provides the context we need to understand the complex issues facing our colleges and universities today, from rising inequality and skyrocketing costs to deficiencies in student preparedness and lax educational standards.

Increasingly, the purpose and function of Western universities is being challenged and put under pressure to demonstrate value for students, policy, and society at large. Concurrently, the management and leadership of universities differs by institution and often prioritises one need other others. The three main goals that have persisted across the development of Higher Education in the Western world are; the higher education of students, the advancement of knowledge and service to those outside the university. In the history of the Western university one of these goals has always dominated. A university cannot function fully if it must interpret two of its goals in ways that serve a third. The Fully Functioning University introduces the concept of a 'post-Humboldtian university' which values each of these goals in its own right, and the 'fully functioning university' as one which expresses the three goals entirely. The authors outline the sort of higher education that a fully-functioning university would offer, the implications of the concept of a 'fully-functioning university' for its contribution to the advancement of knowledge, and the contribution of the fully-functioning university to the service part of the tripartite mission. This timely book will be relevant for senior managers and leaders in higher education in the UK and internationally, as well as for higher education researchers and postgratudate students.

The Conflict over the Conflict chronicles one of the most divisive and toxic issues on today's college and university campuses: Israel/Palestine. Some pro-Palestinian students call supporters of Israel's right to exist racist, and disrupt their events. Some pro-Israel students label pro-Palestinian students terrorists, and the Jews among them traitors. Lawsuits are filed. Legislation is proposed. Faculty members are blacklisted and receive death threats. Academic freedom is compromised and the entire academic enterprise is threatened. How did we get here and what can be done? In this passionate book, Kenneth S. Stern examines attempts from each side to censor the other at a time when some say students, rather than being challenged to wrestle with difficult issues and ideas, are being quarantined from them. He uniquely frames the examination: our ability to think rationally is inhibited when our identity is fiercely connected to an issue of perceived social justice or injustice, and our proclivity to see in-groups and out-groups - us versus them - is obvious. According to Stern, the campus is the best place to mine this conflict and our intense views about it to help future generations do what they are supposed to do: think. The Conflict over the Conflict shows how this is possible.

Since the early 1980s, universities in the United States have greatly expanded their patenting and licensing activities. The Congressional Joint Economic Committee, among other authorities, have argued that this surge contributed to the economic boom of the 1990s. And, many observers have attributed this trend to the Bayh-Dole Act of 1980. Using quantitative analysis and detailed case studies, this book tests that conventional wisdom and assesses the effects of the Act, examining the diverse channels through which commercialization has occurred over the 20th century and since the passage of the Act.

An in-depth look at why American universities continue to favor U.S.-focused social science research despite efforts to make scholarship more cosmopolitan U.S. research universities have long endeavored to be cosmopolitan places, yet the disciplines of economics, political science, and sociology have remained stubbornly parochial. Despite decades of government and philanthropic investment in international scholarship, the most prestigious academic departments still favor research and expertise on the United States. Why? Seeing the World answers this question by examining university research centers that focus on the Middle East and related regional area studies. Drawing on candid interviews with scores of top scholars and university leaders to understand how international inquiry is perceived and valued inside the academy, Seeing the World explains how intense competition for tenure-line appointments encourages faculty to pursue "American" projects that are most likely to garner professional advancement. At the same time, constrained by tight budgets at home, university leaders eagerly court patrons and clients worldwide but have a hard time getting departmental faculty to join the program. Together these dynamics shape how scholarship about the rest of the world evolves. At once a work-and-occupations study of scholarly disciplines, an essay on the formal organization of knowledge, and an inquiry into the fate of area studies, Seeing the World is a must-read for anyone who cares about the future of knowledge in a global era.