What is the role of a university in society? In this innovative book, Chris Brink offers the timely reminder that it should have social purpose, as well as achieve academic excellence. He book shows how universities can - and should - respond to societal challenges and promote positive social change.

Originally published in 1948, and derived from the fifth annual lecture of the National book league in 1947, this text by classist and university administrator Sir Richard Livingstone affirms the importance of universities as centres of higher learning, but also critiques their shortcomings and examines the various forces then shaping undergraduate education. This book will be of value to anyone with an interest in the history of education, and university education in particular.

Employing history, social theory, and a detailed contemporary case study, Knowledge for Social Change argues for fundamentally reshaping research universities to function as democratic, civic, and community-engaged institutions dedicated to advancing learning and knowledge for social change. The authors focus on significant contributions to learning made by Francis Bacon, Benjamin Franklin, Seth Low, Jane Addams, William Rainey Harper, and John Dewey-as well as their own work at Penn's Netter Center for Community Partnerships-to help create and sustain democratically-engaged colleges and universities for the public good. Knowledge for Social Change highlights university-assisted community schools to effect a thoroughgoing change of research universities that will contribute to more democratic schools, communities, and societies. The authors also call on democratic-minded academics to create and sustain a global movement dedicated to advancing learning for the "relief of man's estate"-an iconic phrase by Francis Bacon that emphasized the continued betterment of the human condition-and to realize Dewey's vision of an organic "Great Community" composed of participatory, democratic, collaborative, and interdependent societies.

Apart from being absolutely invaluable for those seeking admission into the prized portals of Foreign Universities, this book will also be of immense benefit to students of various Management Courses. Competitive Exams for entry into professional colleges and other institutes of repute within the country. It will also help hone their analytical qualities and enhance their writing skills. In fact, one of the most important criteria for being successful in securing admission to top ranking and reputed Universities abroad, especially in the United States, is the high level of scores obtained in international tests such as GMAT, GRE, TOEFL, etc. These tests include the all-important component of analytical writing tasks on given issues. These apart, prospective students are also required to pen excellent essays on specific topics chosen by the Universities concerned. It is through a critical appraisal of these essays that the selection committee of the concerned College or University is able to effectively gauge the applicants and gain valuable insight into their academic standing and intellectual prowess. Therefore, the vital importance of clear and critical thinking, analytical abilities, and good essay writing cannot be over-emphasized. This book attempts to thoroughly familiarise the student with the art and skills involved in writing effective essays by exposing him to a wide variety of Model Essays on diverse topics. Also Model Responses to a wide spectrum of Analytical Issues with special reference to the requirements of the International Tests mentioned above are offered.

Twenty-five years ago, historian of religions Jonathan Z. Smith wrote: ''The quest for the powers and skills of informed judgment for the dual capacities of appreciation and criticism might well stand as the explicit goal of entry level of college curriculum.'' Regardless of specific course content, the polymethodic face of Religious and Undergraduate Research is increasingly identified as a particularly effective pedagogy for teaching and learning these skills in the discipline. Teaching Undergraduate Research in Religious Studies offers an introduction to the philosophy and practice of Undergraduate Research in Religious Studies and takes up several significant ongoing questions related to it. For those new to Undergraduate Research, it provides an overview of fundamental issues and pedagogical questions and practical models for application in the classroom. For seasoned mentors, the book acts as a dialogue partner on emerging issues and offers insight into pertinent questions in the field based on the experience of recognized experts. Individual chapters focus on select theoretical and practical topics including the nature of collaboration between faculty and students, what it means for undergraduate students to make an ''original contribution'' in their research, how to identify and shape a research project that is appropriate and manageable, the types of institutional and professional support systems needed to adequately support and reward faculty who participate in this kind of pedagogy, and procedures for adequate and appropriate assessment.

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.

Volume XXII/1 of History of Universities contains the customary mix of learned articles, book reviews, conference reports, and bibliographical information, which makes this publication such an indispensable tool for the historian of higher education. Its contributions range widely geographically, chronologically, and in subject-matter. The volume is, as always, a lively combination of original research and invaluable reference material. To place a standing order for volumes in this series, please contact: Standing Orders Oxford University Press, Distribution Services Saxon West Way, Corby, Northants Great Britain NN18 9ES Tel: (01536) 741068 Fax: (01536) 741894 email: [email protected]

Why free speech is the lifeblood of colleges and universities Free speech is under attack at colleges and universities today, with critics on and off campus challenging the value of open inquiry and freewheeling intellectual debate. Too often speakers are shouted down, professors are threatened, and classes are disrupted. In Speak Freely, Keith Whittington argues that universities must protect and encourage free speech because vigorous free speech is the lifeblood of the university. Without free speech, a university cannot fulfill its most basic, fundamental, and essential purposes, including fostering freedom of thought, ideological diversity, and tolerance. Examining such hot-button issues as trigger warnings, safe spaces, hate speech, disruptive protests, speaker disinvitations, the use of social media by faculty, and academic politics, Speak Freely describes the dangers of empowering campus censors to limit speech and enforce orthodoxy. It explains why free speech and civil discourse are at the heart of the university's mission of creating and nurturing an open and diverse community dedicated to learning. It shows why universities must make space for voices from both the left and right. And it points out how better understanding why the university lives or dies by free speech can help guide everyone-including students, faculty, administrators, and alumni-when faced with difficult challenges such as unpopular, hateful, or dangerous speech. Timely and vitally important, Speak Freely demonstrates why universities can succeed only by fostering more free speech, more free thought-and a greater tolerance for both.

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.

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.

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.

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.

Higher education today is facing profound and unprecedented changes to which leaders must respond effectively. Offering a unique insider view of higher education, Ferris and Waldron skillfully showcase expert leadership, providing a rich and meaningful understanding of higher education leadership from across the nexus of existential, philosophical and practical concerns. Including pathways, insights and strategies developed from well-designed ethnographic research, this book incorporates twenty interviews with experienced leaders at a range of four year and doctoral granting institutions across the United States. The authors utilize phenomenological analysis to reveal nuanced elements of leadership that can help higher education leaders navigate challenges and opportunities, and respond skillfully even to the unforeseen challenges such as the Covid-19 pandemic. Bringing together a rich body of reflections, insights and experience from seasoned leaders across a wide range of applied scenarios and contexts, this book serves as a must-have reference for established and aspiring leaders who find themselves navigating new paths and challenges.

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.

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.

Change has dramatically confronted higher education in the last decade, challenging it to its very roots. Colleges and universities have been rocked by a volatile economy, changing demographic trends, weakening public opinion, lagging state and federal support, and other forces. Leaders from the most highly respected institutions in the country have examined the important issues facing higher education today and this book offers their insights on restructuring administrative operations, new revenue opportunities, debt management, capital renewal, endowment management, and more.

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.

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.

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.

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.

Drawing on interviews with hundreds of university professors, co-curricular educators, administrators, and students from public and private colleges and universities across the United States, Douglas and Rhonda Hustedt Jacobsen demonstrate that religion is central to the work of higher education in the twenty-first century. Religion Matters begins with an examination of the history of religion in American society and higher education, from Protestant establishment to secular dominance to the much more complex and pluralistic dynamics of the culture today. The authors define religion carefully, identifying three different modes of faith: historic religion, public religion, and personal religion. The second half of the volume explores six educational topics where religion intersects with the core goals and purposes of college/university education: religious literacy, interfaith etiquette, framing knowledge, civic engagement, convictions, and character and vocation. The authors pose key questions: What should an educated person know about the world's religions? What does it mean to interact appropriately with members of other faiths? What assumptions and rationalities, secular or religious, shape the way we think? What values and practices, secular or religious, guide civic engagement? How do personal beliefs interact with the teaching and learning process? How might colleges and universities point students toward lives of purpose and meaning? This volume shows that by paying careful and nuanced attention to the role of religion, educators can enhance intellectual life in any college or university.

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.

An accessible, positive study guide for students with dyslexia, this book uses tried-and-tested strategies to empower you to achieve your academic goals. Boost your confidence by learning from other brilliant dyslexic students, and maximise your strengths by learning how to: * Work smart and identify how you learn best * Increase your reading speed * Mind-map effectively * Utilise memory and concentration techniques A message from the author about the book title: 'We understand that many of you don't want to feel defined by your neurodiversity, but also that it is a part of who you are and your life. After discussion with some of my students we chose this title for its positivity and empowering message. Ultimately this guide is to help you play to your strengths and be a brilliant student - with dyslexia.' Super Quick Skills provide the essential building blocks you need to succeed at university - fast. Packed with practical, positive advice on core academic and life skills, you'll discover focused tips and strategies to use straight away. Whether it's writing great essays, understanding referencing or managing your wellbeing, find out how to build good habits and progress your skills throughout your studies. Learn core skills quickly Apply right away and see results Succeed in your studies and life. Super Quick Skills give you the foundations you need to confidently navigate the ups and downs of university life.

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 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.