This book is an account of the origins and development of Cardiff's and Wales's medical school during the first four decades of its controversial existence. A contribution not only to the history of medical education in the United Kingdom, but also to the often acrimonious history between the University of Wales and Cardiff College, this volume addresses the evolving relationship between medical schools and teaching hospitals, the uniquely negative relationship between the Cardiff Royal Infirmary and the medical school during the 1920s, and the development of clinical practice within the Cardiff school, among other topics.

Ted Kennedy and George W. Bush agreed on little, but united behind the No Child Left Behind Act (NCLB). Passed in late 2001, it was hailed as a dramatic new departure in school reform. It would make the states set high standards, measure student progress, and hold failing schools accountable. A decade later, NCLB has been repudiated on both sides of the aisle. According to Jal Mehta, we should have seen it coming. Far from new, it was the same approach to school reform that Americans have tried before. In The Allure of Order, Mehta recounts a century of attempts at revitalizing public education, and puts forward a truly new agenda to reach this elusive goal. Not once, not twice, but three separate times-in the Progressive Era, the 1960s and '70s, and NCLB-reformers have hit upon the same idea for remaking schools. Over and over again, outsiders have been fascinated by the promise of scientific management and have attempted to apply principles of rational administration from above. Each of these movements started with high hopes and ambitious promises, but each gradually discovered that schooling is not easy to "order" from afar: policymakers are too far from schools to know what they need; teachers are resistant to top-down mandates; and the practice of good teaching is too complex for simple external standardization. The larger problem, Mehta argues, is that reformers have it backwards: they are trying to do on the back-end, through external accountability, what they should have done on the front-end: build a strong, skilled and expert profession. Our current pattern is to draw less than our most talented people into teaching, equip them with little relevant knowledge, train them minimally, put them in a weak welfare state, and then hold them accountable when they predictably do not achieve what we seek. What we want, Mehta argues, is the opposite approach which characterizes top-performing educational nations: attract strong candidates into teaching, develop relevant and usable knowledge, train teachers extensively in that knowledge, and support these efforts through a strong welfare state. The Allure of Order boldly challenges conventional wisdom with a sweeping, empirically rich account of the last century of education reform, and offers a new path forward for the century to come.

Bullying Amongst University Students is a pioneering collection of knowledge and evidence exploring the under-researched phenomenon of bullying in universities. Abusive behaviour amongst young people is a serious and pervasive problem that is exacerbated by the rapid advances in electronic communication, and in this book the authors highlight the problem and proceed to facilitate new practices and policies to address it. This book brings together an international team of authors from a range of disciplines, encompassing education, psychology, criminology, law and counselling, who have carried out research in the area of university bullying. Addressing critical dialogues and debates, the authors explore peer on peer violence, intimidation and social exclusion before considering its effects on students and making recommendations for action and further research. Key topics include: Cyberbullying and cyber aggression Rape culture across the university Homophobic and transphobic bullying The impact of bullying on mental health The role of bully and victim across the lifespan Policies and procedures to address bullying International in authorship and scope, this book will be an invaluable resource for students and researchers in fields such as education, psychology, sociology, health studies and criminology. It is also essential reading for university policy-makers and union representatives responsible for the emotional and physical well-being of students.

Benjamin Rush, William Paterson, David Ramsay, Oliver Ellsworth, Jonathan Edwards, Jr.--these are only a few of the remarkable men who attended the College of New Jersey (later Princeton University) in its first twenty-one classes. Alumni included five members of the Constitutional Convention of 1787, twenty two participants in the Continental Congress, four Senators, seven Congressmen, and two Justices of the Supreme Court. This volume describes the lives of the 338 men who graduated from the College between 1748 and 1768. Their biographies are arranged by year of graduation, and an introduction provides the early history of the College and its role in colonial culture. In sharp contrast to the graduates of other colleges at the time, Princeton's early students were either born or found their later careers in every one of the thirteen states as well as in Tennessee, Kentucky, the West Indies, and Ireland. After graduation most became clergymen, lawyers, doctors, businessmen, and soldiers. While some served as national leaders, others rose to prominence in state and local government, becoming governors, state legislators, and participants in the drafting of state constitutions. This record of their lives is a mine of information about America during the Colonial, Revolutionary, and Early National periods. Originally published in 1977. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

This volume provides insightful analysis of the way higher education engages with socially excluded communities. Leading researchers and commentators examine the validity of the claim that universities can be active facilitators of social mobility, opening access to the knowledge economy for formerly excluded groups. The authors assess the extent to which the 'Academy' can deliver on its promise to build bridges with communities whose young people often assume that higher education lies beyond their ambitions. The chapters map the core dynamics of the relationship between higher education and communities which have bucked the more general trend of rapidly rising student numbers. Contributors also take the opportunity to reflect on the potential impact of these dynamics on the evolution of the university's role as a social institution. The volume was inspired by a symposium attended by a wide spectrum of participants, including government, senior university managers, academic researchers and community groups based in areas suffering from social exclusion. It makes a substantive contribution to an under-researched field, with authors seeking to both shape solutions as well as better diagnose the problem. Some chapters include valuable contextual analysis, using empirical data from North America, Europe and Australia to add substance to the debates on policy and theory. The volume seeks to offer a defining intellectual statement on the interaction between the concept of a 'university' and those communities historically missing from higher education participation, the volume deepens our understanding of what might characterise an 'engaged' university and strengthens the theoretical foundations of the topic.

This simple and clear guide to lecturing is an example-based account of effective strategies for exciting and successful lectures for academic and business lecturers. From the lecturing mindset, combating fear and nervousness, to lecturing tricks and tactics, this book discusses a wide array of practical ideas that may surprise and help even the most experienced public speakers and lecturers. The author provides unique insights into lecturing for twenty-first century audiences, based on his academic and non-academic lecturing experiences at the University of Toronto and Stanford University; experiences which have resulted in numerous institutional, provincial, and international teaching and lecturing awards. Further resources for this title, including lecture slides and videos of presentations and lectures, are available online from www.cambridge.org/9780521876100.

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.

In Transforming the Urban University, Richard M. Freeland reviews how Northeastern University in Boston, historically an access-oriented, private urban university serving commuter students from modest backgrounds and characterized by limited academic ambitions and local reach, transformed itself into a selective, national, and residential research university. Having served as president during a critical decade in this transition, Freeland recounts the school's efforts to retain key features from Northeastern's urban history-an emphasis on undergraduate teaching and learning, a curriculum focused on preparing students for the workplace, its signature program of cooperative education, and its broad involvement in the life of the city-while at the same time raising admission standards, recruiting students on a regional and national basis, improving graduation rates, expanding opportunities for research and graduate education and dramatically improving its U.S. News ranking. Freeland situates the Northeastern story within the evolving context of urban higher education as well as broader trends among American universities during the second half of the twentieth century. He documents the way Northeastern maintained its historic values while making innovative use of modern marketing techniques to meet the competitive conditions of the academic marketplace. He shows how Northeastern rejected the standard model of the modern research university and instead reinvented itself as a new kind of urban university: making excellence in the undergraduate experience its top priority; stressing practice-oriented education and research; and emphasizing the academic benefits of its urban setting as well as the importance of contributing to the well-being of its host city. In chronicling Northeastern's recovery from what the school's trustees called a "near-death" experience, Freeland challenges the conventional narrative of what a university must do to achieve top-tier national status.

Volume XXVII/2 of History of Universities contains the customary mix of learned articles and book reviews which makes this publication such an indispensable tool for the historian of higher education. The volume is, as always, a lively combination of original research and invaluable reference material.

What criteria are used to assess the scholarly merit of a thesis?. What is the level of conceptualization that is expected in doctoral theses?. How can you prepare to defend your thesis? . What is the most effective route to achieving your doctorate?. . The starting point to achieving your doctorate is to appreciate how your thesis will be examined. The criteria that examiners use, the questions they ask in vivas and their reports provide templates against which theses are judged. So, why not start from this endpoint as you plan, undertake, write and defend your research?

. . This book focuses specifically on how you, as a doctoral candidate, can raise your level of thinking about your chosen topic. Doing so will improve the quality of your research and ultimately contribute to knowledge. It also explores the nature of conceptualization which is sought by examiners in theses. As a candidate, the book provides those essential characteristics of "doctorateness" that examiners expect to find in your thesis.

. . The book will also appeal to supervisors, examiners and those who conduct workshops for doctoral candidates and supervisors.

. . This practical book includes extracts from theses, examiner reports and cameo accounts from doctoral examiners, supervisors and candidates. It also contains numerous visual models that explain relationships and processes for you to apply and use in your doctoral journey.

. . Based upon contemporary practice, "Stepping Stones to Achieving your Doctorate" is an essential tool for doctoral candidates, supervisors and examiners.

In this book, Jennifer Jenkins, one of the leading proponents of English as a Lingua Franca, explores current academic English language policy in higher education around the world.

Universities around the world are increasingly presenting themselves as "international" but their English language policies do not necessarily reflect this, even as the diversity of their student bodies grows. While there have been a number of attempts to explore the implications of this diversity from a cultural perspective, little has been said from the linguistic point of view, and in particular, about the implications for what kind(s) of English are appropriate for English lingua franca communication in international higher education.

Throughout the book Jenkins considers the policies of English language universities in terms of the language attitudes and ideologies of university management and staff globally, and of international students in a UK setting. The book concludes by considering the implications for current policies and practices, and what is needed in order for universities to bring themselves in line linguistically with the international status they claim."

English as a Lingua Franca in the International University "is an essential read for researchers and postgraduate students working in the areas of Global Englishes, English as a Lingua Franca and English for Academic Purposes.

First published in 1988, this book traces the complex evolution of Oxford and Cambridge from the twelfth through the early sixteenth centuries. In the process, the author incorporates new research on Cambridge University that has become available only recently. Alan B. Cobban is able to give an overall view of the functioning of the English universities, touching on the development of the academic hierarchy, the various features of the curriculum and the teaching offered by these institutions. The author also addresses the social and economic circumstances of students and the relations between the universities and their respective town and ecclesiastical authorities. Cobban draws on much recent work to supply new details and altered perspectives in this single-volume reappraisal of the history of these two distinguished educational institutions.

This is the second volume of a four-part history of the university in Europe, written by an international team of authors, which covers the development of the university in Europe (east and west) from its origins up until more recent years. It focuses not only on the history of individual institutions, nor on the universities in any individual country, but on a number of major themes viewed from a European perspective. The chief originality of this work lies in its comparative, interdisciplinary, collaborative and transnational nature. Volume II looks at the university in Early Modern Europe, and attempts to situate the universities in their social and political context throughout the three centuries spanning the period 1500 to 1800.

This book investigates how excellence and reputability are formed, performed, and perceived at well renowned international higher education institutions. Along six detailed ethnographic case descriptions - including University of Warwick, Goldsmiths, New York University, School of the Art Institute Chicago, Ohio State University, and HEC Montreal - it asks how master's programs in arts management and cultural policy achieved reputability and how this affects the everyday academic live. A cross-case analysis revealed a set of overall drivers that seem to have a great impact on the reputation of the studied programs. By focusing on the design and content of the teaching environments as well as on motivational, emotional, and social aspects of the learning situation at these six higher education institutions, the book offers a holistic understanding of reputability and excellence.

The curriculum is a live issue in universities across the world. Many stakeholders - governments, employers, professional and disciplinary groups and parents - express strong and often conflicting views about what higher education should achieve for its students. Many universities are reviewing their curricula at an institutional level, aware that they are in a competitive climate in which league tables encourage students to see themselves as consumers and the university as a product, or even a 'brand'. The move has prompted renewed concern for some central educational questions, about both what is learnt and how. Strategic Curriculum Change explores the ways in which major universities across the world are reviewing their approaches to teaching and learning. It unites institution-level strategy with the underlying educational issues. The book is grounded in a major study of curriculum change in over twenty internationally-focused, research-intensive universities in the UK, US, Australia, The Netherlands, South Africa and Hong Kong. Chapters include: Achieving curriculum coherence: Curriculum design and delivery as social practice Assessment in curriculum change The whole-of-institution curriculum renewal undertaken by the University of Melbourne, 2005-2011 The physical and virtual environment for learning People and change: Academic work and leadership This book presents a theorised and contextualised approach to the study of the curriculum, and carries on much-needed research on the curriculum in higher education. It is an essential for the collection of all academics at university level, and those involved in policy making, quality assurance and enhancement.

University Teaching: An Introductory Guide is a vital tool for the new lecturer that aims to encourage and support an inquiry into university teaching and academic life. This book understands that teaching is not discrete but one of many activities integrated in academic work. It recognizes that teaching is directly affected by administrative concerns such as timetabling and workload demands, departmental culture, disciplinary research expectations and how we think about the purposes and values of higher education. The new lecturer must learn to adapt to and shape the circumstances of their academic work. Understanding that teaching is an integral part of this work, rather than a dislocated discipline, can help us think about practice in new ways. Harland argues against the teaching-research divide and popular opinion that 'teaching takes time away from research'. He proffers the sentiment that all aspects of academic practice need to be considered when inquiring into learning how to teach, and that teaching is better understood when it is firmly embedded and integrated in this work. Writing from his experience extracted from a ten-year research project working with early career staff, he addresses popular concerns of academics, including: Lecturing Peer review of teaching Discussion as an approach to teaching Research and the new academic The subject and the idea of critical thinking This clearly written and practical book will be ideal for all new lecturers in higher education, and also more seasoned academics wishing to progress their professional development. Tony Harland is Associate Professor at the Higher Education Development Centre, University of Otago, New Zealand

Research and teaching constitute the core purposes of America's research universities. The intellectual integrity of students' and scholars' work rests upon an ethical foundation, requiring a dedication to reasoned and civil dialogue, open minds, and reliance on evidence as the basis for conclusions. America's Research Universities discusses pressures and enticements that can undermine and weaken the intellectual integrity and the health of the universities themselves. Significant challenges include effective institutional governance in a context of diffuse power centers; financial solvency; security; housing; risk management; and outsourcing other support and serviced functions. This book is intended to increase understanding while helping our treasured universities surmount the challenges ahead.

Accrediting boards, the federal government, and state legislatures are now requiring a greater level of accountability from higher education. However, current accountability practices, including accreditation, No Child Left Behind, and performance reporting are inadequate to the task. If wielded indiscriminately, accountability can actually do more harm than good. This innovative work looks broadly at how accountability is being considered by campuses, accrediting boards, higher education organizations, and governments in the US and abroad. It explores how new demands for accountability and new technologies are changing the way student learning is assessed.
The author, one of the most respected assessment researchers in the nation, provides a framework for assessing student learning and discusses historical and contemporary debates in the field. He details new directions in assessment, such as the Collegiate Learning Assessment he helped develop, analyzes exemplary campus assessment programs, and proposes considerations necessary for designing successful accountability systems.

This crucial book addresses newer practices of resource allocation which tie university funding to indicators of performance. It covers the evolvement of mass higher education and the associated curtailment of funding, the public management reform debate within which performance-based budgeting or funding evolved, and sketches alternative governance and management modes which can be used instead. Four appendices cover more technical matters.

The nature of Higher Education in the UK has changed over the last three decades. Academics can no longer be said to carry out their work in "ivory towers," as increasing government intervention and a growing "target culture" has changed the way they work. Increasingly universities have transformed from "communities of scholars" to "workplaces." The organization and administration of universities has seen a corresponding prevalence of ideas and strategies drawn from the "New Public Management" ideology in response, promoting a more "business-focussed" approach in the management of public services.
This book examines the issues that academics now face as a result of these changes, both as the "knowledge-workers" managed, and the "manager-academic." It draws on a detailed study of academics holding management roles ranging from Head of Department to Vice Chancellor in sixteen UK universities, exploring their career histories and trajectories, and providing extensive accounts of their values, practices, relationships with others, and their training and development as managers.
Drawing on debates around "New Public Management," knowledge management, and knowledge workers, the wider implications of these themes for policy innovation and strategy in HE and the public sector more generally are considered, developing a critical response to recent approaches to managing public services, and practical suggestions for improvements which could be made to the training and support of senior and middle managers in universities.
The book will be of interest to all teaching, researching, or managing in Higher Education, Education policy-makers, and academics and researchers concerned withPublic Management, Knowledge Management, or Higher Education.

The nature of Higher Education in the UK has changed over the last three decades. Academics can no longer be said to carry out their work in 'ivory towers', as increasing government intervention and a growing 'target culture' has changed the way they work. Increasingly universities have transformed from 'communities of scholars' to 'workplaces'. The organization and administration of universities has seen a corresponding prevalence of ideas and strategies drawn from the 'New Public Management' ideology in response, promoting a more 'business-focussed' approach in the management of public services. This book examines the issues that these changes have had on academics, both as the 'knowledge-workers' managed, and the 'manager-academic'. It draws on a detailed study of academics holding management roles ranging from Head of Department to Vice Chancellor in sixteen UK universities, exploring their career histories and trajectories, and providing extensive accounts of their values, practices, relationships with others, and their training and development as managers. Drawing on debates around 'New Public Management', knowledge management, and knowledge workers, the wider implications of these themes for policy innovation and strategy in HE and the public sector more generally are considered, developing a critical response to recent approaches to managing public services, and practical suggestions for improvements which could be made to the training and support of senior and middle managers in universities. The book will be of interest to all teaching, researching, or managing in Higher Education, Education policy-makers, and academics and researchers concerned with Public Management, Knowledge Management, or Higher Education.

"Duncan Kennedy's critique of legal education now gets the wide distribution it deserves. Kennedy's insightful skewering of legal education, supplemented by his own reflections on the work and views of other legal educators, will provide prospective law students with a flavor of what they are in for-- and will remind lawyers of what they went through. Kennedy's message is as important today as it was two decades ago when he first penned this work."--"Mark Tushnet, Georgetown University"

"Duncan Kennedy's little red book has become a classic. But now with its republication twenty years later, Kennedy's 'polemic against the system' takes us beyond its origins as a field guide to legal education. Amplified by the voices of other distinguished scholars, this stunning collection of essays forces us to consider the ways in which hierarchies and their resulting social alienation disfigure contemporary society, not just our law schools."--"Lani Guinier, Harvard University"

"Kennedy's book remains one of the defining blows of critical legal studies and an enduring challenge to the entire structure of legal education. It remains as vital, incisive and daring as when it first appeared."--"Scott Turow, author of One L: The Turbulent True Story of a First Year at Harvard Law School."

"An important founding text in the history of critical approaches to law taken by scholars located in law schools."--"The Law and Politics Book Review"

In 1983 Harvard law professor Duncan Kennedy self-published a biting critique of the law school system called Legal Education and the Reproduction of Hierarchy. This controversial booklet was reviewed in several major law journals--unprecedented for aself-published work--and influenced a generation of law students and teachers.

In this well-known critique, Duncan Kennedy argues that legal education reinforces class, race, and gender inequality in our society. However, Kennedy proposes a radical egalitarian alternative vision of what legal education should become, and a strategy, starting from the anarchist idea of workplace organizing, for struggle in that direction. Legal Education and the Reproduction of Hierarchy is comprehensive, covering everything about law school from the first day to moot court to job placement to life after law school. Kennedy's book remains one of the most cited works on American legal education.

The visually striking original text is reprinted here, making it available to a new generation. The text is buttressed by commentaries by five prominent legal scholars who consider its meaning for today, as well as by an introduction and afterword by the author that describes the context in which Kennedy wrote the book, including a brief history of critical legal studies.

"Accurate, clearly written, and easy to understand even for the beginning researcher, with equal coverage of both qualitative and quantitative research. This is the only book to combine a textbook approach with a how-to approach." -Carol Roberts, Professor, University of La Verne Author, The Dissertation Journey "This is a very practical book and will be immediately usable for graduate students at any stage in their research. The multitude of examples is wonderful, and the content is very current." -Mary Betsy Brenner, Professor of Education University of California, Santa Barbara The advice and resources you need to complete your thesis or dissertation! No matter what state or stage your project is in, this how-to manual provides comprehensive guidance to help you tackle your master's thesis or doctoral dissertation. Covering both quantitative and qualitative research methods, this essential resource offers direction for every step of the process. Drawing on 40 years of experience supervising dissertations, the authors provide examples from 100 completed projects to guide readers through: Choosing a topic and writing research hypotheses Selecting a chair or committee Ensuring a successful proposal and oral defense Adapting the finished product for publication Using the Internet and desktop publishing effectively With a conversational style suitable for both faculty and students, Writing a Successful Thesis or Dissertation demystifies the writing experience and presents step-by-step directions for successfully completing your project.