Canadian universities face a complicated and uncertain future when it comes to funding, governance, and fostering innovation. Their leaders face an equally complicated future, attempting to balance the needs and desires of students, faculty, governments, and the economy. Drawing on more than a decade of service as president of one of Canada's major research universities, Peter MacKinnon offers an insider's perspective on the challenges involved in bringing those constituencies together in the pursuit of excellence. Clear, contentious, and uncompromising, University Leadership and Public Policy in the Twenty-First Century offers a unique and timely analysis of the key policy issues affecting Canada's university sector. Covering topics such as strategic planning, tuition policy, labour relations, and governance, MacKinnon draws on his experience leading the University of Saskatchewan to argue that Canadian universities must embrace competitiveness and change if they are to succeed in the global race for talent.

In this in-depth and detailed history, Timothy J. Williams reveals that antebellum southern higher education did more than train future secessionists and proslavery ideologues. It also fostered a growing world of intellectualism flexible enough to marry the era's middle-class value system to the honor-bound worldview of the southern gentry. By focusing on the students' perspective and drawing from a rich trove of their letters, diaries, essays, speeches, and memoirs, Williams narrates the under examined story of education and manhood at the University of North Carolina, the nation's first public university. Every aspect of student life is considered, from the formal classroom and the vibrant curriculum of private literary societies to students' personal relationships with each other, their families, young women, and college slaves. In each of these areas, Williams sheds new light on the cultural and intellectual history of young southern men, and in the process dispels commonly held misunderstandings of southern history. Williams's fresh perspective reveals that students of this era produced a distinctly southern form of intellectual masculinity and maturity that laid the foundation for the formulation of the post-Civil War South.

Why are Australian Intellectuals and academics so hostile to contemporary Australian life? Why do they so often hold disparaging views of their fellow Australians? This was not always the case. In the nineteenth century Australians of an intellectual disposition sought to work with their fellow Australians to build a better and freer country. But from the end of the nineteenth century, beginning with the Bulletin an intellectual culture emerged which was adversarial in nature and increasingly hostile to the aspirations of ordinary Australians. This culture of intellectuals became embedded in key institutions, including the universities, the world of the arts and the ABC. It became a subculture isolated from mainstream Australia in intellectual ghettos. It is a world which bristles with hostility, negativity and nihilism. History has been a favoured domain for Australian intellectuals and they heartedly condemn the Australian past and the Australian people. The only problem is that the more they blacken the past the more they turn off students from studying history. The result is a real crisis in the study of the Australian past. The only way forward is a much more sober and sensible approach by intellectuals, especially in terms of appreciating our Western heritage.

During the fifteen years of Herman L. Donovan's presidency (1941-56), the University of Kentucky entered a new era of maturity as an educational institution. The period was characterized by many administrative crises, such as those arising from the flood of veteran students following World War II, the rapidly rising costs of maintenance and expansion, and the apathy or active opposition of many Kentuckians to the concept of a free and developing university. Nevertheless, during this same period tremendous advances, both in material assets and in the less tangible qualities of academic life, were made. Realizing that evaluation of his administration must wait for the perspective of future historians, Mr. Donovan has not undertaken a history of the University during his presidency. He has chosen, instead, to give his readers something which only he could give -- an intimate view of the president's personal, day-to-day struggles during this crucial period of the University's history. Mr. Donovan's account of the problems and satisfactions of being a university president is humorous and sincere. His story will be of absorbing interest to college administrators who face similar problems, and to all friends of the University of Kentucky. In addition, President Donovan has included a valuable appendix of statistical material which will be useful to the historian of higher education, and he has compiled a reading list of works of special interest to the college administrator.

Focusing on the use of African languages in higher education, this book showcases South African higher education practitioners' attempts to promote a multilingual ethos in their classes. It is a first-time overview of multilingual teaching and learning strategies that have been tried and tested in a number of higher education institutions in South Africa. Despite language-in-education policies that extol the virtues of multilingualism, practice remains oriented towards English-only learning and teaching. In the multilingual contexts of local campuses, this book shows how students and lecturers attempt to understand the multiple identities of their students and use the available languages to create multilingual learning environments.

This book brings together the unique university teaching experiences of young researchers who are bringing innovations to their teaching and student learning, as well as enhancing student engagement. These teaching innovations will serve as a valuable source of inspiration for other teachers who face similar pedagogic problems. Divided into three sections, the contents include: a) "In-Class Activities Innovations" [problem solving groups as a tool for effective large group teaching * enhancing students' active learning by in-class games * mnemonics and creativity as tools for enhancing long-term knowledge retention * worksheets as a method of student activation]; b) "Process-Oriented Innovations" [the Bloom's Taxonomy as an organizing principle of the assessment innovation * helping students to enjoy academic writing]; and c) "Technology-Based Innovations" [inspiring students to read: blogs in philosophy of teaching * just-in-time teaching as a tool for encouraging students' regular pre-class preparation * using blended learning to develop student skills and motivation * self-scoring online quizzes as a tool for enhancement of student reading and comprehension]. *** "The main strength of this book is its presentation of 'small innovations': targeted learning strategies designed to meet a particular learning challenge or outcome within a course based on applied pedagogical theory. The theoretical work behind the innovation projects moves the volume beyond a simple 'teaching tips and tricks' manual, balancing practice with theory. ...an important resource for stimulating critical reflection on teaching practice." -- Reflective Teaching, February 2015 [Subject: Higher Education]

This volume will show how various intellectual disciplines (most found within the modern university) can learn from theology and philosophy in primarily methodological and substantitive terms. It will explore the possible ways in which current presuppositions and practices of the displine might be challenged. It will also indicate the possibilities of both a "Christian Culture" in relation to that discipline or the way in which that discipline might look within a real or theoretical Christian university. >

Towards Teaching in Public: Reshaping the Modern University explores how the contested relationships between policy, curriculum and pedagogy are reshaping the modern university and examines the impact of conceptualisations of teaching in public on this debate in this age of academic capitalism. It traces the emergence of strategies for open access, with particular reference to the contribution of technology and e-learning, to the emergence of teaching in public as a critique of current educational policy. The contributors combine policy analysis with a consideration of pedagogical issues and an exploration of the student experience.This collection draws together chapters by experienced scholars and practitioners within the field of teaching and learning in higher education.>

This book is concerned with teaching for students at a university level and faculty development. This book will look at how teaching and research can be brought into a closer relationship. This book welcomes research-based articles on the practice of higher education, specifically those manuscripts that span a wide range of teaching and faculty development issues and trends occurring internationally.

Since 1980, higher education access and endorsement have grown more dramatically in Asia than in any other area of the world. Both developed and developing nations are witnessing rapid expansion in the higher education sector. Nor is this progress entirely quantitative: a number of Asian universities are on a par with the finest institutions of higher education in the U.S. and Europe. Until now, however, there has been little historical analysis and virtually no comparative analysis of Asian higher education.

This volume offers a detailed comparative study of the emergence of the modern university in Asia, linking the historical development of universities in the region with contemporary realities and future challenges. The contributors describe higher education systems in eleven countries--Korea, China, Vietnam, Cambodia, Malaysia, Phillippines, Singapore, Indonesia, Thailand, India, and Japan--and explore similarities and differences through two comparative essays. Each case study includes a discussion of the nature and influence of both indigenous and European educational traditions; a detailed analysis of development patterns; and a close examination of such contemporary issues as population growth and access, cost, the role of private higher education, the research system, autonomy, and accountability.

One of the most influential institutions of higher learning in the world, the University of Chicago has a powerful and distinct identity, and its name is synonymous with intellectual rigor. With nearly 170,000 alumni living and working in more than 150 countries, its impact is far-reaching and long-lasting. With The University of Chicago: A History, John W. Boyer, Dean of the College since 1992, presents a deeply researched and comprehensive history of the university. Boyer has mined the archives, exploring the school's complex and sometimes controversial past to set myth and hearsay apart from fact. The result is a fascinating narrative of a legendary academic community, one that brings to light the nature of its academic culture and curricula, the experience of its students, its engagement with Chicago's civic community, and the conditions that have enabled the university to survive and sustain itself through decades of change. Boyer's extensive research shows that the University of Chicago's identity is profoundly interwoven with its history, and that history is unique in the annals of American higher education. After a little-known false start in the mid-nineteenth century, it achieved remarkable early successes, yet in the 1950s it faced a collapse of undergraduate enrollment, which proved fiscally debilitating for decades. Throughout, the university retained its fierce commitment to a distinctive, intense academic culture marked by intellectual merit and free debate, allowing it to rise to international acclaim. Today it maintains a strong obligation to serve the larger community through its connections to alumni, to the city of Chicago, and increasingly to its global community. Published to coincide with the 125th anniversary of the university, this must-have reference will appeal to alumni and anyone interested in the history of higher education of the United States.

This 2005 volume carries on the plan described in the preface to the Historical Register of the University of Cambridge, Supplement 1911 20. All holders of University Offices, who took up or left their posts, have been included.

The enchantment of English is a study of the teaching of English in Australian universities, from its beginnings in the second half of the nineteenth century through to the 1960s and 1970s, a period in which universities proliferated and diversified. Written from the belief that every discipline is enhanced by understanding the arguments made for its existence and the conditions in which it was established, the author aims to help students and colleagues to think critically about the impact of institutional location in forming our habits of mind. Amidst these stories of politics, critical debates, scrambling for appointments in specific areas and disputes about the need to satisfy the demands of students and the public for 'usefulness', this history reveals something intangible but durable: the power of the literary text over the imagination, and the power of the idea of England and its writers as a basis and motive for reading and study - hence, The enchantment of English.

What should be the role of our institutions of higher education? To promote good moral character? To bring an end to racism, sexism, economic oppression, and other social ills? To foster diversity and democracy and produce responsible citizens? In Save the World On Your Own Time, Stanley Fish argues that, however laudable these goals might be, there is but one proper role for the academe in society: to advance bodies of knowledge and to equip students for doing the same. When teachers offer themselves as moralists, political activists, or agents of social change rather than as credentialed experts in a particular subject and the methods used to analyze it, they abdicate their true purpose. And yet professors now routinely bring their political views into the classroom and seek to influence the political views of their students. Those who do this will often invoke academic freedom, but Fish suggests that academic freedom, correctly understood, is the freedom to do the academic job, not the freedom to do any job that the professor so chooses. Fish insists that a professor's only obligation is "to present the material in the syllabus and introduce students to state-of-the-art methods of analysis. Not to practice politics, but to study it; not to proselytize for or against religious doctrines, but to describe them; not to affirm or condemn Intelligent Design, but to explain what it is and analyze its appeal." Given that hot-button issues such as Holocaust denial, free speech, and the Israeli-Palestinian conflict are regularly debated in classrooms across the nation, Save the World On Your Own Time is certain to spark fresh debate-and to incense both liberals and conservatives alike-about the true purpose of higher education in America. "A vigorous defense of that abstemious understanding of the teacher's task, laced with numerous examples of its egregious violation." -First Things "Exhilarating, the thought polished and white-hot, this book makes the reader think and often wince, especially teachers like me who have aged out of the intellectual into the easy and congenial. A close reading of Save the World should purge much nonsense from classrooms." -Sam Pickering, author of Letters to a Teacher

The First Class Formula: All the secrets you should know to succeed at university

Reviews:

""This book is awesome. I read it all in one night. Going to put it into practice for my exams. Honestly, really really wish I had it in my first year of uni "" Toby Bawden, University Student.

""An inspiring read for all those who aim high and want to achieve - but who also want to get the most fun from University life "" Karen Gooch, University Faculty.

The First Class Formula gives students the insights they need to get ahead at university from day one. The authors know from their own experiences that there are things that aren't taught at university. By learning and applying the secrets in this book you can get a first class degree and have a great time doing it.

Given that you are about to invest thousands of pounds on your university education, the small price you pay for this uncommon guide could just be the best investment you make. This book offers real value to new students beginning their university adventure. This book teaches you:

- The Art of Studying. Studying at university is different to college, it becomes a way of life. Learn the art of studying using the three steps in this chapter.

- How to Write the Perfect Essay. The authors teach you the bricks and mortar strategy, which is the most effective way of gaining tops marks in your essays.

- How to Ace the Exams. Learn a two-phase method for handling any exam. From blind tests to first class cramming, this chapter is packed with new techniques that will help you ace the exams.

- The Lifestyle of a Zen Student. Learn to balance your studying with an intense social life effortlessly. This chapter contains useful insights on everything from student accommodation to partying.

- The Winning Mentality. Discover the mind-set that exists within you to succeed at university both academically and socially.

About the Authors:

Rob, Jake and Dan are recent graduates who live by the philosophy of working hard and playing hard. Each took a different path through university and approached studying in a different way, however what emerged between them was a combined knowledge of the experience, and a formula for getting a first class degree. This realisation, coupled with an incredible friendship stimulated the guys to sit down and write about their university experience.

Each became a Zen student in their own right. Rob got the highest degree mark in his graduating year, Jake had one of his essays published as a guideline for new students and Dan consistently topped the highest exam mark charts. Between them they started a society for magicians, played first team tennis, had a radio show and never missed a party. This is their story.

In the thirteenth century, the University of Paris emerged as a complex community with a distinctive role in society. This book explores the relationship between contexts of learning and the ways of knowing developed within them, focusing on twelfth-century schools and monasteries, as well as the university. By investigating their views on money, marriage and sex, Ian Wei reveals the complexity of what theologians had to say about the world around them. He analyses the theologians' sense of responsibility to the rest of society and the means by which they tried to communicate and assert their authority. In the late thirteenth and early fourteenth centuries, however, their claims to authority were challenged by learned and intellectually sophisticated women and men who were active outside as well as inside the university and who used the vernacular - an important phenomenon in the development of the intellectual culture of medieval Europe.

Writing high quality grant applications is easier when you know how research funding agencies work and how your proposal is treated in the decision-making process. The Research Funding Toolkit provides this knowledge and teaches you the necessary skills to write high quality grant applications. A complex set of factors determine whether research projects win grants. This handbook helps you understand these factors and then face and overcome your personal barriers to research grant success. The guidance also extends to real-world challenges of grant-writing, such as obtaining the right feedback, dealing effectively with your employer and partner institutions, and making multiple applications efficiently. There are many sources that will tell you what a fundable research grant application looks like. Very few help you learn the skills you need to write one. The Toolkit fills this gap with detailed advice on creating and testing applications that are readable, understandable and convincing.

This slipcased, two-volume set includes: Yale College * Twentieth Century A History in Present Time Beginning in 1900 and concluding with the events of 2001, VOLUME I is a chronological history of Yale College in the twentieth century. Using excerpts drawn primarily from contemporary Yale College publications and from writings and books by Yale College graduates, Volume I portrays the day-to-day life and times at Yale College during the last century. Volume I contains 422 pages and includes over 3,500 photographs and graphic images. Whiffenpoofs * Twentieth Century VOLUME II is 154 pages and includes A Musical History by Charles Henry Buck III '69 with Robert Richard Birge '68, an index of Whiffenpoofs from their founding in 1909 to 2004, an index of over 500 Whiffenpoof arrangements, an index of 70 recordings from 1915 to 2004, plus 134 song tracks containing over five hours of music selected from these recordings on four CDs.

Academical dress has been worn by students and graduates for hundreds of years and even in this modern time shows no obvious sign of becoming obsolete. Each new university, on receiving its charter, adopts its own distinctive robes. This is an updated and expanded third edition of Dr George Shaw's comprehensive guide to the academical dress of British and Irish universities, produced in accordance with the original author's wishes, and published by the Burgon Society.

Through analysis of exceptionally rich data obtained from the Carnegie Corporation in New York, and from Nigeria's national archives, author Ogechi Anyanwu demonstrates how the pursuit of mass university education not only decolonized the elitist British education system but also ultimately reshaped modern Nigeria. More importantly, he argues that the impact of these policies cannot be fully understood withoutlooking closely at the intersection of domestic and external politics dictating the direction of higher education development as a vehicle for nation-building in Nigeria's pluralistic society. Although numerous studies have been made of Nigeria's higher education development in particular, and that of Africa in general, no work has placed the pursuit of mass university education (massification) at the centre of that country's postcolonial higher education reform or discussed it as a policy-driven and need-driven phenomenon. In The Politics of Access: University Education and Nation-Building in Nigeria, 1948-2000, Anyanwu undertakes a historical analysis of the diachronic impact of Nigeria's domestic socioeconomic, political, and ethno-religious forces, as well as external interests, on the country's policy initiatives, shifts, and outcomes of mass higher education policies.

Universities and economic development in Africa: Pact, academic core and coordination draws together evidence and synthesises the findings from eight African case studies. The three key findings presented in this report are as follows: 1. There is a lack of clarity and agreement (pact) about a development model and the role of higher education in development, at both national and institutional levels. There is, however, an increasing awareness, particularly at government level, of the importance of universities in the global context of the knowledge economy. 2. Research production at the eight African universities is not strong enough to enable them to build on their traditional undergraduate teaching roles and make a sustained contribution to development via new knowledge production. A number of universities have manageable student-staff ratios and adequately qualifi ed staff, but inadequate funds for staff to engage in research. In addition, the incentive regimes do not support knowledge production. 3. In none of the countries in the sample is there a coordinated effort between government, external stakeholders and the university to systematically strengthen the contribution that the university can make to development. While at each of the universities there are exemplary development projects that connect strongly to external stakeholders and strengthen the academic core, the challenge is how to increase the number of these projects. The project on which this report is based forms part of a larger study on Higher Education and Economic Development in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is coordinated by the Centre for Higher Education Transformation in South Africa.

This friendly and accessible workbook takes you through a series of activities that will help you to gather information about your self and condense it into the format required to complete your UCAS personal statement for university. You will use a seven step process that will build your confidence and help you create a compelling personal statement. Reading the book is like being in a coaching session with the author; the tone is light and supportive, and you will be carried along through specific exercises that culminate in the completion of a really effective Personal Statement. Collect it - identify your positive traits, skills, abilities and accomplishments and feel confident about promoting yourself on paper. Expand it - create a 'degree specification profile' to see what the departments are looking for with respect to the courses that interest you. Prove it - evidence of your skills by listing examples from your life,inside and outside education. Think about what you are offering in terms of strengths and what needs further development. Draft it - note down your findings so far and start thinking about how to structure them. Build it - begin building the structure of your statement and formulate your sentences. Review it - read hints about structure, spelling, grammar, punctuation and formatting, plus guidance on receiving feedback. Submit it - a last chance for reflection, re-jigging, and refining; and for reassurance before you submit your statement! Contents: Acknowledgements; Preface; Foreword by Dr Pollie Bromilow; Introduction; Part One: Your Personal Statement in Seven Easy Steps; Step One: Collect it; Step Two: Expand it; Step Three: Prove it; Step Four: Draft it; Step Five: Build it; Step Six: Review it; Step Seven: Submit it; Part Two: Frequently Asked Questions and Preparing for Interview; Frequently Asked Questions; Preparing for your Interview; Glossary; Dates for your diary; Recommended Reading and Viewing; Index.

In 1987, the Times Educational Supplement reported that a UK-wide survey of Faculties of Education found that "Monash University in Australia was the surprise rival to Stanford and Harvard." The former school headmaster Richard Selby Smith, as the first Professor and Dean, had established the Faculty of Education in 1964 with a handful of staff and students. The Monash graduate Diploma in Education soon developed a fine reputation. Then, the Faculty extended its activity into postgraduate courses for teachers, first at Bachelor of Education and then Master of Education level, catering, too, for specialist studies in special education, psychology, and educational administration. The Faculty soon developed an international reputation for its work in many fields, including science education, mathematics, educational history, philosophy, sociology of education, special education, social psychology, multi-culturalism, learning theory, the education of women, languages and literacy, and social education. Fifty years on, the Faculty has spread across campuses at Clayton, Gippsland, Peninsula, and Berwick, but retained its reputation for excellence, with a ranking of sixth best in the world. This history tells the story of how the Faculty of Education at Monash University developed from its modest beginnings to a position of international eminence. (Series: Education)

This is a powerful and inspiring study of the Harvard Square Homeless Shelter: the only student-run shelter in the United States. Every winter night the Harvard Square Homeless Shelter brings together society's most privileged and marginalized groups under one roof: Harvard students and the homeless. What makes the shelter unique is that it is operated entirely by Harvard College students. It is the only student-run homeless shelter in the United States. Shelter demonstrates how the juxtaposition of privilege and poverty inside the Harvard Square Shelter proves transformative for the homeless men and women taking shelter there, the Harvard students volunteering there, and the wider society into which both groups emerge each morning. In so doing, Shelter makes the case for the replication of this student-run model in major cities across the United States. Inspiring and energizing, Shelter offers a unique window into the lives of America's poorest and most privileged citizens as well as a testament to the powerful effects that can result when members of these opposing groups come together.

A History of St Catharine's College, Cambridge, by W. H. S. Jones, was originally published in 1936. The book documents the history of the college, which was founded in 1473 by Robert Woodlark, then the Provost of King's College. It is thought the name was chosen in honour of Catharine of France, the mother of King Henry VI, although it is also possible that it was named as part of the Renaissance cult of St Catharine, a patron saint of learning. The book charts the history of the college from the foundation to the 1930s, and is divided into chapters on topics including domestic history, key figures, and a section on documents, including statutes, income, authorities and correspondence. The book is generally acknowledged to be the authoritative text on St Catharine's College and will appeal to anyone interested in the University of Cambridge.