With the competitiveness of firms in an open and integrated world environment increasingly reliant on technological capability, universities are being asked to take on a growing role in stimulating economic growth. Beyond imparting education, they are now viewed as sources of industrially valuable technical skills, innovations, and entrepreneurship. Developed and developing countries alike have made it a priority to realize this potential of universities to spur growth, a strategy that calls for coordinated policy actions. The distinguished contributors to 'How Universities Promote Economic Growth' examines the wealth of international experience on efforts to multiply links between universities and businesses. They offer valuable and succinct guidance on some of the most effective policy measures deployed by national and regional governments, firms and universities to enhance the contribution that tertiary institutions can make to economic change.

This book is both a concise history of British universities and their place in society over eight centuries, and a penetrating analysis of current university problems and policies as seen in the light of that history. It explains how the modern university system has developed since the Victorian era, and gives special attention to changes in policy since the Second World War, including the effects of the Robbins report, the rise and fall of the binary system, the impact of the Thatcher era, and the financial crises which have beset universities in recent years. A final chapter on the past and the present shows the continuing relevance of the ideals inherited from the past, and makes an important contribution to current controversies by identifying a distinctively British university model and discussing the historical relationship of state and market.

This book is a result of an interdisciplinary effort by Syracuse University's Future Professoriate Program (FPP) who invited authors to explore ideas on how institutions can better focus on the needs and perspectives of scholars and students with disabilities. The authors come from a variety of disciplines and have engaged in disability scholarship, activism, and accommodation in their classes. Further, it provides their personal experiences and methods for creating accessible and challenging learning environments. The book includes a resource guide, which makes classrooms inclusive, and integrates the disability perspective into the curricula.

Now in paperback, the penetrating critique of elite universities and the culture of privilege they perpetuate Ross Gregory Douthat arrived at Harvard University in the fall of 1998 carrying an idealized vision of Ivy League life. But the Harvard of his dreams, an institution fueled by intellectual curiosity and entrusted with the keys to liberal education, never materialized. Instead, he found himself in a school rife with elitism and moneyed excess, an incubator for the grasping and ambitious, a college seduced by the religion of success. So Douthat was educated at Harvard, but what Harvard taught him was not what he had gone there to learn. Instead, he was immersed in the culture of America's ever-swelling ruling class--a culture of privilege, of ambition and entitlement, in which a vast network of elite schools are viewed by students, parents, administrators, and professors more as stepping-stones to high salaries and coveted social networks than as institutions entrusted with academic excellence.Privilege is a powerfully rendered portrait of a young manhood, a pointed social critique of this country's most esteemed institutions, and an exploration of issues such as affirmative action, grade inflation, political correctness, and curriculum reform.

Like a leisurely stroll along the oak-shaded paths of campus, this vibrant collection of photographs captures the heart and soul of the community that is the University of North Carolina at Chapel Hill. From move in day to graduation, two hundred images trace a year in the life of Carolina students, faculty, and staff, at work and at play, in the campus environment that has helped make Chapel Hill the ""southern part of heaven."" A foreword by beloved professor and novelist Doris Betts muses on her own experiences of the University as a compelling place at the literal and figurative heart of the state. The photographs are accompanied by captions that reveal the history and lore of notable campus places, the rituals and traditions of University life, and the wisdom and appreciation of those who have passed through the nation's first state university. Academics, arts, politics, clubs, and athletics - these pages are filled with the memory-making moments of life at Carolina, evoking the timeless present recognizable to Tar Heels young and old. This is everyone's Carolina, to treasure and to share.

At one time, universities educated new generations and were a source of social change. Today, colleges and universities are less places of public purpose than agencies of personal advantage. Remaking the American University provides a penetrating analysis of the ways market forces have shaped and distorted the behaviors, purposes, and ultimately the missions of universities and colleges over the past half-century. The authors describe how a competitive preoccupation with published rankings and markets has spawned an admissions arms race that drains institutional resources and energies. Equally revealing are their depictions of the ways faculty distance themselves from their universities, resulting in an increase in the number of administrators that contributes substantially to institutional costs. Other chapters focus on the impact of intercollegiate athletics on the educational mission, even among selective institutions; on the unforeseen result of higher education's "outsourcing" of a substantial share of the scholarly publication function to for-profit interests; and on the consequences of today's overzealous investments in e-learning. These trends raise the central question: Can universities and colleges today still choose to be places of public purpose? In the answers they provide, both sobering and enlightening, the authors underscore a consistent and powerful lesson--academic institutions cannot ignore the workings of the markets. The challenge ahead is to learn how to better use those markets for the greater public good. Robert Zemsky is a longtime professor at the University of Pennsylvania where he currently serves as the chair of the Learning Alliance. He has served as Penn's chief planning officer, as master of Hill College House, as the founding director of the Institute for Research on Higher Education, and as the codirector of the federal government's National Center on the Educational Quality of the Workforce. Gregory R. Wegner is the director of program development at the Great Lakes Colleges Association. He was the first and only managing editor of Policy Perspectives. William F. Massy is the president of the Jackson Hole Higher Education Group, Inc., and professor emeritus of higher education and business administration at Stanford University. In the 1970s and 1980s he held senior administrative positions at Stanford University, where he pioneered the use of financial management and planning tools that have become standards in higher education.

"Prairie Power, " a superb collection of oral histories from the 1960s, focuses on former student radicals at the University of Missouri, the University of Kansas, and Southern Illinois University. Robbie Lieberman presents a view of midwestern New Left activists that has been neglected in previous studies.

Scholarship on the sixties has been shifting from a national focus to more local and regional studies, but few authors have studied the student movement in the Midwest. Moreover, the characterization of prairie power activists as "long-haired, dope-smoking anarchists" who were responsible for the downfall of Students for a Democratic Society (SDS) has not been challenged directly. While still viewing these activists critically, Lieberman argues that midwestern students made significant contributions to the New Left in the latter half of the decade, and that their efforts were not only important at the time but also had a lasting impact on the universities and towns in which they were active.

The author begins by explaining "prairie power" and establishing its significance in the history of 1960s protest. She then presents the oral histories in three parts. The first section reveals what "prairie power" meant to national leaders of SDS who were regional organizers in the Midwest. The second section of oral histories gives insight into the backgrounds, concerns, and activities of local leaders from the three universities who were homegrown midwestern activists. Lieberman shows that while the national leaders take credit for organizing on several college campuses, the local activists often felt that they were on their own.

The third group of oral histories--from grassroots activists--is what most sets this book apart from previous works on the student New Left. These are students who joined demonstrations on their own campuses but did not necessarily identify with either local or national organizations. Their rarely heard voices help provide a better understanding of who participated in the student protest movement, why they were involved, and how their activities profoundly affected their lives for years to come.

"Prairie Power" makes a significant contribution toward a more comprehensive history of student activism in the turbulent 1960s.

In 1795 the University of North Carolina at Chapel Hill became the first state university in the United States to open its doors to students. As the celebrated institution prepares to observe its bi-centennial, William Snider provides a rich chronicle of its history. Snider describes the signal events of the university's first two hundred years: the chartering and siting of a charming campus and village; the trying years of the Civil War and Reconstruction, during which the University closed its doors; the period of remarkable renewal in the late nineteenth and early twentieth centuries; the achievement of national and international stature in the 1920s and 1930s; the challenging 1960s; and the period of expansion and innovation in the late 1970s and 1980s. Throughout, Snider provides fine portraits of individuals prominent in the life of the university, from William R. Davie and Joseph Caldwell to Harry Woodburn Chase, Frank Porter Graham, and William C. Friday. His book evokes for all who have been part of the Chapel Hill community memories of their own associations with the campus and a sense of the greater history of the institution of which they were a part.

Although the first proper Notre Dame commencement - conferring degrees on two candidates - took place in 1849, General William Tecumseh Sherman was Notre Dame's first graduation speaker with a truly national reputation. He attended Notre Dame's ceremony in 1865, just months after accepting the surrender of General Joseph E. Johnston's Confederate army. Sherman, whose sons had been students at Notre Dame, came less to give an address than to utter words of thanks for the kindness shown to his family, who had found refuge in the area during the war. When prevailed upon to speak he offered some extemporaneous remarks, calling on Notre Dame graduates and students to "be ready at all times to perform bravely the battle of life." "Go Forth and Do Good: Memorable Notre Dame Commencement Addresses" brings together 24 notable graduation speeches, ranging from the words General Sherman delivered in 1865 to President George W. Bush's remarks in 2001. Also included in this collection is a letter sent to 1986 graduates by Mother Teresa and Father Theodore M. Hesburgh's final charge to the graduating class of 1987. Wilson D. Miscamble, C.S.C., provides a introduction that clarifies the importance of the selected speeches, and places them in the context of the history of both Notre Dame and the world. A brief biographical introduction and photograph of the speaker precede each address.

These two volumes articulate new values and missions for African universities, and define effective strategies to meet the challenges. Written by some of Africa’s leading educators, Volume I examines the implications of the neo-liberal reforms and the new information technologies on African higher education, while Volume II interrogates the changing social dynamics of knowledge production, university organisation, and public service and engagement. As the twenty first century unfolds, African universities are undergoing change and confronting challenges which are unprecedented. The effects of globalisation, and political and economic pressures of liberalisation and privatisation, both internal and external, are reconfiguring all aspects of university life: teaching, research, and their public service functions; such that the need to redefine the roles of the African universities, and to defend their importance have become paramount. At the same time, the universities must themselves balance demands of autonomy and accountability, expansion and excellence, diversification and differentiation, and internationalisation and indigenisation. In a climate in which scholarship and production are increasingly dependent on ICTs, and are becoming globalised, the universities must address the challenges of knowledge production and dissemination. The need to indigenise global scholarship, to their own requirements, meanwhile is ever- pressing.

These two volumes articulate new values and missions for African universities, and define effective strategies to meet the challenges. Written by some of Africa’s leading educators, Volume I examines the implications of the neo-liberal reforms and the new information technologies on African higher education, while Volume II interrogates the changing social dynamics of knowledge production, university organisation, and public service and engagement. As the twenty first century unfolds, African universities are undergoing change and confronting challenges which are unprecedented. The effects of globalisation, and political and economic pressures of liberalisation and privatisation, both internal and external, are reconfiguring all aspects of university life: teaching, research, and their public service functions; such that the need to redefine the roles of the African universities, and to defend their importance have become paramount. At the same time, the universities must themselves balance demands of autonomy and accountability, expansion and excellence, diversification and differentiation, and internationalisation and indigenisation. In a climate in which scholarship and production are increasingly dependent on ICTs, and are becoming globalised, the universities must address the challenges of knowledge production and dissemination. The need to indigenise global scholarship, to their own requirements, meanwhile is ever- pressing.

Universities were once ivory towers where scholarship and teaching reigned supreme, or so we tell ourselves. Whether they were ever as pure as we think, it is certainly the case that they are pure no longer. Administrators look to patents as they seek money by commercializing faculty discoveries; they pour money into sports with the expectation that these spectacles will somehow bring in revenue; they sign contracts with soda and fast-food companies, legitimizing the dominance of a single brand on campus; and they charge for distance learning courses that they market widely. In this volume, edited by Donald G. Stein, university presidents and others in higher education leadership positions comment on the many connections between business and scholarship when intellectual property and learning is treated as a marketable commodity. Some contributors write about the benefits of these connections in providing much needed resources. Others emphasize that the thirst for profits may bias the type of research that is carried out and the quality of that research. They fear for the future of basic research if faculty are in search of immediate payoffs. The majority of the contributors acknowledge that commercialization is the current reality and has progressed too far to return to the ""good old days." They propose guidelines for students and professors to govern commercial activities. Such guidelines can increase the likelihood that quality, openness, and collegiality will remain core academic values.

Despite the recent expansion of higher education in Uganda, there is still much cause for concern. Enrolment levels lag behind those of much of the rest of the continent; enrolment in technical universities in only one percent; there is no government science and technology policy for highe education despite an identified social need; the new universities are broadly imitating the old colonial models; and there has been little curriculum reform. This study addresses the state of tertiary eeducation in Uganda and proposes reforms in the following areas: university management; how to manage the current two-tier system of public and private universities; institutional capacity; financing and coping with decreasing resources; curricula design which is appropriate to African development needs; how to correct the imbalance of arts/humanities and science students and shortages of academic staff; access to tertiary education; quality of education; and institutional and academic autonomy. The author is Professor of History and Vice-Rector of the Islamic University of Uganda at Mbali. He has published widely on a range of subjects including secondary and tertiary education, Islam in Uganda and social violence.

The story behind one of the most serious encroachments on academic freedom enected by any state legislature; North Carolina's 1963 speaker ban law declared the state's public college and university campuses off-limits to ""known members of the Communist Party"" or to anyone who cited the Fifth Amendment in refusing to answer questions posed by any state or federal body. Oddly enough, the law was passed in a state where there had been no known communist activity since the 1950s. Just which ""communists"" was it attempting to curb? William J. Billingsley bares the truth behind the false image of the speaker ban's ostensible concern: the law marked a last-ditch effort by conservative rural politicians to quell the demands of the civil rights movement. Communists on Campus exposes the activities and machinations of prominent political and educational figures in an account that epitomizes the social and political upheaval of 1960s America.

In recent decades there has been an immense global surge in the numbers both of universities and of students. In the UK alone there are now over 140 institutions teaching more subjects than ever to nearly 2.5 million students. New technology offers new ways of learning and teaching. Globalisation forces institutions to consider a new economic horizon. At the same time governments have systematically imposed new procedures regulating funding, governance, and assessment. Universities are being forced to behave more like business enterprises in a commercial marketplace than centres of learning. In Speaking of Universities, historian and critic Stefan Collini analyses these changes and challenges the assumptions of policy-makers and commentators. Does "marketisation" threaten to destroy what we most value about education; does this new era of "accountability" distort what it purports to measure; and who does the modern university "belong to"? Responding to recent policies and their underlying ideology, the book is a call to "focus on what is actually happening and the cliches behind which it hides; an incitement to think again, think more clearly, and then to press for something better".

In celebration of the University of South Carolina's bicentennial, this remarkable volume reveals the personal stories of Carolina students over the past two hundred years. Told in their own words, these writings -- from antebellum manuscripts to e-mails -- capture the color and spirit of the times, revealing attitudes and opinions, issues and passions. From those first young boys chopping wood to warm their rooms, to today's young men and women surrounded by the latest technology, the voices of Carolina's students testify to the transforming power of the college experience.

To gather this collection of texts from 1801 to the present, the editors searched family papers, collections of letters, university archives, autobiographies and histories, journals and diaries, student newspapers and literary magazines, and oral histories.

In this volume students share their own versions of the University of South Carolina story -- explaining their activities, voicing their opinions, cheering their teams, and sometimes writing home from far away. Some of their concerns have changed; twenty-first century students worry more about parking tickets and phone bills than the price of fuel or the threat of smallpox. Throughout the years, however, each generation weaves tales of living conditions and classroom practices with in the context of larger historical events. In their letters and diaries, poems and memoirs, editorials and e-mails, students illustrate a colorful picture of campus history and evoke the important events of their time. Their words provide intimate illustrations of life on and around the campus as they reveal the rich history of the University of South Carolina.

Focusing on the evolution of Northern Illinois University since 1965, the author highlights the process by which the university has accomplished its goals. He also introduces the key men and women who have helped make the university what it is today.

Higher education institutions are now operating in a rapidly changing environment, as economic, societal and technological developments such as cost containment and lifelong learning force them to adopt flexible structures that can adapt quickly to market demands. Adaptive University Structures examines the level of adaptability in universities in Europe and the United States, drawing out the lessons learnt for policy makers and managers to develop such structures, and help their institutions survive and embrace change. The author draws on three studies of universities which are identified as comparatively adaptive and innovative- New York University, University of Michigan, and the University of California at Berkeley- and in contrast three European institutions which are trying to improve their adaptive capacity- Universita Bocconi, Universitat St. Gallen and Wirtschafts universitat Wien.

The book presents an overview of difference disciplines within the universities and their views on adaptation. It examines the importance of an institution's environment and its dynamics for adaptive capacity, and concludes that an ideal academic organization is open to change, with collegial governance structures that provide faculty support for adaptation. The author highlights in particular the role of institutional leaders in encouraging adaptation and a professional management and entrepreneurial spirit. The book concludes with an overview of different adaptation theories, and proposes a new theory to help university management to understand their institutional adaptive capacity better and develop strategies for the future.

In fall 1997 the Center for Japanese Studies at The University of Michigan celebrated its fiftieth anniversary. The November symposium featured more than fifty speakers, moderators, and musicians who celebrated the occasion and offered reminiscences on the Center's multifaceted scholarly and professional missions, discussions of the accomplishments of its al-umni/ae, and perspectives on wartime and postwar Japan-U.S. relations. As the first American interdisciplinary institute devoted to education and research on Japan, The University of Michigan Center for Japanese Studies has a path-making legacy. This volume, which includes the public presentations from the November 1997 symposium, reflects that legacy and the university's long and continuing involvement in Asia, which dates back to the 1870s.

This is a personal story of the educational process at one of the world's great technological universities. Pepper White entered MIT in 1981 and received his master's degree in mechanical engineering in 1984. His account of his experiences, written in diary form, offers insight into graduate school life in general--including the loneliness and even desperation that can result from the intense pressure to succeed--and the purposes of engineering education in particular. The first professor White met at MIT told him that it did not really matter what he learned there, but that MIT would teach him how to think. This, then, is the story of how one student learned how to think. There have of course been changes at MIT since 1984, but its essence is still the same. White has added a new preface and concluding chapter to this edition to bring the story of his continuing education up to date.

This volume presents fifty years of the University of Ibadan, Nigeria's oldest and pre-eminent university, from its inception as a college of the University of London. The contributors are various existing and retired faculty professors, heads of the university's libraries, publishing house and printing press; from the university's administration, and former students. The essays are diverse and specific in their handling of the university's history; but all broadly document the common experience of the university's decline, and the enormous gulf between the present state of the university and the kind of institution its creators and ambassadors believe it should be. They reflect upon the earlier role of the university as an institutional of international renown and influential in shaping Nigeria's history; and the present state of depleted academic departments and inadequate libraries; and they describe how the university is suffering from the Africa-wide brain-drain and a chronic lack of funding. The esssays further demonstrate how the historical development of the university has largely rested upon the mostly detrimental and at times disastrous attitude and actions of the Nigerian State; and that the history of the university is inseparable from the history of the country; the university having become the intellectual equivalent of a marginalised Third World economy. The overall picture is not wholly one of gloom however. The contributors also propose directions the university may pursue to reverse the decline; and this publication itself represents a spirited rear-guard action.

St Antony's College, Oxford, was founded by Antonin Besse and opened its doors in October 1950. Under the leadership of William Deakin, the College became a centre for postgraduate teaching and research in the social sciences. The most deliberately international of all Oxford colleges, it was also the first to admit substantial numbers of women. This book recounts the College's history and describes the changing lifestyle of its students over the last fifty years.

An archive-based account of the developmental years of the University of Notre Dame. During these years, university leaders strove to find the additional resources needed to transform their succesful boarding school into an ethically diverse modern Catholic university. The history of the University of Notre Dame from 1842 to 1934 mirrors in many ways the history of American Catholicism during those years. For reasons having to do more with football than religion, most Americans think first of Notre Dame when they think of Catholic universities. Burns, a former Notre Dame faculty member and longtime columnist for U.S. Catholic magazine, traces the emergence of American Catholics from a minority status in society to the elevation of Notre Dame as a great American university. He argues that having one of the most successful college football teams in history helped establish Notre Dame's popularity and reputation in American culture and history. Burns keeps the reader entranced with a narrative filled with lively characters and events. Here we meet Notre Dame founder Reverend Edward Sorin, the KKK in Indiana, Knute Rockne and a host of other heroes and cowards, mountebanks and millionaires, all of whom played a part in the astonishing years covered by this story.