In a political climate that is skeptical of hard-to-measure outcomes, public funding for research universities is under threat. But if we scale back support for these institutions, we also cut off a key source of value creation in our economy and society. Research Universities and the Public Good offers a unique view of how universities work, what their purpose is, and why they are important. Countering recent arguments that we should "unbundle" or "disrupt" higher education, Jason Owen-Smith argues that research universities are valuable gems that deserve support. While they are complex and costly, their enduring value is threefold: they simultaneously act as sources of new knowledge, anchors for regional and national communities, and hubs that connect disparate parts of society. These distinctive features allow them, more than any other institution, to innovate in response to new problems and opportunities. Presenting numerous case studies that show how research universities play these three roles and why they matter, this book offers a fresh and stirring defense of the research university.

This volume, the eighth in The History of the University of Oxford , is the first study of how one of the world's major universities has responded to the formidable challenges offered by the twentieth century. Because Oxford's response has not taken a revolutionary or dramatic form, outside observers have not always appreciated the scale of its transformation. Focusing on the years from 1914 to 1970, the authors show how misleading is Evelyn Waugh's Brideshead Revisited as a guide to modern Oxford. Full attention is given to the forces making for change: the rapid growth in provision for the natural and social sciences; the advance of professionalism in scholarship, sport, and cultural achievement; the diffusion of international influences through Rhodes scholars, two world wars, and the University's mounting research priorities; the growing impact of government and of public funding; the steady advance of women; and the impact made by Oxford's broadened criteria for undergraduate admission. Yet the continuities are also stressed: the day-to-day realities of college life; the continuous adaptation and extension of ancient buildings; the persistence of Oxford's traditional emphasis

This richly illustrated book traces the story of Oxford University from its origins in the Middle Ages to the present day. Written by a team of scholars, all authorities in their fields, it spans 800 years of learning and incident to give a uniquely authoritative history of the University for the general reader. Since the Middle Ages, Oxford University's part in learning has always been significant and colourful. Many future leaders of the nation have been educated there. The architecture of the University and colleges has become one of the glories of Europe, and its libraries and museums house a number of major collections. But most importantly, a university must be judged by its attachment to scholarship - a theme which runs throughout this book. Students have been drawn to Oxford from all over the world, and today the University is internationally recognized for its contribution to research, both in the sciences and in the liberal arts. Authoritative, scholarly, and informative, this book captures the richness and diversity of Oxford University, and its contribution to the nation and to the world. In addition to over 200 illustrations, including 24 full-colour plates, specifically chosen to complement the wide-ranging text, there are also 5 maps, a chronology, annotated guides to further reading, and a full index.

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.

In the half century since World War II, American academic culture has changed profoundly. Until now, those changes have not been charted, nor have their implications for current discussions of the academy been appraised. In this book, however, eminent academic figures who have helped to produce many of the changes of the last fifty years explore how four disciplines in the social sciences and humanities--political science, economics, philosophy, and literary studies--have been transformed.

Edited by the distinguished historians Thomas Bender and Carl Schorske, the book places academic developments in their intellectual and socio-political contexts. Scholarly innovators of different generations offer insiders' views of the course of change in their own fields, revealing the internal dynamics of disciplinary change. Historians examine the external context for these changes--including the Cold War, Vietnam, feminism, civil rights, and multiculturalism. They also compare the very different paths the disciplines have followed within the academy and the consequent alterations in their relations to the larger public.

Initiated by the American Academy of Arts and Sciences, the study was first published in "Daedalus" in its 1997 winter issue. The contributors are M. H. Abrams, William Barber, Thomas Bender, Catherine Gallagher, Charles Lindblom, Robert Solow, David Kreps, Hilary Putnam, Jose David Saldivar, Alexander Nehamas, Rogers Smith, Carl Schorske, Ira Katznelson, and David Hollinger."

Wherever he went in the Empire, Cecil Rhodes observed, he found Oxford men on top. This scholarly and entertaining book examines how and why Oxford dominated Imperial policy and administration through its network of classical graduates; how Oxford's Imperialists and anti-Imperialists conducted their arguments in light of the history of Greece and Rome; and how proconsuls, missionaries, and teachers carried her traditions abroad. The conflicting hopes of what various groups in the University sought to obtain in the name of Empire are explored as well as the often bewildering impact of Oxford on the colonials who went there to study.

With competition to get into Oxbridge now so fierce, this book goes beyond standard application technique to focus on long-term development of intellectual potential including insight into the power of positive decision-making; how to practise independent and critical thinking skills; and how you can develop extra-curricular knowledge in genuine and impressive ways to stand out from the crowd. The book includes practical and insider knowledge that can't be found elsewhere - like how to strategically choose your college to boost your chances of admission, and how to interpret and respond to interview questions in a way that demonstrates your intellectual curiosity and academic potential. You'll find sample personal statements; examples of interview questions for all subjects; practical advice on fees and funding; and how to manage parents and peers. There is also a chapter dedicated to International Students. Online supporting resources for this book include a table including collect selectors for Oxford and Cambridge.

Do you want to study at one of the most prestigious universities in the country? Updated annually to include all the vital details of the latest admissions procedures, and packed with essential advice to help you win one of the fiercely sought-after places at Oxbridge, Getting into Oxford & Cambridge tells you everything you need to know to get on to the course of your choice. With practical, step-by-step guidance, the book will lead you through every step of the application process, including: - Full profiles of each college and advice on choosing the best one for you - Invaluable guidance on writing an effective UCAS personal statement for Oxbridge - Ways to shine at interview, with advice and tips from current students - Details of the written tests you will face prior to or during interviews, with sample questions - Case studies and sample personal statements from successful Oxbridge applicants Founded in 1973, MPW, a group of independent sixth-form colleges, has one of the highest number of university placements each year of any independent school in the UK and has developed considerable expertise in the field of applications strategy. They author the Getting Into Guides which explain the application procedures for many popular university subjects.

On the occasion of the 250th anniversary of Princeton University, leading educators and commentators participated in a symposium jointly sponsored by Princeton and The Andrew W. Mellon Foundation. Universities and Their Leadership is a collection of original essays from presenters at the Princeton Conference on Higher Education. Individually, these essays discuss aspects of contemporary higher education in the U.S. Taken together, they offer a useful perspective on issues that face American universities as they enter the twenty-first century. The opening essay, "The University and Its Critics" by Frank Rhodes, confronts criticisms of the American university, examines how universities have changed over recent decades, and suggests a plan of action to restore public confidence and strengthen bonds of community within universities. "On the Accountability of Higher Education in the United States," by Martin Trow, deals with the critical issue of responsibility. Harold Shapiro's essay, "University Presidents--Then and Now," blends personal insights with a historical account of changes over time in the roles of university presidents. In commenting on Shapiro's paper, Hanna Gray draws on her experiences as a university president and her training as a historian to demonstrate that university presidents have always operated under constraints. Henry Rosovsky and Inge-Lise Ameer collaborate in the essay "A Neglected Topic: Professional Conduct of College and University Teachers," to which Amy Gutmann responds in an essay entitled "How Can Universities Teach Professional Ethics?" Oliver Fulton contributes a cross-cultural perspective in "Unity or Fragmentation, Convergence or Diversity: The Academic Profession in Comparative Perspective in the Era of Mass Higher Education." Daniel J. Kevles's essay, "A Time for Audacity: What the Past Has to Teach the Present about Science and the Federal Government," considers the historical partnership between the scientific community and the government. In reaction, Frank Press in "New Policies for New Times" comments on the shifting actions of major political parties in supporting research, and Maxine Singer, in her essay "On the Future of America's Scientific Enterprise," surveys opportunities and problems that have been created by recent scientific advances.

American universities today serve as economic engines, performing the scientific research that will create new industries, drive economic growth, and keep the United States globally competitive. But only a few decades ago, these same universities self-consciously held themselves apart from the world of commerce. Creating the Market University is the first book to systematically examine why academic science made such a dramatic move toward the market. Drawing on extensive historical research, Elizabeth Popp Berman shows how the government--influenced by the argument that innovation drives the economy--brought about this transformation. Americans have a long tradition of making heroes out of their inventors. But before the 1960s and '70s neither policymakers nor economists paid much attention to the critical economic role played by innovation. However, during the late 1970s, a confluence of events--industry concern with the perceived deterioration of innovation in the United States, a growing body of economic research on innovation's importance, and the stagnation of the larger economy--led to a broad political interest in fostering invention. The policy decisions shaped by this change were diverse, influencing arenas from patents and taxes to pensions and science policy, and encouraged practices that would focus specifically on the economic value of academic science. By the early 1980s, universities were nurturing the rapid growth of areas such as biotech entrepreneurship, patenting, and university-industry research centers. Contributing to debates about the relationship between universities, government, and industry, Creating the Market University sheds light on how knowledge and politics intersect to structure the economy.

This volume, the third in a series of biographical sketches of students at the College of New Jersey (now Princeton University), is an account of the College and its alumni during the troubled years of the Revolution.

Originally published in 1981.

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 paperback editions preserve the original texts of these important books while presenting them in durable paperback 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.

George Weisz offers a comprehensive analysis of the French university system during the latter half of the nineteenth and early twentieth centuries. Examining the major reforms of higher education undertaken during the Third Republic, he argues that the original thrust for reform came from within the educational system, especially from an academic profession seeking to raise its occupational status.

Originally published in 1986.

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 paperback editions preserve the original texts of these important books while presenting them in durable paperback 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 all-inclusive, practical guide will help graduate students design, conduct, and finish an academic dissertation or thesis with minimal drama. The structure of the book follows the sequential flow of a dissertation process from choosing a smart study topic, selecting research design options, to presenting a successful oral defense. Filled with protocols, tips, and reminders, the book presents the best, most direct and timely research practices based upon theoretical and empirical evidence, as well as the perspective and experiences of the author and others who have survived writing their dissertations. This indispensible guide will help students: pick the best members to serve on his/her dissertation committee including pointers for managing the committee dynamics and feedback; understand the legal regulations and ethical guidelines for all parts of the research process; work through common barriers, such as procrastination, perfectionism, and writer's block, and more.

University education continues to be revolutionized by the use of Web-based teaching and learning systems. Following on from "The Digital University: Reinventing the Academy", this book provides a fully up-to-date and practical guide to using and implementing this important technology. Looking specifically at asynchronous collaboration, it covers:- policies- management of collaboration- distance learning- support for authoring- course design- educational metadata schemaand will be an essential buy for managers, lecturers, administrators, department heads and researchers.It includes a foreword by Ben Shneiderman, Director of the HCI Laboratory at the University of Maryland, USA.

This book is a record of the development of an institution with a remarkable history. Its foundations go back to the early part of the nineteenth century when the local Huddersfield community decided it wanted a place of learning to promote the education of the working classes. Since 1825 development has encompassed a mechanics institution, a female educational institute, a college of technology and a polytechnic, before becoming the University of Huddersfield we know today. The author, the late John O'Connell, was a Professor at Huddersfield and this book draws upon his research which now resides in the University archives.

Based on the findings of a five year longitudinal study into the experiences of students with Autism Spectrum Disorder (ASD), this book provides tertiary educators and support staff with practical support for addressing the challenges associated with ASD as they manifest in college and university environments. It explores issues such as: * Interpreting assignment tasks * Unwritten expectations and codes of conduct * Rigidity of thinking * Project planning * Self-monitoring * Multi-tasking and central coherence The authors suggest practical strategies for better accommodating students with ASD in the inclusive classroom. Chapters include case studies of individual students, which provide real world examples of possible issues and successful interventions, making this an essential resource for all those involved in supporting students with ASD in tertiary education settings.

Universities have a crucial role in the modern world. In England, entrance to universities is by nation-wide competition which means English universities have an exceptional influence on schools-a striking theme of the book. This important book first investigates the university as an institution and then tracks the individual on their journey to and through university. In A University Education, David Willetts presents a compelling case for the ongoing importance of the university, both as one of the great institutions of modern society and as a transformational experience for the individual. The book also makes illuminating comparisons with higher education in other countries, especially the US and Germany. Drawing on his experience as UK Minister for Universities and Science from 2010 to 2014, the author offers a powerful account of the value of higher education and the case for more expansion. He covers controversial issues in which he was involved from access for disadvantaged students to the introduction of GBP9,000 fees. The final section addresses some of the big questions for the future, such as the the relationship between universities and business, especially in promoting innovation.. He argues that the two great contemporary trends of globalisation and technological innovation will both change the university significantly. This is an authoritative account of English universities setting them for the first time in their new legal and regulatory framework.

If college is supposed to be the best time of our lives, why are so many students unhappy? What causes a well-adjusted and academically successful high school graduate to suddenly flounder when he reaches college? Why might she start to skip classes, binge on alcohol, or engage in unsatisfying hook-ups? Where does the anger and self-doubt come from, and why is it directed at loving parents or the student himself? Drawing on years of experience treating college-age youth, David Leibow, M.D. provides fresh, honest, and realistic answers to these and other important questions.

Instead of adventure, liberation, and a triumphant march into adulthood, many college students experience shame, regression, and social and academic failure. Yet by understanding themselves better and making reasonable changes, students can grow from these challenges and turn bad choices into wiser personal and educational decisions. Leibow focuses on issues common to college settings-anxiety and depression, drug and alcohol abuse, laziness and work avoidance, body-image problems, and unhealthy relationships-detailing coping strategies and professional resources that best respond to each crisis. His intimate knowledge of campus life and its unique challenges adds credibility and weight to his advice. Reorienting the expectations of parents and students while providing the tools for overcoming a variety of hurdles, Leibow shows how college can still become one of the best times of our lives.

This issue of History of Universities, Volume XXXI / 2, 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.

American science was as much the victim as the beneficiary of the Cold War. What science may have gained in funding, prestige, and political clout, it lost in independence and integrity. As one prominent scientist put it, the military bought American science on the installment plan, with fateful consequences for intellectual freedom. Military money and expectations blurred traditional distinctions between theory and practice, civilian and military, and claffified and unclassified, creating a new kind of American science that derived its character as well as its contracts from the Pentagon.

The University as a Site of Resistance analyses massive protests that emerged in the aftermath of Rohith Vemula's death in Hyderabad Central University as well as the Azadi Campaign started by Jawaharlal Nehru University students in Delhi in 2016. Taking Osmania University in Hyderabad as a case study, the book provides an ethnographic account of the emergence of one of India's longest student movements - the movement for Telangana statehood. Since its inception in the 1960s to its culmination in the formation of Telangana state in 2014, students at Osmania University played a decisive role. The book discusses protest strategies, methods, and networks among students. It also examines the role played by various caste and sub-caste groups and civil society in making the movement a success. The author argues that contemporary identity based student movements are primarily cultural movements as the traditional caste and class analysis becomes redundant to explain such contemporary collective action. The book establishes these unique resistances as New Social Movements and claim that these movements contribute to the democratization of institutional spaces. In this context, the volume provides a conceptual debate on contemporary cultural politics among university students.

Academic freedom allows members of institutions of higher learning to engage in intellectual pursuits without fear of censorship or retaliation, and lies at the heart of the mission of the university. Recent years have seen growing concerns about threats to academic freedom, many brought about from the changing norms of (and demands on) the university. A wide range of new issues - including content warnings, safe spaces, social media controversies, microaggressions, and no platforming - have given rise to loud cries, in both scholarly and popular contexts, that academic freedom is under serious attack. This volume fills both of these gaps in the current literature by bringing together leading philosophers from a wide range of areas of expertise to weigh in on both traditional issues and timely challenges that involve academic freedom. Divided into four main sections, it covers the rationale of academic freedom, its parameters, the new challenges to academic freedom (ranging from content warnings to political correctness), and the conflicts between academic freedom and the enforcement of laws and regulations governing the university.

"For examining the race difference in early college performance and achievement, "The Source of the River" is a very important book of well-designed and executed social science research. Massey and his colleagues are superb at presenting fresh evidence, and their analyses provide new insight into many of the established contributors to the relatively low early college performance and socialization of African American and Latino students compared to whites and Asian Americans attending the nation's elite colleges and universities. In addition to revealing the overwhelming and cumulative effect of cultural capital, "The Source of the River" is most effective in either refuting prevailing theories or challenging their generalizations about the race differences in student performance in American education generally and in colleges and universities in particular. "The Source of the River" should be very helpful to colleges and universities that are interested and actively engaged in pursuing higher performance and greater success for under-represented college students. It provides potent new content to include in the dialog and debate among students, faculty, parents, and policymakers about existing efforts for closing performance and achievement."--Michael T. Nettles, University of Michigan

"The American struggle over racial inequality is as much a struggle for understanding as it is a moral struggle. That understanding--in the area of higher education--has now been given a new foundation in this masterful book by Douglas Massey and his colleagues. Through a study of national scope, they have exposed many of the root causes of persistent racial inequalities in higher education. LikeBowen and Bok's "Shape of the River," it is a landmark book that, in my hopes, will launch a new era of both understanding and remedy."--Claude Steele, Stanford University

""The Source of the River" decodes the puzzle of minority underachievement via an authoritative and comprehensive examination of the social origins of black, white, Hispanic, and Asian freshmen admitted to selective colleges and universities. Massey, Charles, Lundy, and Fischer go beyond the conventional family background correlates of scholastic performance and demonstrate the profound and lasting impact of residential segregation on the life chances of black and Hispanic young people. Their argument and evidence is both compelling and convincing and will stand as a pillar on which future studies must build to understand the origins and persistence of educational stratification in the United States."--Marta Tienda, Princeton University

"This is a first-rate analytical study that takes full advantage of extensive empirical data describing the pre-college lives of a large panel of students who belong to different racial groups. To my knowledge, there is nothing else like it. Massey et al have begun to untangle the forces that shape the academic performance of students from various backgrounds and in this way to provide new insights than can guide more informed social policies."--William G. Bowen, President, The Andrew W. Mellon Foundation, President Emeritus, Princeton University, coauthor of "The Shape of The River" and "The Game of Life"

Academics are not just researchers, but writers too. Using her many years of practical experience gained as a teacher and editor, Lynn Nygaard guides you through the whole process of writing and presenting your research in order to help you make your voice heard within the academic community. Grounded in real world advice rather than abstract best practice, Nygaard demonstrates a number of approaches to writing in order to help you identify those most suited to your own project. This updated new edition includes: Revised and expanded sections in each chapter More focus on the social sciences A more international focus Updated discussions on publishing practices Annotated biographies for each chapter New illustrations and images Additional practical tips and exercises From defining your audience, to forming your argument and structuring your work, this book will enable you to communicate your research passionately and professionally. Lynn Nygaard is Special Adviser on Project Development and Publications at the Peace Research Institute Oslo (PRIO). This updated new edition includes: Revised and expanded sections in each chapter More focus on the social sciences A more international focus Updated discussions on publishing practices Annotated bibliographies for each chapter New illustrations and images Additional practical tips and exercises From defining your audience, to forming your argument and structuring your work, this book will enable you to communicate your research passionately and professionally.