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.

At least one in four women attending college or university will be sexually assaulted by the time they graduate. Beyond this staggering statistic, recent media coverage of "rape chants" at Saint Mary's University, misogynistic Facebook posts from Dalhousie University's dental school, and high-profile incidents of sexual violence at other Canadian universities point to a widespread culture of rape on university campuses and reveal universities' failure to address sexual violence. As university administrations are called to task for their cover-ups and misguided responses, a national conversation has opened about the need to address this pressing social problem. This book takes up the topic of sexual violence on campus and explores its causes and consequences as well as strategies for its elimination. Drawing together original case studies, empirical research, and theoretical writing from scholars and community and campus activists, this interdisciplinary collection charts the costs of campus sexual violence on students and university communities, the efficacy of existing university sexual assault policies and institutional responses, and historical and contemporary forms of activism associated with campus sexual violence.

Originally published fifty years ago, Princeton, 1746-1896 has taken its place as one of the best institutional histories in America. Yet the book is more than an institutional history just as Princeton University, with its complex religious and political roots and impressive list of faculty and alumni, is more than simply a college. Princeton, 1746-1896 will be valued by some readers as a rich and well-documented commentary on education in early America, and by others as a fascinating collection of biographies of some of the more influential people in American history, including Princeton University President and, later, U. S. President, Woodrow Wilson. Originally published in 1946. 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.

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

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.

In tracing the origins of the modern human-rights movement, historians typically point to two periods: the 1940s, in which decade the Universal Declaration of Human Rights (UDHR) was ratified by the United Nations General Assembly; and the 1970s, during which numerous human rights nongovernmental organizations (NGOs), most notably Amnesty International and Medecins Sans Frontieres, came into existence. It was also in the 1970s, Sarita Cargas observes, when the first classes in international human rights began to be taught in law schools and university political science departments in the United States. Cargas argues that the time has come for human rights to be acknowledged as an academic discipline. She notes that human rights has proven to be a relevant field to scholars and students in political science and international relations and law for over half a century. It has become of interest to anthropology, history, sociology, and religious studies, as well as a requirement even in social work and education programs. However, despite its interdisciplinary nature, Cargas demonstrates that human rights meets the criteria that define an academic discipline in that it possesses a canon of literature, a shared set of concerns, a community of scholars, and a methodology. In an analysis of human rights curricula in Australia, Canada, the United Kingdom, and the United States, Cargas identifies an informal consensus on the epistemological foundations of human rights, including familiarity with human rights law; knowledge of major actors including the United Nations, governments, NGOS, and multinational corporations; and, most crucially, awareness and advocacy of the rights and freedoms detailed in the articles of the UDHR. The second half of the book offers practical recommendations for creating a human rights major or designing courses at the university level in the United States.

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.

The growth of American universities has outstripped private resources and forced them to rely increasingly on public funds, especially federal funds. Carl Kaysen asserts that the basis on which the growing public support has been given in recent years does not correspond to what the universities are actually doing, and he surmises that the nature of our governmental processes is such that a discrepancy of this sort cannot long persist. He examines the justification for public support of science and learning and he considers the intellectual and political limits of these justifications. Are they right? To whom do they appeal, and how powerfully? Originally published in 1969. 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.

Dr. Perkins' lectures analyze and prescribe the role of the modem university in relation to its faculty and students, to the growth, transmission, and application of knowledge, and to society at large. This persuasive and seminal work will have far-reaching influence on American education. Originally published in 1966. 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.

Contents: Introduction: Psychedelics, page 1. Glossary, page 4. Legal Aspects of Drug Use, page 7. Medical Aspects of Drug Use, page 8. Social Aspects of Drug Use, page 11. The Psychedelic 'Experience', page 16. A Successful Trip, page 16. An Unsuccessful Trip, page 17. Counsel and Information, page 19. Conclusions, page 20. Bibliography: Psychedelics, page 21. Introduction: Amphetamines / Barbiturates, page 25. Legal Aspects, page 25. Medical Aspects, page 26. Amphetamines, page 26. Barbiturates, page 27. Sociological Aspects, page 28. Counsel and Information, page 30. Bibliography: Amphetamines / Barbiturates, page 30. Originally published in 1967. 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.

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 1983. 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, 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 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.

A richly illustrated hook by an experienced historian, tracing in 476 pictures and text the story of Princeton life from the beginning to the present. Originally published in 1947. 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.

China's One Child Policy and its rigorous national focus on educational testing are well known. But what happens to those "lucky" few at the very top of the pyramid: elite university students in China who grew up under the One Child Policy and now attend the nation's most prestigious universities? How do they feel about having made it to the top of an extremely competitive educational system-as their parents' only child? What pressures do they face, and how do they cope with the expectations associated with being the best? Fragile Elite explores the contradictions and perplexities of being an elite student through immersive ethnographic research conducted at two top universities in China. Susanne Bregnbaek uncovers the intimate psychological strains students suffer under the pressure imposed on them by parents and state, where the state acts as a parent and the parents reinforce the state. Fragile Elite offers fascinating insights into the intergenerational tensions at work in relation to the ongoing shift in educational policy and definition of what a "quality" student, child, and citizen is in contemporary China.

Academic bookselling inhabits a landscape fundamentally impacted by legislative and political pressure, colonised by new textual forms and new publishing ventures, experiencing constant change. Capital Letters defines the academic bookshop, text, and market, examining change drivers in the UK, the USA and Asia. Drawing on current research, inclusive of commercial publishers and publishing interest groups, Capital Letters also includes quantitative and qualitative research data from academic booksellers. In evaluating the response of academic bookshops to the changing landscape, Capital Letters argues that academic booksellers can understand, shape, and lead a sustainable and equitable future for academic text within the marketplace.

"Classroom Cheats Turn to Computers." "Student Essays on Internet Offer Challenge to Teachers." "Faking the Grade." Headlines such as these have been blaring the alarming news of an epidemic of plagiarism and cheating in American colleges: more than 75 percent of students admit to having cheated; 68 percent admit to cutting and pasting material from the Internet without citation. Professors are reminded almost daily that many of today's college students operate under an entirely new set of assumptions about originality and ethics. Practices that even a decade ago would have been regarded almost universally as academically dishonest are now commonplace.

Is this development an indication of dramatic shifts in education and the larger culture? In a book that dismisses hand-wringing in favor of a rich account of how students actually think and act, Susan D. Blum discovers two cultures that exist, often uneasily, side by side in the classroom. Relying extensively on interviews conducted by students with students, My Word presents the voices of today's young adults as they muse about their daily activities, their challenges, and the meanings of their college lives. Outcomes-based secondary education, the steeply rising cost of college tuition, and an economic climate in which higher education is valued for its effect on future earnings above all else.

These factors each have a role to play in explaining why students might pursue good grades by any means necessary. These incentives have arisen in the same era as easily accessible ways to cheat electronically and with almost intolerable pressures that result in many students being diagnosed as clinically depressed during their transition from childhood to adulthood. However, Blum suggests, the real problem of academic dishonesty arises primarily from a lack of communication between two distinct cultures within the university setting. On one hand, professors and administrators regard plagiarism as a serious academic crime, an ethical transgression, even a sin against an ethos of individualism and originality. Students, on the other hand, revel in sharing, in multiplicity, in accomplishment at any cost.

Although this book is unlikely to reassure readers who hope that increasing rates of plagiarism can be reversed with strongly worded warnings on the first day of class, My Word opens a dialogue between professors and their students that may lead to true mutual comprehension and serve as the basis for an alignment between student practices and their professors' expectations.

Harvard Law School is the oldest and, arguably, the most influential law school in the nation. U.S. presidents, Supreme Court justices, and foreign heads of state, along with senators, congressional representatives, social critics, civil rights activists, university presidents, state and federal judges, military generals, novelists, spies, Olympians, film and TV producers, CEOs, and one First Lady have graduated from the school since its founding in 1817. During its first century, Harvard Law School pioneered revolutionary educational ideas, including professional legal education within a university, Socratic questioning and case analysis, and the admission and training of students based on academic merit. But the school struggled to navigate its way through the many political, social, economic, and legal crises of the century, and it earned both scars and plaudits as a result. On the Battlefield of Merit offers a candid, critical, definitive account of a unique legal institution during its first century of influence. Daniel R. Coquillette and Bruce A. Kimball examine the school's ties with institutional slavery, its buffeting between Federalists and Republicans, its deep involvement in the Civil War, its reluctance to admit minorities and women, its anti-Catholicism, and its financial missteps at the turn of the twentieth century. On the Battlefield of Merit brings the story of Harvard Law School up to 1909-a time when hard-earned accomplishment led to self-satisfaction and vulnerabilities that would ultimately challenge its position as the leading law school in the nation. A second volume will continue this history through the twentieth century.

After decades of marginalization in the secularized twentieth-century academy, moral education has enjoyed a recent resurgence in American higher education, with the establishment of more than 100 ethics centers and programs on campuses across the country. Yet the idea that the university has a civic responsibility to teach its undergraduate students ethics and morality has been met with skepticism, suspicion, and even outright rejection from both inside and outside the academy. In this collection, renowned scholars of philosophy, politics, and religion debate the role of ethics in the university, investigating whether universities should proactively cultivate morality and ethics, what teaching ethics entails, and what moral education should accomplish. The essays quickly open up to broader questions regarding the very purpose of a university education in modern society.

Editors Elizabeth Kiss and J. Peter Euben survey the history of ethics in higher education, then engage with provocative recent writings by Stanley Fish in which he argues that universities should not be involved in moral education. Stanley Hauerwas responds, offering a theological perspective on the university's purpose. Contributors look at the place of politics in moral education; suggest that increasingly diverse, multicultural student bodies are resources for the teaching of ethics; and show how the debate over civic education in public grade-schools provides valuable lessons for higher education. Others reflect on the virtues and character traits that a moral education should foster in students--such as honesty, tolerance, and integrity--and the ways that ethical training formally and informally happens on campuses today, from the classroom to the basketball court. "Debating Moral Education" is a critical contribution to the ongoing discussion of the role and evolution of ethics education in the modern liberal arts university.

"Contributors." Lawrence Blum, Romand Coles, J. Peter Euben, Stanley Fish, Michael Allen Gillespie, Ruth W. Grant, Stanley Hauerwas, David A. Hoekema, Elizabeth Kiss, Patchen Markell, Susan Jane McWilliams, Wilson Carey McWilliams, J. Donald Moon, James Bernard Murphy, Noah Pickus, Julie A. Reuben, George Shulman, Elizabeth V. Spelman

The modern university is sustained by academic freedom; it guarantees higher education's independence, its quality, and its success in educating students. The need to uphold those values would seem obvious. Yet the university is presently under siege from all corners; workers are being exploited with paltry salaries for full-time work, politics and profit rather than intellectual freedom govern decision-making, and professors are being monitored for the topics they teach. No University Is an Island offers a comprehensive account of the social, political, and cultural forces undermining academic freedom. At once witty and devastating, it confronts these threats with exceptional frankness, then offers a prescription for higher education's renewal. In an insider's account of how the primary organization for faculty members nationwide has fought the culture wars, Cary Nelson, the current President of the American Association of University Professors, unveils struggles over governance and unionization and the increasing corporatization of higher education. Peppered throughout with previously unreported, and sometimes incendiary, higher education anecdotes, Nelson is at his flame-throwing best. will be the benchmark against which we measure the current definitive struggle for academic freedom. The book calls on higher education's advocates of both the Left and the Right to temper conviction with tolerance and focus on higher education's real injustices. Nelson demands we stop denying teachers, student workers, and other employees a living wage and basic rights. He urges unions to take up the larger cause of justice. And he challenges his own and other academic organizations to embrace greater democracy. With broad and crucial implications for the future, No University Is an Island will be the benchmark against which we measure the current definitive struggle for academic freedom.

The fully revised and updated second edition of this best-selling guidebook is intended for all visitors to Cambridge, and for anyone with an interest in the University. Combining an accessible style with accuracy of fact and a wealth of historical detail, it can be used to accompany a walking tour or read at leisure as an authoritative introduction. The second edition is packed with newly commissioned colour photographs by Japanese artist and photographer Hiroshi Shimura, as well as fresh maps and added information about the buildings and developments of recent years. Central attractions receive full entries, and the book also offers historical descriptions of all the outer-lying colleges, making it a comprehensive survey of the collegiate University. There is an informative introduction, a list of colleges with foundation dates, a substantial glossary and index, and a list of further reading material, all extended and updated for this edition.

In 1981, Frederick Houk Borsch returned to Princeton University, his alma mater, to serve as dean of the chapel at the Ivy League school. In "Keeping Faith at Princeton," Borsch tells the story of Princeton's journey from its founding in 1746 as a college for Presbyterian ministers to the religiously diverse institution it is today. He sets this landmark narrative history against the backdrop of his own quest for spiritual illumination, first as a student at Princeton in the 1950s and later as campus minister amid the turmoil and uncertainty of 1980s America.

Borsch traces how the trauma of the Depression and two world wars challenged the idea of progress through education and religion--the very idea on which Princeton was founded. Even as the numbers of students gaining access to higher education grew exponentially after World War II, student demographics at Princeton and other elite schools remained all male, predominantly white, and Protestant. Then came the 1960s. Campuses across America became battlegrounds for the antiwar movement, civil rights, and gender equality. By the dawn of the Reagan era, women and blacks were being admitted to Princeton. So were greater numbers of Jews, Catholics, and others. Borsch gives an electrifying insider's account of this era of upheaval and great promise.

With warmth, clarity, and penetrating firsthand insights, "Keeping Faith at Princeton" demonstrates how Princeton and other major American universities learned to promote religious diversity among their students, teachers, and administrators.

Universities have a key role to play in contributing to environmental development and combating climate change. The chapters within this volume detail the challenges faced by higher education institutions in considering environmental sustainability, and provide both a broad view of university engagement and a detailed examination of various projects. As part of this series in association with the Place and Social Capital and Learning (PASCAL) International Observatory, the three key PASCAL themes of place management, lifelong learning and the development of social capital are considered throughout the book. While universities have historically generated knowledge outside of specific local contexts, this book argues that it is particularly important for them to engage with the local community and to consider diverse perspectives and assets when looking at issues within an ecological context. The chapters in this volume provide new perspectives and frames of reference for transforming universities by engaging in the development of resilient communities. -- .

Amazon no. 1 author and comedian Richard O. Smith is once again sticking his fork of curiosity into the live toaster of opportunity. Yes, that is quite dangerous. But he fears no extended metaphor. Then one man scrapes the burnt bits of disappointment off the dry toast of life. Once described as "a jam-packed jamboree of jollity" by TV's Dr Lucy Worsley, Smith's latest comic essays build upon the success of his previous book Oxford Examined: Town & Clown ("An outstanding comic writer" - Countdown's Susie Dent). Oxford hums with history and humour. So inevitably many of these hilarious - but unflinchingly truthful - short stories occur around his home city. They look at Oxford topics as diverse as participating in a clinical trial, the dangers of cycling and bizarre University rituals. Yet The Best Ladled Pans of Rice and Penne is also written for a national (and international... let's dream big) audience. Consequently the stories look at themes that bind us all: the universality of dealing with a loved one's illness, the death of a parent, meeting celebrities, rumbling illicit lovers, encountering daily humiliation, dealing with success and its constant pushy companion failure, and queuing to meet a more successful bestselling author who turns out to be a, er, dog. Okay, so it's mainly about encountering humiliation.

Charles Astor Bristed (1820-1874) was the favourite grandson of John Jacob Astor II, of Waldorf-Astoria fame. After gaining a degree at Yale, Bristed entered Trinity College, Cambridge in 1840, graduating in 1845. "Five Years in an English University," first published in 1852 by Putnam in New York, is a richly detailed account of student life in the Cambridge of the 1840s. The central rationale for the book, which is as appealing today as it was then, is that this is pre-eminently a book about an American student at an English university. The book belongs to a fascinating 19th century trans-Atlantic publishing genre: travel accounts designed to describe British culture to Americans and vice-versa.
In this new edition, some substantial additions have been made: the Foreword and Introduction both help to contextualise the work, and point to its significance as an important historical source and as a fascinating memoir of life in Victorian Cambridge; annotation helps to identify the individuals who appear in Bristed's text; and an index allows full use to be made of the text for the first time.

This is a collection of excerpts from the public addresses of Robert F. Goheen during his twelve years as President of Princeton University. The emphasis is on the people whose responsibility it is to promote and defend the principles underlying the modern American university-students, faculty, administrators, trustees, alumni. Several fundamental themes emerge the theme of individual responsibility, and the ever-present need to join rational intelligence with moral commitment, for example. Dr. Goheen sees the university as a continuing institution with long range goals, responding conservatively (in its best sense) to the human needs of the times. He seeks to define its institutional relationships in the context of the university's tasks in educ1tion and research, which must be understood and kept in balance if universities are to serve their functions effectively Originally published in 1969. 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.