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.

What is a university? What is the University? How have universities evolved over the centuries? How might they change over the coming decades as the physical and organisational entity most identified with 'higher education' being delivered to over 250 million students? What will be the impact of digital- and distance-learning, of commercial for-profit new entrants to the higher education market, of government austerity, of globalization, of student consumerism? Exploring the origins and the concept, the idea and the ideal, of the university, this Very Short Introduction discusses one of the world's oldest, most resilient, and most adaptable institutions. David Palfreyman and Paul Temple consider the links between universities and the economy, and the role of universities within society. Highlighting some of the key questions surrounding the position of universities, they ask how the university can be politically accountable for its taxpayer funding, if it needs to be autonomous to function effectively as a public good. Are professors professional enough in their teaching practices at a time that increasing tuition fees transform students more and more into consumers? And just what does 'academic freedom' for university faculties really entail? ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.

The first in-depth look at how women have shaped the history and legacy of Indiana University. Women first enrolled at Indiana University in 1867. In the following years they would leave an indelible mark on this Hoosier institution. However, until now their stories have been underappreciated, both on the IU campus and by historians, who have paid them little attention. Women at Indiana University draws together 15 snapshots of IU women's experiences and contributions to explore essential questions about their lives and impact. What did it mean to write the petition for women's admission or to become the first woman student at an all-male university? To be a woman of color on a predominantly white campus? To balance work, studies, and commuting, entering college as a non-traditional student? How did women contribute to their academic fields and departments? How did they tap opportunities, confront barriers, and forge networks of support to achieve their goals? Women at Indiana University not only opens the door to a more inclusive and accurate understanding of IU's past and future, but also offers greater visibility for Hoosier women in our larger understanding of women in American higher education.

The first in-depth look at how women have shaped the history and legacy of Indiana University. Women first enrolled at Indiana University in 1867. In the following years they would leave an indelible mark on this Hoosier institution. However, until now their stories have been underappreciated, both on the IU campus and by historians, who have paid them little attention. Women at Indiana University draws together 15 snapshots of IU women's experiences and contributions to explore essential questions about their lives and impact. What did it mean to write the petition for women's admission or to become the first woman student at an all-male university? To be a woman of color on a predominantly white campus? To balance work, studies, and commuting, entering college as a non-traditional student? How did women contribute to their academic fields and departments? How did they tap opportunities, confront barriers, and forge networks of support to achieve their goals? Women at Indiana University not only opens the door to a more inclusive and accurate understanding of IU's past and future, but also offers greater visibility for Hoosier women in our larger understanding of women in American higher education.

Norway, it is claimed, has the most social anthropologists per capita of any country. Well connected and resourced, the discipline – standing apart from the British and American centres of anthropology – is well placed to offer critical reflection. In this book, an inclusive cast, from PhDs to professors, debate the complexities of anthropology as practised in Norway today and in the past. Norwegian anthropologists have long made public engagement a priority – whether Carl Lumholz collecting for museums from 1880; activists protesting with the Sámi in 1980; or in numerous recent contributions to international development. Contributors explore the challenges of remaining socially relevant, of working in an egalitarian society that de-emphasizes difference, and of changing relations to the state, in the context of a turn against multi-culturalism. It is perhaps above all a commitment to time-consuming, long-term fieldwork that provides a shared sense of identity for this admirably diverse discipline.

Today, between 10 and 12 million Roma live in Europe, comprising the continent's largest ethnic minority. However, only 1% participate in higher education. Although the Roma are widely dispersed across Europe, and beyond, they face similar social, political, and economic challenges throughout the continent. A major site of struggle has been access, attendance and achievement in the education sector for Gypsies, Roma and Travellers (GRT). This groundbreaking text explores the Roma in higher education, a topic of great importance since higher education is considered to be a significant pathway out of poverty and to social mobility. Why are participation rates so low? What are the barriers and what are the enablers? This edited collection brings together authors from diverse national and organisational locations including academics, activists and policymakers from Canada, Chile, Finland, Greece, Hungary, Macedonia, Poland, Romania, Serbia, the UK, and the USA. They share and critically analyse contemporary knowledge on research, policies, practices and interventions to promote Roma participation in higher education in a range of European locations. They cover key topics including the representation of Roma communities as living on the margins, but also racism, anti-Gypsyism, Romaphobia, hate crimes and discriminatory practices. The book offers insights into how to fight discrimination and re-distribute higher educational opportunities without objectifying the Roma or representing these rich and diverse communities merely as powerless victims.

Texas Southern University is often said to have been "conceived in sin." Located in Houston, the school was established in 1947 as an "emergency" state-supported university for African Americans, to prevent the integration of the University of Texas. Born to Serve is the first book to tell the full history of TSU, from its founding, through the many varied and defining challenges it faced, to its emergence as a first-rate university that counts Barbara Jordon, Mickey Leland, and Michael Strahan among its graduates. Merline Pitre frames TSU's history within that of higher education for African Americans in Texas, from Reconstruction to the lawsuit that gave the school its start. The case, Sweatt v. Painter, involved student Heman Marion Sweatt, who was denied entry to the University of Texas Law School because he was black. Pitre traces the tortuous measures by which Texas legislators tried to meet a provision of the state's constitution that called for the establishment and maintenance of a "branch university for the instruction of colored youths of the State." When the U.S. Supreme Court ruled in 1950 that the UT Law School's efforts to remain segregated violated the U.S. Constitution, the future of the institution that would become Texas Southern University in 1951 looked doubtful. In its early years the university persevered in the face of state neglect and underfunding and the threat of merger. Born to Serve describes the efforts, both humble and heroic, that faculty and staff undertook to educate students and turn TSU into the thriving institution it is today: a major metropolitan university serving students of all races and ethnicities from across the country and throughout the world. Launched during the early civil rights movement, TSU has a history unique among historically black colleges and universities, most of which were established immediately after the Civil War. Born to Serve adds a critical chapter to the history of education and integration in the United States.

Creating the Future of Health is the fascinating story of the first fifty years of the Cumming School of Medicine at the University of Calgary.Founded at the recommendation of the Royal Commission on Health Services in 1964 the Cumming School has, from the very beginning, focused on innovation and excellence in health education. With a pioneering focus on novel, responsive and systems-based approaches, it was one of the first sites to pilot multi-year training programs in family medicine and remains one of only two three-year medical schools in North America. Since the first class in 1973, over 5000 doctors have graduated from the Cumming School of Medicine. Centres of clinical excellences have been created at four affiliated teaching hospitals and the school now boasts seven medical research institutes at the Foothills/Alberta Children's Campus, the largest medical complex in the province. Drawing on interviews with key players and extensive research into documents and primary material, Creating the Future of Health traces the history of the school through the leadership of its Deans. This is a story of perseverance through fiscal turbulence, sweeping changes to health care and health care education, and changing ideas of what health services are and what they should do. It is a story of triumph, of innovation, and of the Calgary tenacious spirit that thrives to this day at the Cumming School of Medicine.

Steven M. Cahn's advice on the professorial life covers an extensive range of critical issues: how to plan, complete, and defend a dissertation; how to navigate a job interview; how to improve teaching performance; how to prepare and publish research; how to develop a professional network; and how to garner support for tenure. He deals with such hurdles as a difficult dissertation advisor, problematic colleagues, and the pressures of the tenure clock. Whether you are beginning graduate study, hoping to secure an academic position, or striving to build a professorial career, Cahn's insights are invaluable to traversing the thickets of academia.

In What Universities Can Be, the high-profile educator Robert J. Sternberg writes thoughtfully about the direction of higher education in this country and its potential to achieve future excellence. Sternberg presents, for the first time, his concept of the ACCEL model, in which institutions of higher education are places where students learn to become Active Concerned Citizens and Ethical Leaders. One of the greatest problems in our society is a lack of leaders who understand the importance of behaving in ethical ways for the common good of all. At a time when new models of education are sorely needed, universities have the opportunity to claim the education of future leaders as their mission.In the course of laying out the ACCEL concept and how such a model might be achieved, Sternberg offers many insights into the realities of higher education as it is practiced today and suggests ways that we could move in a better direction, one that would produce graduates who make the world a better place in which to live. Sternberg's compelling narrative and convincing argument address all aspects of universities, such as admissions, financial aid, instruction and assessment, retention and graduation, student life, diversity, finances, athletics, governance, and marketing. This book is essential reading for educators and laypeople who are interested in learning how our universities work and how they could work better.

Simulation-based education (SBE) is a teaching strategy in which students adopt a character as part of the learning process. SBE has become a fixture in the university classroom based on its ability to stimulate student interest and deepen analytical thinking. Simulations and Student Learning is the first piece of scholarship that brings together experts from the social, natural, and health sciences in order to open up new opportunities for learning about different strategies, methods, and practices of immersive learning. This collection advances current scholarly thinking by integrating insights from across a range of disciplines on how to effectively design, execute, and evaluate simulations, leading to a deeper understanding of how SBE can be used to cultivate skills and capabilities that students need to achieve success after graduation.

In an increasingly knowledge-based economy, Canadian universities are important spaces for the development of research and innovation in many areas. This collection is the first systematic examination of the evolving relationship between the federal government and Canadian universities as revealed through changes in federal research and innovation policies. Focusing on the last two decades of federal policy under the Chretien and Martin Liberal governments and the Harper Conservative government, Research and Innovation Policy considers issues such as the transformation of federal research granting bodies, the creation of new research infrastructure funding organizations such as the Canada Foundation for Innovation, pressures and incentives to create intellectual property and to commercialize, and the regulation of research ethics. With timely essays ranging in scope from the regulation of research ethics to the pressures of commercialization, Research and Innovation Policy is essential reading for any student or scholar committed to the well-being of higher education in Canada.

As leaders of a 'people's university', part of the vast post-1960s expansion in British higher education, UEL's first generation of educationalists was committed to innovation and to creating a new democratic identity for their institution. They were also determined to extend access to higher education to those previously excluded, and to offer East Londoners, at a time of social deprivation and political turbulence, the vocational education to meet their aspirations. In this book, leading figures in UEL's history describe its radical accomplishments across a broad range of subject areas including Architecture, Cultural Studies, Fashion Textiles, Independent Studies, Law, and Refugee Studies. These chapters, including three by former students, evoke the excitement of an environment in which there was so much opportunity to invent, to do things differently. The book is an excellent and detailed resource for all those with an interest in the history and future of higher education in the UK, and particularly the legacy of polytechnics and new universities. At a time of intense marketisation in the UK's higher education sector, this book insists on the possibility of democratic educational innovation and renewal.

Increasingly, the purpose and function of Western universities is being challenged and put under pressure to demonstrate value for students, policy, and society at large. Concurrently, the management and leadership of universities differs by institution and often prioritises one need other others. The three main goals that have persisted across the development of Higher Education in the Western world are; the higher education of students, the advancement of knowledge and service to those outside the university. In the history of the Western university one of these goals has always dominated. A university cannot function fully if it must interpret two of its goals in ways that serve a third. The Fully Functioning University introduces the concept of a 'post-Humboldtian university' which values each of these goals in its own right, and the 'fully functioning university' as one which expresses the three goals entirely. The authors outline the sort of higher education that a fully-functioning university would offer, the implications of the concept of a 'fully-functioning university' for its contribution to the advancement of knowledge, and the contribution of the fully-functioning university to the service part of the tripartite mission. This timely book will be relevant for senior managers and leaders in higher education in the UK and internationally, as well as for higher education researchers and postgratudate students.

Slavery and the University is the first edited collection of scholarly essays devoted solely to the histories and legacies of this subject on North American campuses and in their Atlantic contexts. Gathering together contributions from scholars, activists, and administrators, the volume combines two broad bodies of work: (1) historically based interdisciplinary research on the presence of slavery at higher education institutions in terms of the development of proslavery and antislavery thought and the use of slave labor; and (2) analysis on the ways in which the legacies of slavery in institutions of higher education continued in the post-Civil War era to the present day. The collection features broadly themed essays on issues of religion, economy, and the regional slave trade of the Caribbean. It also includes case studies of slavery's influence on specific institutions, such as Princeton University, Harvard University, Oberlin College, Emory University, and the University of Alabama. Though the roots of Slavery and the University stem from a 2011 conference at Emory University, the collection extends outward to incorporate recent findings. As such, it offers a roadmap to one of the most exciting developments in the field of U.S. slavery studies and to ways of thinking about racial diversity in the history and current practices of higher education.

Tucked away in a corner of the University of Texas Medical Branch campus stands a majestic relic of an era long past. Constructed of red pressed brick, sandstone, and ruddy Texas granite, the Ashbel Smith Building, fondly known as Old Red, represents a fascinating page in Galveston and Texas history. It has been more than a century since Old Red welcomed the first group of visionary faculty and students inside its halls. For decades, the medical school building existed at the heart of UTMB campus life, even through periods of dramatic growth and change. In time, however, the building lost much of its original function to larger, more contemporary facilities. Today, as the oldest medical school building west of the Mississippi River, the intricately ornate Old Red sits in sharp contrast to its sleeker neighbors.

"Old Red: Pioneering Medical Education in Texas "examines the life and legacy of the Ashbel Smith Building from its beginnings through modern-day efforts to preserve it. Chapters explore the nascence of medical education in Texas; the supreme talent and genius of Old Red architect, Nicholas J. Clayton; and the lives of faculty and students as they labored and learned in the midst of budget crises, classroom and fraternity antics, death-rendering storms, and threats of closure. The education of the state's first professional female and minority physicians and the nationally acclaimed work of physician-scientists and researchers are also highlighted. Most of all, the reader is invited to step inside Old Red and mingle with ghosts of the past--to ascend the magnificent cedar staircase, wander the long, paneled hallways, and take a seat in the tiered amphitheater as pigeons fly in and out of windows overhead.

Peder Sather was a scribe before he emigrated from Norway to New York in 1832. There, he worked as a servant and a clerk at a lottery office before opening an exchange brokerage. During the gold rush, he moved to San Francisco to help establish the banking house of Drexel, Sather & Church on Montgomery Street. Sather was a founder and a liberal benefactor of the University of California at Berkeley where he is memorialized by the Sather Gate and Sather Tower (the Campanile), three endowed professorships, and more recently the Peder Sather Center for Advanced Study. Karin Sveen, one of Norway's most accomplished writers, pieces together a story yet untold--a beautifully crafted biography based on her dedicated search for scraps of information. The result gives readers a look at the life of a successful entrepreneur and a leading California patron who engaged in public education on all levels; supported Abraham Lincoln; and worked to give emancipated slaves housing, schooling, and employment after the Civil War. His legacy and vivid persona and the frontier city of his time are brought to life with interesting anecdotes of many famous people-- General William T. Sherman, Walt Whitman, Mark Twain, Robert Louis Stevenson, the Norwegian violinist Ole Bull, and above all, his close friend Anthony J. Drexel, legendary Philadelphia financier and one of the founders of Wall Street.

Recent policies have replaced direct government funding for teaching with fees paid by students. As well as saddling graduates with enormous debt, satisfaction rates are low, a high proportion of graduates are in non-graduate jobs, and public debt from unpaid loans is rocketing. This timely and challenging analysis combines theoretical and data analysis and insights gained from running a university, to give robust new policy proposals: lower fees; reintroduce maintenance awards; impose student number caps; maintain taxpayer funding; cancel the TEF; re-build the external examiner system; restructure the contingent-repayment loan scheme; and establish different roles for different types of institutions, to encourage excellence and ultimately benefit society.

The totalising effect of consumerism, well-being and satisfaction is a discourse which may negate the value of struggle and mastery of complex subjects and a realization of personal potentiality. Why Universities Should Seek Happiness and Contentment considers the consequences of a hedonistic and well-being centred model of student education as one of the goals of higher education and proposes an alternative goal for higher education. In a globalised consumer society where the anxiety for an identity leads to the fear of not reaching the standard, Paul Gibbs shows how anxiety can be harnessed to secure contentment with one's own future without the fear of consumer-induced emptiness. He conceptualises higher education in a counter-valued way to the current dominant discourse of higher education institutions and educational policy while placing students at the centre of their own educational activity. In doing so, Gibbs proposes contentment as a guiding principle of higher education.

Touchdown: The Story of the Cornell Bear chronicles the exploits of the four live bears that served in succession as mascots for the Big Red football team beginning with the legendary 1915 team through the 1930s. These enterprising bears traveled on the team train, stayed in hotels and rode the elevators, clubbed their mascot counterparts, escaped into the Atlantic Ocean, spent time in exile, cavorted in nightclubs, were kidnapped by rival fans, and electrified the crowds at Schoellkopff field by ambling up and down the goalposts. Written by alumnus John Foote in a humorous and entertaining style that includes excerpts from the Cornell Daily Sun, the book takes the reader back to the halcyon days of Cornell football when enterprising students and alumni found creative ways to keep the bears on the sidelines and in the imaginations of students for generations to come. This must-read story captures the essence of the Cornell spirit as these mischievous and at times feisty creatures gave Cornellians the tradition of the Big Red Bear.

In the late 1890s, Britain was basking in the high noon of empire, albeit with the sobering experience of the Boer War just around the corner. By 1956, the year of the Suez debacle and less than a lifetime later, the age of empire was drawing rapidly to a close and Britain's position as an independent great power was over. In between, the country had experienced two devastating world wars. India-the jewel in her imperial crown-had gained independence. And there had been far-reaching changes on the domestic front: the birth of the welfare state, full men's (and eventually women's) suffrage, and the foundation of the National Health Service, to name but a few. Throughout this momentous period, the Oxford Union, the world's most famous debating society, continued to meet to debate and discuss the changing world around them. Sometimes their debates had important repercussions in the wider world - such as the notorious 'King and Country' debate of 1933 which made headlines around the globe and which Winston Churchill described as that 'abject, squalid, shameless avowal.' More often than not, the debates had merely a local impact, even if among the debaters were many of the leaders, thinkers, and opinion formers of the future, figures such as Harold Macmillan, Archbishop Temple, Edward Heath, and Tony Benn. In The Golden Talking Shop, former Parliamentary sketch writer (and Union member) Edward Pearce tells the story of Britain-and the world-in the first half of the twentieth century as seen from the perspective of these Union debates: sometimes shocking, sometimes wittily amusing, and often both. The students do most of the talking, along the way revealing the changing preoccupations, prejudices, and assumptions of their changing times. A distinct pre-First World War fashion for Social Darwinism is in due course replaced by a widespread 1930s penchant for Stalinism, with civilized opinion reliably breaking in on occasion too. Above all, browsing these debates, taken straight from another age, gives the reader a vivid, sometimes piquant, sense of a Britain which is now passing from living memory-and serves as a powerful reminder of the ways in which the past and its attitudes really are a foreign country.

Cambridge University is famed for the resourcefulness and innovation of its students. However, not all the undergraduates have devoted their talents to academia; instead they spent their time devising ingenious and hilarious pranks to play on the unsuspecting dons. This fascinating volume recalls some of the greatest stunts and practical jokes in the University's history, including: the story of how a group of students fooled the art world with their Post-Impressionist exhibition; the Zanzibar hoax, in which members of the famous Bloomsbury set conned the Mayor of Cambridge (a hoax which sowed the seeds for their later 'VIP inspection' of HMS Dreadnought which duped the Royal Navy); and of course the most famous prank of all - the Austin Seven on the roof of Senate House. This enthralling work will amaze and entertain in equal measure - and may well prove a source of inspiration for current students wishing to enliven their undergraduate days.