Documenting a black professor's account of his own professional experience, this study describes what it feels like to be a nonwhite academic in one of the "big three" disciplines in the humanities--English, history, and philosophy. Challenging the notion that today's Canadian universities have successfully addressed the issues of diversity, this argument warns that if professors of color cannot see academia as a liberal bastion, it can only be even more forbidding for students of color. Demonstrating how integration policies are manipulated when it comes to hiring visible minorities in the university, this reference highlights aspects such as merit that are commonly used to deny employment. Positing that institutions should deliver on their stated policies instead of hiding behind formalities, this emboldened examination will surprise those inside and outside of the academic field.

Charles Henry Cooper charted over half a millennium of life at Cambridge in the five volumes of the Annals of Cambridge. Cooper practised as a solicitor in Cambridge, and was also town clerk from 1849 until his death in 1866. He was a keen historian and devoted a great deal of time to archival research, particularly into local history. Drawing on extensive public and private records, including petitions, town treasurers' accounts, restoration records, death certificates, legal articles and letters to ruling royalty, Cooper compiled a comprehensive chronological history of Cambridge, documenting the 'city of scholars' through its tumultuous political and religious growing pains. It was published in the face of considerable opposition from the university authorities, but was eventually acclaimed as an authoritative account. This fourth volume, published in 1852, runs from the Glorious Revolution of 1688 to 1849.

Rutgers University's Douglass Residential College is the only college for women that is nested within a major research university in the United States. Although the number of women's colleges has plummeted from a high of 268 in 1960 to 38 in 2016, Douglass is flourishing as it approaches its centennial in 2018. To explore its rich history, Kayo Denda, Mary Hawkesworth, Fernanda H. Perrone examine the strategic transformation of Douglass over the past century in relation to continuing debates about women's higher education. The Douglass Century celebrates the college's longevity and diversity as distinctive accomplishments, and analyzes the contributions of Douglass administrators, alumnae, and students to its survival, while also investigating multiple challenges that threatened its existence. This book demonstrates how changing historical circumstances altered the possibilities for women and the content of higher education, comparing the Jazz Age, American the Great Depression, the Second World War, the post-war Civil Rights era, and the resurgence of feminism in the 1970s and 1980s. Concluding in the present day, the authors highlight the college's ongoing commitment to Mabel Smith Douglass' founding vision, "to bring about an intellectual quickening, a cultural broadening in connection with specific training so that women may go out into the world fitted...for leadership...in the economic, political, and intellectual life of this nation." In addition to providing a comprehensive history of the college, the book brings its subjects to life with eighty full-color images from the Special Collections and University Archives, Rutgers University Libraries.

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 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.

Contemporary Catholic higher education finds itself at a crucial crossroad. The issues are many and complex. How is the Catholic character of the university to be preserved and fostered while avoiding secularization on the one hand and insular sectarianism on the other? Must a majority of the faculty in a college or department be Catholic? How is Catholic to be defined in terms of culture, belief, or practice? What is the level of commitment to intellectual inquiry and the possibility of dissent that must be present on a Catholic campus? These are some of the issues that prompted Fr. Theodore M. Hesburgh, C.S.C., to write a position paper and invite 29 distinguished members of the faculty and administration at the University of Notre Dame to address as they strive to envision and create a great Catholic university. The contributors explore these issues from a wide variety of religious and academic perspectives, and although their backgrounds and fields of study differ widely, they agree on a number of points. First, a great Catholic university must begin by being a great university that is also Catholic. Second, the catholicity, or universality, of a Catholic university fosters the centrality of philosophy and particularly theology as legitimate intellectual concerns, especially as they challenge the disintegration and turmoil of our modern predicament. Finally, how a Catholic university is seen as a community of service is also examined in both its intellectual and practical applications. Throughout, these essays describe a university community where reason and faith intersect and reinforce each other as they grapple with all the problems that face the transmission and growth ofknowledge and the multiplication of new and complex moral problems.

Tracing the development of the University of Exeter over the six decades since it was granted its royal charter in 1955, this book tells the history of the institution and its community. Jeremy Black draws on a wide range of resources, from archival material to the personal recollections of staff and students. He records and analyses the story of the university as it engaged with the need to expand and evolve while responding to constant financial and political pressures. The book includes interviews with leading university figures, contributions from former students, and a postscript looking to the future. It charts the University of Exeter's changing place in the world of higher education. from the author's Preface ... 'In 2013-14, I wrote The City on the Hill: A Life of the University of Exeter, which was published in 2015 as part of the university's Diamond Jubilee. That extensively illustrated and very heavy book is a worthy memorial. This is a different book: it draws on some additional research, while the opportunity to rewrite the study, and bring it up to date has proved welcome. The work has been greatly eased by the great friendship and wonderful co-operation I have encountered. Staff and students, past and present, have given much time, to pass on information and opinion, to answer questions, and to read and comment on drafts.'

In 1916, Columbia University established the School of Dentistry (now known as the College of Dental Medicine). In 1917, the university merged the school with the newly acquired New York Post-graduate School of Dentistry and New York School of Dental Hygiene. To those working in the health sciences, the move was a powerful signal of a field on the rise. It recognized dental medicine as a key component of individual and social well-being and initiated a monumental era in medical innovation and progressive public health outcomes. This hundred-year history shares the turbulent story of dentistry, a medical field in the making. It recounts the institutional battles and research controversies that set the terms for the development and practice of dentistry. The assimilation of the dental school into the university system was not smooth. Rivalries played out in public and in private; traditionalists fought the inclusion of a young and evolving medical approach. Once the school found its footing, the College of Dental Medicine developed rapidly, and by the end of the twentieth century, had successfully launched a series of global outreach programs that immeasurably helped impoverished and underserved communities worldwide. The school's work now includes transitioning the field into the digital age and effecting even greater change in the lives of those without access to high-quality dental care. Featuring fascinating biographical details of the school's major teachers, administrators, and graduates, this book secures the reputation of Columbia University's College of Dental Medicine as a global leader in advancing the public good.

This, the first in the series, is also the first volume on the medieval University as a whole to be published in over a century. It provides a synthesis of the intellectual, social, political and religious life of the early University, and gives serious attention to the development of classroom studies and how they changed with the coming of the Renaissance and the Reformation. Following the first stirrings of the University in the thirteenth century, the evolution of the University is traced from the original Corporation of masters and Scholars through the early development of the colleges. The second half of the book focuses on the century from the 1440s to 1540s, which saw the flowering of the University under Tudor patronage. In the decades preceding the Reformation many colleges were founded, the teaching structures reorganised and the curriculum made more humanistic. The place of Cambridge at the forefront of northern European universities was eventually assured when Henry VIII founded Trinity College in 1546, in the face of changes and difficulties experienced during the course of the Reformation.

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.

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.

All those involved in Higher Education are under pressure to familiarise themselves with the newest developments in Information Technology, and to understand the ways in which they can make use of these resources. The purpose of this book is to help academics from all disciplines to take full advantage of IT. Anticipating a future in which distance learning and virtual reality tutoring systems play a central role in university teaching, Roy Rada provides guidelines for making use of such technological opportunities. The chapters cover: * distance learning for individual students * groups in classrooms - focusing on interactive technology * the university as a whole * emerging market forces in Higher Education and training for industry Unlike competing books that focus on specific aspects of the subject, Understanding Virtual Universities combines managerial, social and technical issues, to provide a comprehensive approach to Information Technology for Higher Education.

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."

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.

Throughout the industrialized world, universities have undergone remarkable changes since the mid-1980s. The Enterprise University in Australia is the first systematic study of the Australian system since the momentous Dawkins reforms ten years ago. Grounded in case studies of seventeen Australian universities, the authors contend that the modern university can be understood as an "enterprise university," characterized by corporate-style executive leadership.

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.

The founding articles of the University of Chicago contained what was for the era a shocking declaration: "To provide, impart, and furnish opportunities for all departments of higher education to persons of both sexes on equal terms." In a time when many still scoffed at educating women, the university was firmly co-ed from the very start. One of its first hires was Marion Talbot. Ready for the adventure of a lifetime, she set her sights on Chicago at a time when the city was still considered all but the Wild West. Talbot eventually became the University of Chicago's first Dean of Women, influencing a generation of female students. Originally published in 1936, More than Lore is a unique firsthand account of the early days of the university, capturing the excitement and travails of life on an academic frontier. Talbot shares gossip from the faculty lounge, relays student antics in the dorms, and tells stories from the living rooms of Hyde Park. It's also a fascinating look at life as an early twentieth-century college woman, with scandals over improper party invitations and underground sororities, petitions calling for more female professors, and campaigns to have students be known as "university women" instead of "college girls." With Talbot as our guide, we reenter a lost world where simply to be a woman was to be a pioneer and where the foundations of the modern undergrad experience were being established.

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

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.

Cyberbullying is a problem that is being increasingly investigated by researchers, however, much of the cyberbullying research literature to date has focused on children and youth. Cyberbullying at University in International Contexts fills the gap in the research literature by examining the nature, extent, impacts, proposed solutions, and policy and practice considerations of bullying in the cyber-world at post-secondary institutions, where reports of serious cyberbullying incidents have become more prevalent. This book brings together cutting-edge research from around the world to examine the issue of cyberbullying through a multi-disciplinary lens, offering an array of approaches, interpretations, and solutions. It is not solely focused on cyberbullying by and against students, but also includes cyberbullying by and against faculty members, and permutations involving both students and faculty, as well as institutional staff, presenting perspectives from students, practitioners and senior university policy makers. It draws on research from education, criminology, psychology, sociology, communications, law, health sciences, social work, humanities, labour studies and is valuable reading for graduate students in these fields. It is also essential reading for policymakers, practitioners and University administrators who recognize their responsibility to provide a healthy workplace for their staff, as well as a safe and respectful environment for their students.

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.

This book is an account of the origins and development of Cardiff's and Wales's medical school during the first four decades of its controversial existence. A contribution not only to the history of medical education in the United Kingdom, but also to the often acrimonious history between the University of Wales and Cardiff College, this volume addresses the evolving relationship between medical schools and teaching hospitals, the uniquely negative relationship between the Cardiff Royal Infirmary and the medical school during the 1920s, and the development of clinical practice within the Cardiff school, among other topics.

Achieve all your goals for university - whatever they are! How to Succeed at University provides straightforward, practical advice for anyone experiencing university life. Introducing the personal, academic and life skills you need to succeed - both at university and in today's competitive job market - you'll find help with managing your time and budget, and guidance on a range of study skills including skills for research and examination success. You'll also learn how to identify and develop key transferable skills that will stay with you throughout your professional life. Discover how to: Improve your employability prospects and give yourself the advantage in the job market Benefit from other students' experience, with top tips and insider advice on succeeding in your studies Explore the uses of digital technologies in learning and assessment Use what you learn right away, with handy downloadable checklists and worksheets. Pragmatic, up-front and sympathetic, this is an essential companion for all undergraduate students, as well as anyone preparing for study at university. The Student Success series are essential guides for students of all levels. From how to think critically and write great essays to planning your dream career, the Student Success series helps you study smarter and get the best from your time at university. Visit the SAGE Study Skills hub for tips and resources for study success!

Perfect for graduate students as well as behavioral and social scientists who supervise and conduct research! In the fully updated Fourth Edition of their best-selling guide, Surviving Your Dissertation, Kjell Erik Rudestam and Rae R. Newton answer questions concerning every stage of the dissertation process, including selecting a suitable topic, conducting a literature review, developing a research question, understanding the role of theory, selecting an appropriate methodology and research design, analyzing data, and interpreting and presenting results. In addition, this must-have guide covers topics that other dissertation guides often miss, such as the many types of quantitative and qualitative research models available, the principles of good scholarly writing, how to work with committees, how to meet IRB and ethical standards, and how to overcome task and emotional blocks. With plenty of current examples, the new edition features an expanded discussion of online research, data collection and analysis, and the use of data archives, as well as expanded coverage of qualitative methods and added information on mixed methods.

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.