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.

Beginning with his installation as chancellor on University Day, 2000, James Moeser started each academic year with a major address in which he outlined his envisioned agenda for the year ahead. In retrospect, these addresses can be read as guideposts to mark the history of Carolina's first decade of the twenty-first century, a period of great progress. A common thread running through all of these addresses is a call for excellence-that Carolina should be America's leading public university with a commitment to public engagement and social justice and that Carolina should be both great and good. Moeser did not shy away from controversy in these addresses, stoutly defending academic and First Amendment freedoms. The book concludes with two addresses given after his term in office, one that offers an overview of his administration, and a second, his brief remarks at the unveiling of his portrait, which is reproduced on the cover of this book.

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.

In many countries across the world, the demographic compositions of universities have changed with the increasing numbers of international students. According to the OECD (2014) in 2012 there were 4.5 million students studying at universities in countries other than the ones in which they had been born. It was more than double the number in 2000. International student mobility is a result of globalisation and the internationalisation of higher education. This book reviews these developments as they relate to Africa. It examines the changing social relations of diversity of postgraduate South African and international students living together in residence at the University of Pretoria. It is an instrumental, qualitative case study based on content analyses of semi-structured interviews with more than 90 students. There is a dearth of such studies in African higher education. The academic literatures have concentrated on educational change at national, continental and global levels. It is unknown what is happening on the ground, from the point of view of the daily experiences and perceptions of local and international students. This research project draws on community studies to analyse the sociology of three residences at the University of Pretoria, at which most of the postgraduate international students live with their South African peers. The majority of the international students come from other African countries. This community, across the three sites, is analysed in relation to the intersectionality of race, socio-economic class, gender and sexuality and, especially, nationality. These social relations embedded within the residence-community constitute a fundamental characteristic of globalisation: The inter-relationship between the nation state (nationality) and the international developments (globalisation and internationalisation) that have undermined the nation states independence and autonomy. The problem is viewed at the cultural coalface at one university community, rather than systemically and structurally from the top. Put another way, students constantly engage with representations of where they come from and the global realities they encounter at the university. This is illustrated in analyses of the intersectionality of diversity relations. The author shows the range, complexities and specificities of diversity and its changing social dynamics. It is hoped that such studies can be compared with others in international education in Africa, the global South and the developed world.

By examining the lives and social dynamics of Jewish university students, Pickus shows how German Jews rearranged their self-images and redefined what it meant to be Jewish.

Many scholars have endured the struggle against rising anti-Israel sentiments on college and university campuses worldwide. This volume of personal essays documents and analyzes the deleterious impact of the Boycott, Divestment, and Sanctions (BDS) movement on the most cherished Western institutions. These essays illustrate how anti-Israelism corrodes the academy and its treasured ideals of free speech, civility, respectful discourse, and open research. Nearly every chapter attests to the blurred distinction between anti-Israelism and antisemitism, as well as to hostile learning climates where many Jewish students, staff, and faculty feel increasingly unwelcome and unsafe. Anti-Zionism on Campus provides a testament to the specific ways anti-Israelism manifests on campuses and considers how this chilling and disturbing trend can be combatted.

This book presents the organisational maturity of research management at a university in the city of Bogota, Colombia, through some of the components of the CPMMV5, CMMI and PMBOKv5 models of the Project Management Institute (PMI). With the participation of management, administrators (managers of processes), teachers and students of the university utilise the maturity box organised via the evaluation instruments (questionnaires) applied to these estates with their respective knowledge base across the DOFA matrix. In addition, some of the university's own practices were created to support the good practices already presented in the PMBOK guide. The results obtained are a part of the progress concerning the first stage of the GEINVE v2.0 project, which is aimed at achieving the design and construction of a comprehensive model for investigative management at the Colombian university. In this first stage, the theme is presented in four chapters from the authors research focus on the epistemology of the project, its methodology, results and final discussions. In the last chapter, the authors make some recommendations for an improvement plan directed towards the university and focused on the mission units to the strategic units of the university. In the end, the conclusions and bibliographical references are presented, which support some positions of authors and studies taken as a basis for the development of the project.

Like pearls threaded one-by-one to form a necklace, five women successively nurtured students on the Purdue University campus in America's heartland from the 1930s to the 1990s. Individually, each became a legendary dean of women or dean of students. Collectively, they wove a sisterhood of mutual support in their common-sometimes thwarted-pursuit of shared human rights and equality. Dorothy C. Stratton, Helen B. Schleman, M. Beverley Stone, Barbara I. Cook, and Betty M. Nelson opened new avenues for women and became conduits for change, fostering opportunities for all people. They were loved by students and revered by colleagues. The women also were respected throughout the United States as founding leaders of the Coast Guard Women's Reserve (SPARs), frontrunners in the National Association of Women Deans and Counselors, and as pivotal members of presidential committees in the Kennedy and Nixon administrations. While it is focused on changing attitudes on one college campus, The Deans' Bible sheds light on cultural change in America as a whole, exploring how each of the deans participated nationally in the quest for equality. The story rolls through the "picture-perfect," suppressive 1950s, the awakening 1960s, women's liberation, Title IX, 1980s AIDS and alcohol epidemics, the changing mores for the disabled, and ends in the twenty-first century. As each woman succeeded the other, forming a five-dean friendship, they knitted their bond with a secret symbol-a Bible. Originally possessed by Purdue's first part-time Dean of Women Carolyn Shoemaker, the Bible was handed down from dean to dean with favorite passages marked. The lowercased word "bible" is often used in connection with reference works or "guidebooks." The Deans' Bible serves as a guidebook, brimming with stories of courageous women who led by example and lived their convictions.

This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. Who gets into elite universities, how and why? What are places like Harvard in the United States or Cambridge in England looking for when they admit undergraduate students? What qualities do selectors value and how do they decide between many applicants with often stellar attainment records? And, are we all better off because of who these elite universities admit? Meritocracy and the University provides an insight into the world of university admissions. Based on interviews with professional admissions staff and academic faculty members who select students, the book explains what selectors value and how they make decisions. By shining a light on the world of university admissions in England and in the United States, readers are invited to reflect on the similarities and differences in who selects and how selection is done, the purpose and mission of universities, and the challenges universities face in building fair admissions processes when earlier opportunities to shine in education are unequally distributed.

The former Purdue Power Plant (HPN) with its iconic smoke stack and the attached Engineering Administration Building (ENAD) at the very heart of campus played important roles for most of the twentieth century. To many Purdue students and alumni, the smoke stack not only symbolized the emphasis at Purdue on technology but also provided a visible marker for the Purdue campus. The smoke stack was lovingly referred to by many as "Purdue's finger to the world." Amid controversy, the smoke stack was demolished in the early 1990s when the Purdue Clock Tower was constructed to locate the campus on the landscape. A Purdue Icon: Creation, Life, and Legacy is an edited volume that speaks to the history of the Power Plant, from the initial need for increased power and heat to meet a growing campus demand and its Romanesque architecture that allowed it to fit contextually on the campus, to the people who worked to bring heat and power to the campus by keeping the boilers up and the students who experienced the principles and applications of mechanical engineering through active learning. This book tells the story of the transition to alternative power and heat sources at the University, the decommissioning of the Power Plant, the controversy about what was to be done with this important site at the heart of the campus, and the challenges associated with the Power Plant's potential reuse or demolition. The unique problems faced with demolishing a contaminated building in the middle of a major research university campus are insightfully explored before introducing the Thomas S. and Harvey D. Wilmeth Active Learning Center-a potential new Purdue icon.

It has long been assumed that college admission should be a simple matter of sorting students according to merit, with the best heading off to the Ivy League and highly ranked liberal arts colleges and the rest falling naturally into their rightful places. Admission to selective institutions, where extremely fine distinctions are made, is characterized by heated public debates about whether standardized exams, high school transcripts, essays, recommendation letters, or interviews best indicate which prospective students are "worthy."And then there is college for everyone else. But what goes into less-selective college admissions in an era when everyone feels compelled to go, regardless of preparation or life goals? "Ravenwood College," where Alex Posecznick spent a year doing ethnographic research, was a small, private, nonprofit institution dedicated to social justice and serving traditionally underprepared students from underrepresented minority groups. To survive in the higher education marketplace, the college had to operate like a business and negotiate complex categories of merit while painting a hopeful picture of the future for its applicants. Selling Hope and College is a snapshot of a particular type of institution as it goes about the business of producing itself and justifying its place in the market. Admissions staff members were burdened by low enrollments and worked tirelessly to fill empty seats, even as they held on to the institution's special spirit. Posecznick documents what it takes to keep a "mediocre" institution open and running, and the struggles, tensions, and battles that members of the community tangle with daily as they carefully walk the line between empowering marginalized students and exploiting them.

Despite the growing number ofAsian American and Latino/a law students, many panethnic students still feel as if they do not belong in this elite microcosm, which reflects the racial inequalities in mainstream American society. While in law school, these students-often from immigrant families, and often the first to go to college-have to fight against racialized and gendered stereotypes. In Incidental Racialization, Diana Pan rigorously explores how systemic inequalities are produced and sustained in law schools. Through interviews with more than 100 law students and participant observations at two law schools, Pan examines how racialization happens alongside professional socialization. She investigates how panethnic students negotiate their identities, race, and gender in an institutional context. She also considers how their lived experiences factor into their student organization association choices and career paths. Incidental Racialization sheds light on how race operates in a law school setting for both students of color and in the minds of white students. It also provides broader insights regarding racial inequalities in society in general.

It has long been assumed that college admission should be a simple matter of sorting students according to merit, with the best heading off to the Ivy League and highly ranked liberal arts colleges and the rest falling naturally into their rightful places. Admission to selective institutions, where extremely fine distinctions are made, is characterized by heated public debates about whether standardized exams, high school transcripts, essays, recommendation letters, or interviews best indicate which prospective students are "worthy."And then there is college for everyone else. But what goes into less-selective college admissions in an era when everyone feels compelled to go, regardless of preparation or life goals? "Ravenwood College," where Alex Posecznick spent a year doing ethnographic research, was a small, private, nonprofit institution dedicated to social justice and serving traditionally underprepared students from underrepresented minority groups. To survive in the higher education marketplace, the college had to operate like a business and negotiate complex categories of merit while painting a hopeful picture of the future for its applicants. Selling Hope and College is a snapshot of a particular type of institution as it goes about the business of producing itself and justifying its place in the market. Admissions staff members were burdened by low enrollments and worked tirelessly to fill empty seats, even as they held on to the institution's special spirit. Posecznick documents what it takes to keep a "mediocre" institution open and running, and the struggles, tensions, and battles that members of the community tangle with daily as they carefully walk the line between empowering marginalized students and exploiting them.

In the opening decades of the twentieth century, Germany was at the cutting edge of arts and humanities scholarship across Europe. However, when many of its key thinkers - leaders in their fields in classics, philosophy, archaeology, art history, and oriental studies - were forced to flee to England following the rise of the Nazi regime, Germany's loss became Oxford's gain. From the mid-1930s onwards, Oxford could accurately be described as an 'ark of knowledge' of western civilization: a place where ideas about art, culture, and history could be rescued, developed, and disseminated freely. The city's history as a place of refuge for scientists who were victims of Nazi oppression is by now familiar, but the story of its role as a sanctuary for cultural heritage, though no less important, has received much less attention. In this volume, the impact of Oxford as a shelter, a meeting point, and a centre of thought in the arts and humanities specifically is addressed, by looking both at those who sought refuge there and stayed, and those whose lives intersected with Oxford at crucial moments before and during the war. Although not every great refugee can be discussed in detail in this volume, this study offers an introduction to the unique conjunction of place, people, and time that shaped Western intellectual history, exploring how the meeting of minds enabled by libraries, publishing houses, and the University allowed Oxford's refugee scholars to have a profound and lasting impact on the development of British culture. Drawing on oral histories, previously unpublished letters, and archives, it illuminates and interweaves both personal and global histories to demonstrate how, for a short period during the war, Oxford brought together some of the greatest minds of the age to become the custodians of a great European civilization.

Practicing Transnationalism explores the challenges of teaching American studies in the Middle East during a time of tension and conflict between the United States and the region. In the first decade of the twenty-first century, American studies programs began to spread in the Middle East. During a time of rising anti-American sentiment, ten major programs were established in the region. What impulses propelled universities in the Middle East to establish these centers and programs? What motivated students to take courses and pursue degrees in American studies? In part, American studies programs developed as a way to "know the enemy," to better understand America's ubiquitous influence in foreign relations, technology, and culture; however, some programs grew because residents admired the ideals set forth as American, including democracy and free speech. Practicing Transnationalism investigates these issues and others, using the experiences and research of the editors and contributors, who worked either directly in these programs or as adjunct to them. These scholars seek to understand what American power means to people in the Middle East. They examine the challenge of developing American studies programs in a transnational paradigm, striving to build programs that are separate from and critical of American imperialism without simply becoming anti-American. In the essays, the contributors provide context for how the field of American studies has grown and developed, and they offer views of cultural interactions and classroom situations, demonstrating the problems instructors faced and how they worked to address them.

Academic identity is continually being formed and reformed by the institutional, socio-cultural and political contexts within which academic practitioners operate. In Europe the impact of the 2008 economic crisis and its continuing aftermath accounts for many of these changes, but the diverse cultures and histories of different regions are also significant factors, influencing how institutions adapt and resist, and how identities are shaped. Academic Identities in Higher Education highlights the multiple influences acting upon academic practitioners and documents some of the ways in which they are positioning themselves in relation to these often competing pressures. At a time when higher education is undergoing huge structural and systemic change there is increasing uncertainty regarding the nature of academic identity. Traditional notions compete with new and emergent ones, which are still in the process of formation and articulation. Academic Identities in Higher Education explores this process of formation and articulation and addresses the question: what does it mean to be an academic in 21st century Europe?

In 1964, the Evansville College Purple Aces raced undefeated through the Indiana Collegiate Conference, posting a perfect 24-0 regular-season record and winning the College Division NCAA championship. The skeleton of this season exists in newspaper archives and in books that capture the on-court action, but the flesh and blood has never been written-until now. This is the story of Russell Grieger, a starting guard, and his observations, feelings, reactions, and struggles of that season. It provides a game-by-game look into the team, showcasing Grieger's teammates, Coach Arad McCutchan, and Evansville's love for the Aces. The Perfect Season is an insider's inspiring story of a team whose motto-"If you're going to go, go big time or don't go at all"-inspired them to achieve their dream.

For many undergraduate students heading to graduate school, the GRE is one of the many steps they will have to go through during their academic careers, aside from preparing graduate school applications, finishing up undergraduate requirements and applying for scholarships. The GRE is administered in different countries all around the world and many American and foreign universities rely on GRE scores to determine which student is granted acceptance in certain programs. The key to success, when it comes to the GRE, is thorough preparation and a good understanding of stress management techniques. This volume has been created with the busy student in mind, offering valuable insights on the GRE, what is stress, what causes it, how a students GRE performance gets affected by stress and tips and strategies on how to cope with it. It also includes two detailed ready-to-use study plans - one for 6-months and the other for those who have less time in hand i.e. 8-weeks. These plans can be directly put to use saving substantial planning time for the students.

Deanships in the world are often OTJ (On the job training) positions. Prior to this series, there was very little about this specific position and how to be innovative and successful on the job. This book is the second in the series of Management for Deans and includes advanced techniques employed by deans around the world to manage their boards, planning, donors, and careers. If you've been a dean or are considering this position, the series Management for Deans and Advanced Management for Deans will introduce you to the position and offer you many ideas from experienced deans around the world that can accelerate your success and help you avoid the pitfalls of OTJ.

The Black College and University Act defined a historically black college and university (HBCU) as one that existed before 1964 with a historic and contemporary mission of educating blacks while being open to all. An HBCU must either have earned accreditation from a nationally recognised accrediting agency or association or be making reasonable progress toward accreditation. The U.S. Commission on Civil Rights conducted a briefing on May 5, 2006, to assess the educational effectiveness of HBCUs. This book discusses HBCUs and examines why minority college students who begin their college studies intending to major in science, technology, engineering or math (STEM) leave these disciplines in disproportionate numbers before graduation.