Originally published in 1972, The University and British Industry examines the lively and controversial relationship between British industry and the university. The book looks at the impact of industry on the development of British universities from the 1850s to the 1970s, and with contribution from the universities to industry through scientific research and the supply of graduate skills. The book argues that the close involvement of the universities and industry has been one of the chief beneficial forces shaping the British universities movement in the last hundred years. It gives an account of the changes which took place within the universities to make them more suitable for industries purposes, describing for example the early rise of the English civic universities, strongly financed by, and closely supporting industry. The book also considers how, during the two world wars, industry became highly reliant on the universities for the war technology, and how, despite the depression between the wars, university research and graduate employment embraced the widening opportunities of the new industries. The book also discusses the expansion of the university in the sixties and points out that industrial motives have merged with those of social justice, posing dilemmas for present and future relations between universities and industry.

What explains the peculiar trajectory of the university and liberal education in India? Can we understand the crisis in the university in terms of the idea of education underlying it? This book explores these vital questions and traces the intellectual history of the idea of education and the cluster of concepts associated with it. It probes into the cultural roots of liberal education and seeks to understand its scope, effects and limits when transplanted into the Indian context. With an extensive analysis of the philosophical writing on the idea of university and education in the West and colonial documents on education in India, the book reconstructs the ideas of Gandhi and Tagore on education and learning as a radical alternative to the inherited, European model. The author further reflects upon how we can successfully deepen liberal education in India as well as construct alternative models that will help us diversify higher learning for future generations. Lucid, extensive and of immediate interest, this book will be useful for scholars and researchers interested in the history and philosophy of education and culture, social epistemology, ethics, postcolonial studies, cultural studies and public policy.

Universities are important public institutions and are seen as key drivers for a country's economic and intellectual development. Their ability to deliver relevant research and education at the highest level have an impact on growth and progress in society, and governments attempt to control and govern the development of the universities. It is no longer left to the individual researcher or the institution to determine the role of the university. Universities have traditionally had a special role in society with a high degree of autonomy and independence. They have been described as a self-governing Republic of Science and their internal organization is characterized as "academic tribes". However, universities can also be viewed as institutions with somewhat similar characteristics as other public institutions with highly professionalized staff. Governing the Reformed University is a coherent volume based on a unique data set. The aim of the book is to quantitatively and qualitatively understand and explain how reforms and management instruments are implemented and how it influences different levels of the organization from the top management level to the employees within universities. It contributes to the knowledge of reform and reform impact in higher education. It also adds to our understanding of management and governance at universities and through which mechanisms management works at universities. This book builds on and adds to the knowledge of studies of reform and governance at universities. The data used in the book consists of a number of data sets and is collected as part of a comprehensive research project. Academics and policy makers alike in the fields of public administration, public management, public policy, educational studies and accountancy will find this of high interest.

Drawing on an extensive array of sources – written, oral and visual – this richly illustrated volume provides a rounded social, intellectual, educational, cultural and political history of one of Africa’s foremost universities during the first phase of apartheid.

It puts a spotlight on its leaders, lecturers and learners, but its wide focus takes in many other dimensions of this heterogeneous institution’s history too – teaching and research, social, cultural and sporting life and its chequered relationship with the apartheid state, ranging from formal opposition and protest and students’ growing defiance culminating in the sit-in of 1968, to ambivalence and willing collaboration. All of these it weaves together into a many-sided whole to produce an elegant, accessible and nuanced study of the operation of UCT as apartheid began to be imposed on South Africa.

Howard Phillips gives us a pioneering and definitive history of the period. And one which will occupy pride of place on the bookshelves of the academics and the thousands of alumni who helped shape this history and the many ordinary Capetonians touched by Varsity.

Entrepreneurship education is expanding rapidly around the world with growth evident in terms of the number of courses, endowed chairs, and programs. Business schools have approached their participation in entrepreneurship education with a variety of pace, practice and policy. This authoritative collection is targeted towards business educators, educators interested in entrepreneurial approaches, and educational administrators. The volume's main aims are to provide the groundwork for any organized discussion of entrepreneurship education; and to take stock of where we are in the educational field as a means of identifying the big questions, issues, and trends that will direct the future of the discipline. The book is organized around content and pedagogy and includes chapters from leading experts. Emerging themes include the underlying assumptions built into the field, the importance of the interdisciplinary approach, concern with who is teaching entrepreneurship, and a call to make the approach more global.

This volume seeks to identify and explore the dynamics of global forces on the development of higher education in Asia, in particular, how neoliberalism has affected reforms on university governance and management in the region. It includes a set of country-specific studies on how various countries have responded to the dominant neoliberal ideology at the systemic, institutional, and process levels. The focus is on the relationship between the state and the universities, which is usually reflected in the degree of autonomy and accountability allowed in a particular higher education system. The selected countries are Cambodia, China, Indonesia, India, Japan, Malaysia, Singapore, South Korea, and Thailand. Each case study examines the establishment of corporatised or autonomous universities in the country focusing on (i) the acts, reports, and/or policies that led to such a move as well as the rationales behind the move; (ii) the changes in the governance and organisational structure of the universities, highlighting the kinds of autonomy that the universities have; (iii) the new management strategies, techniques, and practices that have been introduced to the university including the internal and external quality assurance mechanisms, and (iv) some of the tensions, conflicts, and acts of resistance that may have emerged.

This edited collection illustrates the way in which women's experiences of academe could be both contextually diverse but historically and culturally similar. It looks at both the micro (individual women and universities) and macro-level (comparative analyses among regions and countries) within regional, national, trans-national, and international contexts. The contributors integrally advance knowledge about the university in history by exploring the intersections of the lived experiences of women students and professors, practices of co-education, and intellectual and academic cultures. They also raise important questions about the complementary and multidirectional flow and exchange of academic knowledge and information among gender groups across programmes, disciplines, and universities. Historical inquiry and interpretation serve as efficacious ways with which to understand contemporary events and discourses in higher education, and more broadly in community and society. This book will provide important historical contexts for current debates about the numerical dominance and significance of women in higher education, and the tensions embedded in the gendering of specific academic programs and disciplines, and university policies, missions, and mandates.

This volume looks at the role of universities in the National Innovation Systems in economies of the Asia Pacific. It examines the tremendous growth of human and knowledge capital made possible by teaching and research excellence in major universities, along with how universities are being re-positioned as frontiers of innovation in the National Systems of Innovation. The chapters assess the impact of globalisation and innovation together with the emergence of 'new' knowledge sites extended to the Asia Pacific region. With contributions by experts and academics and key case studies, this book will be useful to scholars and researchers in higher education, development studies, public policy, economics, business and resource management, Asian studies as well as policymakers.

Teaching Innovations in Economics presents findings from the Teaching Innovations Program (TIP) funded by the National Science Foundation. The six-year project engaged economics professors in the use of interactive teaching in undergraduate economics courses. Each chapter offers an insightful explanation of an innovative teaching strategy and provides a description and examples of its effective use in undergraduate economics courses. The book?s conclusion assesses the results from an evaluation of the program that reports detailed findings on how TIP fundamentals have contributed to faculty development and successful outcomes. The first three chapters of the book describe the results of TIP?s three phases: (1) workshops on teaching for college and university economics instructors that introduced them to a variety of interactive teaching strategies; (2) follow-on instructional modules that provided mentoring from interactive strategy experts and gave participants an opportunity to adapt and apply these strategies to their undergraduate economics courses; and (3) opportunities to contribute to the scholarship of teaching and learning in economics, which involves sharing and discussing teaching innovations with other faculty members in presentations, papers, and other forums. The chapters following describe the seven interactive strategies featured in the project: cooperative learning, classroom experiments, interpretive discussion, formative assessment, context-rich problem solving, teaching with cases, and active learning in large-enrollment courses. These seven chapters were each written by a team of four economists, consisting of a strategy expert and three TIP participants who used the teaching strategy in their classrooms with students. Written by economists and for economists, this is a valuable resource for all undergraduate economics instructors who seek to enrich their teaching and engage their students in employing economics theory and practice in the classroom and beyond.

This new book tells the story of the rise and fall of Fu Ren University (1925-1952) and provides an analysis of a key Catholic higher education institution in China.

Drawing on neo-institutionalist and social movement approaches, this book analyses the impact that recent student mobilizations have brought about within Italian and English universities in terms of student services, curriculum organization, and governance structures. Arguing that the university context is central to explaining the variety and diversity of this impact, the author examines the effects of the type of governance on the strategies and tactics of the students and the responses of the challenged, considering the differences that exist between Italy, where universities are largely run by academics, and England, where universities tend to be governed by academic managers.

Student Plagiarism in Higher Education is a crucial read for any university teacher concerned about plagiarism. It provides the tools and information needed to assess this often complex international phenomenon constructively and effectively from a variety of angles, and provides a framework for further discussion and research. Each chapter poses a question about an essential aspect of plagiarism and examines the central theoretical, ethical and technical questions which surround it. Providing a unique perspective on the topic of academic plagiarism, this book: addresses questions which are vexing in teaching practice, but for which ready answers are not available in professional skills development materials; relates plagiarism to wider issues of learning and intellectual development; collates the thinking of international leading experts on the topic of plagiarism from different areas of the academy. Student Plagiarism in Higher Education provides an excellent insight which thoroughly interrogates all aspects of the plagiarism argument. Theoretically based and carefully considered contributions from international experts ensure that this volume is an invaluable asset to anyone wishing to read more, learn more and think more about plagiarism.

Originally published in 1972, The University and British Industry examines the lively and controversial relationship between British industry and the university. The book looks at the impact of industry on the development of British universities from the 1850s to the 1970s, and with contribution from the universities to industry through scientific research and the supply of graduate skills. The book argues that the close involvement of the universities and industry has been one of the chief beneficial forces shaping the British universities movement in the last hundred years. It gives an account of the changes which took place within the universities to make them more suitable for industries purposes, describing for example the early rise of the English civic universities, strongly financed by, and closely supporting industry. The book also considers how, during the two world wars, industry became highly reliant on the universities for the war technology, and how, despite the depression between the wars, university research and graduate employment embraced the widening opportunities of the new industries. The book also discusses the expansion of the university in the sixties and points out that industrial motives have merged with those of social justice, posing dilemmas for present and future relations between universities and industry.

Originally published in 2002, State Governments and Research Universities focuses on differences in unrestricted state appropriations for Carnegie Public Research I Universities during the 1990s. Through statistical analyses and case studies, a framework is developed that illuminates the impact of higher education governance, institutional characteristics, and economic, demographic, political, and cultural factors as critical elements determining levels of state appropriations for public research universities. The framework is strengthened through an application of organization theories from rational, political, and cultural perspectives. Among its most valuable contributions, the study places empirical evidence behind the assertion that future state support for research universities will be contingent on an institution's ability to demonstrate its service to the state.

Originally published in 1989, Universities, Education and the National Economy looks at changes in the structure of British industry, which have brought into question the traditional role of universities in the economy. The emphasis on high technology in many emerging industries has prompted a closer relationship between science-based industries and the science departments of many leading universities. However, such co-operation is not always so apparent, and the emphasis in many universities on the wider aspects of education at the expense of a straightforward vocationalism remains a stumbling block. This book makes it clear however that it is not just a case of academic idealism vying with industrial philistinism. These essays, each of them by a leading figure in the world of higher education, emphasize the complexity of the relationship between the universities and economy. The authors discuss how difficult it has been to establish and effective dialogue between the educational and economic spheres and to decide what exactly it is that the latter requires of the former. The successes that have been achieved to date are highlighted and the problems that remain are analysed.

What explains the peculiar trajectory of the university and liberal education in India? Can we understand the crisis in the university in terms of the idea of education underlying it? This book explores these vital questions and traces the intellectual history of the idea of education and the cluster of concepts associated with it. It probes into the cultural roots of liberal education and seeks to understand its scope, effects and limits when transplanted into the Indian context. With an extensive analysis of the philosophical writing on the idea of university and education in the West and colonial documents on education in India, the book reconstructs the ideas of Gandhi and Tagore on education and learning as a radical alternative to the inherited, European model. The author further reflects upon how we can successfully deepen liberal education in India as well as construct alternative models that will help us diversify higher learning for future generations. Lucid, extensive and of immediate interest, this book will be useful for scholars and researchers interested in the history and philosophy of education and culture, social epistemology, ethics, postcolonial studies, cultural studies and public policy.

Over the last several decades there has been a growing interest in the relationship between entrepreneurship and university-industry collaboration, namely how such cooperation can benefit entrepreneurship development at individual, national, and regional levels. While there are several refereed journal articles on different aspects of university-industry cooperation, most studies dwell primarily on instruments such as spin-offs, incubators and graduate entrepreneurs. This collection offers the first book-length compendium of international comparative perspectives on university-industry cooperation. Entrepreneurship and Knowledge Exchange explores insights from a wide variety of countries of relevance to researchers as well as policy and decision makers, especially those working in developing economies. Seminal contributions from top academics in the field, such as Alan Gibb, Peter Scott, and Mary Walshok, are included. The issues of knowledge transfer, entrepreneurship, and regional/national economic regeneration have inspired countless programs and initiatives at national and regional levels, and the chapters in this book examine these initiatives, providing both a reference work and a record of practical experience.

This title, first published in 1975, analyses the ways in which developments in Victorian universities have shaped both the structure and the assumptions of British higher education in the twentieth century. No period of British higher education has been more full of change nor so rooted in fundamental debate than the second half of the nineteenth century. Its lasting impact makes it crucial for an understanding both of this period of Victorian social history and of the contemporary system of higher education in Britain. This title will be of interest to students of history and education.

This book, first published in 1988, examines the origins, purposes and functioning of the civic universities founded in the second half of the nineteenth century and discusses their significance within both local and wider communities. It argues that the civic universities - and those of the northern industrial cities in particular - were among the most notable expressions of the civic culture of Victorian Britain and both a source and a reflection of the professional and expert society which was growing to maturity in that time and place. This title will be of interest to students of history and education.

Focused on the writing process, A Guide to Supervising Non-native English Writers of Theses and Dissertations presents approaches that can be employed by supervisors to help address the writing issues or difficulties that may emerge during the provisional and confirmation phases of the thesis/dissertation journey. Pre-writing advice and post-writing feedback that can be given to students are explained and illustrated. A growing number of students who are non-native speakers of English are enrolled in Masters and PhD programmes at universities across the world where English is the language of communication. These students often encounter difficulties when writing a thesis or dissertation in English - primarily, understanding the requirements and expectations of the new academic context and the conventions of academic writing. Designed for easy use by supervisors, this concise guide focuses specifically on the relationship between reading for and preparing to write the various part-genres or chapters; the creation of argument; making and evaluating claims, judgements and conclusions; writing coherent and cohesive text; meeting the generic and discipline-specific writing conventions; designing conference abstracts and PowerPoint presentations; and writing journal articles.

This volume looks at the role of universities in the National Innovation Systems in economies of the Asia Pacific. It examines the tremendous growth of human and knowledge capital made possible by teaching and research excellence in major universities, along with how universities are being re-positioned as frontiers of innovation in the National Systems of Innovation. The chapters assess the impact of globalisation and innovation together with the emergence of 'new' knowledge sites extended to the Asia Pacific region. With contributions by experts and academics and key case studies, this book will be useful to scholars and researchers in higher education, development studies, public policy, economics, business and resource management, Asian studies as well as policymakers.

Growing student numbers, increased student expectations, new approaches to learning, and fast-paced technological advances all contribute to the need for universities to take a more strategic approach to their buildings, including formal and informal learning spaces. Exploring Informal Learning Space in the University addresses the issue of informal learning space from the perspectives of a comprehensive range of stakeholders, including students, academics, facilities managers, university managers, IT managers, architects, interior designers, and librarians. With contributions from a range of experts, practitioners and academics around the world, this book uses a combination of case studies and theoretical discussion to explore the rationale and theory of informal learning space alongside the practicalities of its planning, development and utilization. The volume is at once ambitious and pragmatic, combining innovative thinking with a firm awareness of practicalities, including the varied constraints faced by universities and the need to work in tandem with broader strategies. Advocating broad collaboration at both planning and delivery stage, the result is essential reading for anyone involved in the delivery of learning space provision - from architects and designers, to university managers and strategists. It will also be of particular interest to academics, researchers and postgraduate students engaged in the study of library & information science or higher education policy and strategy.

For several decades internationalisation has been a cornerstone of both Japanese government higher education policy and approaches to reform at an institutional level, but Japan has still not managed to lose its reputation as a somewhat reclusive member of the global academic community. Consensus on the potential of internationalisation to reinvigorate Japanese higher education is matched by the depth of recognition that universities have, to date, failed to internationalise successfully. This book offers a new approach to Japan's internationalisation conundrum by proceeding from the 'inside out'. It presents an extended case study one university organisation that has been changed through its adoption of a radical program of internationalisation. Through this case study Jeremy Breaden identifies patterns by which internationalisation is situated in administrative discourse and individual action, and determines how these patterns in turn shape organisational practice. The result is a multi-dimensional narrative of organisational change that advances our understanding of both the dynamics of university reform and the concept of internationalisation, one of the most durable yet contentious themes in the study of contemporary Japanese society. With detailed analysis and an in-depth case study, this book will be of interest to students and scholars of Japanese studies, sociology and anthropology. It will also prove valuable to professionals and policy makers working in higher education, both in Japan and around the world.

Since the mid-1970s, a series of international declarations that link environment and sustainable development to all aspects of higher learning have been endorsed and signed by universities around the world. Although university involvement in sustainable-development research and outreach has increased substantially, systematic learning from higher-education engagements has been limited. Universities and the Sustainable Development Future offers institutions of higher learning around the world practical guidelines that can be applied contextually to produce credible evidence regarding the outcome and impact of their teaching, research, and transnational-partnering activities. Drawing on innovative applications of lessons from experience with international-development cooperation, this book demonstrates the utility of a flexible framework that will inspire substantial improvements in the ways universities evaluate and improve their sustainable-development undertakings aimed at promoting Agenda 2030. This book promotes an inclusive evaluation framework that will allow universities to illuminate sustainable-development outcomes, and it provides a cutting-edge resource for students, scholars, and policy makers with an interest in sustainable development, climate change, and evaluation challenges.

Since the mid-1970s, a series of international declarations that link environment and sustainable development to all aspects of higher learning have been endorsed and signed by universities around the world. Although university involvement in sustainable-development research and outreach has increased substantially, systematic learning from higher-education engagements has been limited. Universities and the Sustainable Development Future offers institutions of higher learning around the world practical guidelines that can be applied contextually to produce credible evidence regarding the outcome and impact of their teaching, research, and transnational-partnering activities. Drawing on innovative applications of lessons from experience with international-development cooperation, this book demonstrates the utility of a flexible framework that will inspire substantial improvements in the ways universities evaluate and improve their sustainable-development undertakings aimed at promoting Agenda 2030. This book promotes an inclusive evaluation framework that will allow universities to illuminate sustainable-development outcomes, and it provides a cutting-edge resource for students, scholars, and policy makers with an interest in sustainable development, climate change, and evaluation challenges.