Universities as Political Institutions explores the contested political spaces where universities reside in the crossroads of social, cultural, and economic pressures. Papers and keynotes from the 2017 Consortium of Higher Education Researchers (CHER) present various theoretical frameworks and methods to study universities as political institutions.

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.

The radical transformation that universities are undergoing today is no less far-reaching than the upheavals that it experienced in the 1960s. However today, when almost 50 per cent of young people participate in higher education, what occurs in universities matters directly to the whole of society. On both sides of the Atlantic curious and disturbing events on campuses has become a matter of concern not just for academics but also for the general public. What is one to make of the growing trend of banning speakers? What's the meaning of trigger warnings, cultural appropriation, micro-aggression or safe spaces? And why are some students going around arguing that academic freedom is no big deal? What's Happened To The University? offers an answer to the questions of why campus culture is undergoing such a dramatic transformation and why the term moral quarantine refers to the infantilising project of insulating students from offence and a variety of moral harms.

In a political climate that is skeptical of hard-to-measure outcomes, public funding for research universities is under threat. But if we scale back support for these institutions, we also cut off a key source of value creation in our economy and society. Research Universities and the Public Good offers a unique view of how universities work, what their purpose is, and why they are important. Countering recent arguments that we should "unbundle" or "disrupt" higher education, Jason Owen-Smith argues that research universities are valuable gems that deserve support. While they are complex and costly, their enduring value is threefold: they simultaneously act as sources of new knowledge, anchors for regional and national communities, and hubs that connect disparate parts of society. These distinctive features allow them, more than any other institution, to innovate in response to new problems and opportunities. Presenting numerous case studies that show how research universities play these three roles and why they matter, this book offers a fresh and stirring defense of the research university.

For the past number of years, academic entrepreneurship has become one of the most widely studied topics in the entrepreneurship literature. Yet, despite all the research that has been conducted to date, there has not been a systematic attempt to analyze critically the factors which lie behind successful business spin-offs from university research. In this book, a group of academic thought-leaders in the field of technology transfer examine a number of areas critical to the promotion of start-ups on campus. Through a series of case studies, they examine current policies, structures, program initiatives and practices of fourteen international universities to develop a theory of successful academic entrepreneurship, with the aim of helping other universities to enhance the quality of their university transfer programs. This book is a valuable resource for university research administrators, technology transfer office professionals, academic entrepreneurs, incubator management officials, R&D managers, venture capitalists, researchers, policymakers, and others involved in the commercialization of intellectual property.

"For examining the race difference in early college performance and achievement, "The Source of the River" is a very important book of well-designed and executed social science research. Massey and his colleagues are superb at presenting fresh evidence, and their analyses provide new insight into many of the established contributors to the relatively low early college performance and socialization of African American and Latino students compared to whites and Asian Americans attending the nation's elite colleges and universities. In addition to revealing the overwhelming and cumulative effect of cultural capital, "The Source of the River" is most effective in either refuting prevailing theories or challenging their generalizations about the race differences in student performance in American education generally and in colleges and universities in particular. "The Source of the River" should be very helpful to colleges and universities that are interested and actively engaged in pursuing higher performance and greater success for under-represented college students. It provides potent new content to include in the dialog and debate among students, faculty, parents, and policymakers about existing efforts for closing performance and achievement."--Michael T. Nettles, University of Michigan

"The American struggle over racial inequality is as much a struggle for understanding as it is a moral struggle. That understanding--in the area of higher education--has now been given a new foundation in this masterful book by Douglas Massey and his colleagues. Through a study of national scope, they have exposed many of the root causes of persistent racial inequalities in higher education. LikeBowen and Bok's "Shape of the River," it is a landmark book that, in my hopes, will launch a new era of both understanding and remedy."--Claude Steele, Stanford University

""The Source of the River" decodes the puzzle of minority underachievement via an authoritative and comprehensive examination of the social origins of black, white, Hispanic, and Asian freshmen admitted to selective colleges and universities. Massey, Charles, Lundy, and Fischer go beyond the conventional family background correlates of scholastic performance and demonstrate the profound and lasting impact of residential segregation on the life chances of black and Hispanic young people. Their argument and evidence is both compelling and convincing and will stand as a pillar on which future studies must build to understand the origins and persistence of educational stratification in the United States."--Marta Tienda, Princeton University

"This is a first-rate analytical study that takes full advantage of extensive empirical data describing the pre-college lives of a large panel of students who belong to different racial groups. To my knowledge, there is nothing else like it. Massey et al have begun to untangle the forces that shape the academic performance of students from various backgrounds and in this way to provide new insights than can guide more informed social policies."--William G. Bowen, President, The Andrew W. Mellon Foundation, President Emeritus, Princeton University, coauthor of "The Shape of The River" and "The Game of Life"

In 1795 the University of North Carolina at Chapel Hill became the first state university in the United States to open its doors to students. As the celebrated institution prepares to observe its bi-centennial, William Snider provides a rich chronicle of its history. Snider describes the signal events of the university's first two hundred years: the chartering and siting of a charming campus and village; the trying years of the Civil War and Reconstruction, during which the University closed its doors; the period of remarkable renewal in the late nineteenth and early twentieth centuries; the achievement of national and international stature in the 1920s and 1930s; the challenging 1960s; and the period of expansion and innovation in the late 1970s and 1980s. Throughout, Snider provides fine portraits of individuals prominent in the life of the university, from William R. Davie and Joseph Caldwell to Harry Woodburn Chase, Frank Porter Graham, and William C. Friday. His book evokes for all who have been part of the Chapel Hill community memories of their own associations with the campus and a sense of the greater history of the institution of which they were a part.

What criteria are used to assess the scholarly merit of a thesis?. What is the level of conceptualization that is expected in doctoral theses?. How can you prepare to defend your thesis? . What is the most effective route to achieving your doctorate?. . The starting point to achieving your doctorate is to appreciate how your thesis will be examined. The criteria that examiners use, the questions they ask in vivas and their reports provide templates against which theses are judged. So, why not start from this endpoint as you plan, undertake, write and defend your research?

. . This book focuses specifically on how you, as a doctoral candidate, can raise your level of thinking about your chosen topic. Doing so will improve the quality of your research and ultimately contribute to knowledge. It also explores the nature of conceptualization which is sought by examiners in theses. As a candidate, the book provides those essential characteristics of "doctorateness" that examiners expect to find in your thesis.

. . The book will also appeal to supervisors, examiners and those who conduct workshops for doctoral candidates and supervisors.

. . This practical book includes extracts from theses, examiner reports and cameo accounts from doctoral examiners, supervisors and candidates. It also contains numerous visual models that explain relationships and processes for you to apply and use in your doctoral journey.

. . Based upon contemporary practice, "Stepping Stones to Achieving your Doctorate" is an essential tool for doctoral candidates, supervisors and examiners.

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."

Focusing on the evolution of Northern Illinois University since 1965, the author highlights the process by which the university has accomplished its goals. He also introduces the key men and women who have helped make the university what it is today.

This one of a kind directory conveniently lists the contact information for chemical engineering faculty members, department heads, academic advisors, student organization advisors, and placement officers at over 450 Universities worldwide. The directory's easy-to-use format lists chemical engineers by university, and lists their areas of expertise. This comprehensive reference tool is unique and valuable in that there is no such directory available on chemical engineering.

Winner, 2019 Anna Julia Cooper and C.L.R. James Award, given by the National Council for Black Studies Finalist, 2019 Pauli Murray Book Prize in Black Intellectual History, given by the African American Intellectual History Society Winner, 2019 Outstanding Book Award, given by the History of Education Society The inspiring story of the black students, faculty, and administrators who forever changed America's leading educational institutions and paved the way for social justice and racial progress The eight elite institutions that comprise the Ivy League, sometimes known as the Ancient Eight-Harvard, Yale, Princeton, Penn, Columbia, Brown, Dartmouth, and Cornell-are American stalwarts that have profoundly influenced history and culture by producing the nation's and the world's leaders. The few black students who attended Ivy League schools in the decades following WWII not only went on to greatly influence black America and the nation in general, but unquestionably awakened these most traditional and selective of American spaces. In the twentieth century, black youth were in the vanguard of the black freedom movement and educational reform. Upending the Ivory Tower illuminates how the Black Power movement, which was borne out of an effort to edify the most disfranchised of the black masses, also took root in the hallowed halls of America's most esteemed institutions of higher education. Between the close of WWII and 1975, the civil rights and Black Power movements transformed the demographics and operation of the Ivy League on and off campus. As desegregators and racial pioneers, black students, staff, and faculty used their status in the black intelligentsia to enhance their predominantly white institutions while advancing black freedom. Although they were often marginalized because of their race and class, the newcomers altered educational policies and inserted blackness into the curricula and culture of the unabashedly exclusive and starkly white schools. This book attempts to complete the narrative of higher education history, while adding a much needed nuance to the history of the Black Power movement. It tells the stories of those students, professors, staff, and administrators who pushed for change at the risk of losing what privilege they had. Putting their status, and sometimes even their lives, in jeopardy, black activists negotiated, protested, and demonstrated to create opportunities for the generations that followed. The enrichments these change agents made endure in the diversity initiatives and activism surrounding issues of race that exist in the modern Ivy League. Upending the Ivory Tower not only informs the civil rights and Black Power movements of the postwar era but also provides critical context for the Black Lives Matter movement that is growing in the streets and on campuses throughout the country today. As higher education continues to be a catalyst for change, there is no one better to inform today's activists than those who transformed our country's past and paved the way for its future.

Writing high quality grant applications is easier when you know how research funding agencies work and how your proposal is treated in the decision-making process. The Research Funding Toolkit provides this knowledge and teaches you the necessary skills to write high quality grant applications. A complex set of factors determine whether research projects win grants. This handbook helps you understand these factors and then face and overcome your personal barriers to research grant success. The guidance also extends to real-world challenges of grant-writing, such as obtaining the right feedback, dealing effectively with your employer and partner institutions, and making multiple applications efficiently. There are many sources that will tell you what a fundable research grant application looks like. Very few help you learn the skills you need to write one. The Toolkit fills this gap with detailed advice on creating and testing applications that are readable, understandable and convincing.

If college is supposed to be the best time of our lives, why are so many students unhappy? What causes a well-adjusted and academically successful high school graduate to suddenly flounder when he reaches college? Why might she start to skip classes, binge on alcohol, or engage in unsatisfying hook-ups? Where does the anger and self-doubt come from, and why is it directed at loving parents or the student himself? Drawing on years of experience treating college-age youth, David Leibow, M.D. provides fresh, honest, and realistic answers to these and other important questions.

Instead of adventure, liberation, and a triumphant march into adulthood, many college students experience shame, regression, and social and academic failure. Yet by understanding themselves better and making reasonable changes, students can grow from these challenges and turn bad choices into wiser personal and educational decisions. Leibow focuses on issues common to college settings-anxiety and depression, drug and alcohol abuse, laziness and work avoidance, body-image problems, and unhealthy relationships-detailing coping strategies and professional resources that best respond to each crisis. His intimate knowledge of campus life and its unique challenges adds credibility and weight to his advice. Reorienting the expectations of parents and students while providing the tools for overcoming a variety of hurdles, Leibow shows how college can still become one of the best times of our lives.

If college is supposed to be the best time of our lives, why are so many students unhappy? What causes a well-adjusted and academically successful high school graduate to suddenly flounder when he reaches college? Why might she start to skip classes, binge on alcohol, or engage in unsatisfying hook-ups? Where does the anger and self-doubt come from, and why is it directed at loving parents or the student himself? Drawing on years of experience treating college-age youth, David Leibow, M.D. provides fresh, honest, and realistic answers to these and other important questions.

Instead of adventure, liberation, and a triumphant march into adulthood, many college students experience shame, regression, and social and academic failure. Yet by understanding themselves better and making reasonable changes, students can grow from these challenges and turn bad choices into wiser personal and educational decisions. Leibow focuses on issues common to college settings-anxiety and depression, drug and alcohol abuse, laziness and work avoidance, body-image problems, and unhealthy relationships-detailing coping strategies and professional resources that best respond to each crisis. His intimate knowledge of campus life and its unique challenges adds credibility and weight to his advice. Reorienting the expectations of parents and students while providing the tools for overcoming a variety of hurdles, Leibow shows how college can still become one of the best times of our lives.

In Following the Elephant, Bruno Nettl edits articles drawn from fifty years of the pioneering journal Ethnomusicology. The roster of acclaimed scholars hail from across generations, using other works in the collection as launching points for dialogues on the history and accomplishments of the field. Nettl divides the collection into three sections. In the first, authors survey ethnomusicology from perspectives that include thoughts on defining and conceptualizing the field and its concepts. The second section offers milestones in the literature that critique major works. The authors look at what separates ethnomusicology from other forms of music research and discuss foundational issues. The final section presents scholars considering ethnomusicology--including recent trends--from the perspective of specific, but abiding, strands of thought. Contributors: Charlotte J. Frisbie, Mieczylaw Kolinski, Gerhard Kubik, George List, Alan P. Merriam, Bruno Nettl, David Pruett, Adelaida Reyes, Timothy Rice, Jesse D. Ruskin, Kay Kaufman Shelemay, Gabriel Solis, Jeff Todd Titon, J. Lawrence Witzleben, and Deborah Wong

This issue of History of Universities, Volume XXXI / 2, contains the customary mix of learned articles and book reviews which makes this publication such an indispensable tool for the historian of higher education. The volume is, as always, a lively combination of original research and invaluable reference material.

Since its publication almost 150 years ago, The Idea of a University has had an extraordinary influence on the shaping and goals of higher education. The issues that John Henry Newman raised-the place of religion and moral values in the university setting, the competing claims of liberal and professional education, the character of the academic community, the cultural role of literature, the relation of religion and science-have provoked discussion from Newman's time to our own. This edition of The Idea of a University includes the full text of "University Teaching" and four selections from "University Subjects," together with five essays by leading scholars that explore the background and the present day relevance of Newman's themes. In the essays Martha Garland discusses the character and organization of the early nineteenth-century English universities upon which Newman based much of his vision; Frank M. Turner traces the impact of Newman's influence during the vast expansion of higher education since World War II; George Marsden investigates how the decreasing emphasis on religion has affected higher education; Sara Castro Klaren examines the implications of Newman's views on education and literature for current debates between proponents of a curriculum based on western civilization and one based on multiculturalism; and George Landow considers what the advent of electronic communication will mean to university teaching, research, and community. To aid accessibility, the edition also includes an analytical table of contents, a chronology and biographical sketch of Newman's life, questions for discussion, expanded notes, and a glossary of names, all of which will help make this the standard teaching text for Newman's work.

The cathedral church of Christ in Oxford - better known as Christ Church Cathedral - was established in 1546. It forms one half of Christ Church, the unique joint foundation of cathedral and university college created by King Henry VIII. Today's cathedral occupies the site of a monastery founded in the late seventh century by Frideswide, patron saint of Oxford and its university. In the early twelfth century it was re-founded as an Augustinian priory, and 400 years later it met its nemesis in Cardinal Thomas Wolsey, whose plan for an Oxford college grander than any other caused its dissolution. But when the cardinal fell from royal favour, the priory church was saved. The King's Cathedral is the first account of the convent, priory and cathedral for nearly a century. Judith Curthoys - author of two previous volumes on Christ Church - has drawn widely on scholarly research into the cathedral's archaeology, architecture and history for her fascinating and accessible new study of this historic building.

This is a collection of excerpts from the public addresses of Robert F. Goheen during his twelve years as President of Princeton University. The emphasis is on the people whose responsibility it is to promote and defend the principles underlying the modern American university-students, faculty, administrators, trustees, alumni. Several fundamental themes emerge the theme of individual responsibility, and the ever-present need to join rational intelligence with moral commitment, for example. Dr. Goheen sees the university as a continuing institution with long range goals, responding conservatively (in its best sense) to the human needs of the times. He seeks to define its institutional relationships in the context of the university's tasks in educ1tion and research, which must be understood and kept in balance if universities are to serve their functions effectively Originally published in 1969. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

Don't think about why you're applying. Select a topic for entirely strategic reasons. Choose the coolest supervisor. Write only to deadlines. Expect people to hold your hand. Become "that" student. When it comes to a masters or PhD program, most graduate students don't deliberately set out to fail. Yet, of the nearly 500,000 people who start a graduate program each year, up to half will never complete their degree. Books abound on acing the admissions process, but there is little on what to do once the acceptance letter arrives. Veteran graduate directors Kevin D. Haggerty and Aaron Doyle have set out to demystify the world of advanced education. Taking a wry, frank approach, they explain the common mistakes that can trip up a new graduate student and lay out practical advice about how to avoid the pitfalls. Along the way they relate stories from their decades of mentorship and even share some slip-ups from their own grad experiences. The litany of foul-ups is organized by theme and covers the grad school experience from beginning to end: selecting the university and program, interacting with advisors and fellow students, balancing personal and scholarly lives, navigating a thesis, and creating a life after academia. Although the tone is engagingly tongue-in-cheek, the lessons are crucial to anyone attending or contemplating grad school. 57 Ways to Screw Up in Grad School allows you to learn from others' mistakes rather than making them yourself.

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.

Since 1980, higher education access and endorsement have grown more dramatically in Asia than in any other area of the world. Both developed and developing nations are witnessing rapid expansion in the higher education sector. Nor is this progress entirely quantitative: a number of Asian universities are on a par with the finest institutions of higher education in the U.S. and Europe. Until now, however, there has been little historical analysis and virtually no comparative analysis of Asian higher education.

This volume offers a detailed comparative study of the emergence of the modern university in Asia, linking the historical development of universities in the region with contemporary realities and future challenges. The contributors describe higher education systems in eleven countries--Korea, China, Vietnam, Cambodia, Malaysia, Phillippines, Singapore, Indonesia, Thailand, India, and Japan--and explore similarities and differences through two comparative essays. Each case study includes a discussion of the nature and influence of both indigenous and European educational traditions; a detailed analysis of development patterns; and a close examination of such contemporary issues as population growth and access, cost, the role of private higher education, the research system, autonomy, and accountability.

Written by two leading practitioners, this comprehesive and practical guide to the law of higher education in the UK provides extensive analysis of the complex legal framework in which universities work and the remedies which may be sought in the event of disputes. The Law of Higher Education has been fully updated to take account of the many legislative changes which have come into force since the publication of the first edition in 2006. The impact of new charity law; changes in governance structures; developments in the law of employment; academic freedom issues; and the increasing presence of academies and other private Higher Education Institutions are all dealt with in detail, with reference to and analysis of the relevent case law throughout. Although focussing on UK laws, the new edition includes expanded material on the international context, which has become particularly important as institutions are increasingly involved in international exchanges and collaborations, as well as being subject to the increasing globalisation of higher education. The text is linked to the updating service on the Oxford Centre for Higher Education Policy Studies website, ensuring that readers are kept up-to-date with developments, even after publication.

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.