This book presents detailed criticisms of existing systems for organising research, and outlines a new approach based on different principles. Part 1 criticizes the research assessment exercise (RAE) which has been used in the UK from 1986 to 2008. It is argued that the RAE is both very costly, and likely to reduce the quality of research produced. The UK government has decided that, from 2009, the RAE should be replaced by a system based on metrics. In Part 2 this system is criticized and it is argued that it is certainly no better, and probably worse, than the RAE. In Part 3 of the book, the proposed alternative system is outlined, and it is argued that it would produce better quality research at a much lower cost than either the RAE or the system based on metrics. The arguments are illustrated by a variety of examples of excellent research, taken from different fields. These include Einstein's discovery of Special Relativity, Fleming's discovery of penicillin, Frege's introduction of modern mathematical logic, and Wittgenstein's work on his masterpiece: Philosophical Investigations. The Author: Donald Gillies is Professor in the Department of Science and Technology Studies, University College London.

This is one of the very few books that systematically explores the characteristics of scholarly communication outside the West. Over the last decade the advances in information technology have remodelled the foundation of scholarly communication. This book examines how countries/regions in East Asia (China, Japan, Korea and Taiwan) have reacted to the innovations in the conduct of research and in the exchange of ideas. It outlines the traditional systems of scholarly exchange in China, Japan, Korea and Taiwan, and then concentrates on the efforts of these countries/regions to provide revolutionary ways of writing, publishing, and reading of information produced by members of the academic community. It also discusses the achievements as well as challenges in the process of technology innovations, highlighting the uniqueness of practices in scholarly communication in this part of the world.
The first book on this topicChapters written by experts from each country and region coveredComprehensive introduction with historical view and critical perspective

Animal House, the film adaptation of stories Chris Miller published in National Lampoon about his experiences at a Dartmouth (USA) fraternity, is among the most beloved and successful comedies of all time. Its portrayal of college party life is still imitated on campuses across America - toga party, anyone? Now, nearly thirty years after the movie hit cinemas, there are no taboos left and Chris Miller can finally answer the fans who all want to know one thing: was it really like that? The answer: Yes - but much, much more out of control! Here, for the first time, are the real stories of Alpha Delta Phi. Like the one about the frat brother who entertained the house by lighting his hair on fire - not the hair on his head, however. Or about the pledge who trick-or-treated around campus in a very revealing jack-o-lantern costume. Or about initiation night when a frozen hot dog became very painful for two rushes.

America's great research universities are the envy of the world,and none more so than Harvard. Never before has the competition for excellence been fiercer. But while striving to be unsurpassed in the quality of its faculty and students, Universities have forgotten that the fundamental purpose of undergraduate education is to turn young people into adults who will take responsibility for society. In Excellence Without a Soul , Harry Lewis, a Harvard professor for more than thirty years and Dean of Harvard College for eight, draws from his experience to explain how our great universities have abandoned their mission. Harvard is unique it is the richest, oldest, most powerful university in America, and so it has set many standards, for better or worse. Lewis evaluates the failures of this grand institution,from the hot button issue of grade inflation to the recent controversy over Harvard's handling of date rape cases,and makes an impassioned argument for change. The loss of purpose in America's great colleges is not inconsequential. Harvard, Yale, Stanford,these places drive American education, on which so much of our future depends. It is time to ask whether they are doing the job we want them to do.

With the competitiveness of firms in an open and integrated world environment increasingly reliant on technological capability, universities are being asked to take on a growing role in stimulating economic growth. Beyond imparting education, they are now viewed as sources of industrially valuable technical skills, innovations, and entrepreneurship. Developed and developing countries alike have made it a priority to realize this potential of universities to spur growth, a strategy that calls for coordinated policy actions. The distinguished contributors to 'How Universities Promote Economic Growth' examines the wealth of international experience on efforts to multiply links between universities and businesses. They offer valuable and succinct guidance on some of the most effective policy measures deployed by national and regional governments, firms and universities to enhance the contribution that tertiary institutions can make to economic change.

In this book, controversial and world-renowned theologian, Stanley Hauerwas, tackles the issue of theology being sidelined as a necessary discipline in the modern university. It is an attempt to reclaim the knowledge of God as just that - knowledge.
Questions why theology is no longer considered a necessary subject in the modern university, and explores the role it should play in the development of our "knowledge"
Considers how theology is often excluded from the knowledges of the modern university because these are constituted by an understanding of time necessary to make economic and state realities seem inevitable
Argues that it is precisely this difference that makes Christian theology an essential resource for the university to achieve its task - that is, to form people who are able to imagine a different world through critical and disciplined reflection
Challenges the domesticated character of much recent theology by suggesting how prayer and the love of the poor are essential practices that should shape the theological task
Converses with figures as diverse as Luigi Giussani, David Burrell, Stanley Fish, Wendell Berry, Jeff Stout, Rowan Williams and Sheldon Wolin
Published in the new and prestigious "Illuminations" series.

This widely acclaimed and meticulously documented volume illustrates, in painstaking and disturbing detail, the nature of fraternity gang rape. Drawing on interviews with both victims and fraternity members, Peggy Reeves Sanday reconstructs daily life in the fraternity, highlighting the role played by pornography, male bonding, and degrading, often grotesque, initiation and hazing rituals.

In a substantial new introduction and afterword, Sanday updates the incidences of fraternity gang rape on college campuses today, highlighting such recent cases as that of Duke University and others in the headlines. Sanday also explores the nature of hazing at sororities on campus and how Greek life in general contributes to a culture which promotes the exploitation and sexual degradation of women on campus. More broadly, Sanday examines the nature of campus life today and the possibility of creating a rape-free campus culture.

This book is a result of an interdisciplinary effort by Syracuse University's Future Professoriate Program (FPP) who invited authors to explore ideas on how institutions can better focus on the needs and perspectives of scholars and students with disabilities. The authors come from a variety of disciplines and have engaged in disability scholarship, activism, and accommodation in their classes. Further, it provides their personal experiences and methods for creating accessible and challenging learning environments. The book includes a resource guide, which makes classrooms inclusive, and integrates the disability perspective into the curricula.

In 1987, the Times Educational Supplement reported that a UK-wide survey of Faculties of Education found that "Monash University in Australia was the surprise rival to Stanford and Harvard." The former school headmaster Richard Selby Smith, as the first Professor and Dean, had established the Faculty of Education in 1964 with a handful of staff and students. The Monash graduate Diploma in Education soon developed a fine reputation. Then, the Faculty extended its activity into postgraduate courses for teachers, first at Bachelor of Education and then Master of Education level, catering, too, for specialist studies in special education, psychology, and educational administration. The Faculty soon developed an international reputation for its work in many fields, including science education, mathematics, educational history, philosophy, sociology of education, special education, social psychology, multi-culturalism, learning theory, the education of women, languages and literacy, and social education. Fifty years on, the Faculty has spread across campuses at Clayton, Gippsland, Peninsula, and Berwick, but retained its reputation for excellence, with a ranking of sixth best in the world. This history tells the story of how the Faculty of Education at Monash University developed from its modest beginnings to a position of international eminence. (Series: Education)

Chartered in 1780, Transylvania University played a significant role as an educational pioneer in the developing trans-Allegheny West and served as its first institution of higher education. Strategically located in the growing city of Lexington, Kentucky, the university established schools of law and medicine at a time when there were few such educational offerings in the country. Noted alumni include emancipationist Cassius M. Clay and Confederate president Jefferson Davis. Two centuries later, Transylvania University maintains its commitment to the highest standards of the liberal arts education. Now passing its 225th anniversary, it remains an educational beacon for Kentucky and the South.

Now in paperback, the penetrating critique of elite universities and the culture of privilege they perpetuate Ross Gregory Douthat arrived at Harvard University in the fall of 1998 carrying an idealized vision of Ivy League life. But the Harvard of his dreams, an institution fueled by intellectual curiosity and entrusted with the keys to liberal education, never materialized. Instead, he found himself in a school rife with elitism and moneyed excess, an incubator for the grasping and ambitious, a college seduced by the religion of success. So Douthat was educated at Harvard, but what Harvard taught him was not what he had gone there to learn. Instead, he was immersed in the culture of America's ever-swelling ruling class--a culture of privilege, of ambition and entitlement, in which a vast network of elite schools are viewed by students, parents, administrators, and professors more as stepping-stones to high salaries and coveted social networks than as institutions entrusted with academic excellence.Privilege is a powerfully rendered portrait of a young manhood, a pointed social critique of this country's most esteemed institutions, and an exploration of issues such as affirmative action, grade inflation, political correctness, and curriculum reform.

This imaginative study rethinks the nature of theology and its role in universities. The author sketches out a fascinating project using examples from US and UK institutions, whereby theology becomes a transformative force within universities. It imagines what a Christian university, in which all disciplines have been theologized, would look like. It feeds into discussions about the religious identity of denominationally-linked colleges and universities. It forms part of a wider attempt to imagine a vital public role for theology that enables it to serve both the Church and the wider community.

These two volumes articulate new values and missions for African universities, and define effective strategies to meet the challenges. Written by some of Africa’s leading educators, Volume I examines the implications of the neo-liberal reforms and the new information technologies on African higher education, while Volume II interrogates the changing social dynamics of knowledge production, university organisation, and public service and engagement. As the twenty first century unfolds, African universities are undergoing change and confronting challenges which are unprecedented. The effects of globalisation, and political and economic pressures of liberalisation and privatisation, both internal and external, are reconfiguring all aspects of university life: teaching, research, and their public service functions; such that the need to redefine the roles of the African universities, and to defend their importance have become paramount. At the same time, the universities must themselves balance demands of autonomy and accountability, expansion and excellence, diversification and differentiation, and internationalisation and indigenisation. In a climate in which scholarship and production are increasingly dependent on ICTs, and are becoming globalised, the universities must address the challenges of knowledge production and dissemination. The need to indigenise global scholarship, to their own requirements, meanwhile is ever- pressing.

The public university classroom is a place where socialization still occurs: it's where students learn to be citizens of the world. Having attended to political correctness and multiculturalism, universities are now facing the issue of spirituality in their quest to educate the whole person. In this book, Chris Anderson takes up this task by carefully exploring how a professor of faith can help a public university accomplish its pluralistic mission. Anderson illustrates how the study of secular literature throws fresh light on the ways in which the Bible can be read. He also deftly shows how a sympathetic study of the Bible trains secular readers for understanding the abiding significance of the Western literary canon as a kind of scripture. Anderson thus gives readers a book that is as much about the experience of a faithful teacher and the proper ends of education as it is about discovering the right ways to read texts - be they sacred or secular.

In the United States, public colleges and universities educate more than 80 percent of the nation's 11 million college students. Public universities conduct the majority of the country's campus-based research and produce most of the nation's doctors, lawyers, engineers, teachers, and other professionals and public leaders. They provide critical services such as agricultural and industrial technology, health care, and economic development, and they help students of all ages develop more rewarding careers and more meaningful lives.

Written for everyone who is interested in and concerned about the nation's public universities, "The Future of the Public University in America" offers a view from the perspective of two experienced professionals. James J. Duderstadt, former president of the University of Michigan, and Farris W. Womack, former executive vice president and chief financial officer of the University of Michigan, explore the unique challenges facing public higher education today. They look at the forces driving change--economic imperatives, technology, and market forces--as well as the characteristics of the public university that make change difficult: the nature of its various campus communities, its governance system, its management and decision-making processes, and its leadership. The authors conclude by suggesting strategies at the state and federal level to preserve and strengthen public higher education as a resource for future generations.

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.

These two volumes articulate new values and missions for African universities, and define effective strategies to meet the challenges. Written by some of Africa’s leading educators, Volume I examines the implications of the neo-liberal reforms and the new information technologies on African higher education, while Volume II interrogates the changing social dynamics of knowledge production, university organisation, and public service and engagement. As the twenty first century unfolds, African universities are undergoing change and confronting challenges which are unprecedented. The effects of globalisation, and political and economic pressures of liberalisation and privatisation, both internal and external, are reconfiguring all aspects of university life: teaching, research, and their public service functions; such that the need to redefine the roles of the African universities, and to defend their importance have become paramount. At the same time, the universities must themselves balance demands of autonomy and accountability, expansion and excellence, diversification and differentiation, and internationalisation and indigenisation. In a climate in which scholarship and production are increasingly dependent on ICTs, and are becoming globalised, the universities must address the challenges of knowledge production and dissemination. The need to indigenise global scholarship, to their own requirements, meanwhile is ever- pressing.

Public concern over sharp increases in undergraduate tuition has led many to question why colleges and universities cannot behave more like businesses and cut their costs to hold tuition down. Ronald G. Ehrenberg and his coauthors assert that understanding how academic institutions are governed provides part of the answer. Factors that influence the governance of academic institutions include how states regulate higher education and govern their public institutions; the size and method of selection of boards of trustees; the roles of trustees, administrators, and faculty in shared governance at campuses; how universities are organized for fiscal and academic purposes; the presence or absence of collective bargaining for faculty, staff, and graduate student assistants; pressure from government regulations, donors, insurance carriers, athletic conferences, and accreditation agencies; and competition from for-profit providers. "Governing Academia, which covers all these aspects of governance, is enlightening and accessible for anyone interested in higher education. The authors are leading academic administrators and scholars from a wide range of fields including economics, education, law, political science, and public policy.

There's an old saying about law school: The first year, they scare you to death the second year, they work you to death the third year, they bore you to death. Helping to alleviate this famed fright, sweat, and boredom, The JD Jungle Law School Survival Guide expertly shows current and prospective students how to navigate all three years of law-school torture. Comprehensive, practical, and witty, it includes advice from students in the trenches, successful graduates, sage professors, and working professionals, including:How to identify and get accepted at the law school of your choicePlaces to look for and get financial aidEffective note-taking, study, and exam-day strategiesTips for managing law-school stressHow to pass the bar exam the first timeHow to land a law internship-and then the job of your dreamsFounded by parent company Jungle Interactive Media in 2000, JD Jungle is one of the hottest new magazines on the market. With a circulation of 80,000 subscribers, it can be found on newsstands everywhere. Visit www.JdJungle.com.

MARK W. ROCHE PRESENTS A CLEAR, precise, and positive view of the challenge and promise of a Catholic university. Roche makes visible the ideal of a Catholic university and illuminates in original ways the diverse, but interconnected, dimensions of Catholic identity. Roche's vision of the distinct intellectual mission of a Catholic university will appeal to Catholics as well as to persons who are not Catholic but who may recognize through this essay the unexpected allure of a religiously based university.

In recent years, colleges and universities have experienced tremendous growth in the applications of electronic information and the technologies that support the effective manipulation, transmission, storage, and use of that information. Because the growth has been so rapid, campus leaders are often challenged to effectively manage this increasingly critical function. Organizing and Managing Information Resources on Your Campus provides an overview of current thinking about the most important issues involved in managing information technology and services on campus. This vital resource offers information on how to plan, organize, fund, assess, and govern these strategic assets. It also compares and contrasts approaches appropriate for large versus small institutions, research versus teaching missions, and private verses public models. And the book provides a synthesis of practical advice interwoven with general background discussion.

Despite the recent expansion of higher education in Uganda, there is still much cause for concern. Enrolment levels lag behind those of much of the rest of the continent; enrolment in technical universities in only one percent; there is no government science and technology policy for highe education despite an identified social need; the new universities are broadly imitating the old colonial models; and there has been little curriculum reform. This study addresses the state of tertiary eeducation in Uganda and proposes reforms in the following areas: university management; how to manage the current two-tier system of public and private universities; institutional capacity; financing and coping with decreasing resources; curricula design which is appropriate to African development needs; how to correct the imbalance of arts/humanities and science students and shortages of academic staff; access to tertiary education; quality of education; and institutional and academic autonomy. The author is Professor of History and Vice-Rector of the Islamic University of Uganda at Mbali. He has published widely on a range of subjects including secondary and tertiary education, Islam in Uganda and social violence.

The Vanderbilt Divinity School is one of only four university-based interdenominational institutions in the United States, and the only one in the South. As such, its history provides a distinct vantage point for viewing what has occurred in theological education since the latter part of the nineteenth century. In this book, the contributors explore the school's history in terms of four main themes:

Engagement with southern culture, present from the beginnings of the university but taking on special significance in the mid-twentieth century around the issue of race;

The transition from an institution of the church (Methodist) to an independent and interdenominational school with a liberal Protestant orientation;

The development of the modern research university, evident in the establishment of a graduate program in religion in addition to its program for the profession of ministry;

From the 1950s, a growing concern with diversity and inclusivity, in keeping with national and international issues and developments both religious and cultural, which has broadened the school's sense of ecumenism and deepened its commitments to social justice.

Conflict has played an important part in shaping the history of the Vanderbilt Divinity School, from struggles over initial visions to questions of financial support and institutional control, from local debates over academic freedom to national issues of social justice. Especially noteworthy are the transformations the school has undergone since 1960: the "James Lawson affair," where the divinity school faculty resigned over the expulsion of an African American graduate student who was organizing local lunch counter sit-ins; the impact of social change on the school since the late 1960s; and the contributions of women and African Americans, including their appointment to the faculty.

In celebration of the University of South Carolina's bicentennial, this remarkable volume reveals the personal stories of Carolina students over the past two hundred years. Told in their own words, these writings -- from antebellum manuscripts to e-mails -- capture the color and spirit of the times, revealing attitudes and opinions, issues and passions. From those first young boys chopping wood to warm their rooms, to today's young men and women surrounded by the latest technology, the voices of Carolina's students testify to the transforming power of the college experience.

To gather this collection of texts from 1801 to the present, the editors searched family papers, collections of letters, university archives, autobiographies and histories, journals and diaries, student newspapers and literary magazines, and oral histories.

In this volume students share their own versions of the University of South Carolina story -- explaining their activities, voicing their opinions, cheering their teams, and sometimes writing home from far away. Some of their concerns have changed; twenty-first century students worry more about parking tickets and phone bills than the price of fuel or the threat of smallpox. Throughout the years, however, each generation weaves tales of living conditions and classroom practices with in the context of larger historical events. In their letters and diaries, poems and memoirs, editorials and e-mails, students illustrate a colorful picture of campus history and evoke the important events of their time. Their words provide intimate illustrations of life on and around the campus as they reveal the rich history of the University of South Carolina.