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.

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.

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.

The New Lawyer analyzes the profound impact changes in client needs and demands are having on how law is practised. Most legal clients are unwilling or unable to pay for protracted litigation and count on their lawyers to pursue just and expedient resolution. These clients are transforming the role of lawyers, the nature of client service, and the principles of legal practice. In this fully revised edition of the now classic text, Julie Macfarlane outlines how lawyers can meet new expectations by committing to lawyer-client collaboration, conflict resolution advocacy, and revised financial structures so that the legal profession can remain relevant in this rapidly changing environment.

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.

What are the real roots of the student protests of 2015 and 2016? Is it actually about fees? Why did so many protests turn violent? Where is the government while the buildings burn, and do the students know how to end the protests?

Former Free State University Vice-Chancellor Jonathan Jansen delves into the unprecedented disruption of universities that caught South Africa by surprise. In frank interviews with eleven of the VCs most affected, he examines the forces at work, why the protests escalate into chaos, and what is driving – and exasperating – our youth.

This urgent and necessary book gives us an insider view of the crisis, tells us why the conflict will not go away and what it means for the future of our universities.

Starting Medical School can be incredibly daunting, and the transition to being a medical student can be enormously challenging. Medical School at a Glance is an accessible guide to help give you confidence and to gain a running start to your medical school training. Covering core areas such as medical training, developing effective learning strategies, understanding common principles, learning how to behave in the clinical setting and how to interact with patients and peers, this book will help to demystify the process and prepare you as you embark on your medical career. Providing an insider s view of useful information to build a solid basic foundation for your learning, Medical School at a Glance is essential for those considering studying medicine or are in their first years of study.

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.

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.

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?

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.

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.

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.

Why are Australian Intellectuals and academics so hostile to contemporary Australian life? Why do they so often hold disparaging views of their fellow Australians? This was not always the case. In the nineteenth century Australians of an intellectual disposition sought to work with their fellow Australians to build a better and freer country. But from the end of the nineteenth century, beginning with the Bulletin an intellectual culture emerged which was adversarial in nature and increasingly hostile to the aspirations of ordinary Australians. This culture of intellectuals became embedded in key institutions, including the universities, the world of the arts and the ABC. It became a subculture isolated from mainstream Australia in intellectual ghettos. It is a world which bristles with hostility, negativity and nihilism. History has been a favoured domain for Australian intellectuals and they heartedly condemn the Australian past and the Australian people. The only problem is that the more they blacken the past the more they turn off students from studying history. The result is a real crisis in the study of the Australian past. The only way forward is a much more sober and sensible approach by intellectuals, especially in terms of appreciating our Western heritage.

This richly illustrated history of the School of Health, Physical Education, and Recreation (HPER) is a revealing portrait of some of the people, events, and accomplishments of the school from its founding, subsequent evolution, and transition to the IU School of Public Health-Bloomington in 2012. Throughout this period, Indiana University provided a fertile environment for the HPER professions to grow and flourish. As the health needs and conditions of Americans changed throughout the 20th century and into the 21st century, so did the educational programs for HPER professions. The school was instrumental in leading the development in professional preparation, research, and service in response to these changing needs. This book offers an appreciation of the historical importance of the school to Indiana University, the state, and the nation, and it provides the framework for understanding the significance of the school's transformation into a school of public health.

Summer reading programs for first-year students should be focused on the needs of those students. This book moves away from the paradigm of using general audience novels for summer reading programs. It is a high-impact book written by experienced first-year educators for this specific student audience. The content articulates to students how a college education can improve quality of their life. The goals of liberal learning, diversity education, and humanity are integrated by educating students about the narrowness of ethnocentric and egocentric perspectives, broadening one's vision to embrace diverse perspectives, and deepening self-awareness. Primary purposes: Motivational New students will be inspired and excited about their upcoming college experience. They will learn how college will be distinctively different from their prior compulsory educational experiences, and how it has the potential to improve the quality of their lives in multiple ways. Contextual It provides new students with an overarching ""big picture"" context that helps them make sense of their upcoming college experience. It will enable them to ""see the forest before they get lost in the trees."" Preparatory New students will be ready to ""hit the ground running"" when they first step foot on campus. It provides them with high-impact strategies that can have a direct and immediate effect on their success during the critical first term of college.

Research findings has shown that there are developmental issues and concerns regarding the development of university students in Hong Kong. First, there were behavioural and lifestyle problems of university students, including alcohol consumption, internet addiction, cyber-pornography, irregular sleep patterns, and interpersonal violence. Second, phenomena of mental health problems of university students, such as suicidal ideation, depression, and anxiety problems were observed. Third, some university students showed problems in setting personal goals, low self-confidence and preoccupation with materialistic values. Finally, egocentrism and lack of civic engagement was not uncommon amongst university students. How should we nurture university students? Against this background, a subject entitled "Tomorrow's Leaders" was developed at The Hong Kong Polytechnic University in Hong Kong, China. The term "tomorrow's leaders" was used because we believe that every student is (and can be) a leader and development of positive youth development attributes is an important step. In this book you will find chapters describing this pilot project to nurture positive development and leadership among Chinese university students in Hong Kong.

This book builds on the tradition of concern for university innovation that has characterised higher education throughout the world. It recognises the university needs for continuous development of students and faculty. It involves recommendations applicable to classroom teaching, thus providing a bridge between research and practice. It helps readers meet some university challenges and build effective universities for present times. For all those reasons, we believe that this book is right. The need for renewed focus on innovation in higher education stems from several sources. First, some social and educational agencies are expressing dissatisfaction with the performance of the general higher education system. Although we do not agree with the criticism, many universities around the world assume their responsibility for launching research projects, and programs for promoting quality in teaching and learning within their faculty and community. Second, the world in which universities operate is changing noticeably. Colleges and universities are experiencing basic changes in student admission and placement. In the nearest future the student body will be over 25 years of age. Students will need methodologies to access learning materials and participate in online actions and communications over the Internet at their own convenience. The third reason for a special attention on university innovations comprises market competition in society. Students are annually evaluating the value of any university degree based upon their perceptions on quality in flexible teaching, resources and new educational technologies, campus and classroom learning environments, services and fees. Students are demanding more than a piece of paper as a premium placed on a college degree. They envisage universities must provide the major guide and best way for finding jobs and career progress. Fourth, colleges and universities are encouraging the development of long-distance education and massive open online courses. Government agencies foster competition among institutions, in order to provide powerful mental tools to help students to master tough subjects. Besides, private higher education institutions are emerging and competing for students with those of the public sector. Finally, some books outline improvement processes needed by faculty members to undertake curriculum and teaching innovations. However, very few claim to describe the teaching competencies needed by university faculty who work in higher education classroom settings. Furthermore, universities offering innovation programs and courses use those competencies to identify learning change and teacher and student progress toward curriculum development.

The second half of the twentieth century saw the University of Pennsylvania grow in size as well as in stature. On its way to becoming one of the world's most celebrated research universities, Penn exemplified the role of urban renewal in the postwar redevelopment and expansion of urban universities, and the indispensable part these institutions played in the remaking of American cities. Yet urban renewal is only one aspect of this history. Drawing from Philadelphia's extensive archives as well as the University's own historical records and publications, John L. Puckett and Mark Frazier Lloyd examine Penn's rise to eminence amid the social, moral, and economic forces that transformed major public and private institutions across the nation. Becoming Penn recounts the shared history of university politics and urban policy as the campus grappled with twentieth-century racial tensions, gender inequality, labor conflicts, and economic retrenchment. Examining key policies and initiatives of the administrations led by presidents Gaylord Harnwell, Martin Meyerson, Sheldon Hackney, and Judith Rodin, Puckett and Lloyd revisit the actors, organizations, and controversies that shaped campus life in this turbulent era. Illustrated with archival photographs of the campus and West Philadelphia neighborhood throughout the late twentieth century, Becoming Penn provides a sweeping portrait of one university's growth and impact within the broader social history of American higher education.

In this in-depth and detailed history, Timothy J. Williams reveals that antebellum southern higher education did more than train future secessionists and proslavery ideologues. It also fostered a growing world of intellectualism flexible enough to marry the era's middle-class value system to the honor-bound worldview of the southern gentry. By focusing on the students' perspective and drawing from a rich trove of their letters, diaries, essays, speeches, and memoirs, Williams narrates the under examined story of education and manhood at the University of North Carolina, the nation's first public university. Every aspect of student life is considered, from the formal classroom and the vibrant curriculum of private literary societies to students' personal relationships with each other, their families, young women, and college slaves. In each of these areas, Williams sheds new light on the cultural and intellectual history of young southern men, and in the process dispels commonly held misunderstandings of southern history. Williams's fresh perspective reveals that students of this era produced a distinctly southern form of intellectual masculinity and maturity that laid the foundation for the formulation of the post-Civil War South.

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.

When the urbane, learned, and widely-liked David Derham accepted the invitation to establish the second university law school in Australia's state of Victoria, Derham wrote to a friend of the challenge ahead: "I am probably mad to do it but will have some compensating fun no doubt." As the foundation dean, Derham achieved his vision of establishing a new law school with an innovative curriculum, a first-rate staff recruited from around the world, and a state-of-the-art building constructed around Victoria's best law library. Within a short time, Monash University Law School rose to be among the leading law schools in Australia and became the model that successive new law schools openly copied. If David Derham could see his law school today, there are many achievements he would be proud of, some developments that would appall him, and a few that would leave him scratching his head. In this lively and engaging 50th-anniversary history of the law school, the story of how Derham's vision has played out is told without fear or favor. While the law school's many fine achievements are fully recognized, so too are the wrong turns and backward steps. Most importantly, this is a book about the thousands of people, staff, and students who have been part of the history of the law school. There have been many extraordinary characters. No student will forget the inimitable Louis Waller, the intimidating Enid Campbell, or the remarkable Lawrie McCredie and Ron McCallum. Memorable students have been plentiful, including many who have become heavyweights in law, politics, and business. Interestingly, the authors found that the most widely remembered student was the great impersonator, Campbell McComas, aka Granville Williams; far more people recall being at his famous fake lecture than could possibly have been present on that day (Series: Law)