Over the past century, higher education in the United States has developed an increasingly powerful corporate ethos, as institutions compete for students, faculty, and funding. This book examines how the liberal democratic principles driving higher education often conflict with market pressures to credential students and offer knowledge that has a clear exchange value. Eric Gould, who has been both academician and college administrator, argues that the failure to structure the curriculum so that it integrates responsible social idealism and humanism with economic and cultural needs constitutes the moral crisis of the university. Gould analyzes the economics and politics of higher education, showing how student consumerism, culture wars, faculty alienation, trustee activism, and a split between the concepts of "culture" and "society" have all resulted from the unholy alliance between pragmatism, corporatism, and liberalism in higher education. He asserts that what is needed is a general education for undergraduates that promotes the ability to critique power relations (including those within higher education) so that students can understand how social forces-and their embodiment of ideas, ideologies, and claims for truth-shape contemporary public philosophy.

Globetrotting or Global Citizenship? explores the broad range of international experiential learning options available to Canadian students, as well as the opportunities and the ethical dilemmas that come with them. Combining practical advice with critical examinations of international experiential learning, this essay collection is designed to help the reader to move beyond photo-ops and travel opportunities and towards striving for a deeper global citizenship. Globetrotting or Global Citizenship? is a valuable guide for students considering going abroad for experiential learning and a useful resource for those returning from such programs, as well as instructors and administrators facilitating pre-departure and return orientation sessions. Anyone taking part in international volunteering will find the reflections and analysis provided here an excellent starting point for understanding the potential impact of their time abroad.

Focusing on the use of African languages in higher education, this book showcases South African higher education practitioners' attempts to promote a multilingual ethos in their classes. It is a first-time overview of multilingual teaching and learning strategies that have been tried and tested in a number of higher education institutions in South Africa. Despite language-in-education policies that extol the virtues of multilingualism, practice remains oriented towards English-only learning and teaching. In the multilingual contexts of local campuses, this book shows how students and lecturers attempt to understand the multiple identities of their students and use the available languages to create multilingual learning environments.

In April 1969, one of America's premier universities was celebrating parents' weekend and the student union was an armed camp, occupied by over eighty defiant members of the campus's Afro-American Society. Marching out Sunday night, the protesters brandished rifles, their maxim: "If we die, you are going to die." Cornell '69 is an electrifying account of that weekend which probes the origins of the drama and describes how it was played out not only at Cornell but on campuses across the nation during the heyday of American liberalism.Donald Alexander Downs tells the story of how Cornell University became the battleground for the clashing forces of racial justice, intellectual freedom, and the rule of law. Eyewitness accounts and retrospective interviews depict the explosive events of the day and bring the key participants into sharp focus: the Afro-American Society, outraged at a cross-burning incident on campus and demanding amnesty for its members implicated in other protests; University President James A. Perkins, long committed to addressing the legacies of racism, seeing his policies backfire and his career collapse; the faculty, indignant at the university's surrender, rejecting the administration's concessions, then reversing itself as the crisis wore on. The weekend's traumatic turn of events is shown by Downs to be a harbinger of the debates raging today over the meaning of the university in American society. He explores the fundamental questions it posed, questions Americans on and off campus are still struggling to answer: What is the relationship between racial justice and intellectual freedom? What are the limits in teaching identity politics? And what is the proper meaning of the university in a democratic polity?"

The First Class Formula: All the secrets you should know to succeed at university

Reviews:

""This book is awesome. I read it all in one night. Going to put it into practice for my exams. Honestly, really really wish I had it in my first year of uni "" Toby Bawden, University Student.

""An inspiring read for all those who aim high and want to achieve - but who also want to get the most fun from University life "" Karen Gooch, University Faculty.

The First Class Formula gives students the insights they need to get ahead at university from day one. The authors know from their own experiences that there are things that aren't taught at university. By learning and applying the secrets in this book you can get a first class degree and have a great time doing it.

Given that you are about to invest thousands of pounds on your university education, the small price you pay for this uncommon guide could just be the best investment you make. This book offers real value to new students beginning their university adventure. This book teaches you:

- The Art of Studying. Studying at university is different to college, it becomes a way of life. Learn the art of studying using the three steps in this chapter.

- How to Write the Perfect Essay. The authors teach you the bricks and mortar strategy, which is the most effective way of gaining tops marks in your essays.

- How to Ace the Exams. Learn a two-phase method for handling any exam. From blind tests to first class cramming, this chapter is packed with new techniques that will help you ace the exams.

- The Lifestyle of a Zen Student. Learn to balance your studying with an intense social life effortlessly. This chapter contains useful insights on everything from student accommodation to partying.

- The Winning Mentality. Discover the mind-set that exists within you to succeed at university both academically and socially.

About the Authors:

Rob, Jake and Dan are recent graduates who live by the philosophy of working hard and playing hard. Each took a different path through university and approached studying in a different way, however what emerged between them was a combined knowledge of the experience, and a formula for getting a first class degree. This realisation, coupled with an incredible friendship stimulated the guys to sit down and write about their university experience.

Each became a Zen student in their own right. Rob got the highest degree mark in his graduating year, Jake had one of his essays published as a guideline for new students and Dan consistently topped the highest exam mark charts. Between them they started a society for magicians, played first team tennis, had a radio show and never missed a party. This is their story.

This book is concerned with teaching for students at a university level and faculty development. This book will look at how teaching and research can be brought into a closer relationship. This book welcomes research-based articles on the practice of higher education, specifically those manuscripts that span a wide range of teaching and faculty development issues and trends occurring internationally.

Before Woodrow Wilson became president of the United States, he spent 25 years at Princeton University, first as an undergraduate, then professor, and finally as president. His experiences at the helm of Princeton-where he enjoyed four productive years followed by four years of wrangling and intense acrimony-reveal much about the kind of man he was and how he earned a reputation as a fearless crusader. This engrossing book focuses on how Wilson's Princeton years influenced the ideas and worldview he later applied in politics. His career in the White House, W. Barksdale Maynard shows, repeated with uncanny precision his Princeton experiences. The book recounts how Wilson's inspired period of building, expansion, and intellectual fervor at Princeton deteriorated into one of the most famous academic disputes in American history. His battle to abolish elitist eating clubs and establish a more egalitarian system culminated in his defeat and dismissal, and the ruthlessness of his tactics alienated even longtime friends. So extreme was his behavior, some historians have wondered whether he suffered a stroke. Maynard sheds new light on this question, on Wilson's temper, and on other aspects of his strengths and shortcomings. The book provides an unprecedented inside view of a hard-fighting president-a man who tried first to remake a university and then to remake the world.

In Spiritual Harvard, Werner de Saeger brings together twelve distinct voices from America's oldest university to explore religious education and the role of Harvard Divinity School. In engaging and often playful conversations, faculty and students paint a portrait of this unique institution and the myriad perspectives that come together within it. Spiritual Harvard is a book for those who want to know more about Harvard Divinity School as well as those interested in the current state of religious studies in a society where religious illiteracy is juxtaposed with religious conflict. Amongst others, this book includes interviews with former Dean of Harvard Divinity School William Graham, Harvey Cox, Diane Moore, Dudley Rose, and Charles Adams.

The enchantment of English is a study of the teaching of English in Australian universities, from its beginnings in the second half of the nineteenth century through to the 1960s and 1970s, a period in which universities proliferated and diversified. Written from the belief that every discipline is enhanced by understanding the arguments made for its existence and the conditions in which it was established, the author aims to help students and colleagues to think critically about the impact of institutional location in forming our habits of mind. Amidst these stories of politics, critical debates, scrambling for appointments in specific areas and disputes about the need to satisfy the demands of students and the public for 'usefulness', this history reveals something intangible but durable: the power of the literary text over the imagination, and the power of the idea of England and its writers as a basis and motive for reading and study - hence, The enchantment of English.

Academical dress has been worn by students and graduates for hundreds of years and even in this modern time shows no obvious sign of becoming obsolete. Each new university, on receiving its charter, adopts its own distinctive robes. This is an updated and expanded third edition of Dr George Shaw's comprehensive guide to the academical dress of British and Irish universities, produced in accordance with the original author's wishes, and published by the Burgon Society.

This book is designed for graduate students and provides helpful insights on what they can expect in the upcoming years and gives suggestions for how to handle various situations. This book is not designed to provide the reader with study skills or content knowledge in their area, however, the goal is to share information with the reader about graduate studies that few people know.

This 2005 volume carries on the plan described in the preface to the Historical Register of the University of Cambridge, Supplement 1911 20. All holders of University Offices, who took up or left their posts, have been included.

The creation of the "modern university" dates back to the early 1900s when American professors fashioned for their institutions a mission of social service and defined themselves as truth-seekers whose expertise would bring social benefits. These academics also introduced a new idea to the American public: academic freedom. In 1925, University of North Carolina President Harry Woodburn Chase proclaimed, "What the university believes with all its heart, is that a teacher has a right to state the honest conviction to which he has come through his work, that he has the right of freedom of speech in teaching just as any other citizen has that right under the constitution." The forging of this new identity and the introduction of academic freedom did not come without internal and external struggles, however. Perhaps in no other region was the university-trained intellectual's new identity met with more suspicion and scrutiny than in the South, a region historically resistant to change. A close examination of one of the leading southern universities, the University of North Carolina at Chapel Hill (UNC), during these years reveals the ambitions of this new generation of professors, the reactionary logic of their critics, and the confused attempts of school leaders to use academic freedom to help the school navigate through these transformative decades. Between world wars, UNC emerged as a modern university that championed academic freedom and the expertise of its faculty. This expertise would, in theory, help lift the state and indeed the entire South out of poverty and place it on the road to progress. From the outset, university leaders understood that explaining and defending academic freedom was the key to gaining public support, thereby setting an example for other southern universities. In To Carry the Truth: Academic Freedom at UNC, 1920-1941, Charles J. Holden examines academic freedom through a contextualized intellectual history of the movement's origin at one school. Holden explores how academic freedom worked over time and reveals the fault lines between the goals of academic freedom and what was really possible. To Carry the Truth will be of interest to historians of higher education, of the South, and of the law. This project is being considered for UPK's New Directions in Southern History series. Charles J. Holden is Aldom-Plansoen Distinguished Professor of history at St. Mary's College of Maryland. He is the author of In the Great Maelstrom: Conservatives in Post-Civil War South Carolina (South Carolina) and has contributed to several other publications, including North Carolina Historical Review and Maryland Historical Magazine.

The former president of MIT discusses challenges and policy issues confronting academia, science and technology, and the world at large. In his fourteen years as president of MIT, Charles Vest worked continuously to realize his vision of rebuilding America's trust in science and technology. In a time when the federal government dramatically reduced its funding of academic research programs and industry shifted its R&D resources into the short-term product-development process, Vest called for new partnerships with business and government. He called for universities to meet the intellectual challenges posed by the innovation-driven, globally connected needs of industry even as he reaffirmed basic academic values and the continuing need for longer-term scientific inquiry. In Pursuing the Endless Frontier, Vest addresses these and other issues in a series of essays written during his tenure as president of MIT. He discusses the research university's need to shift to a broader, more international outlook, the value of diversity in the academic community, the greater leadership role for faculty outside the classroom, and the boundless opportunity of new scientific and technological developments even when coupled with financial constraints. In the provocative essay "What We Don't Know," Vest reminds us of what he calls "the most critical point of all," that science is driven by a deep human need to understand nature, to answer the "big questions"-that what we don't know is more important than what we do. In another essay, on the future of MIT, he celebrates MIT's strengths as being extraordinarily well-suited to the needs of an era of unprecedented change in science and technology. In "Disturbing the Educational Universe: Universities in the Digital Age-Dinosaurs or Prometheans," he describes MIT's innovative OpenCourseWare initiative, which builds on the fundamental nature of the Internet as an enabling and liberating technology. Vest, who is stepping down from MIT's presidency in the fall of 2004, writes with clarity and insight about the issues facing academic institutions in the twenty-first century. His essays in Pursuing the Endless Frontier offer inspiration to educators and researchers seeking the way forward.

The modern university can trace its roots to Kant's call for enlightened self-determination, with education aiming to produce an informed and responsible body of citizens. As the university evolved, specialized areas of investigation emerged, enabling ever more precise research and increasingly nuanced arguments. In recent decades, however, challenges to hegemony of disciplines have arisen, partly in response to a perceived need for the university to focus greater energy on its public vocation--on teaching and the dissemination of knowledge.

"Valences of Interdisciplinarity" presents essays by an international array of scholars committed to enhancing our understanding of the theoretical underpinnings and the practical realities of interdisciplinary teaching and research. What is, and what should be, motivating our reflections on, and our practice of, approaches that transcend the conventional boundaries of discipline? And in adopting such transdisciplinary approaches, how do we safeguard critical methods and academic rigour? Reflecting on the obstacles they have encountered both as thinkers and as educators, the authors map out innovative new directions for the interdisciplinary project. Together, the essays promise to set the standards of the debate about interdisciplinary for years to come.

Raphael Foshay is the program director of the Master of Arts in Integrated Studies program at Athabasca University.

This slipcased, two-volume set includes: Yale College * Twentieth Century A History in Present Time Beginning in 1900 and concluding with the events of 2001, VOLUME I is a chronological history of Yale College in the twentieth century. Using excerpts drawn primarily from contemporary Yale College publications and from writings and books by Yale College graduates, Volume I portrays the day-to-day life and times at Yale College during the last century. Volume I contains 422 pages and includes over 3,500 photographs and graphic images. Whiffenpoofs * Twentieth Century VOLUME II is 154 pages and includes A Musical History by Charles Henry Buck III '69 with Robert Richard Birge '68, an index of Whiffenpoofs from their founding in 1909 to 2004, an index of over 500 Whiffenpoof arrangements, an index of 70 recordings from 1915 to 2004, plus 134 song tracks containing over five hours of music selected from these recordings on four CDs.

Since the American University of Beirut opened its doors in 1866, the campus has stood at the intersection of a rapidly changing American educational project for the Middle East and an ongoing student quest for Arab national identity and empowerment. Betty S. Anderson provides a unique and comprehensive analysis of how the school shifted from a missionary institution providing a curriculum in Arabic to one offering an English-language American liberal education extolling freedom of speech and analytical discovery. Anderson discusses how generations of students demanded that they be considered legitimate voices of authority over their own education; increasingly, these students sought to introduce into their classrooms the real-life political issues raging in the Arab world. The Darwin Affair of 1882, the introduction of coeducation in the 1920s, the Arab nationalist protests of the late 1940s and early 1950s, and the even larger protests of the 1970s all challenged the Americans and Arabs to fashion an educational program relevant to a student body constantly bombarded with political and social change. Anderson reveals that the two groups chose to develop a program that combined American goals for liberal education with an Arab student demand that the educational experience remain relevant to their lives outside the school's walls. As a result, in eras of both cooperation and conflict, the American leaders and the students at the school have made this American institution of the Arab world and of Beirut.

This is a powerful and inspiring study of the Harvard Square Homeless Shelter: the only student-run shelter in the United States. Every winter night the Harvard Square Homeless Shelter brings together society's most privileged and marginalized groups under one roof: Harvard students and the homeless. What makes the shelter unique is that it is operated entirely by Harvard College students. It is the only student-run homeless shelter in the United States. Shelter demonstrates how the juxtaposition of privilege and poverty inside the Harvard Square Shelter proves transformative for the homeless men and women taking shelter there, the Harvard students volunteering there, and the wider society into which both groups emerge each morning. In so doing, Shelter makes the case for the replication of this student-run model in major cities across the United States. Inspiring and energizing, Shelter offers a unique window into the lives of America's poorest and most privileged citizens as well as a testament to the powerful effects that can result when members of these opposing groups come together.

Universities and economic development in Africa: Pact, academic core and coordination draws together evidence and synthesises the findings from eight African case studies. The three key findings presented in this report are as follows: 1. There is a lack of clarity and agreement (pact) about a development model and the role of higher education in development, at both national and institutional levels. There is, however, an increasing awareness, particularly at government level, of the importance of universities in the global context of the knowledge economy. 2. Research production at the eight African universities is not strong enough to enable them to build on their traditional undergraduate teaching roles and make a sustained contribution to development via new knowledge production. A number of universities have manageable student-staff ratios and adequately qualifi ed staff, but inadequate funds for staff to engage in research. In addition, the incentive regimes do not support knowledge production. 3. In none of the countries in the sample is there a coordinated effort between government, external stakeholders and the university to systematically strengthen the contribution that the university can make to development. While at each of the universities there are exemplary development projects that connect strongly to external stakeholders and strengthen the academic core, the challenge is how to increase the number of these projects. The project on which this report is based forms part of a larger study on Higher Education and Economic Development in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is coordinated by the Centre for Higher Education Transformation in South Africa.

The publication of The Marketplace of Ideas has precipitated a lively debate about the future of the American university system: what makes it so hard for colleges to decide which subjects are required? Why are so many academics against the concept of interdisciplinary studies? From his position at the heart of academe, Harvard professor Louis Menand thinks he's found the answer. Despite the vast social changes and technological advancements that have revolutionized the society at large, general principles of scholarly organization, curriculum, and philosophy have remained remarkably static. Sparking a long-overdue debate about the future of American education, The Marketplace of Ideas argues that twenty-first-century professors and students are essentially trying to function in a nineteenth-century system, and that the resulting conflict threatens to overshadow the basic pursuit of knowledge and truth.

This succinct and engaging history of the founding of Cornell University traces the institution's origins within the educational climate of mid-nineteenth-century America. Originally delivered as six lectures celebrating the seventy-fifth anniversary of the opening the university, this book was first published by Cornell University Press in 1943.

Beginning with a survey of collegiate education prior to the Civil War, Carl L. Becker details the history of the Morrill Land Grant College Act that made possible the establishment of Cornell (among other universities); deftly portrays the lives of the Ezra Cornell, who supplied the essential idea and funding for the university, and Andrew D. White, who, as legislator, lobbyist, and first university president, made Cornell's dream a reality; and desrcibes the events surrounding the incorporation and opening of the university in 1868.

Also included in this book are fifteen documents pertaining to its founding, as well as Becker's 1940 lecture, "The Cornell Tradition: Freedom and Responsibility."

In an increasingly knowledge-based economy, Canadian universities are important spaces for the development of research and innovation in many areas. This collection is the first systematic examination of the evolving relationship between the federal government and Canadian universities as revealed through changes in federal research and innovation policies.

Focusing on the last two decades of federal policy under the Chr?tien and Martin Liberal governments and the Harper Conservative government, Research and Innovation Policy considers issues such as the transformation of federal research granting bodies, the creation of new research infrastructure funding organizations such as the Canada Foundation for Innovation, pressures and incentives to create intellectual property and to commercialize, and the regulation of research ethics. With timely essays ranging in scope from the regulation of research ethics to the pressures of commercialization, Research and Innovation Policy is essential reading for any student or scholar committed to the well-being of higher education in Canada.

"Adams has skillfully analyzed hundreds of primary source docu-ments and integrated contemporary political, social and cultural elements in bringing to light the values, customs, and controver-sies which have shaped the Corps' 125-year history."--"Texas"" Aggie"

For over six centuries, the University of Oxford had been an exclusively male bastion of privilege and opportunity. Few dreamed this could change. Yet, in 1879, twenty-one pioneering women quietly entered two recently established residence halls in Oxford in the hope of attending lectures and pursuing a course of study. More women soon followed and, by 1893, there were five women's societies, each with its own principal, staff, and identity. Only eighty years after women first appeared in Oxford, the five residential societies were granted full status as colleges of the University-self-governing entities with all the rights and obligations of the men's colleges-and women students constituted 16 percent of the undergraduate population. Though still a distinct minority, women had gained full access to the rich resources, opportunities, and challenges of the University.

"Her Oxford" looks at the people and the political and social forces that produced this dramatic transformation. Drawing on a vast array of biographies, histories, obituaries, and archives, Batson traces not only the institutional struggles over privileges and disciplinary rules for women, but also the rich texture of everyday life-women's amateur theatricals, debating societies, sports, and college escapades (Dorothy Sayers is the subject of quite a few). She tells the stories of women's active roles in two war efforts and in the suffrage movement.

An unusual feature of the book is the set of 120 biographical profiles of women who attended Oxford between 1879 and 1960. They constitute a Who's Who of women scientists, anthropologists, psychotherapists, educators, novelists, and social reformers in the English-speaking world.