'From page one the appeal of the book is evident in the jargon free, user friendly text. I would not hesitate to recommend it to other students whatever stage of their doctorate they have reached.' - Educate Journal Whether you undertaking a taught doctorate, or a course of study leading to a PhD, Succeeding with Your Doctorate offers complete, up-to-date guidance and discussion on all aspects of successful doctoral work. The five experienced authors give advice on every stage in the process of completing a doctorate, from helping you to engage in critical reflection to better understand your own research biases, to useful guidelines on preparing for, and surviving, the viva. Combining general discussion with practical advice, this book is an essential companion to your research. Topics include: Preparing for a doctorate Embarking on your Research Adapting to life as a student Working with a supervisor Reading critically Conceptualising your research Thinking about methodologies and approaches Producing a thesis Preparing for and taking the viva Disseminating your research. SAGE Study Skills are essential study guides for students of all levels. From how to write great essays and succeeding at university, to writing your undergraduate dissertation and doing postgraduate research, SAGE Study Skills help you get the best from your time at university. Visit the SAGE Study Skills hub for tips, resources and videos on study success!

David Pierpont Gardner was president of one of the world's most distinguished centers of higher learning - the nine-campus University of California - from 1983 to 1992. In this remarkably candid and lively memoir he provides an insider's account of what it was like for a very private, reflective man to live an extremely public life as leader of one of the most complex and controversial institutions in the country. "Earning My Degree" is a portrait of uncommon leadership and courage and a chronicle of how these traits shaped a treasured, and sometimes mystifying, American institution. Before his tenure as president, Gardner spent seven years at the University of California, Santa Barbara, during a tumultuous era of culture wars, ethnic division, and anti-Vietnam War protests, leaving his post as vice chancellor to serve as vice president of the University of California from 1971 to 1973. In 1973 he was named president of the University of Utah, and while there he chaired the National Commission on Excellence in High Education, which authored "A Nation at Risk", regarded today as the twentieth century's most telling report on the condition of American public schools. As president of the University of California, he contended with intense controversies over affirmative action, animal rights, AIDS research, weapons labs, divestment in South Africa, and much more. This memoir recounts his experiences with these and other issues and describes his dealings with the diverse cast of characters who influence the university: U.S. presidents, governors, legislators, regents, chancellors, faculty, staff, students, alumni, and donors. The epilogue of "Earning My Degree" is a thoughtful and engaging account of the ten years since Gardner's retirement that includes his personal views about what has truly mattered in his life.

Ethics and College Sports is a careful analysis of the root problems in intercollegiate athletics in American universities. It examines the prevalent myths that are regularly used to justify the inclusion of intercollegiate athletics, and all of the abuses and scandals it has brought to university campuses, from a moral perspective. In this book, the myths that amateurism is morally desirable, that sports brings good moral character, and that the elite sports programs raise significant sums of money to support university budgets are dissected. The actual impact of the movement to provide gender equity in athletics programs on campus is discussed and a defensible justification for intercollegiate athletics is offered.

The "Los Angeles Times "called the first volume of "The Gold and the Blue ""a major contribution to our understanding of American research universities." This second of two volumes continues the story of one of the last century's most influential figures in higher education. A leading visionary, architect, leader, and fighter for the University of California, Clark Kerr was chancellor of the Berkeley campus from 1952 to 1958 and president of the university from 1958 to 1967. He saw the university through its golden years--a time of both great advancement and great conflict. This absorbing memoir is an intriguing insider's account of how the University of California rose to the peak of scientific and scholarly stature and how, under Kerr's unique leadership, it evolved into the institution it is today.
In Volume II: "Political Turmoil, "Kerr turns to the external and political environment of the 1950s and 1960s, contrasting the meteoric rise of the University of California to the highest pinnacle of academic achievement with its troubled political context. He describes his attempts to steer a middle course between attacks from the political Right and Left and discusses the continuing attacks on the university, and on him personally, by the state Un-American Activities Committee. He provides a unique point of view of the Free Speech Movement on the Berkeley campus in the fall of 1964. He also details the events of January 1967, when he was dismissed as president of the university by the Board of Regents.

In the first work to examine both nazification and denazification of a major German university, Steven Remy offers a sobering account of the German academic community from 1933 to 1957. Deeply researched in university archives, newly opened denazification records, occupation reports, and contemporary publications, "The Heidelberg Myth" starkly details how extensively the university's professors were engaged with National Socialism and how effectively they frustrated postwar efforts to ascertain the truth.

Many scholars directly justified or implemented Nazi policies, forming a crucial element in the social consensus supporting Hitler and willingly embracing the Nazis' "German spirit," a concept encompassing aggressive nationalism, anti-Semitism, and the rejection of objectivity in scholarship. In elaborate postwar self-defense narratives, they portrayed themselves as unpolitical and uncorrupted by Nazism. This "Heidelberg myth" provided justification for widespread resistance to denazification and the restoration of compromised scholars to their positions, and set the remarkably long-lasting consensus that German academic culture had remained untainted by Nazi ideology.

"The Heidelberg Myth" is a valuable contribution to German social, intellectual, and political history, as well as to works on collective memory in societies emerging from dictatorship.

How to Manage Your Science and Technology Degree is a ground-breaking book, offering a no-nonsense approach to all areas of undergraduate life, including maximizing learning opportunities, handling mathematics and coping with laboratory work. How to succeed in mastering time and finances is covered, as are examination techniques. It also discusses the wider aspects of university life and helps students to grasp each opportunity available to them. The book concludes with a chapter on how to break into your chosen career.

This innovative book takes a practical, no-nonsense approach to all areas of undergraduate life, from getting started and maximizing learning opportunities to making choices, mastering time management and succeeding in exams. It also covers the wider aspects of the university experience including peer pressure, finances and grasping the opportunities available to undergraduates throughout their degree course. The book concludes with guidance on how to break into a career as a graduate.

Graduate schools have faced attrition rates of approximately 50 percent for the past 40 years. They have tried to address the problem by focusing on student characteristics and by assuming that if they could make better, more informed admissions decisions, attrition rates would drop. Yet high attrition rates persist and may in fact be increasing. Leaving the Ivory Tower thus turns the issue around and asks what is wrong with the structure and process of graduate education. Based on hard evidence drawn from a survey of 816 completers and noncompleters and on interviews with noncompleters, high- and low-Ph.D productive faculty, and directors of graduate study, this book locates the root cause of attrition in the social structure and cultural organization of graduate education.

The aim of this book is to explore the ethical basis of law within both the mainstream and peripheral areas of curriculum,including the European dimension. It reflects a current development in legal scholarship at Exeter University which aims to bring to the fore ethical perspectives which are still relatively unknown in the UK. The book also marks attainment of three milestones in the evolution of Exeter Law School; its establishment in 1923; the creation of the Bracton Chair in 1948 and the adoption of the title of School of Law in 1998. The contributing authors are all either current members of the School or distinguished Exeter alumni.

An introduction to the main psychological and developmental factors that affect students, and how these typically influence and shape their experiences at university. Using a psychodynamic model, it provides a clear account of the various emotional and developmental issues that underlie the problems that students encounter, and of the role of counselling in dealing with these problems. The book will be of use to individuals with a personal or professional interest in student welfare, as well as those who wish to gain a deeper understanding of the psychological issues that affect the development and well being of students.

The university today is under attack from all sides. Parents and students resent the escalating costs of education and wonder where the money is being spent. Aspiring scholars feel betrayed by an institution that prepares them for nonexistent jobs. Critics on the right condemn the teachers who neglect "the canon" while critics on the left condemn the creeping corporatism on campus. Politicians seek greater control over the conduct of research and add new conditions to the use of government funds. Worst of all, the academics are increasingly uneasy in an environment that fosters competition, discourages cooperation, and has made "publish or perish" a condition of survival.

Donald Kennedy, the former president of Stanford University and currently a member of its faculty, has been at the front lines of the issues confounding the academy today. In this important new book, he brings his experience and concern to bear on the present state of the university. He examines teaching, graduate training, research, and their ethical context in the research university. Aware of the numerous pressures that academics face, from the pursuit of open inquiry in the midst of culture wars, to confusion and controversy over the ownership of ideas, to the scramble for declining research funds and facilities, he explores the whys and wherefores of academic misconduct, be it scholarly, financial, or personal.

Kennedy suggests that meaningful reform cannot take place until more rigorous standards of academic responsibility--to students, the university, and the public--are embraced by both faculty and the administration. With vision and compassion, he offers an important antidote to recent attacks fromwithout that decry the university and the professoriate, and calls upon the college community to counter those attacks by looking within and fulfilling its duties.

The academic Kitchen tells the story of the evolution of an all-women's department, the Department of Home Economics, at the University of California, Berkeley from 1905 to 1954. The book's unique focus on the connection between gender and the status of a particular academic department challenges organizational theorists and higher education specialists to reconsider their traditional analysis of academic departments. By incorporating gender in the analysis, Nerad reveals the process by which departments traditionally dominated by women, including education, library science, nursing, social welfare, and home economics, begin as separate (and unequal) programs and are subsequently eliminated (or sustained without economic rewards, prestige, and power) when administrators no longer regard them as useful.

As we near the end of the century, there can be no doubt that the increasingly global political economy has affected the ways in which universities are governed; the daily lives of academics have been altered as well. In this new volume, editors Jan Currie and Janice Newson consider globalization as combining a market ideology with a corresponding material set of practices drawn from the world of business. Issues of managerialism, privatization, and accountabilityùall central values in businessùhave become primary for universities and their administrators as well. The selections in this book help illustrate the editorsÆ contentions that globalization presents clear disadvantages as well as benefits to all citizens. GlobalizationÆs effects on higher education are not likely to be uniform nor are the outcomes an inevitable process. The future of the university as a place where society can examine itself critically is at stake and this volume will be a strong contributor to the debate. Universities and Globalization will be of great interest to those interested in higher education, the role of the university, and global institutions and practices.

As we near the end of the century, there can be no doubt that the increasingly global political economy has affected the ways in which universities are governed; the daily lives of academics have been altered as well. In this new volume, editors Jan Currie and Janice Newson consider globalization as combining a market ideology with a corresponding material set of practices drawn from the world of business. Issues of managerialism, privatization, and accountabilityuall central values in businessuhave become primary for universities and their administrators as well. The selections in this book help illustrate the editorsAE contentions that globalization presents clear disadvantages as well as benefits to all citizens. GlobalizationAEs effects on higher education are not likely to be uniform nor are the outcomes an inevitable process. The future of the university as a place where society can examine itself critically is at stake and this volume will be a strong contributor to the debate. Universities and Globalization will be of great interest to those interested in higher education, the role of the university, and global institutions and practices.

You have almost completed your dissertationùwhat will you do after you defend it? You are just entering a graduate programùis there an academic career for you? What does it take to find and secure a job as a full-time college or university faculty member? What do institutions look for in recruiting new faculty? How should you prepare yourself in your pursuit of your first academic position? Authors Karen Sowers-Hoag and Dianne F. Harrison answer these questions and more that haunt graduate students throughout their degree programs. As a guide, Finding an Academic Job explores a range of issues surrounding the process of finding employment in an academic setting: surveying the market, preparing credentials, marketing oneself, job hunting, negotiating an offer, and issues arising in a dual-career partnership. Across disciplines, students in graduate programs and those considering entering graduate programs, faculty advisors, placement officers, career counselors, and others who work with and mentor budding professors will find this book invaluable.

What does it take to get into and through graduate school? What special challenges, opportunities, and issues face an African American graduate student? The African American Student's Guide to Surviving Graduate School offers a practical roadmap to help African American students get the most out of their graduate school experience. The book covers a number of issues, including creating a program of study, financial aid, and the dissertation process. Author Alicia Isaac thoroughly covers the entire graduate process, offering case studies, anecdotes, words of wisdom from prominent African Americans, checklists, and self-assessment scales to provide a useful guide for students involved in or considering graduate study.

Once the honeymoon days of acceptance and admittance to medical school are over, most medical students suddenly find themselves faced not only with the grueling course work of basic sciences that precede even more harrowing clinical studies, but also with questions of self-doubt, resocialization, alienation from friends and family, and career angst. The experience of medical school turns out to be not the imagined flight of intellectual self-actualization but rather a grinding struggle to cram too much information into too few hours, with precious little time for recreation or a social life. And every step of the way the student is haunted by the question, did I do the right thing? Based on years of studying and working with medical students, Robert H. CoombsAEs Surviving Medical School offers both an orientation to the hectic, anxious realm of medical education and a resource for coping with and succeeding in that environment. Coombs begins with questions regarding expectations and intellectual and emotional capacities. The author then examines matters related to career doubt and alienation often experienced by medical students. Following an orientation to the clinical experience, the book concludes with discussions about physician fallibility, residency, and professional practice. Surviving Medical School is a must read for medical students at all levels, and provides excellent preparation for baccalaureate students anticipating medical school. It also serves as a valuable shelf reference for medical school instructors, advisors, and counselors.

Once the honeymoon days of acceptance and admittance to medical school are over, most medical students suddenly find themselves faced not only with the grueling course work of basic sciences that precede even more harrowing clinical studies, but also with questions of self-doubt, resocialization, alienation from friends and family, and career angst. The experience of medical school turns out to be not the imagined flight of intellectual self-actualization but rather a grinding struggle to cram too much information into too few hours, with precious little time for recreation or a social life. And every step of the way the student is haunted by the question, did I do the right thing? Based on years of studying and working with medical students, Robert H. CoombsÆs Surviving Medical School offers both an orientation to the hectic, anxious realm of medical education and a resource for coping with and succeeding in that environment. Coombs begins with questions regarding expectations and intellectual and emotional capacities. The author then examines matters related to career doubt and alienation often experienced by medical students. Following an orientation to the clinical experience, the book concludes with discussions about physician fallibility, residency, and professional practice. Surviving Medical School is a must read for medical students at all levels, and provides excellent preparation for baccalaureate students anticipating medical school. It also serves as a valuable shelf reference for medical school instructors, advisors, and counselors.

The American research university enjoyed an unprecedented boom from the end of World War II until the 1990s. All sources of financial support for universities--federal grants, private gifts, state appropriations, student tuition, and revenues from university medical centers--grew substantially. As a result, traditionally prestigious universities expanded and numerous other universities were transformed from primarily teaching institutions to significant research centers. But in the 1990s, research universities have experienced the first protracted challenge to the boom of the preceeding four decades. This book examines the nature of the challenges to research universities, and their likely effects on the number, size, and operation of these universities. The authors assess the prospects for research support from government, industry, and profits from university medical centers, and conclude that the future does not appear bright in these cases. They also examine the methods used by the federal government to pay for university research, and propose changes that would make both universities and the federal government better off by reducing the administrative costs of federal grants. Their primary conclusion is that in the next decade American research universities will face increasingly stringent budgets, and will be forced to shrink and refocus their activities in order to survive as research institutions.

In this book, the authors equate the university to a factory that takes raw material and adds value to output a finished product desired by corporations to buy at some competitive price. The Learning Factory applies the latest management theories to running a university like a company that must make a "profit" to survive. Contents: Preface; The Learning Factory in the Continuing Education Learning Market; The Players, the Playing Field, and the Rules of the Game; The Value of the Value Chain; The Learning Factory Products and Processes- Design, Development, and Market Implementation; Academic Quality Management in the Learning Factory; The Strategic Planning Process-A Formula for Winning; Executive Summary; Acknowledgments.

An essential reference for understanding the evolution of the college student personnel field, Student Affairs: A Profession's Heritage traces the development of the field from its beginnings through the writings of Cowley, Williamson, Mueller, Lloyd-Jones, Wrenn, Penney, Greenleaf, Tripp, and Shaffer through the student development emphasis of Crookston, Parker and Hurst. This second and expanded edition of Student Affairs also discusses the development of identity during the college years and the feminization of the profession. Co-published with American College Personnel Association.

American science was as much the victim as the beneficiary of the Cold War. What science may have gained in funding, prestige, and political clout, it lost in independence and integrity. As one prominent scientist put it, the military bought American science on the installment plan, with fateful consequences for intellectual freedom. Military money and expectations blurred traditional distinctions between theory and practice, civilian and military, and claffified and unclassified, creating a new kind of American science that derived its character as well as its contracts from the Pentagon.

Byron K. Marshall offers here a dramatic study of the changing nature and limits of academic freedom in prewar Japan, from the Meiji Restoration to the eve of World War II.
Meiji leaders founded Tokyo Imperial University in the late nineteenth century to provide their new government with necessary technical and theoretical knowledge. An academic elite, armed with Western learning, gradually emerged and wielded significant influence throughout the state. When some faculty members criticized the conduct of the Russo-Japanese War the government threatened dismissals. The faculty and administration banded together, forcing the government to back down. By 1939, however, this solidarity had eroded. The conventional explanation for this erosion has been the lack of a tradition of autonomy among prewar Japanese universities. Marshall argues instead that these later purges resulted from the university's 40-year fixation on institutional autonomy at the expense of academic freedom.
Marshall's finely nuanced analysis is complemented by extensive use of quantitative, biographical, and archival sources.