This book is a twist on the current discourse around 'inclusivity' and 'widening participation'. Higher education is welcoming students from diverse educational, social, and economic backgrounds, and yet it predominantly employs middle-class academics. Conceptually, there appears, on at least these grounds alone, to be a cultural and class mismatch. This work discusses empirical interviews with tenured academics from a working-class heritage employed in one UK university. Interviewees talk candidly about their childhood backgrounds, their school experiences, and what happened to them after leaving compulsory education. They also reveal their experiences of university, both as students and academics from their early careers to the present day. This book will be of interest to an international audience that includes new and aspiring academics who come from a working-class background themselves. The multifaceted findings will also be relevant to established academics and students of sociology, education studies and social class.

This book addresses the pivotal role American institutions of higher education must play if the United States is to succeed in a global society and economy. Containing papers presented at a symposium held in late 1992 at MIT, this important book identifies three critical resources: human capital, financial capital, and intellectual capital. All 11 chapters focus in some way on the use of these resources toward effective functionality of U.S. colleges and universities in a global environment. The book also personalizes this discussion with instructive examples of comprehensive international strategy drawn from internationalizing the curriculum experiences at Carleton College, MIT, and the University of Pennsylvania. This enlightening and thought-provoking volume is for college and university presidents, administrators, and trustees, and for policymakers in federal government agencies.