Despite modern technology and the focus on international business striving to make the world a smaller place, many organizations still struggle with the need for diversity and multiculturalism. This issue is also present in academia, as women of color and those previously perceived to be in the ethnic minority continue the journey to become the educators and leaders that universities need. Supporting Multiculturalism and Gender Diversity in University Settings examines the experiences of some of these female leaders and what they learned in their rise through education and academia. Highlighting stories of feminism, race, and what it means to use these life lessons in the classroom, this book is a valuable resource for higher education administrators, policymakers, and women professionals everywhere.

The major aim of this book is to contribute to the ongoing European debate on the future relationship between government and universities. The volume refutes the wide spread notion presently adopted by several European politicians and administrators, that the most efficient way to meet the threats posed by mass university education to excellence in research and teaching is through government supervision and control, and the introduction of short-term incentives of a monetary nature. Instead this study points to the necessity for the operational units strongly to safeguard and strengthen their own capacities for self-evaluation and willingness to change, mainly through emphasis on the question of academic leadership at the basic level. It also argues strongly for the beneficial effects of continuing the present European experiments with organizing graduate education in a way resembling the graduate-school model. In developing general policy arguments, introduced in the opening chapters and summed up in the concluding discussion, the book examines empirically the "cultures" of four innovative and three stagnant Swedish departments in the social sciences. A second aim of the book is thus to provide empirical insights into what, organizationally, signify innovative research establishments. The third, and final aim, is to contribute to the theoretical discussion on preconditions for social change and continuity, by focusing on factors enabling or obstructing these "micro-structures" to change.

Explores the nature of academic enterprises, including why they work the way they do and where such enterprises are headed, with the goal of gaining insights into where change can and will happen This book looks at universities from a whole-enterprise perspective. It explores the steady escalation of the costs of higher education and uses a computational economic model of complex academic enterprises. This model includes component models of research, teaching, administration, and brand value. Understanding the relationships among practices, processes, structure, and ecosystem provides the basis for transforming academia, leveraging its strengths and overcoming its limitations. More specifically, this architecture helps the reader understand how various elements of the enterprise system either enable or hinder other elements of the system, all of which are embedded in a complex behavioral and social ecosystem. Each topic is explored in terms of the levels of the architecture at which it primarily functions. Levers of change within each area are discussed, using many experiences of pursuing such issues in a range of academic enterprises. Provides a new methodology by taking a more systems-oriented approach to education systems as a whole Shows how various elements of the enterprise system either enable or hinder other elements of the system Offers alternative strategies for transformation of academic enterprises Universities as Complex Enterprises: How Academia Works, Why It Works These Ways, and Where the University Enterprise Is Headed is a reference for systems scientists and engineers, economists, social scientists, and decision makers. William B. Rouse is the Alexander Crombie Humphreys Chair within the School of Systems & Enterprises and Director of the Center for Complex Systems and Enterprises at Stevens Institute of Technology, Hoboken, New Jersey. He is also Professor Emeritus, and former Chair, of the School of Industrial and Systems Engineering at the Georgia Institute of Technology, Atlanta, Georgia. Rouse has written hundreds of articles and book chapters, and has authored many books, including most recently Modeling and Visualization of Complex Systems and Enterprises (Wiley, 2015).

A lot of time and money is invested in collaborative research and development projects at universities, research institutes and companies. But how should these complex projects be planned and run to create valuable commercial outcomes?

This book is a manual for all individuals and organisations from academia and industry working together on research and development projects. Whether grant funded, company to company or academic to company, this inspiring and highly readable book covers winning grant support, the legal arrangements, working with academics and practitioners, managing project progress and exploiting the project results.

The examples, practical methods and tips in this book will not only help the reader prepare for grant applications, but more importantly help to achieve the best results and returns from every collaborative project.

This collection brings together essays to address the crisis of Higher Education today, focusing on its neoliberalization. Higher Education has been under assault for several decades as neoliberalism's preference for market-based reforms sweeps across the US political economy. The recent push for neoliberalizing the academy comes at a time when it is ripe for change, especially as it continues to confront growing financial pressure, particularly in the public sector. The resulting cutbacks in public funding, especially to state universities, led to a variety of debilitating changes: increases in tuition, growing student debt, more students combining working and schooling, declining graduation rates for minorities and low-income students, increased reliance on adjuncts and temporary faculty, and most recently growing interest in mass processing of students via online instruction. While many serious questions arise once we begin to examine what is happening in higher education today, one particularly critical question concerns the implications of these changes on the relationship of education to as yet still unrealized democratic ideals. The 12 essays collected in this volume create important resources for students, faculty, citizens and policymakers who want to find ways to address contemporary threats to the higher education-democracy connection. This book was originally published as a special issue of New Political Science.

This intriguing book reflects on the conditions on college campuses that give rise to words and acts of hate, on the consequences of these episodes, and on strategies intended to improve intergroup harmony. Using the speech given by Nation of Islam spokesperson Khalid Abdul Muhammad at Kean College in 1993, the book begins with a consideration of the societal trends affecting today's college student, including the increasing economic uncertainty that characterizes their future and the hostility and fragmentation that characterizes their present. Attitudinal changes have proven to be widespread, as more Americans have begun to view the world through the lenses of political, social, and economic self-interest, calling prevailing equity policy into question and giving new life to identity politics. Since issues of affirmative action, multiculturalism, and political correctness are at the core of the national debate and command the attention of college students, each is addressed in detail. A discussion of what prompted Kean students to invite Muhammad follows a consideration of the current status of intergroup relations on campuses across the nation. This examination covers the inescapable conclusion that, despite the desires of most students for positive relations with people of other groups, there are serious gaps to be bridged.

Oxford has arguably contributed more to our understanding of tribal societies than any other department of anthropology in the world. Through creating a virtual community, by uniting their work and their lives, by their assurance, generations of Oxford scholars have been able to make the leaps which take us into new and previously unsuspected worlds. They had the privileges, the shared zeal and the shock of similarity-with-difference which engenders true creativity and they made good use of it. (from the Preface by Alan MacFarlane, Cambridge University). Informative as well as entertaining, this volume offers many interesting facets of the first hundred years of anthropology at Oxford University.

In this volume - drawn on experience at Italian universities - the authors infer upon the quality of the education achieved by graduates by surveying their transition to work and further professional paths. Papers are presented on the effectiveness of university education, on employability of graduates, with a discussion on considering the employment rate as the main assessment indicator, on competence analysis for backward assessment purposes and finally on university human capital indicators.

This book explores intersections of theory and practice to engage queer theory and education as it happens both in and beyond the university. Furthering work on queer pedagogy, this volume brings together educators and activists who explore how we see, write, read, experience, and, especially, teach through the fluid space of queerness. The editors and contributors are interested in how queer-identified and -influenced people create ideas, works, classrooms, and other spaces that vivify relational and (eco)systems thinking, thus challenging accepted hierarchies, binaries, and hegemonies that have long dominated pedagogy and praxis.

Lyall and Sell have opened a candid public policy discussion about the future of public universities. This is the only book-length treatment of public higher education finance at the beginning of the 21st century that looks comprehensively at state experiments and dilemmas, and attempts to envision possible future paths. Lyall and Sell describe market forces that are eroding the traditional partnership between states and public universities. By outlining how the search for new revenue sources is refocusing the basic goals of public universities, the authors clarify what has gone wrong_and what can be done to save these valuable American institutions.

Based on a series of interviews, Leviatin presents the experiences of several generations of students and faculty members who studied and taught on the English Department of the oldest university in Central Europe, Charles University. The English Department is best known as the home of the Prague Linguistic Circle. By focusing on the university, and especially the English Department, Leviatin provides a detailed picture of the ways in which an institution and a community have been affected by war, occupation, ideology, and revolution. As the first book to provide detailed oral histories of the rise and fall of Czechoslovakian communism, it will be of interest to students of contemporary Eastern European social and political history.

The Entrepreneurial Research University in Latin America examines the fascinating clashes between the Latin American tradition and the influence of new globalized forms of organization represented by entrepreneurial university models. With particular emphasis on the governance of university research, the author aims to answer key questions: Why and how do local traditions or global forces shape structural and cultural organizational change? Are these changes necessarily related to the improvement of the quality of teaching and research?

This book explores educational and cultural experiences of "part-time unveilers" during their degree programs in public institutions in Turkey. The term "part-time unveiler" is coined to refer to undergraduate female students who cover their hair in their private lives, but who remove the headscarf while at a Turkish university as a result of the higher education headscarf ban policy. The book is based on a qualitative study that involved one-on-one interviews with thirty participants. The book highlights how part-time unveilers understand and negotiate the policy, the challenges and opportunities associated with unveiling and the strategies they use in response to these, and the impact of the headscarf ban on part-time unveilers' sense of identity.

Imagining Time and Space in Universities presents critical theorizations of time and space to analyze discourses and practices of globalization and internationalization. As both dimensions have been understood in separate and hierarchical modes limited attention is given to cultural meanings embedded in these institutional policies and practices.

This volume analyzes how higher education responses to sociopolitical and economic influences affect gender equality at the nation-state and university levels in the European Union and the United States.

This collection of essays is a case study of a major educational reform enacted in Texas in 1987: an effort to test all entering college students to gauge their basic skills. The contributors were involved in implementing this reform, which aims to remedy academic deficiencies among college students and to retain students through graduation. The book chronicles how legislators, staff and educators designed the test, program, and necessary policies to support the reform.

The essays in this book chronicle the work of legislators, staff, and educators in implementing House Bill 2182, which requires testing for all entering college students and mandates developmental education for students who fail to meet the established criteria. Among the issues discussed are test development, minority concerns, prevention of bias, handicapped needs, and program evaluation. "From Politics to Policy" presents a model for other states to emulate, and is valuable to students and teachers of education, policy analysis and psychometric testing, as well as to agencies and legislators involved in state-level educational reform.

This is a story of the EC at work over fifty years, seen from the perspective of a developing European higher education policy. The book provides a rich background narrative to current strategic efforts to develop the Europe of Knowledge, and to the Bologna Process. Its analytic interest in ideas and individual "policy entrepreneurs" underpins the story and advances understanding of the EU policy process and of the phenomenon of policy entrepreneurship.

This edited volume provides a framework for understanding academic public good and offers case studies and perspectives as in depth examples of the ways in which colleges and universities engage with the community to produce social benefits. Focusing on the Asia Pacific region, the authors discuss examples of engagement that produce consciousness, partnerships, and services that are broadly available to the public and enhance the progress of society. The authors argue that, unlike an individual degree, these are public benefits that should be focused upon and featured more readily so that the breadth of university benefits come to be better understood.

Based on research conducted in a three-year, mixed-method, multi-site National Science Foundation, Science, Technology, Engineering and Mathematics Talent Expansion Program (STEP) Project, this book offers a comprehensive look into how engineering department culture and climate impacts the successful retention of female and under-represented minority college students. The editors provide valuable insight into how engineering programs support female and minority students and what strategies students employ to successfully complete engineering programs, while also addressing policies and practices that will best serve engineers in the 21st century.  

Higher education reforms have been on the agenda of Western European countries for 25 years, trying to deal with self governed professional bureaucracies politically weakened by massification when an emerging common understanding enhanced their role as major actors in knowledge based economies. While university systems are deeply embedded in national settings, the ex post rationale of still on-going reforms is surprisingly uniform and de-nationalized . They promote (1) the organizational turn of universities, to varying extent substituting collegial loosely coupled entities by integrated, goal-oriented entities deliberately choosing their own actions (and therefore open to differentiation), that can thus be held responsible for what they do (2) the diversification of stakeholders, supposedly offering solutions to problems as various as the democratisation of universities, the shrinking of State budget resources and the diversification of university missions offering answers to changes in the making and in the use of science.

When it comes to accounting for these reforms, two grand narratives of public management share the floor. NPM implies a strengthening of the capacity of the core State to direct public services organizations through management by objectives and results or contractualization, assessment, evaluation and. Governance focuses on network-based governance systems, where coordinating power and control are collectively shared between the major social actors or partners at all levels of the decision-making system. Our results suggest that all higher education systems under study were more or less transformed according to both these narratives. It is therefore needed to understand how they combine or create contradictions. This leads us to test a third neo-weberian model. This model reaffirms the role of the State, of representative democracy, (central, regional and local), of public law (suitably modernized), preserves the idea of a public service with a distinctive status, culture and terms and conditions. It shifts from an internal orientation to bureaucratic rules towards an external orientation in meeting citizens needs and wishes by means of standardization of work processes and their products, based on a distinctive public service and a particular legal order survived as the foundations beneath the various packages of modernizing reforms.

This book traces the national dynamics of public policies, organizational design and steering tools in seven European higher education and research systems, using these narratives to interpret and test the actual changes and the degree of national specificities and European convergence.

This book is not a sum of national chapters like other presumably comparative. It does not intend to tell once again the story of the transformation of the relationships between the state and universities. It tries to use Higher education system to discuss issues on state intervention and steering and more generally the NPM, governance and neo-weberian models in a specific field.

Furthermore, this book intends breaking the walls between specialists in higher education and specialist in public management and research policy. This well rooted division of labour is less that ever justified as the university mission in research (fundamental, applied, strategic) is underscored by commentors and reformers themselves. For that reason, we have chosen to observe the consequences of the dynamics of public policies, organizational design and steering tools on two specific issues related to the development of research training and organizing within universities: the transformation of research funding on the one hand and the expansion of graduate studies and doctoral schools on the other."

"If you are scratching your head as to how radicals could have seized control in Washington, and of American media, while defaming American democracy as a 'white supremacist' nightmare, look no further than the left's transformation of American universities into ideological boot camps for Marxist treachery. Brutal Minds is a model of clarity and straight talk about this national tragedy, whose destructive energies have yet to run their course." -DAVID HOROWITZ, Bestselling Author of Final Battle Much of university life is controlled by subsidized paranoiacs, amateur psychotherapists, neo-Marxist totalitarians, "student affairs professionals" imbued with authoritarian mentality, and racialist thought reformers who run workshops that destroy family ties and traditional beliefs to clear the way for new relationships grounded in racialist ideology. These are the brutal minds who threaten and abuse students in the name of an academic fraud called "antiracist pedagogy." In Brutal Minds, award-winning professor Stanley K. Ridgley exposes the dangers of radicalization, cancel culture, academic censorship, and the growing influence of socialists "boldly transforming" colleges across the country into reeducation camps of dull conformity. An educational charade masks activities and ideology as dangerous as those that inspired Communist China's tragic Cultural Revolution. This book strips away the facade of the modern American university to reveal the malignant bureaucratic viscera inside the institution. It is a dark world, an anti-intellectualist sanctuary where brutal minds find purpose, protection, camaraderie, subsidy, and power. Dr. Ridgley's book calls us to action to halt this anti-intellectual takeover of higher education and to restore the greatness of one of Western civilization's most brilliant creations, the American University. "A tale of how one of history's great institutions-the American university-is undergoing an infiltration by an army of mediocrities whose goal is to destroy it as an institution of knowledge creation and replace it with an authoritarian organ of ideology and propaganda." -From the Preface to Brutal Minds

This book explores how deans of women actively fostered feminism in the mid-twentieth century through a study of the career of Dr. Emily Taylor, the University of Kansas dean of women from 1956-1974. Sartorius links feminist activism by deans of women with labor activism, the New Left movement, and the later rise of women's studies as a discipline.

Not that long ago there were fairly clear divisions between researchers at different stages throughout their career, starting with doctoral students then progressing to postdoctoral workers and finishing with academic staff. However, more recently the term Early Career Researcher (ECR) has been introduced partly as a response to their growing importance which has been reflected by their increased respect and status shown by national, international and funding bodies. There are several common features of an ECR s job including the need to establish a professional identity and develop into an independent researcher, competing for grants and increasing one s output of research publications; this book offers proven practical advice to help ECRs kick-start a successful academic career.

• With advice on:
• Choosing research topics
• Making best use of a Research Supervisor/Mentor
• Developing your research writing
• Getting published: journals and books
• Writing a research grant/fellowship
• Becoming a supervisor
• Becoming a teacher, and
• Developing your career

This guide will help academics at the start of their career no matter what discipline they are engaged in Arts, Humanities, Sciences or Social Sciences. For example, in sciences and engineering, ECRs are commonly part of a large research team and often have to work in collaborative groups; requiring strong interpersonal skills but can lead to tension in the interaction with one s supervisor or mentor. In contrast, in the arts and humanities and perhaps the social sciences, an ECR is more likely to be an independent scholar with a requirement to work alone, leading to a different type of relationship (but not necessarily any less stressful) with one s supervisor or mentor.

Using case studies from across the subject areas to illustrate key points and give suitable examples this vital guide will help all early career academics.

The world in which we learn is changing rapidly. That rapidity is driven by a range of influences, conveniently, but inadequately, clustered under the rubric of globalisation. . The context in which globalisation and education is often linked is that of progression, progression realisable through technology, the free movement of finances and the optimum utilisation of human capital. To fuel this progression, formal educational institutions have grown, adapted and changed to provide highly skilled 'outputs' to satisfy demand. Along the way, I will argue, the questioning, learning, reflecting and worthiness of formal education has been sacrificed for instrumentality, compliance and self-interest. This is seen throughout the educational system but this book concentrates on higher education and, more importantly, higher educational institutions that are known as universities. I will try to argue for a distinctive place for universities that does not resist progression but defines it differently from that allowable by the market. I propose a university system where students and faculty are together allowed to 'let learn' who they might become, rather than realise their being as the artefact of economic imperatives. I accept from the very beginning that this might be incompatible with universities being in the world of commerce and industry, in fact, I demand that they are not! However, my text is not a polemic against the capitalist entrapment of education per se but for the development of centres that question whilst engaging with the realities of our existence.

Most university teachers have ideas about the typical good or not-so-good student in their classes, but rarely do they share these thoughts with others. By keeping quiet about the preconceptions or stereotypes they harbour, teachers put themselves at risk of missing key evidence to help them revise their beliefs; more importantly, they may fail to notice students in real need of their support and encouragement.

In this unique work, the authors explore UK and US university teachers beliefs about their students performance and reveal which beliefs are well-founded, which are mistaken, which mask other underlying factors, and what they can do about them. So is it true, for instance, that British Asian students find medicine more difficult than their white counterparts, or that American students with sports scholarships take their studies less seriously? Is it the case that students who sit at the front of the lecture hall get better grades than those who sit at the back?

By comparing students demographic data and their actual performance with their teachers expectations, the authors expose a complex picture of multiple factors affecting performance. They also contrast students comments about their own study habits with their views on what makes a good learner. For each preconception, they offer clear advice on how university teachers can redesign their courses, introduce new activities and assignments and communicate effective learning strategies that students will be able to put into practice. Finally, the authors explore the ramifications of teachers beliefs and suggest actions that can be taken at the level of the institution, department or programme and in educational development events, designed to level the playing field so that students have a more equitable chance of success.

Ideal for both educational developers and university teachers, this book:

• reveals general tendencies and findings that will inform developers own work with university teachers,
• provides practical guidance and solutions for university teachers to be able to identify and address students actual rather than assumed needs,
• explores means of addressing and challenging people 's natural tendency to rely on preconceived ideas and stereotypes, and
• explains an action research method that educational developers can use on their own campuses to unravel some of the local preconceptions that may be hampering student success.