Since second-wave feminism of the 1970s, women's rights and opportunities in education and employment have increased across the globe, but has equality, whether social, political or legal, really been achieved? In this fascinating book, Miriam E. David, a well-known and influential feminist in higher education, celebrates the achievements of international feminists as activists and scholars. She provides a critique of the expansion of global higher education masking their pioneering zeal and zest for knowledge. Looking at the changing zeitgeist, David contends that feminism has yet to have an enduring influence, despite how generations of women have felt empowered. She illustrates the power of patriarchal social relations and how everyday sexism or misogyny is keenly felt. This impassioned book asks whether a feminist-friendly future is possible, or indeed, desirable.

How do you create world-class educational institutions that are academically rigorous and vocationally relevant? Are business schools the blueprint for institutions of the future, or an educational experiment gone wrong? This is the first title in a new series from IE Business School, "IE Business Publishing."

As part of the American school reform movement, administrators are searching for ways of measuring students' skills and progress within the system. Courts and McInerney focus on the qualitative assessment possible through the use of student portfolios, particularly at the college level. The authors are concerned that the teaching and learning process will be subsumed by assessment and will become even more test-driven than it now is. A critical look at multiple-choice, standardized examinations shows how unmindful our educational testing is of psychosocial diversity. The authors warn that in upgrading American education nationwide, more effective and self-confirming measures should be faculty developed and locally controlled. The authors propose a new compact among teachers and students as they take mutual responsibility for the learning process and changing curriculum.

As advertised, the book offers a source of strategies and practical solutions to vexing and recurrent problems which readers can tailor to their individual needs. By and large, the authors eschew the theoretical and anecdotal extremes in favor of applied, first-hand experience with good effect. The book is carefully edited, well indexed, has a serviceable binding, and clear sharp type. It is highly recommended as an important resource that belongs in the professional collection of every small academic library. Journal of Academic Librarianship The Smaller Academic Library, which is a collection of thirty essays by diverse hands on the management of libraries in colleges of up to about 7,500 students, should help practitioners build that kind of leadership and sense of mission. It contains, in general, an excellent body of information on the administration, personnel, budgets and finance, collections, user programs and services, and physical plant that touches on virtually every aspect of the administration, management, and operation of smaller academic libraries in a lively and useful fashion. Wilson Library Bulletin This handbook is intended for librarians involved with smaller academic libraries, that is, those which serve institutions with enrollments from 200 to 7,500 students. Consisting of contributions from librarians actually working in these libraries, it is intended to provide solutions to recurrent problems. The contributors offer their own strategies for use both as models and as starting points from which readers may generate their own solutions. They possess a wide range of experience and discuss a broad spectrum of pertinent topics. This is apt considering the diverse character of smaller academic setting, may also evidence a common set of problems. Each chapter includes either references or a bibliography, and a bibliographic essay completes the volume.

This volume of 12 chapters contains some of the latest research on university-based technology transfer, intellectual property issues, and the entrepreneurship program/technology transfer interface. Eleven of the papers are from the Colloquium on Entrepreneurship Education and Technology Transfer held at the White Stallion Ranch, Tucson, Arizona, January 21-23, 2005, organized by the Karl Eller Center, University of Arizona, and funded by the Ewing Marion Kauffman Foundation of Kansas City. Patterns of technology transfer are outlined in papers by Donald Siegel, Phillip Phan, David Mowery, and David Audretsch, Max Keilbach, and Erik Lehmann. They describe the determinants of technology transfer, its impact, and challenges within a university setting. The history of university licensing activity is provided. Intellectual property issues and questions of the relationship between traditional basic university research and applied, potentially commercial research are described in papers by Katherine Strandburg, David Adelman, and Brett Frischmann. The ineffectiveness of university blocking patents in certain areas of the biosciences is discussed, along with broader questions of licensing and ownership. Interdisciplinary university entrepreneurship programs are outlined in papers by Jerry Thursby, Marie Thursby, Thomas Byers and Andrew Nelson, and Arthur Boni and S. Thomas Emerson. The authors detail the approaches taken at four universities to link entrepreneurship programs to technology transfer and technology transfer offices. The insights for adoption elsewhere are valuable. The final chapter by Morton Kamien is an essay on the characteristics and importance of entrepreneurs in the growth of a society.

This book examines governance reforms in higher education in six European countries: Austria, Denmark, Finland, France, the Netherlands, and Portugal. It focuses in particular on the governance of the systems and institutions in these countries. The book shows that each of the national reform processes has been characterised by its own specific pathways embedded in the country's specific socio-economic contexts and cultures, but also has a number of features in common with the other countries and processes. The first chapter of the book presents a conceptual framework to analyse the reform processes as an 'implementation game' played by several actors with diverse interests. The second chapter describes the national reform processes of the six selected countries, giving a voice to the individual university rectors and officials who played an important role during the reform processes. Their stories constitute a vivid narrative of the government drivers of reform and of the rationales of the institutions as main partners in the reform processes. These narratives are analysed, complemented by, and contrasted with a review of the literature on the subject in the third chapter. The final chapter consist of concluding remarks and lessons learned.

The quality of education in higher education is a high-profile, controversial and rapidly evolving area, which presents universities with a major challenge. Quality assurance and development issues impact on the staff, resources, administration and culture of an academic institution, yet there is often a lack of clear guidance available to those responsible for implementing best practice.
This book provides practical guidelines for managing academic quality assurance and quality enhancement, outlining best practice from both the UK and the rest of the world. Each chapter addresses the key issues, risks and good practice points across a wide range of quality issues, drawing explicitly and in detail from the QAA guidance on the Code of Practice, Subject Benchmarks, Qualifications Framework and Institutional Audit.
The material is presented in an accessible and straightforward style, incorporating useful features such as case studies, self-assessment questionnaires and checklists. The book also includes development questions for individual or team review. "The Academic Quality Handbook" is an essential resource for academic managers, course leaders and anyone with responsibility for quality assurance in universities and colleges.
A ringbound edition is also available with photocopiable resources, workshop materials and an additional chapter on foundation degrees. Visit the website at www.academicquality.com

This second edition of The Directory of University Libraries in Europe provides extensive details of the central and other major libraries of European universities and, where appropriate, includes the libraries of attached institutes and research centres. Meticulously researched and revised, this title provides the most up-to-date information available and, to ensure accuracy and reliability, information is provided by the libraries and institutions concerned. Key Features: * Covers libraries throughout Europe, arranged alphabetically by country * Entries list full contact details, including email and internet addresses, and names of chief librarians and other relevant staff * Other invaluable information includes: areas of specialization, opening hours, entitlement to use the library, the size and composition of library holdings, online subscriptions and details of libraries' own publications * Fully indexed for ease of use.

The past decade has witnessed a steady increase in the numbers of Asian students in North American institutions of higher learning. While their academic success has been widely recognized, concerns about their silence in classrooms have also been expressed by educators. Following an overview of Asian students in North American higher education, this book presents a focused ethnographic study of twenty Asian graduate students enrolled in a major US university, exploring and describing Asian student's oral classroom participation modes across multiple factors.

Four major classroom communication patterns--total integration, conditional interaction, marginal participation, and silent observation--are identified among the participants and discussed across sociocultural, affective, cognitive, linguistic, and pedagogical/environmental factors. Also discussed are the Asian concepts of face saving, politeness, and social identity in multiple discourse communities in light of Asian students' perceptions of and modes in classroom participation. The book concludes with a call for the development of cultural transformation competence, which encompasses social identity negotiation skills, and culture-sensitivity knowledge and mindful reflexivity in addition to communicative competence.

This book offers detailed comparative analyses of graduate employment and work, drawn from a survey of graduates in 11 European countries and Japan. The book shows how transition to employment, job assignments, employee assessments of the quality of employment and work vary by the graduates socio-biographic and educational background. It demonstrates more substantial differences in the relationships between study and subsequent employment between various countries than previous debates and analyses have suggested.

This book outlines the development of service leadership curricula, programs and materials designed for university students in Hong Kong. In addition, it includes evaluation studies and specific service leadership programs, making it a pioneering book that integrates service leadership and student wellbeing for Chinese university students. In view of the transformation of industries resulting in shifts from manufacturing economies to service economies, the book takes a holistic approach to leadership development, focusing on three basic components of effective service leadership that are closely related to student wellbeing: leadership competencies such as emotional intelligence and resilience, moral character, and a caring disposition. This approach represents a move away from literature that emphasizes the elite leadership model, assuming that leadership is the privilege of a talented few. By extension, it argues that the promotion of service leadership qualities is a good strategy for promoting student wellness. The individual chapters are extended versions of papers presented at the "International Conference on Service Leadership Education for University Students: Experience in Hong Kong," which was held in May 2014. The book offers a valuable contribution to Chinese and global academic literature on service leadership and will benefit researchers and educators alike.

A seminal study, The University in Development explores how the university is indeed 'in development': pursuing a new 'third' mission of external societal development (alongside its two existing missions of teaching and research), and experiencing a major internal revolution as this impacts on its structural organisation. Already prevalent in many institutions internationally, this third academic mission has begun to pose troubling challenges to existing academic research cultures and systems in South Africa. Emerging from an extended longitudinal study, The University in Development provides a powerful analysis of the complex nexus of transformation occurring between universities and the rapidly changing global society of which they form a part. Embedded within the book is a central theoretical claim: that driving this new international transformation within universities is a global post-1970s new capitalist industrial revolution, with economies seeking out use-inspired basic research at universities in order to survive and grow within the competitive international market. The analysis thus provides new understandings of current concepts of 'globalisation', 'use-oriented' research, 'knowledge society and economy', and 'national system of innovation'. The book is structured in three parts. While the first considers case studies of this academic transformation globally, the second part homes in on new research centres at Western Cape universities to examine the combination of creativity and disruption arising as this third academic mission evolves in South Africa. Part 3 argues that new visions, concepts and policies of research are needed, if our universities are to unlock their 'knowledges' for societal development, with greater social justice not only for industry but also for civil society.

Teachers in higher education have had to become more professional in their approach to teaching, matching their professionalism in research. The first edition of this book prepares teachers to do and undergo quality audits and appraisals, and to achieve their personal aims of improving their teaching and their students' learning. The strength of this book is that it provides a sound theoretical basis for designing and using learning technologies in university teaching.
This new edition builds upon the success of the first and contains major updates to the information on learning technologies and includes the implications of using technology for the university context - both campus and electronic - which suggests a new approach to managing learning at institutional level.

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The focus of this book is on the ways in which service learning and multicultural education can and should be integrated so that each may be strengthened and consequently have greater effect on educational and social conditions. It offers a significant attempt to forge a dialogue among practitioners of service learning and multicultural education. The overriding theme is that service learning without a focused attention to the complexity of racial and cultural differences can reinforce the dominant cultural ideology, but academic work that seeks to deconstruct these norms without providing a community-based touchstone isolates students and schools from the realities of the larger communities of which they are part.
Although the chapter authors provide varied perspectives on the benefits and challenges of integrating multicultural education and service learning, they all are committed to a vision of education that synthesizes both action and reflection. None of the authors pretend to have all the answers to what this integration should look like, nor do they believe that today's social problems are easily ameliorated through education. Rather, they share theories, practices, failures, and triumphs in order to further the conversation about the importance of aligning what educators say about the world and how they act in and on it. These authors share the view that multicultural education is truly transformative for students only when it includes a community action component, and likewise, service learning is truly a catalyst for change only when it is done from a multicultural and socially just perspective. It is their hope that the ideas explored in this book will further the work of those who share a commitment to the integration of action and reflection.

America's research universities consistently dominate global rankings but may be entrenched in a model that no longer accomplishes their purposes. With their multiple roles of discovery, teaching, and public service, these institutions represent the gold standard in American higher education, but their evolution since the nineteenth century has been only incremental. The need for a new and complementary model that offers accessibility to an academic platform underpinned by knowledge production is critical to our well-being and economic competitiveness. Michael Crow, president of Arizona State University and an outspoken advocate for reinventing the public research university, conceived the New American University model when he moved from Columbia University to Arizona State in 2002. Following a comprehensive reconceptualization spanning more than a decade, ASU has emerged as an international academic and research powerhouse that serves as the foundational prototype for the new model. Crow has led the transformation of ASU into an egalitarian institution committed to academic excellence, inclusiveness to a broad demographic, and maximum societal impact. In Designing the New American University, Crow and coauthor William B. Dabars-a historian whose research focus is the American research university-examine the emergence of this set of institutions and the imperative for the new model, the tenets of which may be adapted by colleges and universities, both public and private. Through institutional innovation, say Crow and Dabars, universities are apt to realize unique and differentiated identities, which maximize their potential to generate the ideas, products, and processes that impact quality of life, standard of living, and national economic competitiveness. Designing the New American University will ignite a national discussion about the future evolution of the American research university.

One of the major activities of academics is reviewing colleagues' manuscripts, yet no formal training on how to put together a meaningful review is usually provided by Ph.D. programs or professional associations. "Winning Reviews" brings together highly-respected scholars to discuss the fundamental nuts and bolts of writing a review. Insights are offered by leading journal editors and the vital role that reviews play in the knowledge creation process is examined. The book provides a comprehensive and much-needed guide to evaluating and reviewing scholarly writing.

An essential one-volume guide to university libraries in Europe. * Provides extensive details of the central and other major libraries of European universities and, where appropriate, includes the libraries of attached institutes and research centres * Meticulously researched to provide the most up-to-date information * To ensure accuracy and reliability, information is provided by the libraries and institutions concerned * Contains almost 4,000 entries * Covers the libraries of some 800 universities, arranged alphabetically by country * Entries list full contact details, including e-mail and internet addresses, and names of chief librarians and other relevant staff * Other invaluable information includes: areas of specialization, opening hours, entitlement to use the library, the size and composition of library holdings, on-line subscriptions and details of libraries' own publications * Fully indexed for easy location of universities and their libraries.

This book offers examples of how experience and innovation can be combined to create something new, with a particular emphasis on practical implementation, such as generating successful solutions by merging Information and Communication Technology (ICT) and managerial concepts.

First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

Taking a long-term historical and future perspective on the university is critical at this time. The university is being refashioned, often by forces out of the control of academics, students, and even administrators. However, there remain possibilities for informed action, for steering the directions that the university can take. This book maps both the historical factors and the alternative futures of the university. Whereas most books on the university remain focused on the European model, this volume explores models and issues from non-Western perspectives as well.

Inayatullah and Gidley draw together essays by leading academics from a variety of disciples and nations on the futures of the university, weaving historical factors with emerging issues and trends such as globalism, virtualization, multiculturalism, and politicization. They attempt to get beyond superficial debate on how globalism and the Internet as well as multiculturalism are changing the nature of the university, and they thoughtfully assess these changes.

Cross-border education is a fast growing and diverse global market, but little is known about how international students actually live. Using international and cross-country comparative analysis, this book explores how governments influence international student welfare, and how students shape their own opportunities. As well as formal regulation by government, 'informal regulation' through students' family, friendship and co-student networks proves vital to the overseas experience. Two case study countries - Australia and New Zealand - are presented and compared in detail. These are placed in the global regulatory and market contexts, with lessons for similar exporter countries drawn. Regulating international students' wellbeing will be of interest to international students, student representative bodies, education policy makers and administrators, as well as civil servants and policy makers in international organisations. Students and researchers of international and comparative social policy will be drawn into its focus on a little understood but vulnerable global population.

Volume XXII/2 of History of Universities contains the customary mix of learned articles, book reviews, and bibliographical information, which makes this publication such an indispensable tool for the historian of higher education. Its contributions range widely geographically, chronologically, and in subject-matter. The volume is, as always, a lively combination of original research and invaluable reference material.

In a changing world, what is the social purpose of higher education? Combining a critique of contemporary universities, a manifesto for the future and a provocation to stimulate change, The New Power University examines how higher education can flourish in the 21st century. Using the framing of 'new power', Jonathan Grant illustrates how a different purpose for universities is necessary, through the application of a new set of values that puts social responsibility at the core of the academic mission, allowing the university to become an advocate of the policy and political issues that matter to its communities. The New Power University offers both a warning against the complacency of old power and a voice for many who see the opportunity and necessity for radical change in higher education. 'Jonathan Grant examines the trends and urges the shedding of old shibboleths in order to embrace a new future. Insightful and engaging, this book will spur and shape the urgent debates learning communities need to have and resolve to avoid being left behind.' Julia Gillard, Former Australian Prime Minister and Minister for Education; Chair-elect of the Wellcome Trust 'A must-read for anyone interested in the transformative power of higher education.' Ed Byrne, Former President King's College London; co-author of The University Challenge 'The New Power University is essential material for anyone wondering what universities are for and how they can help provide the answers to the most pressing challenges of our times.' Jo Johnson, Chairman of Tes Global; former UK Minister for Universities, Science and Innovation

Faculty unions are an important part of the current higher education landscape, particularly in the public sector. Yet, the rise of unionism among university faculties during the 1960's and 1970's was an unexpected development that clashed with many assumptions about academic life. Amid campus tensions, economic crisis and state political controversies, the faculties of the Universities of Connecticut, Massachusetts, and Rhode Island were among those joining ranks of organized labor during that era. This book follows the documentary record of faculty unionization at these New England universities to explore how and why unionization came about.

As the book reveals, faculty unionization can be much more than the simple result of local controversies. When examined in light of the surrounding political and economic environment, a complex picture emerges. On these New England campuses, the process invoked the participation of many actors. Faculties, administrations, boards, state political leaders, and national associations all played a part in shaping the course of events, sometimes in unexpected and unintended ways. Gordon B. Arnold places these events in context, providing a 35-year overview of faculty unionism, and locating faculty unionization within the broader realm of organized labor and the rise of public sector collective bargaining.