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.

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.

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 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."

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.

For almost a century, big-time college athletics has been a wildly popular but consistently problematic part of American higher education. The challenges it poses to traditional academic values have been recognized from the start, but they have grown more ominous in recent decades, as cable television has become ubiquitous, commercial opportunities have proliferated, and athletic budgets have ballooned. In the second edition of his influential book Big-Time Sports in American Universities, Clotfelter continues to examine the role of athletics in American universities, building on his argument that commercial sports have become a core function of the universities that engage in them. Drawing on recent scandals on large-scale college campuses and updates on several high-profile court cases, Clotfelter brings clear economic analysis to the variety of problems that sports raise for university and public policy, providing the basis for the continuation of constructive conversations about the value of big-time sports in higher education.

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.

Packed with study tips, activities, templates and quotes from students, this is your essential guide to university, showing you step-by-step how to study effectively and make the best of your time at university. Whether you are going to university straight from school, a mature, or an overseas student studying in the UK for the first time, you'll find out how to: Sail through those tricky first weeks Get the most out of lectures by understanding how you learn Learn techniques for academic writing and research Effectively work with others in groups, seminars and workshops Write assignments and pass exams with flying colours Build your CV and plan your next steps after graduation. New to this edition is content on how to thrive at university, learn and research digitally, and how to develop your employability skills. The Student Success series are essential guides for students of all levels. From how to think critically and write great essays to planning your dream career, the Student Success series helps you study smarter and get the best from your time at university.

Narratives of Becoming Leaders in Disciplinary and Institutional Contexts provides theoretically informed personal narratives of nine emerging and established leaders in learning and teaching in Australia, Brazil, Canada, Trinidad and Tobago, the UK and the USA. The academics' narratives consider how individuals navigate the disciplinary and institutional context as emergent and established leaders in learning and teaching. These learning and teaching leadership narratives highlight the commonalities and differences in the struggles that academic leaders across the world encounter within their unique institutional and disciplinary contexts. The journeys of learning and teaching leadership are often fuzzy owing to lack of well-established structures and pathways which may be further complicated by the unique institutional and disciplinary contexts. This book contributes to our understanding of the impact of disciplinary and institutional contexts on the practice of learning and teaching leaders. It captures the subjective experiences of academics at various stages in their career, navigating their individual pathways of learning and teaching leadership within their national context.

At one time, universities educated new generations and were a source of social change. Today, colleges and universities are less places of public purpose than agencies of personal advantage. Remaking the American University provides a penetrating analysis of the ways market forces have shaped and distorted the behaviors, purposes, and ultimately the missions of universities and colleges over the past half-century. The authors describe how a competitive preoccupation with published rankings and markets has spawned an admissions arms race that drains institutional resources and energies. Equally revealing are their depictions of the ways faculty distance themselves from their universities, resulting in an increase in the number of administrators that contributes substantially to institutional costs. Other chapters focus on the impact of intercollegiate athletics on the educational mission, even among selective institutions; on the unforeseen result of higher education's "outsourcing" of a substantial share of the scholarly publication function to for-profit interests; and on the consequences of today's overzealous investments in e-learning. These trends raise the central question: Can universities and colleges today still choose to be places of public purpose? In the answers they provide, both sobering and enlightening, the authors underscore a consistent and powerful lesson--academic institutions cannot ignore the workings of the markets. The challenge ahead is to learn how to better use those markets for the greater public good. Robert Zemsky is a longtime professor at the University of Pennsylvania where he currently serves as the chair of the Learning Alliance. He has served as Penn's chief planning officer, as master of Hill College House, as the founding director of the Institute for Research on Higher Education, and as the codirector of the federal government's National Center on the Educational Quality of the Workforce. Gregory R. Wegner is the director of program development at the Great Lakes Colleges Association. He was the first and only managing editor of Policy Perspectives. William F. Massy is the president of the Jackson Hole Higher Education Group, Inc., and professor emeritus of higher education and business administration at Stanford University. In the 1970s and 1980s he held senior administrative positions at Stanford University, where he pioneered the use of financial management and planning tools that have become standards in higher education.

Academic Research, Writing & Referencing will provide you with practical guidance and tips on searching for literature and referencing your sources in a scholarly manner, helping you to avoid plagiarism and to produce successful academic writing assignments whatever your course of study. With the in-depth understanding of the practice of integrating and referencing academic sources and research into your writing that this book delivers, you will be better prepared to deal with - and succeed in - the full range of writing tasks that will be expected of you over the course of your academic studies and on into your chosen career.

In the contemporary world it is clear that the need to study beyond Masters Level is increasing in importance for a wide range of practitioners in diverse professional settings. Students across the world are choosing doctorates not only to become career academics, but to go beyond the academic arena, in order to make a personal and educational, as well as an economic investment, in their workplace careers and their lives. However for many doctoral students, both full-time and part-time, navigating the literature and key issues surrounding doctoral research can often be a challenge.

Bringing together contributions from key names in the international education arena, The Routledge Doctoral Student's Companion is a comprehensive guide to the literature surrounding doctorates, bringing together questions, challenges and solutions normally scattered over a wide range of texts. Accessible and wide-ranging, it covers all doctoral students need to know about:

• what doctoral education means in contemporary practice
• forming an identity and knowledge as a doctoral student
• the big questions which run throughout doctoral practice
• becoming a researcher
• the skills needed to conduct research
• integrating oneself into a scholarly community.

Offering an extensive and rounded guide to undertaking doctoral research in a single volume, this book is essential reading for all full-time and part-time doctoral students in education and related disciplines.

Accompanying The Routledge Doctoral Student 's Companion this book examines what it means to be a doctoral student in education and the social sciences, providing a guide for those supervising students. Exploring the key role and pedagogical challenges that face supervisors in students personal development, the contributors outline the research capabilities which are essential for confidence, quality and success in doctorate level research. Providing guidance about helpful resources and methodological support, the chapters:

• frame important questions within the history of debates
• act as a road map through international literatures
• make suggestions for good practice
• raise important questions and provide answers to key pedagogical issues
• provide advice on enabling students scholarly careers and identities.

While there is no one solution to ideal supervision, this wide-ranging text offers resources that will help supervisors develop their own personal approach to supervision. Ideal for all supervisors whether assisting part-time of full-time students, it is also highly suitable for helping academics to support international students who confront Western doctoral traditions and academic cultures, helping both supervisor and student to understand why things are as they are.

It is the continuous reports of unethical behavior in the form of data manipulation, cheating, plagiarism, and other forms of unacceptable behavior that draw attention to the issues of misconduct. The causes of misconduct are manifold whether it is the need to advance in a chosen discipline or to compete successfully for and obtain research funding. Disappointingly, individuals who are oriented to any form of dishonesty are individuals who had previously displayed little or no consideration for the feelings of others and are therefore more interested in themselves, at the expense of the students, and others recognizing them by any means necessary. This ground-breaking and honest examination of ethics in the university setting is unabashed in its descriptions of misconduct in the academic world. The text is well furbished with numerous citations that point to academic misconduct and the final chapter deals with the means by which misconduct can be mitigated, a strong reminder to everyone in the academic community that above board conduct must be part of our overall message of learning and part of the whole point of education in the first place. A must-have for academics and non-academics alike, this text is the second in a series of books on ethics by James G. Speight, and it is useful to anyone, in any industry, who is interested in ethical behavior and how to navigate the sometimes murky depths of our professional lives.

Every business and organization today needs to impress stakeholders with its ethics policy. Universities, Ethics and Professions examines how this emphasis on ethics by the professional world is impacting universities, institutions that have long been key contributors to ethical reflection and debate, and shapers of ethical discourse. Changing objectives, globalization, and public concerns continue to bring professionalism, and commercialization, into the dialogue about what ethics mean on campus.

Universities, Ethics and Professions offers an in-depth examination of the changing landscape of academic ethics, with case-study analysis from sociologists, educationalists, management specialists and philosophers. As professionalism becomes an integral part of university teaching, training, and research, this book considers the impact on the ethical practices of academics, and explores the importance of universities remaining sites of open discourse on ethics in the future.

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.

Most people who work and study in universities will be aware that they are changing. Yet few have so far grasped the extent of this change or have attempted to put it in a coherent intellectual framework. This volume provides new ways to understand how the university workforce in developed nations is being encouraged to change itself, and how the social role of these institutions has shifted from places of higher learning toward being agents for social change and the promotion of human welfare. Moreover the demands that are being placed on institutions and the kinds of graduates they are required to produce has changed too, with the emphasis on a new brand of vocationalism and a reinvigorated focus on skills and employability. This volume provides a theoretically informed, philosophically sophisticated account of what universities in developed nations are being encouraged to do, and the impact this has on their staff, students and the societies of which they are a part.

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."

Uncovering aspects of university culture which are often hidden or misunderstood, this book brings together international perspectives, showing the matches and mismatches between experience and expectation, as both staff and student face new academic cultures. Drawing on the stories of students and members of staff in the higher education sector as starting points for analysis, this book considers aspects such as the dynamics and pragmatics of university settings, from tutorial to lecture; the assignment and multiple text types from reflective logs to essays; different interpretations of grades, grading and feedback. Topics are explored with examples from critical incidents and narratives in international contexts - both where staff or students cross cultures and borders, and where they are functioning within the university culture with which they are most familiar. Ideal both for those new to learning and teaching in higher education, and those seeking to refresh their practice, this must-read book uses case studies and narratives to illustrate key challenges academics and students face. With consideration given to learning across cultures, the narratives and topics lead to enquiries which the reader can ask and research for themselves to find helpful answers to explain their own university experiences.

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.

Are you a college or university graduate? Do you support students looking ahead to life after graduation? Are you curious about how your alumni network can benefit your life? Does the alumni strategy in your organization need inspiration? This enlightening, original book reimagines graduates' alumni status as a gateway to immense opportunities through professional and personal networks. To discover this alumni potential, Maria L. Gallo guides you through the four key traits of the 'Alumni Way': reflection, curiosity, passion and generosity. With a sound academic foundation, combined with practical activities and checklists, 'The Alumni Way' is the ultimate resource for inspiring savvy, active alumni citizens of the world. The Alumni Way Workbook is also available. Visit www.thealumniway.com.

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.