This volume argues for a legal scholarship that maintains its identity vis-a-vis neighboring disciplines without collapsing into doctrinairism."

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.

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.

Founded in 2007 to fund basic research, the European Research Council (ERC) has become the most revered instrument in European science policy and one of the world s most important focal points for the funding of scientific research. Its grants are much sought-after by researchers and scholars and it is widely considered to have had a major impact on research communities and institutions across Europe. How did this remarkable organization, the creation of which was widely regarded as a miracle , come into being, what has it achieved and how is it likely to adapt in the face of current and future challenges? This book is the first comprehensive history of the creation and development of the ERC. Drawing on first-hand knowledge, Thomas Konig gives a detailed account of how a group of strong-minded European scientists succeeded in creating the ERC by pushing for a single goal: more money for scientific research with fewer strings attached. But he also shows how this campaign would have failed had it not been taken up by skilful officials of the European Commission, who recognized the ERC as a way to gain more influence in shaping European science policy. Once established, the ERC developed a carefully crafted self-image that emphasized its reliance on peer review and its differences from all other EU research programmes. In addition to analysing the creation and development of the ERC, this book critically examines its achievements and its claims. It also explores the implications of the rise of the ERC and the challenges and threats that it faces today, engaging with broader questions concerning the relationship of politics, science, and money at the beginning of the 21st century. It will be essential reading for all scholars and students of science policy, for decision-makers and administrators across Europe, and for researchers and academics looking to engage with and understand the ERC.

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.

International Teaching and Learning at Universities investigates both the positive and the more problematic aspects of the internationalization of education. The flow of students to universities is no longer unidirectional from East to West but truly global with a diminishing difference between the two major educational centers. Slethaug and Vinther explain how liberal education, the movement of students across the globe, autonomy for students and teachers, and internationalization of education influence each other in constructing a new educational reality. These elements are vital to the continued development of learning, economic growth, and the democratic process of our societies in the East and West.

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.

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.

This ground-breaking and exhaustive analysis of university ranking surveys scrutinizes their theoretical bases, methodological issues, societal impact, and policy implications, providing readers with a deep understanding of these controversial comparators. The authors propose that university rankings are misused by policymakers and institutional leaders alike. They assert that these interested parties overlook the highly problematic internal logic of ranking methodologies even as they obsess over the surveys assessment of their status. The result is that institutions suffer from short-termism, realigning their resources to maximize their relative rankings. While rankings are widely used in policy and academic discussions, this is the first book to explore the theoretical and methodological issues of ranking itself. It is a welcome contribution to an often highly charged debate. Far from showing how to manipulate the system, this collection of work by key researchers aims to enlighten interested parties."

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.

This book develops a progressive program of engagement with issues, problems and critical thinking which helps universities and students understand and engage with some of the key issues of our time. It focuses on curriculum concerns, and presents a sustained and critical analysis and dialogue about knowledge, culture and ways of seeing important issues. This book provides critical and analytical insights into the importance of the emergence of mass higher education into public awareness. It explores what is termed 'contested knowledge' as part of modern students' experiences and expectations. By broadcasting some of the future prospects for a democratic university, especially in relation to its communities, it highlights the need to grasp the significance of global change and instability in teaching and learning, and how an adequate curriculum in higher education can be constructed to address the issues that arise.

This is the first book-length study of masculinity in Imperial Russia. By looking at official and unofficial life at universities across the Russian empire, this project offers a picture of the complex processes through which gender ideologies were forged and negotiated in the Nineteenth Century. Masculinity, Autocracy and the Russian University, 1804-1863 demonstrates how gender was critical to political life in a European monarchy.

This double issue of of History of Universities, Volume XXX / 1-2, contains the customary mix of learned articles and book reviews which makes this publication such an indispensable tool for the historian of higher education. The volume is, as always, a lively combination of original research and invaluable reference material.

The fascination with the commercial value of research, coupled with the rise of neo-liberal 'new public management' in the public sector, has led to the rise of a managerial class in the university. These essays focus on the widespread use of business models and market principles that have undermined the autonomy of the professoriate.

Contributors to this volume demonstrate how a feminist approach is strategically necessary for the community engagement movement in higher education to achieve its goals and illustrate the transformative potential of merging feminist theory with social action.

In order to yield the expected benefits, sustainability initiatives need to be undertaken by means of a close cooperation between universities on the one hand, and societal partners on the others. The principle of co-creation and co-execution of sustainability initiatives increases the value for all by mutual learning, and the sharing of expertise and resources. But pursuing sustainability initiatives with a community and societal involvement is not simple. There is a perceived need for a better understanding of how universities can interact with society, in order to support the implementation of the UN Sustainable Development Goals. This book is an attempt to address this need, by a novel approach which focuses on current potentials and challenges, across a wide range of fields and expertise. The book focuses on how the theory and practice of sustainable development interact and shows the need for a continuation of the dialogue among sustainability academics and practitioners, so as to address the issues, matters and problems at hand. The spectrum of themes addressed on this book also entails how environmental values and ethics are applied and the relationship between social, biological and cultural diversity. It also includes a broad disciplinary approach to sustainability, including education, research and case studies, and the links with human-environment relations in a sustainable development context.

Brings together essays by tenure-track faculty, adjuncts, and graduate employees from a variety of disciplines and geographical regions in an analysis of the changing identity of academic labor. The essays included suggest alternatives for responding to the ongoing erosion of tenure and academic freedom and reshaping the academic workplace.

Contributors discuss the impact of today's casualized academic job market on faculty's self-perception, political action, and responses to the changing nature of higher education. The essays included in this collection address a number of topics, including: today's academic labor situation from an educational history perspective, the development of an academic worker identity via the build-up to a strike, the graduate-employee union movement, unionization as a social justice movement, faculty unionization and workplace solidarity, the potential culture clash between professional and blue-collar unions, the faculty's complicity in the creation of a two-tiered job system, and the othering of adjunct and non-tenure-track faculty.

By focusing on the state of the academic job system on their campuses, the contributors to this volume suggest some alternatives for responding to the ongoing erosion of tenure and academic freedom in higher education and reshaping the academic workplace.

The University of Oxford is the third oldest university in Europe and remains one of the greatest universities in the world. How did such an ancient institution flourish through the ages? This book offers a succinct illustrated account of its colourful and controversial 800-year history, from medieval times through the Reformation and on to the nineteenth century, in which the foundations of the modern tutorial system were laid. It describes the extraordinary and influential people who shaped the development of the institution and helped to create today's world-class research university. Institutions have waxed and waned over the centuries but Oxford has always succeeded in reinventing itself to meet the demands of a new age. Richly illustrated with archival material, prints and portraits, this book explores how a university in a small provincial town rose to become one of the top universities in the world at the beginning of the twenty-first century.

This open access book focuses on the dimensions of the discourse of 'The World Class University', its alleged characteristics, and its policy expressions. It offers a broad overview of the historical background and current trajectory of the world-class-university construct. It also deepens the theoretical discussion, and points a way forward out of present impasses resulting from the pervasive use and abuse of the notion of "world-class" and related terms in the discourse of quality assessment. The book includes approaches and results from fields of inquiry not otherwise prominent in Higher Education studies, including philosophy and media studies, as well as sociology, anthropology, educational theory. The growing impact of global rankings and their strategic use in the restructuring of higher education systems to increase global competitiveness has led to a 'reputation race' and the emergence of the global discourse of world class universities. The discourse of world class universities has rapid uptake in East Asian countries, with China recently refining its strategy. This book provides insights into this process and its future development.