Transforming Universities in South Africa: Pathways to Higher Education Reform responds to the pressing need to comprehensively review the post-apartheid experience and assess where South Africa's higher education stands across the continent and globally, particularly within the country's efforts to overcome decades of socio-economic imbalances.

Changing the Conventional University Classroom highlights the interesting interventions practiced around the world by higher education instructors who were forced to make necessary changes in the conversion from face-to-face educational instruction to the use of online and virtual platforms owing to the COVID pandemic. Chronicling how academic staff and instructors were pushed to utilize modern technology and virtual exchange platforms to create meaningful classroom discussions and facilitate lively interactions between learners and faculty members, the chapters showcase the importance of quality assurance and reveal how educators prioritized regular monitoring of students' interaction, performance, and involvement in class. Collated in this collection of contemporary research, each chapter provides insight into the rapid evolution of educational approaches during the pandemic. Scholars demonstrate how these changes to the conventional way of teaching have shaped the field of education, and how technology is expected to bring further radical improvements in the near future.

Liberals represent a large majority of American university and college faculty, especially in the social sciences and humanities. This is a consistent finding challenged by no serious student. Does minority status affect the work of conservative scholars or the academy as a whole? In Passing on the Right, Dunn and Shields explore the actual experiences of conservative academics, which have long been neglected. While partisans on both sides have been preoccupied with the narrow question of whether or not conservative professors are passed over in hiring and promotion decisions, Dunn and Shields argue that the liberal dominance of the academy may affect conservatives in ways that are far more open to verification - for example, in the case of conservative professors who may censor their comments in public forums and avoid controversial questions in their research, especially prior to tenure. Conversely, minority status may also have its benefits, perhaps allowing conservatives to discover more original research questions and interpretations due to not being able to share the ideological assumptions of most of their liberal colleagues. Drawing on a collection of revealing interviews with conservative professors and graduate students, Dunn and Shields discover how these scholars negotiate their worlds, asking questions such as: How often do conservatives remain closeted? Do they discourage conservative undergraduate students from pursuing academic careers? Do they avoid mentoring conservative student groups? Do they see any professional advantages to being part of a political minority? In short, how does the liberalism of the academy shape conservative scholars and influence their sense of academic freedom? By avoiding partisanship and offering an insightful portrayal of this misunderstood political minority, this book aims to persuade liberal elites to take the minority status of conservative academics more seriously and encourage conservatives to move beyond simplistic caricatures of life in the liberal academy.

Volume XXVI/2 of History of Universities 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 totalising effect of consumerism, well-being and satisfaction is a discourse which may negate the value of struggle and mastery of complex subjects and a realization of personal potentiality. Why Universities Should Seek Happiness and Contentment considers the consequences of a hedonistic and well-being centred model of student education as one of the goals of higher education and proposes an alternative goal for higher education. In a globalised consumer society where the anxiety for an identity leads to the fear of not reaching the standard, Paul Gibbs shows how anxiety can be harnessed to secure contentment with one's own future without the fear of consumer-induced emptiness. He conceptualises higher education in a counter-valued way to the current dominant discourse of higher education institutions and educational policy while placing students at the centre of their own educational activity. In doing so, Gibbs proposes contentment as a guiding principle of higher education.

The 17 Sustainable Development Goals (SDGs) have been agreed globally as an unprecedented, ambitious and innovative agenda for prosperity and peace for people and the planet. Currently researchers, policymakers and nations are trying to identify clear routes for achieving these ambitious goals by 2030. This timely text examines how education policy provides a roadmap to achieving Sustainable Development Goal 4, achieving inclusive and equitable quality education and promoting lifelong learning opportunities for all. Taysum situates the SDGs, and the roadmap to achieving them, within a historical framework of established philosophy by drawing upon the ideas of the social contract, moral values and universal principles. As well as offering a theoretical understanding of these concepts, this research also offers practical solutions by demonstrating how university Vice Chancellors, Deans of Faculties and Schools of Education can work in partnership with the wider community in order to achieve the SDGs. Supported by a website and rich bank of practical resources, this book will prove invaluable for education leaders and those in the fields of higher education and moral philosophy.

Anti-racist scholar-activism raises urgent questions about the role of contemporary universities and the academics that work within them. As profound socio-racial crises collide with mass anti-racist mobilisations, this book focuses on the praxes of academics working within, and against, their institutions in pursuit of anti-racist social justice. Amidst a searing critique of the university's neoliberal and imperial character, Joseph-Salisbury and Connelly situate the university as a contested space, full of contradictions and tensions. Drawing upon original empirical data, the book considers how anti-racist scholar-activists navigate barriers and backlash in order to leverage the opportunities and resources of the university in service to communities of resistance. Showing praxes of anti-racist scholar-activism to be complex, diverse, and multi-faceted, and paying particular attention to how scholar-activists grapple with their own complicities in the harms perpetrated and perpetuated by Higher Education institutions, this book is a call to arms for academics who are, or want to be, committed to social justice. -- .

This book explores new models and future possibilities of university governance in a Latin American context using management and leadership theories. The dramatic changes and uncertainty facing the world recently have forced us to reimagine the future of education. Changes such as digitalization, the increasing number of corporate universities, and the need for cost-effective educational programs and services require universities to keep evolving while ensuring that they maintain their essence as a critical social asset. This book offers a new approach to managing and leading the university, particularly by embracing the role and responsibility of delivering quality educational programs and services, by being innovative and flexible enough to make urgent decisions and act upon them in a timely and appropriate manner. With its contributions to management and the social sciences, this interdisciplinary book will serve as a valuable resource to researchers, administrators, and students alike.

This book volume highlights case studies and innovative teaching methods used by academics across the globe. It talks about how teaching staff should stimulate students' active engagement in their own learning processes leading to transformative student learning, and discusses the in-class approach of implementing a high-quality project-based learning activity that integrates learning in an authentic real-world manner. Chapters are dedicated to experiential learning which encourages critical thinking and creative problem-solving skills in students which becomes the essence of innovative teaching learning methods. Academics are applying these methods to ensure that the student learning process is free flowing and stimulates students towards role playing and mastering problem-based learning.

Transforming Universities in South Africa: Pathways to Higher Education Reform responds to the pressing need to comprehensively review the post-apartheid experience and assess where South Africa's higher education stands across the continent and globally, particularly within the country's efforts to overcome decades of socio-economic imbalances.

Professors and Their Politics tackles the assumption that universities are ivory towers of radicalism with the potential to corrupt conservative youth. Neil Gross and Solon Simmons gather the work of leading sociologists, historians, and other researchers interested in the relationship between politics and higher education to present evidence to the contrary. In eleven meaty chapters, contributors describe the political makeup of American academia today, consider the causes of its liberal tilt, discuss the college experience for politically conservative students, and delve into historical debates about professorial politics. Offering readable, rigorous analyses rather than polemics, Professors and Their Politics yields important new insights into the nature of higher education institutions while challenging dogmas of both the left and the right.

The book describes significant multidisciplinary research findings at the Universita Politecnica delle Marche and the expected future advances. It addresses some of the most dramatic challenges posed by today's fast-growing, global society and the changes it has caused, while also discussing solutions to improve the wellbeing of human beings. The book covers the main research achievements made in the social sciences and humanities, and includes chapters that focus on understanding mechanisms that are relevant to all aspects of economic and social interactions among individuals. In line with Giorgio Fua's contribution, the interdisciplinary research being pursued at the Faculty of Economics of Universita Politecnica delle Marche is aimed at interpreting the process of economic development in all of its facets, both at the national and local level, with a particular focus on profit and non-profit organizations. Various disciplines are covered, from economics to sociology, history, statistics, mathematics, law, accounting, finance and management.

This book explores the history of the debate, from 1915 to the present, about the meaning of academic freedom, particularly as concerns political activism on the college campus. The book introduces readers to the origins of the modern research university in the United States, the professionalization of the role of the university teacher, and the rise of alternative conceptions of academic freedom challenging the professional model and radicalizing the image of the university. Leading thinkers on the subject of academic freedom-Arthur Lovejoy, Angela Davis, Alexander Meiklejohn, Edward W. Said, among others-spring to life. What is the relationship between freedom of speech and academic freedom? Should communists be allowed to teach? What constitutes unacceptable political "indoctrination" in the classroom? What are the implications for academic freedom of creating Black Studies and Women's Studies departments? Do academic boycotts, such as those directed against Israel, violate the spirit of academic freedom? The book provides the context for these debates. Instead of opining as a judge, the author discloses the legal, philosophical, political, and semantic disagreements in each controversy. The book will appeal to readers across the social sciences and humanities with interests in scholarly freedom and academic life. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This book examines and analyses the complex and contradictory relationships between Higher Education Institutions in England and their local communities within a wider political and policy context. It provides an overview of the UK university system which has a long tradition of a mixed pattern of relationships with communities. The book critically explores the academic spheres of teaching and learning, third stream activities and research, showing how the ways in which different initiatives supported by national policy and funding bodies have shaped the relationship universities have with their communities as well as the opportunities and challenges institutions now face to develop and transform these relationships.

Student political action has been a major and recurring feature of politics across the globe through the past century. Students have been involved in a full range of public issues, from anti-colonial movements, anti-war campaigns, civil rights and pro-democracy movements to campaigns against neoliberal policies, austerity, racism, misogyny and calls for climate change action. Yet student actions are frequently dismissed by political elites and others as 'adolescent mischief' or manipulation of young people by duplicitous adults. This occurs even as many working in governments, traditional media and educational organisations attempt to suppress student movements. Much of mainstream scholarly work has also deemed student politics as undeserving of intellectual attention. These three edited volumes of books help set the record straight. Written by scholars and activists from around the world, When Students Protest: Universities in the Global South is the second in a three-volume study that explores university student politics in the global south. The authors document and analyse how generations of university and college students in the Global South responded to issues such as problems in their own universities as well as standing up against violent military dictatorships, human rights abuses, oppressive poverty, foreign interference and the effects of neoliberal austerity regimes. Contributors to this this volume also reveal repeated moves by states and institutions to stigmatise and suppress student political action while highlighting how those students developed new kinds of political action further demonstrating why this rich and complex global phenomena is worthy of more attention.

The conscience of today's college students is guided by the personal moral values that underlie its concept of justice. College professors frequently avoid discussions of moral values, fearful of either the deconstructionist's criticism or the alleged wall of separation between church and state. Regardless of their reasons, they tend to argue that today's students have no interest in discussing abstract concepts of morality. The Daveys argue that given the right case studies of moral dilemmas, today's college students will enthusiastically share and discuss their own moral values, learn to critically examine pressing social issues, and grow to new levels of understanding.

More than two dozen scenarios involving moral questions concerning race, poverty, crime, drugs, sex, religion, educational funding, and constitutional rights are presented. These issues are faced by a generation raised during the information revolution. College students live in a world of such rapid change that nothing is certain about their future. It may well be that there has never been a time when college students were more eager to discuss fundamental questions about right and wrong, to examine their own moral values. This timely work is of value in any course touching upon moral values, including courses in sociology, education, political science and law, child development, criminal justice, and philosophy.

Focusing on Lagos Business School (LBS) in Nigeria, this book explores the impact of strong alumni leadership on university excellence in Africa. Strong leadership is crucial to the success of educational institutions and great importance is placed on their effective governance and management. However, many institutions fail to realise the positive impact that a strong alumni body can have on university excellence. Drawing on definitions and theories of leadership, the author seeks to establish the significance of alumni in enhancing a university's growth and development. Providing comprehensive analysis of LBS, this book is a unique resource for leaders of educational institutions, as well as those studying and teaching in African business schools.

Humanizing education, which successfully instils values that support inclusivity and equality, should be built around cultural context and experiences derived from the work of researchers and academics. This book reviews work conducted by academics globally to uncover the strategies and tools designed to facilitate better learning and integration of inclusivity. The authors make the engaging argument that social justice education and inclusion should be an inherent part of the curriculum. Case studies from Africa to the USA and UK are showcased to demonstrate effective examples, from which readers benefit from a real-life model of a classroom environment supporting multi-culturalism. Ultimately, the book illustrates the importance of appropriate curriculum development involving all stakeholders and the integration of multicultural educational topics.

This book provides a rigorous examination into the realities of the current university system in Britain, America and Australia. The radical makeover of the higher education system which began in the 1980s has conventionally been understood as universities being transformed into businesses which sell education and research in a competitive market. This engaging and provocative book argues that this is not actually the case. Drawing on lived experience, Watts asserts that the reality is actually a consequence of contradictory government policy and new public management whose exponents talk and act 'as-if' universities have become businesses. The result of which is 'market crazed governance', whereby universities are subjected to expensive rebranding and advertising campaigns and the spread of a toxic culture of customer satisfaction surveys which ask students to evaluate their teachers and what they have learned, based on government 'metrics' of research 'quality'. This has led to a situation where not only the normal teacher-student relationship is inverted, academic professional autonomy is eroded and many students are short-changed, but where universities are becoming places whose leaders are no longer prepared to tell the truth and too few academics are prepared to insist they do. An impassioned and methodical study, this book will be of great interest to academics and scholars in the field of higher education and education policy.

As the rapid acceleration of industry 4.0 catapults a number of changes within the space of library services and operations into effect, it is more important than ever to understand the impact of technological revolutions on the academic library. This edited collection showcases the emerging issues brought by the 4th industrial revolution, and the effects on how libraries function, manage processes and continue to deliver products and services on a day to day basis. The contributing authors examine the role of the Internet of Things in the academic library, identify the nature of the emerging technologies, and investigate how these innovations might be used in academic libraries. Documenting original research which offers a fresh insight into the opportunities and challenges of a new digital world, this book also delves into the readiness of libraries and library professionals to adapt to the change and new technologies brought about by Industry 4.0. Presenting a wide-ranging road map of the future of libraries and information centres, this is an essential read for library professionals working in service delivery, as well as researchers interested in the nexus between academic libraries and emerging technologies.

Using Marxist critique, this book explores manifestations of Artificial Intelligence (AI) in Higher Education and demonstrates how it contributes to the functioning and existence of the capitalist university. Challenging the idea that AI is a break from previous capitalist technologies, the book offers nuanced examination of the impacts of AI on the control and regulation of academic work and labour, on digital learning and remote teaching, and on the value of learning and knowledge. Applying a Marxist perspective, Preston argues that commodity fetishism, surveillance, and increasing productivity ushered in by the growth of AI, further alienates and exploits academic labour and commodifies learning and research. The text puts forward a solid theoretical framework and methodology for thinking about AI to inform critical and revolutionary pedagogies. Offering an impactful and timely analysis, this book provides a critical engagement and application of key Marxist concepts in the study of AI's role in Higher Education. It will be of interest to those working or researching in Higher Education.

This book presents multiple cultural and contextual takes on working performances of academic/writer/thinker, both inside and outside the academy. With worldwide, seismic shifts taking place in both the contexts and terrains of universities, and subsequently the altering of what it means to write as an academic and work in academia, the editors and contributors use writing to position and re-position themselves as academics, thinkers and researchers. Using as a point of departure universities and academic/writing work contexts shaped by the increasing dominance of commodification, measurement and performativity, this volume explores responses to these evolving, shifting contexts. In response to the growing global interest in writing as performance, this book breaks new ground by theorizing multiple identity constructions of academic/writer/researcher; considering the possibilities and challenges of engaging in academic writing work in ways that are authentic and sustainable. This reflective and interdisciplinary volume will resonate with students and scholars of academic writing, as well as all those working to reconcile different facets of identity.

This book investigates university internationalization in different national contexts and compares internationalization performance across national boundaries. Internationalization has been recognised by policymakers as the key to perform successfully within the new global context: the author identifies primary motivations for universities to embrace this agenda, and deconstructs the phenomenon into measurable dimensions and components. Using extensive qualitative data from university leaders and practitioners, this book analyses the global forces that shape the international education landscape, and reviews the existing instruments for measuring internationalization. In doing so, the author proposes an integrated understanding of university internationalization and indicates benchmarks that can help to quantify and measure this phenomenon. This book will be of interest and value to students and scholars of university internationalization.

Kenneth Garcia presents an edited collection of papers from the 2015 conference on academic freedom at religiously affiliated universities, held at the University of Notre Dame. These essays reexamine the secular principle of academic freedom and discuss how a theological understanding might build on and further develop it. The year 2015 marked the 100th anniversary of the founding of the American Association of University Professors (AAUP), the leading advocate of academic freedom in America. In October 2015, the University of Notre Dame convened a group of prominent scholars to consider how the concept and practice of academic freedom might evolve. The premise behind the conference was that the current conventional understandings of academic freedom are primarily secular and, therefore, not yet complete. The goal was to consider alternative understandings in light of theological insight. Theological insight, in this context, refers to an awareness that there is a surplus of knowledge and meaning to reality that transcends what can be known through ordinary disciplinary methods of inquiry, especially those that are quantitative or empirical. Essays in this volume discuss how, in light of the fact that findings in many fields hint at connections to a greater whole, scholars in any academic field should be free to pursue those connections. Moreover, there are religious traditions that can help inform those connections.