Future generations are being faced with the potential challenge of having to solve professional problems in a hybrid world in which there is no clear boundary between autonomous, non-human nature, and human-generated processes. This requires young students to effectively prepare themselves for managing issues of complexity, uncertainty, and ambiguity in their professional practice. Global Perspectives on Fostering Problem-Based Learning in Chinese Universities is a comprehensive reference source that provides insight into the growing need for problem-based learning within higher education environments. Featuring a wide range of topics such as curriculum design, STEM education, and cross-cultural communication, this reference source is ideal for educators, instructional designers, academicians, administrators, and researchers.

In the era marked by globalization and its profound impacts on individuals, societies, states and markets, world-class universities need to position themselves in the forefront of seeking conceptual and practical solutions to daunting challenges by paying greater attention to their roles in serving local society and contributing to global common goods. Based on the findings of the Seventh International Conference on World-Class Universities, World-Class Universities: Towards a Global Common Good and Seeking National and Institutional Contributions provides updated insights and debates on how world-class universities will contribute to the global common good and balance their global, national and local roles in doing so.

In the era marked by globalization and its profound impacts on individuals, societies, states and markets, world-class universities need to position themselves in the forefront of seeking conceptual and practical solutions to daunting challenges by paying greater attention to their roles in serving local society and contributing to global common goods. Based on the findings of the Seventh International Conference on World-Class Universities, World-Class Universities: Towards a Global Common Good and Seeking National and Institutional Contributions provides updated insights and debates on how world-class universities will contribute to the global common good and balance their global, national and local roles in doing so.

Inspired by the writings of Michel Foucault, Olssen's writings traverse philosophy, politics, education, and epistemology. This book comprises a selection of his papers published in academic journals and books over twenty-five years. Taken as a whole, the papers represent a redirection of the core axioms and directions of western ontology and philosophy in relation to how history, the subject, and education are theorised within the western philosophical tradition. Olssen's writings not only contain a powerful critique and revision of western liberalism from a poststructuralist perspective, they both explicate and extend Michel Foucault's challenge to the core axioms and assumptions underpinning western thought. As Stephen Ball suggests in his Foreword to this volume, "Olssen uses Foucault to explore issues... Olssen's Foucault is not a lonely nihilist but a troubled provocateur who encourages in us toward the political project of self-formation - our relation to ourselves and always, to others."

Whilst schools are transforming their physical and virtual environments at a relatively glacial pace in most countries across the globe, universities are under extreme pressure to adapt to the rapid emergence of the virtual campus. Competition for students by online course providers is resulting in a rapidly emerging understanding of what the nature of the traditional campus will look like in the 21st century. The blended virtual and physical technology enabled, hybrid learning environments now integrate the face-to-face and online virtual experience synchronously and asynchronously. Local branch campuses are emerging in city and town centres and international branch campuses are growing at a rapid rate. There is increasing pressure at various levels, i.e. the city, the urban and the campus, to create formal and informal learning spaces as well as re-purposing the library and social or third-spaces. Many new hybrid campus developments are not based on any form of rigorous scholarly evidence. The risk is that many of these projects may fail. In taking an evidence-based approach this book seeks to align with the model of translational research from medical practice, using a modified 'translational design' approach. The majority of the chapter material comes from the scholarly work of doctoral graduates and their dissertations. This book is the second in a series on the evidence-based translational design of educational institutions, with the first volume focussing on schools. This volume on Higher Education covers the city to the classroom and those elements in between. It also explores what the future might look like as judgements are made about what works in campus planning and design in our rapidly changing virtual and physical worlds. Contributors are: Neda Abbasi, Ronald Beckers, Flavia Curvelo Magdaniel, Mollie Dollinger, Robert A. Ellis, Kenn Fisher, Barry J. Fraser, Kobi (Jacov) Haina, Rifca Hashimshony, Leah Irving, Marian Mahat, Saadia Majeed, Jacqueline Pizzuti-Ashby, Leanne Rose-Munro, Mahmoud Reza Saghafi, Panayiotis Skordi, Alejandra Torres-Landa Lopez, and Ji Yu.

Whilst schools are transforming their physical and virtual environments at a relatively glacial pace in most countries across the globe, universities are under extreme pressure to adapt to the rapid emergence of the virtual campus. Competition for students by online course providers is resulting in a rapidly emerging understanding of what the nature of the traditional campus will look like in the 21st century. The blended virtual and physical technology enabled, hybrid learning environments now integrate the face-to-face and online virtual experience synchronously and asynchronously. Local branch campuses are emerging in city and town centres and international branch campuses are growing at a rapid rate. There is increasing pressure at various levels, i.e. the city, the urban and the campus, to create formal and informal learning spaces as well as re-purposing the library and social or third-spaces. Many new hybrid campus developments are not based on any form of rigorous scholarly evidence. The risk is that many of these projects may fail. In taking an evidence-based approach this book seeks to align with the model of translational research from medical practice, using a modified 'translational design' approach. The majority of the chapter material comes from the scholarly work of doctoral graduates and their dissertations. This book is the second in a series on the evidence-based translational design of educational institutions, with the first volume focussing on schools. This volume on Higher Education covers the city to the classroom and those elements in between. It also explores what the future might look like as judgements are made about what works in campus planning and design in our rapidly changing virtual and physical worlds. Contributors are: Neda Abbasi, Ronald Beckers, Flavia Curvelo Magdaniel, Mollie Dollinger, Robert A. Ellis, Kenn Fisher, Barry J. Fraser, Kobi (Jacov) Haina, Rifca Hashimshony, Leah Irving, Marian Mahat, Saadia Majeed, Jacqueline Pizzuti-Ashby, Leanne Rose-Munro, Mahmoud Reza Saghafi, Panayiotis Skordi, Alejandra Torres-Landa Lopez, and Ji Yu.

Deanships in the world are often OTJ (On the job training) positions. Prior to this series, there was very little about this specific position and how to be innovative and successful on the job. This book is the second in the series of Management for Deans and includes advanced techniques employed by deans around the world to manage their boards, planning, donors, and careers. If you've been a dean or are considering this position, the series Management for Deans and Advanced Management for Deans will introduce you to the position and offer you many ideas from experienced deans around the world that can accelerate your success and help you avoid the pitfalls of OTJ.

Inspired by the writings of Michel Foucault, Olssen's writings traverse philosophy, politics, education, and epistemology. This book comprises a selection of his papers published in academic journals and books over twenty-five years. Taken as a whole, the papers represent a redirection of the core axioms and directions of western ontology and philosophy in relation to how history, the subject, and education are theorised within the western philosophical tradition. Olssen's writings not only contain a powerful critique and revision of western liberalism from a poststructuralist perspective, they both explicate and extend Michel Foucault's challenge to the core axioms and assumptions underpinning western thought. As Stephen Ball suggests in his Foreword to this volume, "Olssen uses Foucault to explore issues... Olssen's Foucault is not a lonely nihilist but a troubled provocateur who encourages in us toward the political project of self-formation - our relation to ourselves and always, to others."

This volume focuses on current demands, challenges and expectations facing African higher education institutions in general, and those in South Africa in particular. Subsequently, transformative curricula, pedagogies and epistemologies that define diverse practices of access and inclusion within the context of transformation and decolonisation are explored.

Knowledge production in academia today is burgeoning and increasingly interdisciplinary in nature. Research within the humanities is no exception: it is distributed across a variety of methodic styles of research and increasingly involves interactions with fields outside the narrow confines of the university. As a result, the notion of liberal arts and humanities within Western universities is undergoing profound transformations. In Mapping Frontier Research in the Humanities, the contributors explore this transformative process. What are the implications, both for the modes of research and for the organisation of the humanities and higher education? The volume explores the intra- and extra-academic engagement of humanities researchers, their styles of research, and exemplifies their interdisciplinary character. The humanities are shaping debates about culture and identity, but how? Has neuroscience changed the humanities? What do they tell us about 'hypes' and economic 'bubbles'? What is their international agenda? Drawing on a number of case studies from the humanities, the perceived divide between classical and 'post-academic' modes of research can be captured by a republican theory of the humanities. Avoiding simple mechanical metrics, the contributors suggest a heuristic appreciation of different types of impact and styles of research. From this perspective, a more composite picture of research on human culture, language and history emerges. It goes beyond "rational agents", and situates humanities research in more complex landscapes of collective identities, networks, and constraints that open for new forms of intellectual leadership in the 21st century.

Every international educator knows the value international students bring to campus, but few have tapped their institution's international alumni to their full potential. In this book, experts on international alumni relations describe how higher education institutions can develop international alumni networks-and keep alumni connected to their alma mater by nurturing two-way relationships. Chapters and case studies from institutions and organizations around the world cover how international alumni can contribute to international student recruitment, philanthropic efforts, professional development, community engagement initiatives, and more.

This volume focuses on current demands, challenges and expectations facing African higher education institutions in general, and those in South Africa in particular. Subsequently, transformative curricula, pedagogies and epistemologies that define diverse practices of access and inclusion within the context of transformation and decolonisation are explored.

The Pursuit of the Chinese Dream in America illuminates the hopes, expectations, challenges, and aspirations of this generation of Chinese students as they pursue higher education at American universities. Based on interviews with Chinese students, parents, teachers, and educational agents in Shanghai, this ethnographic study examines the cultural, economic, and social factors that have fostered the increase of Chinese undergraduates on American campuses. Dennis T. Yang describes the pivotal roles that parents, teachers, peers, and educational agents played as students embarked on the college admissions process for American universities, with an emphasis on the prominent influence of parents during the college decision-making process. Yang addresses how his interviewees, particularly the parents and students, interpreted and evaluated the importance of cultural, social, and economic capital in their lives, and how the drive to obtain these forms of capital, to varying degrees, affected the families' decisions to conceive of and support the study abroad option.

Framed in the context of a world in which academic freedom is often jeopardized, or criticized by outside social forces, Academic Freedom: Autonomy, Challenges and Conformation sets out to echo the voices of faculty who have encountered challenges to academic freedom within their personal and professional careers. Including chapters which range from showcasing specific experiences within particular disciplines, to providing broad historical or philosophical perspectives, this edited collection provides an authentic account of how academic freedom has helped and hindered the academic profession, scholarship, and teaching. Revealing one-on-one interactions which shed light on the views of individual educators, this book shifts focus onto the day-to-day ramifications of limited academic freedom. Faculty members recollect occasions where they have experienced a challenge to their ability to exchange ideas and concepts freely in the classroom, to explore and disseminate new knowledge, and to speak professionally and privately on topics in their field of expertise without being under duress. Offering up a finely curated collection of chapters, editors Ceglie and Thompson allow readers to understand the dynamic between academic freedom and professional responsibilities, and also open up an opportunity to discuss challenges to academic freedom and the potential loss of autonomy in higher education in the United States and beyond.

Towards Teaching in Public: Reshaping the Modern University explores how the contested relationships between policy, curriculum and pedagogy are reshaping the modern university and examines the impact of conceptualisations of teaching in public on this debate in this age of academic capitalism. It traces the emergence of strategies for open access, with particular reference to the contribution of technology and e-learning, to the emergence of teaching in public as a critique of current educational policy. The contributors combine policy analysis with a consideration of pedagogical issues and an exploration of the student experience.This collection draws together chapters by experienced scholars and practitioners within the field of teaching and learning in higher education.>

This book will introduce the reader to international perspectives associated with post-secondary school education for students with intellectual disability attending university settings. Examples of students with intellectual disability gaining their right to full inclusion within university settings are outlined, as well as the barriers and facilitators of such innovation. The four parts of the text will act as a reader for all stakeholders of inclusion at the university level. The first part examines the philosophical, theoretical and rights-based framework of inclusion. The second part provides evidence and insight into eight programs from across the globe, where students with intellectual disability are included within university settings. The third part consists of six chapters associated with the lived experiences of stakeholders in the programs profiled in Part 2. These stories are represented through the voices of former students of inclusive tertiary education initiatives, parents of adult children with intellectual disability who have participated in tertiary education, and lecturers who have taught students with intellectual disability as members of their courses. In the fourth part, critical issues are examined, including the role of secondary school counsellors, sustaining post university outcomes, transition from university to employment, inclusive university teaching approaches, and decision-making approaches to successfully implement a tertiary education initiative. The text concludes with a synthesis of the book themes and proposes calls to action with specific tasks to move the rhetoric of human rights into reality for adults with intellectual disability through an inclusive tertiary education. Contributors are: Kristin Bjoernsdottir, Michelle L Bonati, Bruce Chapman, Amy L. Cook, Deborah Espiner, Friederike Gadow, Meg Grigal, Debra Hart, Laura Hayden, Anne Hughson, John Kubiak, Niamh Lally, Lorraine Lindsay, Jemima MacDonald, Kathleen J. Marshall, Kerri-ann Messenger, Lumene Montissol, Ray Murray, John O'Brien, Patricia O'Brien, Barrie O'Connor, Molly O'Keeffe, Clare Papay, Anthony J. Plotner , Parimala Raghavendra, Fiona Rillotta, Michael Shevlin , Roger Slee, Natasha A. Spassiani , Gudrun V. Stefansdottir, Josh Stenberg, Kimberley Teasley, Lorraine Towers, Margaret Turley, Bruce Uditsky, Chelsea VanHorn Stinnett, Stephanie Walker, Thea Werkoven, Felicia L. Wilczenski.

This volume gathers the latest advances and innovations in the triple helix of university-industry-government relations, as presented by leading international researchers at the II International Triple Helix Summit 2018, held in Dubai, UAE on November 10-13, 2018, which brought together experts, practitioners and academics across disciplines that address the dynamics of government, industry and academia. It covers analysis, theory, measurements and empirical enquiry in all aspects of university-industry-government interactions, as well as the international bases and dimensions of triple helix relations, their impacts, and social, economic, political, cultural, health and environmental implications. It also examines the role of government/academia/industry in building innovation-based cities and nations, and in transforming nations into knowledge-based sustainable economies. The contributions, which were selected by means of a rigorous international peer-review process, highlight numerous exciting ideas that will spur novel research directions and foster multidisciplinary collaboration among different specialists.

The American university has embraced a thorough secularism that makes it increasingly marginal in a society that is characterized by high levels of religious belief. The very secularization that was supposed to be a liberating influence has resulted in the university's failure to provide leadership in political, cultural, social, and even scientific arenas.
In The Decline of the Secular University, C. John Sommerville explores several different ways in which the secular university fails in its mission through its trivialization of religion. He notes how little attention is being given to defining the human, so crucial in all aspects of professional education. He alerts us to problems associated with the prevailing secular distinction between "facts" and "values." He reviews how the elimination of religion hampers the university from understanding our post-Cold War world. Sommerville then shows how a greater awareness of the intellectual resources of religion might stimulate more forthright attention to important matters like our loss of a sense of history, how to problematize secularism, the issue of judging religions, the oddity of academic moralizing, and the strangeness of science at the frontiers.
Finally, he invites the reader to imagine a university where religion is not ruled out but rather welcomed as a legitimate voice among others. Sommerville's bracing and provocative arguments are sure to provoke controversy and stimulate discussion both inside and outside the academy.

This wonderful collection of humorous, poignant, and revealing stories and anecdotes offers special insight into the university that Father Malloy has served so faithfully. Monk's Notre Dame has a story to tell about nearly every aspect of life at Notre Dame. Father Malloy intersperses fresh insight on traditional campus events, such as new students moving into the residence halls and the annual bookstore basketball tournament, with lesser-known stories such as the mysterious disappearance and dramatic reappearance of a statue of Father Edward Sorin at the helm of a motorboat on St. Mary's Lake. Father Malloy also presents charming vignettes about the people who have made Notre Dame the place it is. He offers a personal tribute to the legendary Reverend Theodore M. Hesburgh and includes warm and witty stories about other C.S.C. priests and brothers, such as Charles Doremus ("Father Duck") and Brother Cosmas Guttly, who lived to be 99. Memorable anecdotes about professors, students, and "behind the scenes" workers are also captured in this book. Anyone who has studied, taught, worked, or been interested in the University of Notre Dame will find Monk's Notre Dame delightful.

Early Modern Universities: Networks of Higher Education publishes twenty essays on early modern institutional academic networks and the history of the book. The case studies examine universities, schools, and academies across a wide geographical range throughout Europe, and in Central America. The volume suggests pathways for future research into institutional hierarchies, cultural ties, and how networks of policy makers were embedded in complex scholarly and scientific developments. Topics include institutions and political entanglements; locality and mobility, especially the movement of scholars and scholarship between institutions; communication, collaboration, and the circulation of academic knowledge. The essays use studies of print and book cultures to provide insights into cooperative interregional markets, travel and trade. Contributors: Laurence Brockliss, Liam Chambers, Liam Chambers, Peter Davidson, Mordechai Feingold, Alette Fleischer, Willem Frijhoff, Anja- Silvia Goeing, Martina Hacke, Michael Hunter, Urs B. Leu, David A. Lines, Ian Maclean, Thomas O'Connor, Glyn Parry, Yari Perez Marin, Elizabeth Sandis, Andreas Sohn, Jane Stevenson, Iolanda Ventura, and Benjamin Wardhaugh.

Slavery and the University is the first edited collection of scholarly essays devoted solely to the histories and legacies of this subject on North American campuses and in their Atlantic contexts. Gathering together contributions from scholars, activists, and administrators, the volume combines two broad bodies of work: (1) historically based interdisciplinary research on the presence of slavery at higher education institutions in terms of the development of proslavery and antislavery thought and the use of slave labor; and (2) analysis on the ways in which the legacies of slavery in institutions of higher education continued in the post-Civil War era to the present day. The collection features broadly themed essays on issues of religion, economy, and the regional slave trade of the Caribbean. It also includes case studies of slavery's influence on specific institutions, such as Princeton University, Harvard University, Oberlin College, Emory University, and the University of Alabama. Though the roots of Slavery and the University stem from a 2011 conference at Emory University, the collection extends outward to incorporate recent findings. As such, it offers a roadmap to one of the most exciting developments in the field of U.S. slavery studies and to ways of thinking about racial diversity in the history and current practices of higher education.

The Nation's Historically Black Colleges and Universities (HBCUs) are more relevant today than ever before. As the national student loan debt grows, as the racial wealth gap continues to widen and as unemployment in the African American community continues to exceed that of other racial demographic groups, the HBCUs represent a collective means to combating socioeconomic ills. The HBCUs stand in the gap; supporting the African American community at-large. Through the use of best practices and HBCU administrative experiences, the authors offer a path forward for avoiding political and cultural missteps. They tout the rich tradition, legacy, as well as outcomes of HBCUs. New contributions to the field are made through a collective of higher education professionals and change agents whom are tied to HBCU scholarship. A relevant and practical book for HBCU leadership and administrators, HBCU faculty leaders and researchers that want to uncover the ways and means for cultivating success within the HBCUs longitudinally. New contributions to the field are made through a collective of higher education professionals and change agents who are tied to HBCU scholarship.

People generally acknowledge the superiority of adolescents in using technology tools needed for learning in the future. The purpose of this book is to describe an online polling strategy that allows adolescents to make known how they view conditions of learning at their school. A school improvement model illustrates how to combine results of student polling with stakeholders' perceptions in the scheme of school reform. Student polling differs from other strategies because the target for gathering data is a single school. This deliberately narrow base for sampling student opinion ensures poll results have local relevance that can motivate stakeholder involvement and guide their response. Over 14,000 secondary students have completed polls examined in the text. These ten polls include: career exploration, time management, selective attention and distraction, motivation for Internet learning, tutoring, peer support, cheating, frustration, cyberbullying, and school stress. Students are the stakeholders with the most to gain or lose in efforts to keep American education competitive. Accordingly, their views should be sought as part of decision making about reform. When student opinion and adult observation are considered, an intergenerational perspective can emerge that more accurately portrays institutional strengths and limitations. School principals, superintendents, and state department of education leaders are invited to consider a collaborative project with the authors. Software offers administrators rapid feedback on whole school results. Finding out how special education, gifted and talented, and second language acquisition students view their conditions of learning gives additional insight about school improvement.

This book focuses on the role of higher education institutions in addressing climate change mitigation and adaptation challenges, contributing to the development of this fast-growing field. Further, it includes the results of empirical research and offers ideas regarding on-going and future research initiatives. The contributions also * showcase the research and projects on issues pertaining to climate change at universities from across the globe; * document and promote ideas and experiences acquired in the execution of research projects, especially successful initiatives and best practices; and * introduce methodological approaches and projects that offer a better understanding of climate change across society and economic sectors. The book is structured around two parts: lessons learned from climate change research, education, studies and projects. Each part focuses on mitigation and adaptation respectively, with many responses of the two modalities overlapping. This book is a valuable resource for researchers and practitioners in the fields of environment, human geography, business and economics, as well as academics and students, as it presents education, communication and awareness-raising projects on matters related to climate change at universities in both industrialised and developing countries, often in cooperation with government bodies, NGOs and other stakeholders.

Universities were driving forces of change in late Renaissance Italy. The Gonzaga, the ruling family of Mantua, had long supported scholarship and dreamed of founding an institution of higher learning within the city. In the early seventeenth century they joined forces with the Jesuits, a powerful intellectual and religious force, to found one of the most innovative universities of the time.

Paul F. Grendler provides the first book in any language about the Peaceful University of Mantua, its official name. He traces the efforts of Duke Ferdinando Gonzaga, a prince savant who debated Galileo, as he made his family's dream a reality. Ferdinando negotiated with the Jesuits, recruited professors, and financed the school. Grendler examines the motivations of the Gonzaga and the Jesuits in the establishment of a joint civic and Jesuit university.

The University of Mantua lasted only six years, lost during the brutal sack of the city by German troops in 1630. Despite its short life, the university offered original scholarship and teaching. It had the first professorship of chemistry more than 100 years before any other Italian university. The leading professor of medicine identified the symptoms of angina pectoris 140 years before an English scholar named the disease. The star law professor advanced new legal theories while secretly spying for James I of England. The Jesuits taught humanities, philosophy, and theology in ways both similar to and different from lay professors.

A superlative study of education, politics, and culture in seventeenth-century Italy, this book reconsiders a period in Italy's history often characterized as one of feckless rulers and stagnant learning. Thanks to extensive archival research and a thorough examination of the published works of the university's professors, Grendler's history tells a new story.