Filip Vostal examines the changing nature of academic time, and analyzes the 'will to accelerate' that has emerged as a significant cultural and structural force in knowledge production.

This volume provides insightful analysis of the way higher education engages with socially excluded communities. Leading researchers and commentators examine the validity of the claim that universities can be active facilitators of social mobility, opening access to the knowledge economy for formerly excluded groups. The authors assess the extent to which the 'Academy' can deliver on its promise to build bridges with communities whose young people often assume that higher education lies beyond their ambitions. The chapters map the core dynamics of the relationship between higher education and communities which have bucked the more general trend of rapidly rising student numbers. Contributors also take the opportunity to reflect on the potential impact of these dynamics on the evolution of the university's role as a social institution. The volume was inspired by a symposium attended by a wide spectrum of participants, including government, senior university managers, academic researchers and community groups based in areas suffering from social exclusion. It makes a substantive contribution to an under-researched field, with authors seeking to both shape solutions as well as better diagnose the problem. Some chapters include valuable contextual analysis, using empirical data from North America, Europe and Australia to add substance to the debates on policy and theory. The volume seeks to offer a defining intellectual statement on the interaction between the concept of a 'university' and those communities historically missing from higher education participation, the volume deepens our understanding of what might characterise an 'engaged' university and strengthens the theoretical foundations of the topic.

This volume explores the numerous and competing demands that face America's public research universities and considers how institutions and their leaders can best navigate this challenge to ensure longevity, relevance, and success on the local, national, and global stage. Today's public research universities have the unique challenge of responding to new societal pressures and policies, while remaining true to their core educational missions and values. Highlighting the multiple roles that universities must now fulfil - as institutions of higher learning, as research bodies, as institutions with global reputations, and as organizations that serve the public - the volume asks how they can best evolve in the rapidly changing education landscape. Tackling subjects such as faculty culture, the role of technology, financial sustainability, institutional identity, diversity, and organizational development, chapters identify innovative and transformative mechanisms for acclimatizing the public research university to current educational, academic, and societal needs. This text will benefit researchers, academics, and educators with an interest in higher education, educational reform and policy, and the sociology of education more broadly.

British university libraries face major financial, technological, and organizational challenges. Cuts in funding, the spread of new technology, and changes to the provision of university education as a whole are combining to fundamentally alter the circumstances in which university libraries operate. This book, first published in 1989, provides a thorough understanding of the major trends that have emerged during the past decade and projects them into the future to assess their likely effect over the next few years. By focusing on the most important developments in the areas of finance, staffing, collections, services, automation, and relations with other libraries, author Toby Burrows exposes the forces that threaten the very nature of the British university library. The changes affecting British universities as a whole are also analysed since these broad influences have been a major cause of change in libraries and are essential to an understanding of that change. The future of the British university library depends on its ability to clearly articulate a coherent vision of its own future; this book takes a crucial step toward this goal.

Based on ethnographic and policy data collected over a ten-year span at a university in the People's Republic of China, this book analyses the history of English Language Teaching (ELT) polices in Chinese higher education. The book uses the university as a lens in which to investigate the creative imaginations and divergent (re)appropriations of teaching methods, learning materials, and language use in the Chinese ELT context. Book chapters move beyond mere descriptions of tensions and point to the local understandings and practices of English teachers (both local and foreign) and students. Working together, these teachers and students are constantly articulating new social and political conditions and meanings outside and inside given discourses and traditions of ELT. The book's main argument is that these multiple stakeholders must be given a more prominent role in shaping policy and curriculum at universities and other English language contexts around the world.

Unlike almost most other studies of neoliberal universities and academic capitalism this book ethnographically explores and interprets those transformations and their contradictions empirically in the everyday practices of students, faculty members, and administrators at two public universities: NTNU in Norway and UCLA in California. Differently situated in global political economies, both are ambitious, prosperous campuses. The book refl exively examines their disturbing disputes about quality, competition, and innovation. It argues that some academic, bureaucratic, and corporate university governance practices are both unsustainable and undermining what some university students and faculty already do well: circulate interdisciplinary knowledge and its making globally across the diasporic domains of academia, society, industry, and government while addressing the world's immediate challenges: power, inequities, and sustainability. It shows the important, strategic work of domesticating, co- morphing, and meshworking at the faultlines of emerging knowledge. This book is for students, faculty, society members, and policy makers who want to engage more effectively with contemporary universities that increasingly serve as busy crossroads for sharing ideas and how to make them. It will be of interest to workers and scholars in the interdisciplinary fi elds of higher education studies, critical university studies, and critical public infrastructure studies, plus science, technology, and society studies. 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.

The Politics of Joint University and Community Housing Development: Cambridge, Boston, and Beyond informs and encourages the understanding and creation of community/university housing. It reveals the political and technical dynamics of joint housing development involving both communities and universities. Community/university housing projects have been built in several cities and planned in others. Since Cambridge, Masschusetts, home of Harvard and MIT, contains outstanding examples of community/university housing, the book focuses on the projects there since the 1960s. It also discusses a major project in Mission Hill near Harvard Medical School in Boston, along with brief examinations of a number of other projects. Through the Cambridge and Boston cases, the author explores the historical, political, and economic reasons for developing community housing. There, residents asked the universities to help solve the city housing problems to which the institutions had contributed. Since community housing involved a process, as well as a result in describing how the housing was built, the book focuses on the role of community participation in the development process. The study contributes to the understanding of the issues in several ways. First, two people well acquainted with community/university housing and politics introduce the study with introductory forewords. Second, the study provides details of the development process that will be useful to other community/university groups. Third, it explores university responsibility, rhetoric versus reality, and the educational values of community housing participation. Fourth, it provides ideas, methods, models and assurances that new things can be done, because they have been done. Finally, the lessons and suggestions provide insights and inspiration for others. This study will be particularly helpful for other cities and university/communities encountering housing problems. The features and information here will interest a wide range of community, university, and other urban groups. The issues discussed will become increasingly relevant as more people move into attractive areas near universities. It is also pertinent to institutions like hospitals that also have community and housing problems, and to civic groups that can help solve a range of housing problems. This book explains the politics of community/university housing development in ways that encourage others to address and solve similar problems.

The first book of its kind to offer concrete, experienced guidance, tips, and general best practices in public affairs and nonprofit undergraduate education from those who have 'been there,' with chapters written by current and former program administrators and directors. Explores the variety of programs that are offered in public and nonprofit affairs/administration, the different degree components and specializations, and types of experiential learning. Provides a careful account of different assessment and outcome practices, the value of accelerated degree programs, the current place of accreditation, and the appropriate resources available for program directors and administrators.

Internationalisation has had a forceful impact on universities across the Anglophone world. This book reviews what we know about interaction in the Anglophone university classroom, describes the challenges students and tutors face, and illustrates how they can overcome these challenges by drawing on their own experiences and practices.

"An important addition to the library of anyone concerned with or interested in the role of the university in today's society. Those of us who have devoted our life's work to improving the delivery of educational programs and services to students will appreciate Balderston's comprehensive view of our work setting."

--Journal of College Student Development

Despite Mexico's implementation of a bilingual model in its tertiary education programmes, this book is the first contribution to knowledge regarding EMI in Mexico. The author introduces readers to the Mexican higher education context before providing detailed information regarding the technological and polytechnic subsystem, where EMI has been implemented since 2012. The volume details a pilot and case study conducted in Mexican universities as well as the research findings and conclusions. It closes with recommendations, as well as suggestions for further research. The book explores the implications for the continuous professional development and training for lecturers in the current shift to EMI in Bilingual, International, and Sustainable (BIS) universities. This volume will be of particular interest to researchers in EMI and bilingualism.

Just as higher education (HE) in Europe had its beginnings in religious training for the priesthood, HE in feudal Japan, too, provided instruction for a religious life. But while the evolution to secular instruction was gradual in Europe, in Japan it came with a big bang: the "opening" of the country and consequent Westernization and all that that involved in the mid-19th century. This first volume in the new Japan Documents Handbook series tells the story in 25 chapters of how Japan's HE system has become what it is now, ending with a very tentative glimpse into the rest of the 21st century. A variety of themes are covered by scholars: chapters that concentrate on governance look at the distinction between "national," "public," and "private" institutions; others consider important topics such as internationalization, student recruitment, and faculty mobility. More innovative topics include "Women of Color Leading in Japanese Higher Education." All provide copious references to other authorities, but rather than just toe the conventional line they include opinions and proposals that may be contentious or even revolutionary. The editor provides an overview of the subject and its treatment in an Introduction.

This book provides university teachers, leaders and policymakers with evidence on how researchers in several countries are monitoring and improving student engagement-the extent to which students are exposed to and participate in effective educational practices. It captures insights from international implementations of the National Survey of Student Engagement (NSSE), developed in the United States. In the last half decade NSSE has been adapted and used in several other countries, producing the largest international collaboration yet involving educationally relevant data on students' engagement in higher education.

Leaders of established national collaborations draw on their experiences with hundreds of institutions to contribute their insights. Framed by their cultural and educational contexts, they discuss issues concerning first-year learners, international students, part-time and distance learners, as well as teaching and leadership in support of student learning. Each chapter outlines strategies based on national case studies and presents perspectives supported by concrete examples of how these have played out in diverse settings. The book suggests mechanisms that can be used by institutions, ministries and quality agencies around the world.

The globalizing world needs responsible young generations who will be agents of social development; so universities are faced with the need to design innovative educational approaches and include academic learning courses that encourage young students to develop awareness and critical thinking. The opportunities to share love, kindness and respect with the local people and all living beings and to exchange ideas, experiences, different perspectives and perceptions through interaction with the students of a university in a different country help to develop mutual learning.

Unfortunate obsessions dominate the culture of colleges and universities and shortchange students and everyone else. Professors have become an obstacle to learning. They are not interested in or rewarded for teaching. They scramble to survive in a surreal world of nonsense scholarship and obscure publication. They conduct meaningless research and treat teaching with disdain. Learning takes place because students make it happen in spite of the foolishness that surrounds them. Professors don't explain, listen, or give feedback. Many don't speak understandable English. This book throws open the door of the faculty lounge and tells the dramatic and even embarrassing story. It recommends major changes in the professoriate to restore confidence in higher education.

This book offers a window into student perceptions of English-Medium Instruction (EMI), building on research from an Italian university to provide a better understanding of attitudes toward EMI in Europe and future directions for cross-country comparative research. The volume provides context on the current situation with EMI in Italy, unpacking debates around the tensions between the increased competitiveness it brings at the higher education level with the potential detrimental impact of English on local language practices. Seeking to introduce a counterpoint to existing research on lecturer experiences, Guarda draws on a wide range of data, from online questionnaires to semi-structured interviews and a focus group, to showcase perceptions on EMI from students enrolled in English-Taught Programmes at the University of Padova over a two-year period. The resulting insights contribute to the current literature on EMI toward creating a clearer and more holistic picture of the advantages and challenges of learning through English and implications for quality improvement measures for EMI implementation in Italy, Europe and beyond. This book will be of interest to scholars in English-Medium Instruction and applied linguistics, especially to those working on issues around language policy, bilingual education and the internationalisation of higher education.

This book repositions early modern Catholic abroad colleges in their interconnected regional, national and transnational contexts. From the sixteenth century, Irish, English and Scots Catholics founded more than fifty colleges in France, Flanders, Spain, Portugal, the Papal States and the Habsburg Empire. At the same time, Catholics in the Dutch Republic, the Scandinavian states and the Ottoman Empire faced comparable challenges and created similar institutions. Until their decline in the late-eighteenth century, tens of thousands of students passed through the colleges. Traditionally, these institutions were treated within limiting denominational and national contexts. This collection, at once building on and transcending inherited historiographies, explores the colleges' institutional interconnectivity and their interlocking roles as instruments of regional communities, dynastic interests and international Catholicism. -- .

The co-creative university has become the main driver of social and economic development stimulating internal (students and academics) and external creativity (companies and institutional environment) as well as cooperation in various areas (e.g. applied graduation theses, research projects, lifelong learning). Intended as a contribution to a better understanding of how universities create value in numerous areas, this book discusses the determinants of creativity and ways of stimulating it with a special focus on approaches and practical solutions relevant to teaching. Examples include problem-oriented student theses, which represent a successful combination of creativity with practical knowledge. Based on the findings of international surveys of students, the author offers an in-depth analysis of the differences between what they expect from universities and the degree to which their expectations are met. Comparing students' opinions with those of employees of international corporations (working graduates) permitted the author to test the actual utility of selected aspects of university education. Regrettably, both groups of respondents gave low ratings to support for developing creativity, which should serve as a warning sign and inform future reforms at this level of education. This book is primarily targeted to those involved in education, policy-making, and socio-economic development. It provides a rich source of information for university managers on how to better fulfil their missions based on the idea of co-creativity. It also suggests how to improve the effectiveness of research and education in order to ensure that both can better respond to current development challenges.

Tracing the development of the University of Exeter over the six decades since it was granted its royal charter in 1955, this book tells the history of the institution and its community. Jeremy Black draws on a wide range of resources, from archival material to the personal recollections of staff and students. He records and analyses the story of the university as it engaged with the need to expand and evolve while responding to constant financial and political pressures. The book includes interviews with leading university figures, contributions from former students, and a postscript looking to the future. It charts the University of Exeter's changing place in the world of higher education. from the author's Preface ... 'In 2013-14, I wrote The City on the Hill: A Life of the University of Exeter, which was published in 2015 as part of the university's Diamond Jubilee. That extensively illustrated and very heavy book is a worthy memorial. This is a different book: it draws on some additional research, while the opportunity to rewrite the study, and bring it up to date has proved welcome. The work has been greatly eased by the great friendship and wonderful co-operation I have encountered. Staff and students, past and present, have given much time, to pass on information and opinion, to answer questions, and to read and comment on drafts.'

Universities are important public institutions and are seen as key drivers for a country's economic and intellectual development. Their ability to deliver relevant research and education at the highest level have an impact on growth and progress in society, and governments attempt to control and govern the development of the universities. It is no longer left to the individual researcher or the institution to determine the role of the university. Universities have traditionally had a special role in society with a high degree of autonomy and independence. They have been described as a self-governing Republic of Science and their internal organization is characterized as "academic tribes". However, universities can also be viewed as institutions with somewhat similar characteristics as other public institutions with highly professionalized staff. Governing the Reformed University is a coherent volume based on a unique data set. The aim of the book is to quantitatively and qualitatively understand and explain how reforms and management instruments are implemented and how it influences different levels of the organization from the top management level to the employees within universities. It contributes to the knowledge of reform and reform impact in higher education. It also adds to our understanding of management and governance at universities and through which mechanisms management works at universities. This book builds on and adds to the knowledge of studies of reform and governance at universities. The data used in the book consists of a number of data sets and is collected as part of a comprehensive research project. Academics and policy makers alike in the fields of public administration, public management, public policy, educational studies and accountancy will find this of high interest.

This volume seeks to identify and explore the dynamics of global forces on the development of higher education in Asia, in particular, how neoliberalism has affected reforms on university governance and management in the region. It includes a set of country-specific studies on how various countries have responded to the dominant neoliberal ideology at the systemic, institutional, and process levels. The focus is on the relationship between the state and the universities, which is usually reflected in the degree of autonomy and accountability allowed in a particular higher education system. The selected countries are Cambodia, China, Indonesia, India, Japan, Malaysia, Singapore, South Korea, and Thailand. Each case study examines the establishment of corporatised or autonomous universities in the country focusing on (i) the acts, reports, and/or policies that led to such a move as well as the rationales behind the move; (ii) the changes in the governance and organisational structure of the universities, highlighting the kinds of autonomy that the universities have; (iii) the new management strategies, techniques, and practices that have been introduced to the university including the internal and external quality assurance mechanisms, and (iv) some of the tensions, conflicts, and acts of resistance that may have emerged.

Since human beings have been writing it seems there has been plagiarism. It is not something that sprouted with the advent of the Internet. Teachers have been struggling for years in countries all over the globe to find good methods for dealing with the problem of plagiarizing students. How do we spot plagiarism? How do we teach them not to plagiarize? And how do we deal with those who have been found out to be plagiarists? The purpose of this book is to collect material on the various aspects of plagiarism in education with special attention given to the German problem of dissertation plagiarism. Since there is a wide-spread interest in the German plagiarism situation and in strategies for dealing with it, the book is written in English in order to be accessible to a larger audience.

This book offers a fresh perspective on understanding university library work with international users in North America. It investigates what librarians, international students, and international scholars perceive the role of the university library to be in internationalization in higher education. It also explores the phenomenon of internationalization itself as it is lived and experienced by both librarians and international users. Personal definitions and experiences of internationalization offered by librarians and international users include viewing internationalization as the broadening of knowledge on multiple levels, the idea of seeing oneself as part of a greater whole, and the building of international research connections. Both librarians and international users describe elements of internationalization such as exposure, awareness, engagement, empathy, and transcending boundaries. Inherent contradictions are present as well, such as the stronger emphasis on defining differences rather than similarities and the disconnect between inward and outward looking aspects of internationalization. Finally, this book connects theoretical perspectives concerning the phenomenon of internationalization to the practice of academic librarianship in North America. It does this by presenting what librarians in both the United States and Canada think about working with international users in terms of benefits, challenges, and best practices. Practical lessons learned include the need to move beyond focusing solely on the linguistic and cultural challenges of working with international users to also consider the positive aspects of working with them, such as widening worldviews and expanding personal knowledge.

This open access volume draws on a multidimensional model of educational change, the book reviews the field of climate change education and identifies some of the areas in which past efforts have fallen short in supporting effective pedagogical change at scale. It then formulates an approach to engage university students and faculty in partnering with schools and adult education institutions and directly contribute innovative curricula on climate change. The approach is illustrated with several case studies which present curricula developed to support school-based innovation in the Middle East and in Guatemala, and adult education in Haiti and Pakistan, and educators preparation at the university level. The approach followed to develop innovative curriculum follows five steps: 1) What are the specific impacts of climate change in this jurisdiction? How do they impact various human populations? 2) What knowledge, dispositions and behaviors could mitigate the impact of climate change and are there ways in which changes in the behaviors of populations in this jurisdiction could slow down climate change? 3) What are the means of delivery to reach each of the specific populations in this jurisdiction who needs to be educated on climate change? 4) What curriculum can help educate each population? 5) What role can the institution we are collaborating with play in advancing climate change education in that jurisdiction? The various chapters of the book present the conceptual foundation of these programs and illustrate how these programs respond to specific characteristics of local contexts. These programs focus in schools, non-formal settings and educator preparation institutions. The chapters offer examples of general value beyond the specific contexts for which they were designed, as they illustrate how in order to be optimally useful climate change education needs to be firmly grounded in the specifics of a context and responsive to that context.

* Original and up-to-date contribution that highlights key research perspectives * Presents a deep synthesis of the research in the field of university mathematics * Brings together the insights from leading experts as well as early career reserachers from a range of national and institutional backgrounds * Draws on the work of INDRUM, an international network that gathers researchers in univeristy mathematics eduation from around the world