Examining the modern day challenges faced by academics throughout their working lives, this timely book investigates the ways in which academic careers are changing, the reasons for these changes and their potential future impacts. Contributors with experience of work in both traditional and contemporary institutions utilise theoretical and empirical methods to provide international perspectives on the key issues confronting modern day academics. Split across three chronological parts this book guides the reader through the phases of an academic's working life and the unique challenges encountered at each stage. For those entering academia key issues considered relate to career paths and motivations and transitions from industry to academia. During academia chapters study the understanding of external examiners, questions surrounding student supervision, work-life balance, use of technology and the trade off between teaching and research. Upon leaving academia concerns turn to the difficulties of working past retirement age and emeritus roles. Exploring how academics survive and thrive in the modern higher education arena, this analytical book will be a useful tool for new and established academics and policy makers working in higher education as well as for programme leaders in educational management. Contributors include: A. Agarwal, D. Anderton, K.E. Andreasen, M. Antoniadou, W. Chambers, C. Cook, M. Crowder, P. Cureton, E. Epaminonda, M. Gibson-Sweet, J. Haddock-Fraser, J. Jones, A. Karayiannis, H. Kogetsidis, P.D. Ktoridou, S.-J. Lennie, B. Longden, S. Marriott, M. Mouratidou, T. Proctor, A. Rasmussen, C. Rees, S.K. Rehbock, K. Rowlands, P.J. Sandiford, J. Stewart, S. Wells

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.

The Gender-Sensitive University explores the prevailing forces that pose obstacles to driving a gender-sensitive university, which include the emergence of far-right movements that seek to subvert advances towards gender equality and managerialism that promotes creeping corporatism. This book demonstrates that awareness of gender equality and gender sensitivity are essential for pulling contemporary academia back from the brink. New forms of leadership are fundamental to reforming our institutions. The concept of a gender-sensitive university requires re-envisioning academia to meet these challenges, as does a different engagement of men and a shift towards fluidity in how gender is formulated and performed. Academia can only be truly gender sensitive if, learning from the past, it can avoid repeating the same mistakes and addressing existing and new biases. The book chapters analyse these challenges and advocate the possibilities to 'fix it forward' in all areas. Representing ten EU countries and multiple disciplines, contributors to this volume highlight the evidence of persistent gender inequalities in academia, while advocating a blueprint for addressing them. The book will be of interest to a global readership of students, academics, researchers, practitioners, academic and political leaders and policymakers who share an interest in what it takes to establish gender-sensitive universities. This book is available for free in PDF format as Open Access from the individual product page at www.routledge.com. It has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license

The University of Cambridge has always inspired artists and writers, and these sumptuous volumes from 1840 portray some of its most important historic buildings, institutions and people. Each volume includes a collection of essays, anecdotes, poems and reminiscences on the colleges, museums, gardens, streets and character of the town, as well as historical essays on the Boat Race and university teaching. The many illustrations of major sights and important views, such as the Backs, the river Cam and Grantchester meadows, include works by or after several well-known artists, engraver Charles George Lewis and landscape painter John Murray Ince among them. With contributors drawn from the various colleges, the volumes include much interesting material on the history and customs of the University up to 1840. This miscellany is an ideal gift or collector's item for all those interested in the University of Cambridge.

The University of Cambridge has always inspired artists and writers, and these sumptuous volumes from 1840 portray some of its most important historic buildings, institutions and people. Each volume includes a collection of essays, anecdotes, poems and reminiscences on the colleges, museums, gardens, streets and character of the town, as well as historical essays on the Boat Race and university teaching. The many illustrations of major sights and important views, such as the Backs, the river Cam and Grantchester meadows, include works by or after several well-known artists, engraver Charles George Lewis and landscape painter John Murray Ince among them. With contributors drawn from the various colleges, the volumes include much interesting material on the history and customs of the University up to 1840. This miscellany is an ideal gift or collector's item for all those interested in the University of Cambridge.

Charles Henry Cooper charted over half a millennium of life at Cambridge in the five volumes of Annals of Cambridge. Cooper practised as a solicitor in Cambridge, and was also town clerk from 1849 until his death in 1866. He was a keen historian and devoted a great deal of time to archival research, particularly into local history. Drawing on extensive public and private records, including petitions, town treasurers' accounts, restoration records, death certificates, legal articles and letters to ruling royalty, Cooper compiled a comprehensive chronological history of Cambridge, documenting the 'city of scholars' through its tumultuous political and religious growing pains. It was published in parts, in the face of considerable opposition from the university authorities, but was eventually acclaimed as an authoritative account. This first volume, published in 1842, spans the centuries from the town's beginnings to the surveys of the colleges in 1546.

Charles Henry Cooper charted over half a millennium of life at Cambridge in the five volumes of Annals of Cambridge. Cooper practised as a solicitor in Cambridge, and was also town clerk from 1849 until his death in 1866. He was a keen historian and devoted a great deal of time to archival research, particularly into local history. Drawing on extensive public and private records, including petitions, town treasurers' accounts, restoration records, death certificates, legal articles and letters to ruling royalty, Cooper compiled a comprehensive chronological history of Cambridge, documenting the 'city of scholars' through its tumultuous political and religious growing pains. It was published in parts, in the face of considerable opposition from the university authorities, but was eventually acclaimed as an authoritative account. This second volume, published in 1843, covers the Elizabethan period, from 1546 1601, and includes the founding of the University Press.

Charles Henry Cooper charted over half a millennium of life at Cambridge in the Annals of Cambridge. Cooper practised as a solicitor in Cambridge, and was also town clerk from 1849 until his death in 1866. He was a keen historian and devoted a great deal of time to archival research, particularly into local history. Drawing on extensive public and private records, including petitions, town treasurers' accounts, restoration records, death certificates, legal articles and letters to ruling royalty, Cooper compiled a comprehensive chronological history of Cambridge, documenting the 'city of scholars' through its tumultuous political and religious growing pains. It was published in the face of considerable opposition from the university authorities, but was eventually acclaimed as an authoritative account. Volume 3, published in 1845, begins with the accession of James I, covers the Civil War and the Commonwealth, and ends in 1688 on the eve of the Glorious Revolution.

Charles Henry Cooper charted over half a millennium of life at Cambridge in the five volumes of the Annals of Cambridge. Cooper practised as a solicitor in Cambridge, and was also town clerk from 1849 until his death in 1866. He was a keen historian and devoted a great deal of time to archival research, particularly into local history. Drawing on extensive public and private records, including petitions, town treasurers' accounts, restoration records, death certificates, legal articles and letters to ruling royalty, Cooper compiled a comprehensive chronological history of Cambridge, documenting the 'city of scholars' through its tumultuous political and religious growing pains. It was published in the face of considerable opposition from the university authorities, but was eventually acclaimed as an authoritative account. Volume 5 was published posthumously in 1908 and contains the annals for 1850 1856, together with additions, corrections and an index for the first four volumes.

In the mid-nineteenth century, a royal commission was appointed to investigate 'the state, discipline, studies, and revenues' of Cambridge University, and eventually recommended radical reforms. As part of its brief, it gathered records that had been preserved for centuries as the university evolved. Published in three volumes in 1852 under the title Documents Relating to the University and Colleges of Cambridge, the compilation, much of it in its original Latin, charts the university's emergence as one of the world's leading academic institutions and the challenges it faced along the way. This material remains a valuable resource for historians of British education and society. Volume 1 covers the period to the mid-sixteenth century and contains, among other historical gems, an abstract of records spanning nine monarchies, and an earlier compilation ordered by Henry VIII in the 37th year of his reign.

First published in 1913, John Venn's collection of writings describes college life in the early days of the University of Cambridge. Venn, a leading British logician and moral scientist, was president of Gonville and Caius College, and had been a student at Cambridge in the 1850s. This volume of 'reminiscences of a reading man' contains articles he contributed to the college magazine, The Caian and speeches and addresses given at College Chapel and Hall. These are interspersed with letters written by seventeenth- and eighteenth-century Cambridge scholars, and embedded in a commentary that provides additional insights into student life and university politics. He also includes, as an appendix, 'College Life and Ways Sixty Years Ago', recounting his own student experiences. Ranging from the Elizabethan to the Victorian era, Early Collegiate Life offers an honest and delightful glimpse into the daily lives of Cambridge scholars of the past.

'Grace books' were the volumes in which scribes recorded decisions of the administration of the University of Cambridge during the fifteenth and sixteenth centuries. Many of the 'graces' concern the conferral of degrees on individuals, but others refer to more general University business including appointment of teachers and preachers, leaves of absence, inventories and financial records, and the resolution of disputes. Grace Book B, Part 2 covers the years from 1511 to 1544. This transcription was first published in 1905 with an introduction by Mary Bateson of Newnham College which explains the terminology and the administrative systems underlying it, and the changes they underwent during this period. The Latin documents transcribed in this publication constitute a valuable source for those researching British history and institutions in the early Tudor period, and this reissue will make them readily available to scholars today.

'Grace books' were the volumes in which scribes recorded decisions of the administration of the University of Cambridge during the fifteenth and sixteenth centuries. Grace Book, first published in 1908, is the third of the Grace Books, Books A and B having been published in three volumes during the preceding decade. While Grace Books A and B included details of financial transactions, this volume focuses on the conferral of degrees by examination and incorporation, and on various dispensations. This compilation, with a substantial introduction and index by William George Searle and J. W. Clark, constitutes a valuable source for those researching British history and institutions in the early Tudor period, and this reissue will make them readily available to scholars today.

C. F. Abdy Williams (1855 1923), a noted music scholar, traced the history of the discipline at Oxford and Cambridge from the fifteenth century to the late Victorian period in this 1894 book. He discusses the earliest records of degrees in the subject, the establishment of professorships, the requirements for degrees and the ceremonies associated with their conferral. He provides biographical information for graduates from as early as 1463, noting that English music of this early period was in a very advanced stage compared to that of the rest of Europe. He also includes, in an appendix, the names of those persons who are mentioned as graduates but whose names do not appear in the university records. His book reveals the importance attached to the cultivation of music at the ancient British universities and the prestige attached to their scholars over several centuries.

This affectionate but far from sentimental history was published in 1961 to mark the 450th anniversary of the foundation of St John's College, Cambridge. Edward Miller (1915-2000) was a medieval historian who spent most of his career teaching in Cambridge. An undergraduate and research fellow at St John's, he later went on to become Master of Fitzwilliam. His Portrait blends the history of St John's with wider developments in education, as well as social, political and economic history. As such it is a fine example of an institutional history written from within, with an unbiased assessment of the many changes the College had seen. The chapter on the period from 1918 to the early sixties, based on Miller's own reminiscences and those of his colleagues, is an important record of life in the college in an age of modernisation and change.

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.

What is the future of the university? The modern university system, created in the late 19th century and developed across the 20th century, was built upon the notion of disciplinarity. Today the social, epistemological, and technological conditions that supported the disciplinary pursuit of knowledge are coming to an end. Knowledge production has itself become unsustainable: we are drowning in knowledge even as new PhDs cannot find work. Sustainable Knowledge explores these questions and offers a new account of what is at stake in talk about 'interdisciplinarity'. Sustainable Knowledge develops two themes. First, it offers an account of contemporary knowledge production in terms of the concepts of disciplinarity, interdisciplinarity, and sustainability. Second, it reconceives the role of philosophy and the humanities both within the academy and across society. It argues that philosophy and the humanities must reinvent themselves, taking on the Socratic task of providing a historical and philosophical critique of society.

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.

Despite growing numbers of international academics globally, there is a dearth of works exploring success stories, and the barriers and opportunities of being an international academic. Academic Mobility and International Academics offers personal experiences and guidance from a truly international suite of scholars exploring their academic journeys and addressing intersectional topics on academic mobility including perspectives from early career researchers, university leaders, mentors, LGBTIQ scholars, and more. Throughout this timely collection, chapter authors offer insight into overall academic employment experiences, including their motivations and challenges in steering their academic career. They offer guidance on how international academics can harness their career aspirations, across both leadership and non-leadership positions and how internationality in academic careers is evolving in these current times. Essential reading for any scholar or postgraduate student looking to work outside of their home nation, this hopeful and insightful text will provide guidance, inspiration, and real-life examples of how to survive and thrive as an international scholar.

This insightful Handbook offers a lens through which to view entrepreneurship strategy for higher education institutions, as it becomes increasingly necessary for universities to consider changing their strategies, culture and practices to become more entrepreneurial.Is the idea of an entrepreneurial university a myth or a reality? Is the university model capable of adapting to new evolving trends and a more complex professional world? And, what is the impact of entrepreneurship in education? Through extensive research and case studies from some of the leading entrepreneurial thinkers around the world, Alain Fayolle and Dana Redford answer these questions and raise further issues for debate. Particular focus is given to developing university strategy, public policy and start-up support as a means to foster graduate entrepreneurship. Each contribution explores different perspectives related to the entrepreneurial university concept and its role in stimulating economic growth through cooperative relationships with business and government.As a comprehensive study of the entrepreneurial university, this Handbook will prove invaluable to business and entrepreneurship students and academics, as well as university administrators, researchers and others interested in the evolution of the university.

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.

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.

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.

The COVID-19 pandemic undoubtedly tested the resilience of academics in higher education. Many universities were severely affected by reduced student enrolment, with widespread job losses reported across universities. For many academics, the impact of the pandemic has been worrying, financially crippling and overwhelming. The virus has also exposed academic inequalities and impacted heavily on vulnerable people. The individual and collective heroic spirit of many academics has been nothing short of extraordinary. Overcoming the initial hurdles of COVID-19 takes one kind of energy; the resilience needed to remain engaged despite the continuing changes and uncertainties is quite another challenge. It is one that demands sustained resilience. This timely book provides perspectives across disciplines, career stages and global contexts on how to develop resilience in academia. These personal stories may empower others not only to survive, but to thrive in times of adversity.