Published in 2004, this book discusses whether the rhetoric of the market in higher education is matched by the realities of choice. In the first comprehensive study of higher education markets and sixth form choice, Lesley Pugsley argues that the annual burst of media-fuelled panic about university entrance leads to a misinformed rhetoric about the purpose and value of higher education. This is a benchmark study based on the 1997 cohort of students, who were last to enter higher education under the 'Robbins 1963' banner of free education. Tracking a group of students throughout their sixth form careers, Pugsley provides a balanced account of the tensions experiences by the students, their parents and their teachers in an increasingly market-orientated higher education society. This book was originally published as part of the Cardiff Papers in Qualitative Research series edited by Paul Atkinson, Sara Delamont and Amanda Coffey. The series publishes original sociological research that reflects the tradition of qualitative and ethnographic inquiry developed at Cardiff. The series includes monographs reporting on empirical research, edited collections focussing on particular themes, and texts discussing methodological developments and issues.

Is academic freedom threatened? The book examines current challenges to academic freedom in Europe, focusing mainly on Italy and Germany. The cases discussed demonstrate that research and teaching are under pressure in European democracies: in Hungary and Poland due to political constraints, in other countries due to societal expectations. Considering different interrelated aspects, the four parts of the book explore many real and potential threats to universities, scientific institutions and researchers, ranging from the European dimension of freedom of the arts and sciences to comparative analysis of emerging challenges to academic freedom against the backdrop of the COVID-19 pandemic. They highlight threats to university autonomy from the economic orientation of university governance, which emphasizes efficiency, competition, and external evaluation, and from new rules concerning trigger warnings, speech restrictions, and ethics commissions. Detailed study of these complex threats is intended to stimulate scholarly reflection and elicit serious discussion at European and national level. The volume contributes to the search for a new role of universities and scientific institutions and is addressed to academics and political stakeholders.

For over four decades, events in Palestine-Israel have provoked raging conflicts within British universities around issues of free speech, 'extremism', antisemitism and Islamophobia. But why is this conflict so significant for student activists living at such a geographical distance from the region itself? And what role do emotive, polarised communications around Palestine-Israel play in the life of British academic institutions committed to the ideal of free expression? This book draws on original ethnographic research with student activists on different sides of this conflict to initiate a conversation with students, academics and members of the public who are concerned with the transnational politics of Palestine-Israel and with the changing role of the public university. It shows how, in an increasingly globalised world that is shaped by entangled histories of European antisemitism and colonial violence, ethnography can open up ethical responses to questions of justice -- .

To the best of the author's knowledge, this study, conducted from July, 1968 to June, 1969, is the first comprehensive sociological survey of an African university. This study did not begin with a set of specific hypotheses to be tested, nor does the research include everything of conceivable relevance to the University of Ilosho (U .I.). Instead, the focus is on the political structure of U.I., on social stratification and mobility, and on problems of ethnicity. These closely interrelated problems are of great importance to the development of Nigeria, where U .I. is located.

This work presents a composite view of medieval English university life. The author offers detailed insights into the social and economic conditions of the lives of students, their teaching masters and fellows. The experiences of college benefactors, women and university servants are also examined, demonstrating the vibrancy they brought to university life. The second half of the book is concerned with the complex methods of teaching and learning, the regime of studies taught, the relationship between the universities in Oxford and Cambridge, as well as the relationship between "town" and "gown".

Originally published in 1982 this volume provides nine case studies of particular distance teaching universities in Canada, China, Cost Rica, Germany, Israel, Pakistan, Spain, Venezuela and the UK. These universities were mainly founded in the 1970s to teach only at a distance. The book considers the provision of distance education by universities in general and the development and characteristics of the distance teaching universities in particular. Chronicling the emergence of new university structures between 1971-1981, the book also provides an appraisal of their performance in the early years.

Since the founding of the People's Republic of China in 1949, the Chinese Community Party (CCP) has launched a nation-wide ethnic identification project to recognize ethnic minorities, which are widely considered as "peripheral," "barbarian," "inferior," "backward," and "distrusted." State schooling is expected to play a significant political role in civilizing and integrating these ethnic minorities. As an important part of Chinese state schooling, fifteen tertiary minority institutions have been established, assuming a primary goal of cultivating minority officials who are loyal to the CCP. This study, situating in the context of Minzu University of China (MUC), the best university designated specifically for the education of ethnic minorities, seeks to explore the intersection between state schooling and ethnic identity construction of Tibetan students. Ethnographic data has revealed how educational backgrounds of MUC's Tibetan students have influenced the ways in which they interpret, negotiate and assert their Tibetan-ness. Four patterns of ethnic identification are discussed: (1) For the min kao min students (meaning having received bilingual education in Chinese and Tibetan prior to MUC) in Tibetan studies, being Tibetan means assuming an ethnic mission of promoting Tibetan language and culture; (2) For the min kao min students in other majors, being Tibetan embodies having a different physical appearance, wearing different clothing, engaging in different religious practices, holding cultural beliefs and generally under-achieving academically in Han-dominant settings; (3) For the inland Tibetan school graduates, being Tibetan means having a reflective awareness of their cultural and language loss due to their dislocated schooling and a determination to make up for the past by innovatively initiating, organizing or participating in Tibetan cultural programs; (4) For the min kao han (meaning having received mainstream education the same as Han Chinese prior to MUC) students, being Tibetan is simply a symbolic identity that they sometimes utilize to gain preferential treatments. With the exception of most of the min kao han students, Tibetan identity has been revitalized and strengthened after studying and living in MUC. In the process, the unity of the Tibetan group has been promoted and enhanced. Tibetan students' different approaches to ethnic identification provide us with useful lessons about ethnic identity dynamics in relation to education, culture, and ethnic politics. As opposed to other interpretations that see Tibetans as exotic ethnic others, this study reveals that Tibetan students' ethnic identification is meaningful when they strategically negotiate with the Han-Chinese-dominant narratives. This study contributes to the understanding of ethnic politics and interethnic dynamics in China.

This was the first book-length study of the humanities and the Irish university. Ireland was a deeply religious country throughout the twentieth century but the colleges of its National University never established a religion or theology department. The official first language of Ireland is Irish but the vast majority of teaching in the arts and humanities is in English. These are two of the anomalies that long constrained humanities education in Ireland. This book charts a history of responses to humanities education in the Irish context. Reading the work of John Henry Newman, Padraig Pearse, Sean O Tuama, Denis Donoghue, Declan Kiberd, Richard Kearney and others, it looks for an Irish humanities ethos. It compares humanities models in the US, France and Asia with those in Ireland in light of work by Immanuel Kant, Pierre Bourdieu and Jacques Derrida. It should appeal to those interested in Irish education and history.

SIX FRIENDS. In a luxury villa set high in the hills above the glamorous town of Sorrento, southern Italy, three couples gather for the perfect 40th birthday celebration. ONE BODY. Before the week is out, one of them is dead. COUNTLESS LIES. Their perfect reunion quickly becomes the holiday from hell when one of the group starts receiving anonymous messages, threatening to expose a dark secret from their university days. As old friendships are tested to the limit, it's clear that what happens in the dark past won't stay buried... A heart-racing psychological thriller that will hook you from the very first page, with twist after twist that will make your jaw drop. Fans of B.A. Paris, My Husband's Killer and Lucy Foley won't be able to put this down. If you were hooked by The White Lotus or The Watcher, you'll love this. Praise for A.A. Chaudhuri: 'Beautifully written, immaculately plotted, very clever and deliciously dark. Loved it.' Catherine Cooper 'An intriguing and intricately plotted crime story, with so many twists and turns. I defy you to work out the ending.' Howard Linskey 'Revelations and twists abound, and the characters evoke, by turns, empathy and disgust... with friends like these, who needs enemies?' Vaseem Khan 'An absolutely thrilling ride...and the twist! I thought I had it all figured out, but I was so wrong...' Lisa Hall, author of The Woman in the Woods Readers love A.A. Chaudhuri's completely addictive thrillers: 'The twists kept coming and even when I thought I figured it out, the last chapter blew my mind. Absolutely loved this one!' Reader Review 'This book was wildly addictive. Super twisty and twisted. I never saw the ending coming.' Reader Review 'Five stars is not enough for this truly jaw-dropping story...This needs to be your next read!' Reader Review 'Every time I thought I had everything worked out, the plot took another twist, and the ending blew me away.' Reader Review 'One of the best psychological thrillers ever written.' Reader Review 'I sailed through this suspense-packed thriller...And the ending? Wow!' Reader Review 'WOW. The plot twists were amazing and the ending was superb.' Reader Review 'Secrets, secrets, and more secrets! My mouth hung open at several reveals' Reader Review

In the new arena for anti-racist work in which we find ourselves, the neo-liberal, 'post-race' university, this interdisciplinary collection demonstrates common global political concerns about racism in Higher Education. It highlights a range of issues regarding students, academic staff and knowledge systems, and all of the contributions seek to challenge the complacency of the 'post-race' present that is dominant in North-West Europe and North America, Brazil's mythical 'racial democracy' and South Africa's post-apartheid 'rainbow nation'. The collection makes clear that we are not yet past the need for anti-racist institutional action because of the continuing impact of coloniality on and in these nations. Chapter 7 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license. https://s3-us-west-2.amazonaws.com/tandfbis/rt-files/docs/Open+Access+Chapters/9780367001513_oachapter7.pdf

Orientalism, Zionism and Academic Practice explores the field of Israeli Middle East and Islamic Studies (MEIS) sociologically and politically, as a window onto the relationship between Orientalism, Zionism and academia. The book draws special attention to neoliberal discourse and praxis in everyday higher education, the interests of scholars, and the political form that commercialisation takes in specific disciplinary and geopolitical conditions by deconstructing structural and historical presuppositions and effective ideologies that overdetermine this junction of academia, orientalism and Zionism. The multi-layered study draws on various scholarly traditions and offers new evidence for, and insights in, historical and cultural-discursive discussions. It highlights paradigmatic gaps in reading Saidian orientalism, re-evaluates the origins and evolution of the local field, contributes to the study of everyday academic culture in the social sciences and humanities (SSH), and unveils the presupposed and the unsaid of the general and the specific field, exploring the intersection of an orientalist expertise, in a settler-colonial society, and everyday academic capitalism. The expertise of this sociological and discursive study make it an invaluable resource for academics and students interested in Israel and Middle East studies, Higher Education and the Sociology of Academia.

This book investigates the intensifying struggle for excellence between universities in a globalized academic field. The rise of the entrepreneurial university and academic capitalism are superimposing themselves on the competition of scientists for progress of knowledge and recognition by the scientific community. The result is a sharpening institutional stratification of the field. This stratification is produced and continuously reproduced by the intensified struggle for funds with the shrinking of block grants and the growing significance of competitive funding, as well as the increasing impact of international and national rankings on academic research and teaching. The increased allocation of funds on the basis of performance leads to overinvestment of resources at the small top and underinvestment for the broad mass of universities in the middle and lower ranks. There is a curvilinear inverted u-shaped relationship of investments and returns in terms of knowledge production. Paradoxically, the intrusion of the economic logic and measures of managerial controlling into the academic field imply increasing inefficiency in the allocation of resources to universities. The top institutions suffer from overinvestment, the rank-and-file institutions from underinvestment. The economic inefficiency is accompanied by a shrinking potential for renewal and open knowledge evolution.

Every business and organization today needs to impress stakeholders with its ethics policy. Universities, Ethics and Professions examines how this emphasis on ethics by the professional world is impacting universities, institutions that have long been key contributors to ethical reflection and debate, and shapers of ethical discourse. Changing objectives, globalization, and public concerns continue to bring professionalism, and commercialization, into the dialogue about what ethics mean on campus. Universities, Ethics and Professions offers an in-depth examination of the changing landscape of academic ethics, with case-study analysis from sociologists, educationalists, management specialists and philosophers. As professionalism becomes an integral part of university teaching, training, and research, this book considers the impact on the ethical practices of academics, and explores the importance of universities remaining sites of open discourse on ethics in the future.

This book is the first to outline the history of the tactic of 'no platforming' at British universities since the 1970s, looking at more than four decades of student protest against racist and fascist figures on campus. The tactic of 'no platforming' has been used at British universities and colleges since the National Union of Students adopted the policy in the mid-1970s. The author traces the origins of the tactic from the militant anti-fascism of the 1930s-1940s and looks at how it has developed since the 1970s, being applied to various targets over the last 40 years, including sexists, homophobes, right-wing politicians and Islamic fundamentalists. This book provides a historical intervention in the current debates over the alleged free speech 'crisis' perceived to be plaguing universities in Britain, as well as North America and Australasia. No Platform: A History of Anti-Fascism, Universities and the Limits of Free Speech is for academics and students, as well as the general reader, interested in modern British history, politics and higher education. Readers interested in contemporary debates over freedom of speech and academic freedom will also have much to discover in this book.

Originally published in 1972, The University and British Industry examines the lively and controversial relationship between British industry and the university. The book looks at the impact of industry on the development of British universities from the 1850s to the 1970s, and with contribution from the universities to industry through scientific research and the supply of graduate skills. The book argues that the close involvement of the universities and industry has been one of the chief beneficial forces shaping the British universities movement in the last hundred years. It gives an account of the changes which took place within the universities to make them more suitable for industries purposes, describing for example the early rise of the English civic universities, strongly financed by, and closely supporting industry. The book also considers how, during the two world wars, industry became highly reliant on the universities for the war technology, and how, despite the depression between the wars, university research and graduate employment embraced the widening opportunities of the new industries. The book also discusses the expansion of the university in the sixties and points out that industrial motives have merged with those of social justice, posing dilemmas for present and future relations between universities and industry.

Originally published in 2002, State Governments and Research Universities focuses on differences in unrestricted state appropriations for Carnegie Public Research I Universities during the 1990s. Through statistical analyses and case studies, a framework is developed that illuminates the impact of higher education governance, institutional characteristics, and economic, demographic, political, and cultural factors as critical elements determining levels of state appropriations for public research universities. The framework is strengthened through an application of organization theories from rational, political, and cultural perspectives. Among its most valuable contributions, the study places empirical evidence behind the assertion that future state support for research universities will be contingent on an institution's ability to demonstrate its service to the state.

There is a profound linkage between the quality of a university and its financial resources. The universities of Oxford and Cambridge rank among the world's finest educational institutions, and are able to draw on invested assets that are large by any standards. Endowment Asset Management explores how the colleges that comprise these two great universities make their investment decisions.
Oxford and Cambridge are collegiate institutions, each consisting of a federal university and over 30 constituent colleges. While the colleges may have ostensibly similar missions, they are governed independently. Since they interpret their investment objectives differently, this gives rise to some remarkably dissimilar approaches to investment, which the authors explore in detail.
The first study of its kind, Endowment Asset Management analyses the objectives, investment philosophy, asset management and governance of over 60 college and university endowment funds. Drawing on exhaustive research and detailed discussions with Oxford and Cambridge investment bursars, the authors investigate issues such as asset allocation and spending policy, which have a major influence on the institutions' financial health. This study reveals the colleges' individualism and diversity, and carefully analyses their strategies, which range from the traditional to cutting edge.
The authors' findings are thought provoking for anyone concerned with the assets of foundations, endowments, charities, family offices, or trusts. All investors with a long-term investment horizon will find it extremely engaging.

This book provides a detailed record of the early history of the library at Emmanuel College, Cambridge, from the foundation of the College in 1584 to the completion of the seventh major inventory of the library's contents in 1637. This half-century formed a dynamic period in the religious and political as well as the educational life of the nation. The influence of Emmanuel, a notoriously Puritan college from its founding, was felt especially in the striking prominence of its alumni among New World settlers (among them John Harvard) and, during the English Civil War, in the placement of Emmanuel men in many key positions, including the Masterships of numerous Cambridge colleges. While these men were being educated Emmanuel's library expanded dramatically, and the seven increasingly large inventories of library books recorded there during the period give an indication of their concerns and their scholarship. Now, for the first time, the intellectual resources - by no means narrowly 'Puritan' - of this major institutional library are available for the study of all who are interested in the history of the period.

The First World War had innumerable consequences for all aspects of society; universities and education being no exception. This book details the myriad impacts of the war on British universities: telling how universities survived the war, their contribution to the war effort and the changes that the war itself brought about. In doing so, the author highlights the changing relationship between universities and government: arguing that a transformation took place during these years, that saw universities moving from a relatively closed world pre-1914 to a more active and open role within the national economy and society. The author makes extensive use of original documentary material to paint a vivid picture of the experiences of British universities during the war years, combining academic analysis with contemporary accounts and descriptions. This uniquely researched book will appeal to students and scholars of the history of higher education, social history and the First World War.

This book draws on the perspectives of authors, supervisors, reviewers and editors to present a rich, nuanced picture of the practices and challenges involved in writing for scholarly publication. Organized into four sections, it brings together international experts and junior scholars from a variety of disciplines to examine both publishing experiences and current research in the field. In doing so, it challenges the view that Native English speakers have a relatively easy ride in this process and that it is only English as an Additional Language (EAL) scholars who experience difficulties. The volume highlights central themes of writing for publication, including mentoring and collaborative writing, the writing experience, text mediation, the review process, journal practices and editorial decision-making, and makes a strong case for taking a more inclusive approach to research in this domain. This edited collection will appeal to students and scholars of applied linguistics, English for academic purposes, academic writing, and second language writing.

What explains the peculiar trajectory of the university and liberal education in India? Can we understand the crisis in the university in terms of the idea of education underlying it? This book explores these vital questions and traces the intellectual history of the idea of education and the cluster of concepts associated with it. It probes into the cultural roots of liberal education and seeks to understand its scope, effects and limits when transplanted into the Indian context. With an extensive analysis of the philosophical writing on the idea of university and education in the West and colonial documents on education in India, the book reconstructs the ideas of Gandhi and Tagore on education and learning as a radical alternative to the inherited, European model. The author further reflects upon how we can successfully deepen liberal education in India as well as construct alternative models that will help us diversify higher learning for future generations. Lucid, extensive and of immediate interest, this book will be useful for scholars and researchers interested in the history and philosophy of education and culture, social epistemology, ethics, postcolonial studies, cultural studies and public policy.

American Universities in China: Lessons from Japan discusses the aspirations and operations of American universities in China through the lens of previous American universities' expansion efforts in Japan. It provides an in-depth explanation of the factors that contributed to the rise and decline of American universities in Japan in order to examine and predict the sustainability of American universities in China today. Through a review of historical documents, interviews with stakeholders in Japan and China, and an analysis of the cultural contexts of both the Japanese and Chinese higher education systems and the position of American universities within these environments, this book seeks to address the potential success or repeated failure of the American university abroad.

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.

Why are second language learners in Japan's universities so silent? Using an innovative mixed-methods research approach, Jim King investigates the perplexing but intriguing phenomenon of classroom silence. With its exciting new conceptual framework of Dynamic Systems Theory, Silence in the Second Language Classroom offers a unique insight into the true complexity behind why some learners are either unable or unwilling to speak in a foreign language. This highly interdisciplinary book draws on ideas from fields such as psychology, sociolinguistics and anthropology, and delves deeply into themes relating to Japanese society and the country's education system. Written in an accessible and engaging style, this timely volume will be of interest to researchers, students of educational and applied linguistics, language education policy makers and, indeed, anyone who has ever taught.