Since second-wave feminism of the 1970s, women's rights and opportunities in education and employment have increased across the globe, but has equality, whether social, political or legal, really been achieved? In this fascinating book, Miriam E. David, a well-known and influential feminist in higher education, celebrates the achievements of international feminists as activists and scholars. She provides a critique of the expansion of global higher education masking their pioneering zeal and zest for knowledge. Looking at the changing zeitgeist, David contends that feminism has yet to have an enduring influence, despite how generations of women have felt empowered. She illustrates the power of patriarchal social relations and how everyday sexism or misogyny is keenly felt. This impassioned book asks whether a feminist-friendly future is possible, or indeed, desirable.

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.

Simulation-based education (SBE) is a teaching strategy in which students adopt a character as part of the learning process. SBE has become a fixture in the university classroom based on its ability to stimulate student interest and deepen analytical thinking. Simulations and Student Learning is the first piece of scholarship that brings together experts from the social, natural, and health sciences in order to open up new opportunities for learning about different strategies, methods, and practices of immersive learning. This collection advances current scholarly thinking by integrating insights from across a range of disciplines on how to effectively design, execute, and evaluate simulations, leading to a deeper understanding of how SBE can be used to cultivate skills and capabilities that students need to achieve success after graduation.

In the greatest social change of the last twenty years about half of Europe's young people now attend university. Their lived experiences are however largely undocumented. Antonucci travelled across six cities and three European countries - England, Italy and Sweden - to provide the first ever comparison of the lives of university students across countries and socio-economic backgrounds. Contrasting students' resources and backgrounds, this original work exposes the profound social effects of austerity and the financial crisis on young people. Questionnaires and first person interviews reveal that, in contrast with what assumed by HE policies, participating in university exacerbates inequalities among young people. This work is a wake-up call for re-thinking the role of higher education in relation to social justice in European societies.

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.

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.

Oxford University has attracted and produced many of the world's most original thinkers over the centuries. It boasts heads of states, academics, writers, actors, scientists, philosophers and many other luminaries among its alumni. On any tour of the University and colleges famous ex-students - Tony Blair, Bill Clinton, Margaret Thatcher - to name a few are often mentioned - but what about its Black scholars? The University has a long but little known history of attracting Black scholars from Africa, the Caribbean, America and even Australia since the matriculation in 1873 of Christian Fredrick Cole, who became the first African to practise in an English court. He was followed by other outstanding personalities: Alain Locke, the 'Father of the Harlem Renaissance' and the first Black scholar to be awarded a Rhodes Scholarship in 1907; Kofoworola Moore, the first African woman to graduate from the University in 1935; Eric Williams, the great historian of the Caribbean, who was elected Prime Minister of Trinidad and Tobago. Oxford's Black alumni include statesmen, lawyers and teachers. More recently, Oxford-educated African American women have risen to high office in the United States. Students from all parts of Africa, the Caribbean and the Commonwealth have made significant contributions and left lasting legacies in the fields of politics, literature, science and the arts. Uncovering the stories of prominent and lesser-known Black students at Oxford, Pamela Roberts reveals a hitherto undocumented strand in the University's history and its relationship with the wider world.

* 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

China's One Child Policy and its rigorous national focus on educational testing are well known. But what happens to those "lucky" few at the very top of the pyramid: elite university students in China who grew up under the One Child Policy and now attend the nation's most prestigious universities? How do they feel about having made it to the top of an extremely competitive educational system-as their parents' only child? What pressures do they face, and how do they cope with the expectations associated with being the best? Fragile Elite explores the contradictions and perplexities of being an elite student through immersive ethnographic research conducted at two top universities in China. Susanne Bregnbaek uncovers the intimate psychological strains students suffer under the pressure imposed on them by parents and state, where the state acts as a parent and the parents reinforce the state. Fragile Elite offers fascinating insights into the intergenerational tensions at work in relation to the ongoing shift in educational policy and definition of what a "quality" student, child, and citizen is in contemporary China.

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.

Are you a college or university graduate? Do you support students looking ahead to life after graduation? Are you curious about how your alumni network can benefit your life? Does the alumni strategy in your organization need inspiration? This enlightening, original book reimagines graduates' alumni status as a gateway to immense opportunities through professional and personal networks. To discover this alumni potential, Maria L. Gallo guides you through the four key traits of the 'Alumni Way': reflection, curiosity, passion and generosity. With a sound academic foundation, combined with practical activities and checklists, 'The Alumni Way' is the ultimate resource for inspiring savvy, active alumni citizens of the world. The Alumni Way Workbook is also available. Visit www.thealumniway.com.

Universities are under pressure. All over the world, their resource environment is evolving, demands for accountability have increased, and competition has become more intense. At the same time, emerging countries have become more important in the global system, demographic shifts are changing educational needs, and new technologies threaten, or promise, to disrupt higher education. This volume includes cutting-edge research on the causes and consequences of such pressures on universities as organizations, particularly in the U.S. and Europe. It provides an empirical overview of pressures on universities in the Western world, and insight into what globalization means for universities and also looks at specific changes in the university environment and how organizations have responded. The volume examines changes internal to the university that have followed these pressures, from the evolving role of unions to new pathways followed by students and finally, asks about the future of the university as a public good in light of a transformation of student roles and university identities.

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.

"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

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.

Globally, private universities enrol one in three of all higher education students. In Japan, which has the second largest higher education system in the world in terms of overall expenditure, almost 80% of all university students attend private institutions. According to some estimates up to 40% of these institutions are family businesses in the sense that members of a single family have substantive ownership or control over their operation. This book offers a detailed historical, sociological, and ethnographic analysis of this important, but largely under-studied, category of private universities as family business. It examines how such universities in Japan have negotiated a period of major demographic decline since the 1990s: their experiments in restructuring and reform, the diverse experiences of those who worked and studied within them and, above all, their unexpected resilience. It argues that this resilience derives from a number of 'inbuilt' strengths of family business which are often overlooked in conventional descriptions of higher education systems and in predictions regarding the capacity of universities to cope with dramatic changes in their operating environment. This book offers a new perspective on recent changes in the Japanese higher education sector and contributes to an emerging literature on private higher education and family business across the world.

'Lucid, compelling evidence on the need for systemic change within academia and scientific research institutions to make the most of women s talents.' - Helen Wollaston, Chief Executive, WISE This timely book brings together expert scholarly contributions based on individual and institutional experiences of gender inequality in Europe and the USA. Featuring key empirical insights, contributors explore the ways in which gender produces differences in opportunities across STEM subjects in universities. Leading authors in the field investigate and propose strategies to improve gender equality in academic environments by focusing on how to overcome indifference, cultural resistance and backlash. This book not only demonstrates the reality of women's networking experiences in STEM in different geographical and institutional contexts but provides evidence of the effectiveness of specific measures introduced to combat inequality in science and innovation. Enlightening and provocative, this book introduces key insights and critical questions for researchers of gender inequality in science and innovation. This book will also be vital for researchers and students of entrepreneurship as the need for a firm interrogation of the causes and consequences of gender inequality in business grows. Contributors include: M.C. Agodi, S. Bagchi-Sen, N. Baines, R. Biancheri, N. Buzas, S. Cervia, G. Chapman, L. Edmunds, H. Etzkowitz, L. Foss, F. Ghahramani, J.R. Gottwald, S. Hardy, N. Hewitt-Dundas, C. Henry, S. Huszar, L.S. Kawano, H. Lawton Smith, J. Le Roux, C. Leggon, R. Lund, P. McGowan, C.L. McNeely, V. Meschitti, L. Messina, A. Micozzi, F. Micozzi, A. O'Neill, B. O'Gorman, M. Panton, I. Picardi, A. Poulovassilis, S. Pronay, P.A. Rogerson, S. Rosser, K. Seely-Gant, J. Shockro, K. Sohar

Robust university-industry partnerships are vital to achieve the 17 UN Sustainable Development Goals (SDGs) and create a better world for everyone. Developing the theory and practice of the '5th Generation University', this book shows how cross-sector collaboration and innovation are crucial to maximising the societal benefits of research, education and knowledge exchange, while also driving economic growth and productivity. The authors bring extensive experience in working at the interface between academia, industry and government to demonstrate how universities can effectively combine transdisciplinary programmatic activities and strategic corporate philanthropy. They explain how long-term alliances can be forged to have a transformational impact on the greatest challenges facing our world such as climate change.

Research and teaching constitute the core purposes of America's research universities. The intellectual integrity of students' and scholars' work rests upon an ethical foundation, requiring a dedication to reasoned and civil dialogue, open minds, and reliance on evidence as the basis for conclusions. America's Research Universities discusses pressures and enticements that can undermine and weaken the intellectual integrity and the health of the universities themselves. Significant challenges include effective institutional governance in a context of diffuse power centers; financial solvency; security; housing; risk management; and outsourcing other support and serviced functions. This book is intended to increase understanding while helping our treasured universities surmount the challenges ahead.

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.

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.

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.

Heralding a push for higher education to adopt a more global perspective, the term "globalizing knowledge" is today a popular catchphrase among academics and their circles. The complications and consequences of this desire for greater worldliness, however, are rarely considered critically. In this groundbreaking cultural-political sociology of knowledge and change, Michael D. Kennedy rearticulates questions, approaches, and case studies to clarify intellectuals' and institutions' responsibilities in a world defined by transformation and crisis.
"Globalizing Knowledge" introduces the stakes of globalizing knowledge before examining how intellectuals and their institutions and networks shape and are shaped by globalization and world-historical events from 2001 through the uprisings of 2011-13. But Kennedy is not only concerned with elaborating how wisdom is maintained and transmitted, he also asks how we can recognize both interconnectedness and inequalities, and possibilities for more knowledgeable change within and beyond academic circles. Subsequent chapters are devoted to issues of public engagement, the importance of recognizing difference and the local's implication in the global, and the specific ways in which knowledge, images, and symbols are shared globally. Kennedy considers numerous case studies, from historical happenings in Poland, Kosova, Ukraine, and Afghanistan, to today's energy crisis, Pussy Riot, the Occupy Movement, and beyond, to illuminate how knowledge functions and might be used to affect good in the world.

Heralding a push for higher education to adopt a more global perspective, the term "globalizing knowledge" is today a popular catchphrase among academics and their circles. The complications and consequences of this desire for greater worldliness, however, are rarely considered critically. In this groundbreaking cultural-political sociology of knowledge and change, Michael D. Kennedy rearticulates questions, approaches, and case studies to clarify intellectuals' and institutions' responsibilities in a world defined by transformation and crisis.
"Globalizing Knowledge" introduces the stakes of globalizing knowledge before examining how intellectuals and their institutions and networks shape and are shaped by globalization and world-historical events from 2001 through the uprisings of 2011-13. But Kennedy is not only concerned with elaborating how wisdom is maintained and transmitted, he also asks how we can recognize both interconnectedness and inequalities, and possibilities for more knowledgeable change within and beyond academic circles. Subsequent chapters are devoted to issues of public engagement, the importance of recognizing difference and the local's implication in the global, and the specific ways in which knowledge, images, and symbols are shared globally. Kennedy considers numerous case studies, from historical happenings in Poland, Kosova, Ukraine, and Afghanistan, to today's energy crisis, Pussy Riot, the Occupy Movement, and beyond, to illuminate how knowledge functions and might be used to affect good in the world.

Since the onset of the UK's Research Excellence Framework in 2014, the environment for academic research has changed dramatically. Competitive Accountability in Academic Life goes behind the scenes of the 'impact' policy agenda for higher education research and interrogates the effects of the new framework on academic research. Richard Watermeyer dissects how a new requirement to evidence the economic and societal impact of research has created a culture of intense competitiveness in UK universities. Through the eyes of both those responsible for the REF and those working under its gaze, the author locates the gross deceit spawned from a culture of competitive accountability in UK universities. This challenging book reconceptualises the public role of researchers, posing a new effort to progress the neoliberal malaise by signposting peripheral zones of participation - and non-participation - as viable intellectual alternatives to the university. Both groundbreaking and provocative, Watermeyer's book is critical reading for academics working not just in the UK, but also internationally. The author's crucial insight into modern higher education will also prove indispensable to higher education policy makers looking to innovate and refine education policy, and to university administrators overseeing performance management systems.