Between the 1760s and 1914, thousands of young Americans crossed the Atlantic to enroll in German-speaking universities, but what was it like to be an American in, for instance, Halle, Heidelberg, Goettingen, or Leipzig? In this book, the author combines a statistical approach with a biographical approach in order to reconstruct the history of these educational pilgrimages and to illustrate the interconnectedness of student migration with educational reforms on both sides of the Atlantic. This detailed account of academic networking in European educational centers highlights the importance of travel for academic and cultural transformations in nineteenth-century America.

Drawing on neo-institutionalist and social movement approaches, this book analyses the impact that recent student mobilizations have brought about within Italian and English universities in terms of student services, curriculum organization, and governance structures. Arguing that the university context is central to explaining the variety and diversity of this impact, the author examines the effects of the type of governance on the strategies and tactics of the students and the responses of the challenged, considering the differences that exist between Italy, where universities are largely run by academics, and England, where universities tend to be governed by academic managers.

This book provides critical insights into the English-medium instruction (EMI) experiences which have been implemented at a number of universities in countries such as China, Finland, Israel, the Netherlands, South Africa, Spain and the USA, which are characterised by differing political, cultural and sociolinguistic situations. In particular, it reflects on the consequences of implementing EMI as an attempt to gain visibility and as a strategy in response to the need to become competitive in both national and international markets. The pitfalls and challenges specific to each setting are analysed, and the pedagogical issues and methodological implications that arise from the implementation of these programmes are also discussed. This volume will serve to advance our awareness about the strategies and tools needed to improve EMI at tertiary level.

Today more and more ethnically, culturally, and linguistically diverse students enroll in our college and university courses. These diverse, multilingual students enrich our campuses and at the same time present challenges. Who are these students? What skills do these diverse students need to be successful in college? How can faculty help them succeed? For faculty in all disciplines seeking answers to these questions, this is an essential book. This text provides practical advice on how to assist these students with academic tasks and how to help them to succeed in the academy.

Student Plagiarism in Higher Education is a crucial read for any university teacher concerned about plagiarism. It provides the tools and information needed to assess this often complex international phenomenon constructively and effectively from a variety of angles, and provides a framework for further discussion and research. Each chapter poses a question about an essential aspect of plagiarism and examines the central theoretical, ethical and technical questions which surround it. Providing a unique perspective on the topic of academic plagiarism, this book: addresses questions which are vexing in teaching practice, but for which ready answers are not available in professional skills development materials; relates plagiarism to wider issues of learning and intellectual development; collates the thinking of international leading experts on the topic of plagiarism from different areas of the academy. Student Plagiarism in Higher Education provides an excellent insight which thoroughly interrogates all aspects of the plagiarism argument. Theoretically based and carefully considered contributions from international experts ensure that this volume is an invaluable asset to anyone wishing to read more, learn more and think more about plagiarism.

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.

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 1989, Universities, Education and the National Economy looks at changes in the structure of British industry, which have brought into question the traditional role of universities in the economy. The emphasis on high technology in many emerging industries has prompted a closer relationship between science-based industries and the science departments of many leading universities. However, such co-operation is not always so apparent, and the emphasis in many universities on the wider aspects of education at the expense of a straightforward vocationalism remains a stumbling block. This book makes it clear however that it is not just a case of academic idealism vying with industrial philistinism. These essays, each of them by a leading figure in the world of higher education, emphasize the complexity of the relationship between the universities and economy. The authors discuss how difficult it has been to establish and effective dialogue between the educational and economic spheres and to decide what exactly it is that the latter requires of the former. The successes that have been achieved to date are highlighted and the problems that remain are analysed.

Rethinking the university explores and develops key critical debates in the humanities (concerning, for example, postmodernism, New Historicism, political criticism, cultural studies, interdisciplinarity and deconstruction) in the context of the various crises widely felt to be facing academic institutions. The analysis of the characteristic features of today's university is guided by a close reading of Derrida's work on the question of the academic institution, particularly with regard to the motifs of leverage and disorientation. This important topic has been the subject of heated debate in recent years and Rethinking the university offers clear and concise summaries of current work in the field as well as exploring original and challenging lines of enquiry on a number of issues of contemporary concern. In particular, Wortham argues that while Derrida's image of a university 'walking on two feet' presents us with a potentially paralysing problem, nevertheless it also enables a strong affirmation of the possibilities of academic life, work and effort. -- .

This volume provides a state of the art overview of Online Intercultural Exchange (OIE) in university education and demonstrates how educators can use OIE to address current challenges in university contexts such as internationalisation, virtual mobility and intercultural foreign language education. Since the 1990s, educators have been using virtual interaction to bring their classes into contact with geographically distant partner classes to create opportunities for authentic communication, meaningful collaboration and first-hand experience of working and learning with partners from other cultural backgrounds. Online exchange projects of this nature can contribute to the development of learner autonomy, linguistic accuracy, intercultural awareness, intercultural skills and electronic literacies. Online Intercultural Exchange has now reached a stage where it is moving beyond individual classroom initiatives and is assuming a role as a major tool for internationalization, intercultural development and virtual mobility in universities around the globe. This volume reports qualitative and quantitative findings on the impact of OIE on universities in Europe and elsewhere and offers comprehensive guidance on using OIE at both pedagogical and technological levels. It provides theoretically-informed accounts of Online Intercultural Exchanges which will relevant to researchers in Computer Assisted Language Learning, Computer-Mediated Communication, or Virtual Education. Finally, contributors offer a collection of practitioner-authored and practically-oriented case studies for the benefit of teachers of foreign languages or in other subject areas who wish to engage in developing the digital literacy and intercultural competences of their learners.

David Pierpont Gardner was president of one of the world's most distinguished centers of higher learning - the nine-campus University of California - from 1983 to 1992. In this remarkably candid and lively memoir he provides an insider's account of what it was like for a very private, reflective man to live an extremely public life as leader of one of the most complex and controversial institutions in the country. "Earning My Degree" is a portrait of uncommon leadership and courage and a chronicle of how these traits shaped a treasured, and sometimes mystifying, American institution. Before his tenure as president, Gardner spent seven years at the University of California, Santa Barbara, during a tumultuous era of culture wars, ethnic division, and anti-Vietnam War protests, leaving his post as vice chancellor to serve as vice president of the University of California from 1971 to 1973. In 1973 he was named president of the University of Utah, and while there he chaired the National Commission on Excellence in High Education, which authored "A Nation at Risk", regarded today as the twentieth century's most telling report on the condition of American public schools. As president of the University of California, he contended with intense controversies over affirmative action, animal rights, AIDS research, weapons labs, divestment in South Africa, and much more. This memoir recounts his experiences with these and other issues and describes his dealings with the diverse cast of characters who influence the university: U.S. presidents, governors, legislators, regents, chancellors, faculty, staff, students, alumni, and donors. The epilogue of "Earning My Degree" is a thoughtful and engaging account of the ten years since Gardner's retirement that includes his personal views about what has truly mattered in his life.

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.

Building on the second volume of Univer-Cities: Strategic View of the Future - From Berkeley and Cambridge to Singapore and Rising Asia edited by Anthony SC Teo and published in 2015, this third edition presents 12 chapters weaving the dilemmas of strategy and leadership in one of humanity's beloved institutions, the university (with a long view strategy) and the city (a relatively shorter one). Based on the 2016 Univer-Cities conference hosted by the University of Newcastle, contributors of this volume reflect on the deliberations made by the conference participants, including academic leaders from University of Cambridge and University of California, Berkeley, urban architects, policy planners, and public office holders. The book hopes to engage the universities' top leadership in addressing accusations of elitism by re-socialising the varsities with their eco-system. Often criticised for being unresponsive to the pressing and accumulating problems faced by cities and societies, more can be done for universities to exert their socio-economic benefits and contribute to the progress of humankind. It is a call for academic elites to integrate basic research with the universities' strengths in medical disciplines for community advancement, urban planning, innovation systems and regional economic growth.

This book focuses on essential findings concerning emerging practices of student learning through the teaching and learning benefits of the electronic portfolio (ePortfolio) in a range of disciplines at Australian universities. It explores the latest research on ePortfolios, teaching quality, future research directions for tertiary learning and teaching, institutional agendas in higher education, and the role that the ePortfolios can play in supporting improvements in pedagogic practice and student outcomes. Included in these agendas is research into the development of higher education through the technologising of pedagogy, learner identities in discrete disciplines, and the praxis of individual university teachers. The book covers accounts of academic learning success and challenges across current higher education subject areas. By presenting case study accounts of ePortfolio use, it reveals the importance of defining and documenting how we can meaningfully develop learner portfolios in research, teaching and learning at Australian universities. With an intentional research base, the book draws on work conducted inside and outside Australia and highlights how the ePortfolio can help tertiary staff prepare for the impact of a student-created portfolio on teaching, learning, and subsequent academic scholarship.

This book constructs a model of the knowledge value chain in the university and analyzes the university knowledge value-added mechanism in the process of Industry-University Collaborative Innovation. The efficiency of university knowledge value-added of Provinces in China is measured. The book illustrates the operating mechanism between enterprise subsystems and college subsystems in the collaborative innovation system, and establishes a Data Envelopment Analysis (DEA) model with parallel decision making units to assess the performance of Industry-University Collaboration Innovation in China by considering the complex internal structure of the collaborative innovation system. The book also addresses various behaviors of knowledge agents in the knowledge sharing process. The research findings of this book will provide some policy implications to help policy makers to establish a more effective collaborative and interactive innovation system. The focus on China offers a unique contribution, because the form that university-industry collaborations take differs widely from country to country. The United States, the United Kingdom, Japan, and China differ vastly in the way that they implement their respective R&D policies. Some of these differences stem from national culture, others from the historical evolution of the institutions that support innovation efforts, and some from the extent of available resources.

This title, first published in 1975, analyses the ways in which developments in Victorian universities have shaped both the structure and the assumptions of British higher education in the twentieth century. No period of British higher education has been more full of change nor so rooted in fundamental debate than the second half of the nineteenth century. Its lasting impact makes it crucial for an understanding both of this period of Victorian social history and of the contemporary system of higher education in Britain. This title will be of interest to students of history and education.

This book, first published in 1988, examines the origins, purposes and functioning of the civic universities founded in the second half of the nineteenth century and discusses their significance within both local and wider communities. It argues that the civic universities - and those of the northern industrial cities in particular - were among the most notable expressions of the civic culture of Victorian Britain and both a source and a reflection of the professional and expert society which was growing to maturity in that time and place. This title will be of interest to students of history and education.

Over the last several decades there has been a growing interest in the relationship between entrepreneurship and university-industry collaboration, namely how such cooperation can benefit entrepreneurship development at individual, national, and regional levels. While there are several refereed journal articles on different aspects of university-industry cooperation, most studies dwell primarily on instruments such as spin-offs, incubators and graduate entrepreneurs. This collection offers the first book-length compendium of international comparative perspectives on university-industry cooperation. Entrepreneurship and Knowledge Exchange explores insights from a wide variety of countries of relevance to researchers as well as policy and decision makers, especially those working in developing economies. Seminal contributions from top academics in the field, such as Alan Gibb, Peter Scott, and Mary Walshok, are included. The issues of knowledge transfer, entrepreneurship, and regional/national economic regeneration have inspired countless programs and initiatives at national and regional levels, and the chapters in this book examine these initiatives, providing both a reference work and a record of practical experience.

The Postdoc Landscape offers historical, international, and domestic examples, solutions, and strategies for addressing the needs of postdoctoral scholars in terms of their presence in government, industry, and the academy. Growing issues and concerns are identified with a clear direction in terms of what practitioners, policymakers, and educators can do to improve the working conditions of postdoctoral scholars. The book includes chapters centered on three themes: the Postdoc Landscape, Postdoc Support and Postdoc Career Literacy, Agency and Choice. This comprehensive reference serves as a guide for scholars, individuals who supervise and mentor postdoctoral scholars and policymakers.

Minority students in China often receive preferential treatment for access to universities. However, very little is known about minority student experiences and perceptions on campus after they are accorded what's called "meaningful access" to university. The Mongols emerged as a distinct ethnic group in China starting in the 11th century and, in the centuries that followed, conquered a large part of the world. However, in modern times this nomadic people's influence has declined, and even their survival in China has been threatened. This decline is evidenced by the fact that increasing numbers of Mongols have abandoned their native language and traditional customs, especially those who live in cities. How do Mongol university students, who form the backbone of the Mongol intellectual community, identify themselves in a modern Chinese context? How do they react as university students to the way in which their culture is recognized and represented? Do Mongol students suffer from injustice in the cultural dimension of campus life? China's Mongols at University: Contesting Cultural Recognition seeks to answer these questions. Zhenzhou Zhao addresses these issues by comparing the university discourse (on minority culture policy, institutional structure and daily life) and the Mongol student discourse (concerning their experiences, perceptions of recognition, and dedication to self-representation on campus) Additionally, Gao compares three universities in China. Located in Inner Mongolia Autonomous Region, Beijing, and Hubei Province, respectively, each of these universities represents one of three types of higher education accessible to minority students in China: universities located in ethnic areas, standard universities, and universities for nationalities. China's Mongols at University explores and discusses an intrinsic connection between marketization and globalization and the disadvantages faced by minority groups. This book argues that China must move from a policy of preferential tre

What is an effective scientist? One who is successful by quantifiable standards, with many publications, citations, and students supervised? Yes, but there is much more. Truly effective scientists need to have influence beyond academia, usefully applying and marketing their research to non-scientists. This book therefore takes an all-encompassing approach to improving the scientist's career. It begins by focusing on writing and publishing - a scientist's most important weapon in the academic arsenal. Part two covers the numerical and financial aspects of being an effective scientist, and Part three focuses on running a lab effectively. The book concludes by discussing the more entertaining and philosophical aspects of being an effective scientist. Little of this material is taught in university, but developing these skills is vital to maximize the chance of being effective. Written by a scientist for scientists, this practical and entertaining book is a must-read for every early career-scientist, regardless of specialty.

The anthology departs from the fundamental idea that the university is deeply connected to the ideal of "Bildung" and to democratic values. If the university should serve as an open space to develop democracy and to meet today's social, cultural and ecological challenges, then one has to take into account the different disciplines' approaches to education. Thus, the featured proposals on school and university education come from diverse research fields such as general education, media education, art and aesthetic education, philosophy, ethnology, sociology, performance art and gender.

The role of universities is not only restricted to knowledge exchange, higher education institutions also play a leading role in the development of society, and should engage as active members of their local communities. This book provides empirical evidence on how some universities have shifted social responsibility to be one of their primary focuses, and have engaged with society to enhance their values. The authors present international case studies, from Indonesia to the UK, that examine community engagement, inequality, university-corporate partnerships, philanthropy, and sustainable futures, among other important topics.

..". a very readable book. Personalities and their relationships are vividly described." . American Historical Review

..". Schaeper is to be warmly congratulated ... This is a piece of thorough and careful research, well organized, and a quite fascinating book." . Contemporary Review

..". a careful and interesting record of a unique and largely successful transatlantic experiment" . Daily Telegraph London

..". entertaining and informative reading." . Library Journal

..". a fascinating study based on numerous interviews with former Rhodes scholars and American administrators of the program, and on the memoirs and autobiographies of "Rhodie" alumni ... Produced in a clear, straightforward prose and with a touch of good humor, this book is a pleasure to read." . Albion

Each year thirty-two seniors at American universities are awarded Rhodes Scholarships, which entitle them to spend two or three years studying at the University of Oxford. The program, founded by the British colonialist and entrepreneur Cecil Rhodes and established in 1903, has become the world's most famous academic scholarship and has brought thousands of young Americans to study in England. Many of these later became national leaders in government, law, education, literature, and other fields. Among them were the politicians J. William Fulbright, Bill Bradley, and Bill Clinton; the public policy analysts Robert Reich and George Stephanopoulos; the writer Robert Penn Warren; the entertainer Kris Kristofferson; and the Supreme Court Justices Byron White and David Souter.

Based on extensive research in published and unpublished documents and on hundreds of interviews, this book traces the history of the program and the stories of many individuals. In addition it addresses a host of questions such as: how important was the Oxford experience for the individual scholars? To what extent has the program created an old-boy (-girl since 1976) network that propels its members to success? How many Rhodes Scholars have cracked under the strain and failed to live up to expectations? How have the Americans coped with life in Oxford and what have they thought of Britain in general? Beyond the history of the program and the individuals involved, this book also offers a valuable examination of the American-British cultural encounter.

Thomas J. Schaeper is Professor of History at St. Bonaventure University, a member of the editorial board of French Historical Studies, and the author of four previous books on European and American history.

Kathleen Schaeper is a social studies teacher at Allegany-Limestone Central School. For several years they co-directed the St. Bonaventure summer program at Oxford University."

Universities exist within the river of time, so we have treated them historically. They have stood since Magna Carta, with their structures essentially unchanged. Universities are also institutions, so we have examined their functions. The three basic functions, educating the faculty, teaching the students, and collecting knowledge, remain robust. Universities are an existential necessity in western culture. They produce the essential knowledge, technology, and skills necessary for an industrial society. Money is, and always has been, the main problem within universities. Education is hideously expensive. Most of the problems that critics point out can be traced to a lack of money. These critics also often complain that universities are in crisis. In fact, see no sign of this apocalypse. Universities are doing pretty well. They produce an immense amount of knowledge and technology. The faculty teaches pretty well, the students are learning (at least something), and the only permanent problem is inadequate funding.