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.

The debate about how higher education is failing to play a role in reducing inequality often centers on elite colleges, while ignoring the numerous public colleges and universities that educate the majority of our students. This book adds to the discussion by exploring an in-depth case study of the largest public higher educational system in the United States, The California State University, with implications for other state systems as well. Benjamin P. Bowser, experienced faculty member and author, discusses higher education reforms in response to increasing tuition, underprepared graduates, and declining academic standards. Focusing on the faculty perspective, this text examines how these reforms can threaten the mission of a public institution, only exacerbating the crisis of higher education and inequality.

The radical transformation that universities are undergoing today is no less far-reaching than the upheavals that it experienced in the 1960s. However today, when almost 50 per cent of young people participate in higher education, what occurs in universities matters directly to the whole of society. On both sides of the Atlantic curious and disturbing events on campuses has become a matter of concern not just for academics but also for the general public. What is one to make of the growing trend of banning speakers? What's the meaning of trigger warnings, cultural appropriation, micro-aggression or safe spaces? And why are some students going around arguing that academic freedom is no big deal? What's Happened To The University? offers an answer to the questions of why campus culture is undergoing such a dramatic transformation and why the term moral quarantine refers to the infantilising project of insulating students from offence and a variety of moral harms.

Higher education has become a worldwide phenomenon where students now travel internationally to pursue courses and careers, not simply as a global enterprise, but as a network of worldwide interconnections. The Origins of Higher Learning: Knowledge networks and the early development of universities is an account of the first globalisation that has led us to this point, telling of how humankind first developed centres of higher learning across the vast landmass from the Atlantic to the China Sea. This book opens a much-needed debate on the origins of higher learning, exploring how, why and where humankind first began to take a sustained interest in questions that went beyond daily survival. Showing how these concerns became institutionalised and how knowledge came to be transferred from place to place, this book explores important aspects of the forerunners of globalisation. It is a narrative which covers much of Asia, North Africa and Europe, many parts of which were little known beyond their own boundaries. Spanning from the earliest civilisations to the end of the European Middle Ages, around 700 years ago, here the authors set out crucial findings for future research and investigation. This book shows how interconnections across continents are nothing new and that in reality, humankind has been interdependent for a much longer period than is widely recognised. It is a book which challenges existing accounts of the origins of higher learning in Europe and will be of interest to all those who wish to know more about the world of academia.

Higher education has become a worldwide phenomenon where students now travel internationally to pursue courses and careers, not simply as a global enterprise, but as a network of worldwide interconnections. The Origins of Higher Learning: Knowledge networks and the early development of universities is an account of the first globalisation that has led us to this point, telling of how humankind first developed centres of higher learning across the vast landmass from the Atlantic to the China Sea. This book opens a much-needed debate on the origins of higher learning, exploring how, why and where humankind first began to take a sustained interest in questions that went beyond daily survival. Showing how these concerns became institutionalised and how knowledge came to be transferred from place to place, this book explores important aspects of the forerunners of globalisation. It is a narrative which covers much of Asia, North Africa and Europe, many parts of which were little known beyond their own boundaries. Spanning from the earliest civilisations to the end of the European Middle Ages, around 700 years ago, here the authors set out crucial findings for future research and investigation. This book shows how interconnections across continents are nothing new and that in reality, humankind has been interdependent for a much longer period than is widely recognised. It is a book which challenges existing accounts of the origins of higher learning in Europe and will be of interest to all those who wish to know more about the world of academia.

This practical guide addresses the challenges for building and maintaining a college research program in an environment that does not focus on supporting research activity and for those with a heavy teaching load. The challenges faced by teacher-researchers and solutions to issues are reviewed. The steps for maximizing research productivity are outlined: time management, obtaining research space and equipment and funding, recruiting and managing human subjects, and overcoming bureaucratic stumbling blocks. Chapters feature opening vignettes, examples, cases, figures, tables, summaries, suggested readings, and research references which provide a scientific grounding. Highlights include coverage of: -The latest time saving digital resources including automatic literature search alerts, Zotero for managing literature, Dropbox for sharing files, Open Science for managing workflow, and OpenSesame and OpenStax Tutor. -Strategies for recruiting subjects such as flyers and posting lab meeting minutes on a web page. - How to increase research productivity while still engaging in effective teaching. -The problems of the availability of human subjects and strategies for recruiting from classes, offering extra credit for research participation, and participation as a course requirement. - Using students as volunteer research assistants and strategies for recruiting and managing volunteers along with ethical considerations. -Bureaucratic stumbling blocks and strategies for overcoming those challenges. - How to use browser/word processor add-ons that store and organize literature in a searchable library and produce citations and reference lists. -The use of free open source software to design experiments and collect data and free cloud based resources to store electronic research files. The steps for maximizing research productivity are outlined in chapter 1: time management, obtaining research space and equipment and funding, recruiting and managing human subjects, and overcoming bureaucratic stumbling blocks, along with impediments and solutions for establishing a research program. Strategies to overcome time constraints including automatic literature searches, Zotero for managing your literature, Dropbox for sharing files, and the Open Science Framework for managing workflow are provided in Chapter 2. Chapter 3 provides tips on obtaining funding. Chapters 4 and 5 provide strategies for recruiting and managing research participants such as ad hoc recruiting from classes, offering extra credit for research participation, and participation as a course requirement. The book concludes with a review of other items to consider when developing a research program. Intended for professional development or teacher training courses offered in masters and doctoral programs in colleges and universities or as a supplement in graduate level research methods courses, this book is also an invaluable resource for faculty development centers and university administrators. Designed for both early career and veteran teacher-researchers looking to enhance their research productivity, this book appeals to college teachers of all levels and disciplines.

There are many textbooks on research methods, plenty of books on popular science, and specialist texts on a whole range of academic fields. However, few bring these together as a framework for a career involving research, and few attempt a practical appraisal of the challenges and opportunities involved in being 'a researcher'. Here, the principles underlying humanity's past and continuing acquisition of knowledge are illustrated across a variety of academic fields, from history to quantum physics - telling stories of clever and inventive people with good ideas, but also of personalities, politics, and power. This book draws together these strands to provide an informal and concise account of knowledge acquisition in all its guises. Having set out what research hopes to achieve, and why we are all researchers at heart, early chapters describe the basic principles underlying this - ways of thinking which may date back to the philosophers of the Athenian marketplace but are still powerful influences on the way research is carried out today. Drawing on a broad range of disciplines, Stewart takes the reader well beyond the pure 'scientific method', which might work well enough in physics or chemistry but falls apart in life sciences, let alone humanities. Later chapters consider the realities of carrying out research and the ways in which these continue to shape its progress - researchers and their personalities, their employers, funding, publication, political forces, and power structures. Written in an accessible and engaging style, this book is for anyone embarking on a research project or beginning to think about a career involving research, and for those in need of refocusing on why they started research in the first place.

First published in 1968. Routledge is an imprint of Taylor & Francis, an informa company.

Written for diverse academic audience, this text serves as a handbook for professors, instructors, and advisors who oversee data collection by undergraduate students for the purpose of writing a research report. Section One provides background information concerning today's diverse undergraduate student population and the increasing emphasis placed on research in the college classroom and field settings. Section Two presents strategies for enhancing the research writing skills of undergraduate students. Finally, Section Three examines specific research contexts, including service learning projects, science lab/ fieldwork, internships, portfolios, and visual arts inquiry. Adult educational theory is woven throughout the text, along with international perspectives.

Written for diverse academic audience, this text serves as a handbook for professors, instructors, and advisors who oversee data collection by undergraduate students for the purpose of writing a research report. Section One provides background information concerning today's diverse undergraduate student population and the increasing emphasis placed on research in the college classroom and field settings. Section Two presents strategies for enhancing the research writing skills of undergraduate students. Finally, Section Three examines specific research contexts, including service learning projects, science lab/ fieldwork, internships, portfolios, and visual arts inquiry. Adult educational theory is woven throughout the text, along with international perspectives.

Whilst much has been written about the doors that technology can open for students, less has been said about its impact on teachers and professors. Although technology undoubtedly brings with it huge opportunities within higher education, there is also the fear that it will have a negative effect both on faculty and on teaching standards. Education Is Not an App offers a bold and provocative analysis of the economic context within which educational technology is being implemented, not least the financial problems currently facing higher education institutions around the world. The book emphasizes the issue of control as being a key factor in whether educational technology is used for good purposes or bad purposes, arguing that technology has great potential if placed in caring hands. Whilst it is a guide to the newest developments in education technology, it is also a book for those faculty, technology professionals, and higher education policy-makers who want to understand the economic and pedagogical impact of technology on professors and students. It advocates a path into the future based on faculty autonomy, shared governance, and concentration on the university's traditional role of promoting the common good. Offering the first critical, in-depth assessment of the political economy of education technology, this book will serve as an invaluable guide to concerned faculty, as well as to anyone with an interest in the future of higher education.

Roland Person's A New Path is a fine comprehensive study of such libraries based . . . on an examination of the perceptions of those involved in their operation, management, and administration. Person does an outstanding job summarizing the history and the literature of undergraduate libraries and of blending all of that material into a skillfully synthesized examination of the undergraduate library in the United States and Canada from 1949 through 1987. Wilson Library Bulletin Because of the work's broad scope, all individuals involved in higher education will find much of value in this new volume. Richard Johnson, SUNY Oneonta This is the first full-length study of university undergraduate libraries to appear since the late 1960s. It is a comprehensive description and evaluation of both the contextual role of present undergraduate libraries and the goals upon which they were founded and continue to operate. Person has provided an exhaustive analysis of the subject by clearly defining undergraduate libraries, identifying the reasons for which they were established, evaluating the assumptions that precipitated their inception, and describing the development of those that failed and those that succeeded.

America's research universities consistently dominate global rankings but may be entrenched in a model that no longer accomplishes their purposes. With their multiple roles of discovery, teaching, and public service, these institutions represent the gold standard in American higher education, but their evolution since the nineteenth century has been only incremental. The need for a new and complementary model that offers accessibility to an academic platform underpinned by knowledge production is critical to our well-being and economic competitiveness. Michael Crow, president of Arizona State University and an outspoken advocate for reinventing the public research university, conceived the New American University model when he moved from Columbia University to Arizona State in 2002. Following a comprehensive reconceptualization spanning more than a decade, ASU has emerged as an international academic and research powerhouse that serves as the foundational prototype for the new model. Crow has led the transformation of ASU into an egalitarian institution committed to academic excellence, inclusiveness to a broad demographic, and maximum societal impact. In Designing the New American University, Crow and coauthor William B. Dabars-a historian whose research focus is the American research university-examine the emergence of this set of institutions and the imperative for the new model, the tenets of which may be adapted by colleges and universities, both public and private. Through institutional innovation, say Crow and Dabars, universities are apt to realize unique and differentiated identities, which maximize their potential to generate the ideas, products, and processes that impact quality of life, standard of living, and national economic competitiveness. Designing the New American University will ignite a national discussion about the future evolution of the American research university.

First Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.

The South African higher education system has historically been characterized by racial and gender inequities inherited from the discriminatory policies of the apartheid era. Emerging from a higher education history plagued with deeply entrenched racial disparities, Voices of Conflict examines how academic programs and structures at the historically white universities have responded to the increasing enrollment of black students since the enactment of the Universities Amendment Act in 1983. Dr. Mabokela specifically seeks to understand the perceptions and attitudes of students, faculty, and administrators and to determine how these respective constituents have responded to changes in student demographics. Her study brings to light, with clarity and thoroughness, many too often overlooked and neglected issues in higher education in South Africa.

The citizens of ancient Athens were directly responsible for the development and power of its democracy; but how did they learn about politics and what their roles were within it? In this volume Livingstone argues that learning about political praxis (how to be a citizen) was an integral part of the everyday life of ancient Athenians. In the streets, shops and other meeting-places of the city people from all levels of society, from slaves to the very wealthy, exchanged knowledge and competed for power and status. The City as University explores the spaces and occasions where Athenians practised the arts of citizenship for which they and their city became famous. In the agora and on the pnyx, Athenian democracy was about performance and oratory; but the written word opened the way to ever-increasing sophistication in both the practice and theory of politics. As the arts of spin proliferated, spontaneous live debate in which the speaker's authority came from being one of the many remained a core democratic value. Livingstone explores how ideas of democratic leadership evolved from the poetry of the legendary law-giver Solon to the writings of the sophist Alcidamas of Elaia. The volume offers a new approach to the study of ancient education and will be an invaluable tool to students of ancient politics and culture, and to all those studying the history of democracy.

Leading an institution of higher education requires an understanding of the responsibilities of the position, the diversity of its constituencies, and the complexity of the environment. This volume describes the structure and function of campus leadership and the interests of constituent groups as well as offering practical suggestions and advice on succeeding in the position. Organized by first describing the position, then explaining interactions with internal and external constituent groups and the organizational structure within the university, and finally discussing situations and behaviors with which a president or chancellor must deal, the book offers specific suggestions and tips for dealing with real situations. The average tenure of a primary campus leader is fewer than five years. Effecting authentic change in higher education requires a longer time horizon. This volume may help leaders to persevere and manage productive change.

Leading an institution of higher education requires an understanding of the responsibilities of the position, the diversity of its constituencies, and the complexity of the environment. This volume describes the structure and function of campus leadership and the interests of constituent groups as well as offering practical suggestions and advice on succeeding in the position. Organized by first describing the position, then explaining interactions with internal and external constituent groups and the organizational structure within the university, and finally discussing situations and behaviors with which a president or chancellor must deal, the book offers specific suggestions and tips for dealing with real situations. The average tenure of a primary campus leader is fewer than five years. Effecting authentic change in higher education requires a longer time horizon. This volume may help leaders to persevere and manage productive change.

This book details the legal and historical development of institutional and professorial academic freedoms to better understand the relationship between these concepts. While some judges and scholars have focused on the divergence of these protections, this book articulates an aligned theory that brings both the professorial and institutional theories together. It argues that while constitutionally based academic freedom does its job in protecting both public and private universities from excessive state interference, or at the very least it asks the right questions, it is inadequate because it fails to protect many individual professors in the same way. This solution entails using contract law to fill in the gaps that constitutional law leaves open in regard to protecting individual professors. Contract law is an effective alternative to constitutional law for three reasons. First, unlike constitutional law, it covers professors at both public and private universities. Second, it allows for the consideration of the custom and usage of the academic community as either express or implied contract terms in resolving disputes between universities and professors. Third, contract law enables courts to structure remedies that take into account the specific campus contexts that give rise to various disputes instead of crafting broad remedies that may ill fit certain campus environments. The proposed reconceptualization of academic freedom merges constitutional protection for institutions and contractual protection for individual professors. This combined approach would provide a more comprehensive framework than is currently available under the predominantly constitutional paradigm of academic freedom.

In this book, John C. Moore surveys the history of universities, from their origin in the Middle Ages to the present. Universities have survived the disruptive power of the Protestant Reformation, the Scientific, French, and Industrial Revolutions, and the turmoil of two world wars-and they have been exported to every continent through Western imperialism. Moore deftly tells this story in a series of chronological chapters, covering major developments such as the rise of literary humanism and the printing press, the "Berlin model" of universities as research institutions, the growing importance of science and technology, and the global wave of campus activism that rocked the twentieth century. Focusing on significant individuals and global contexts, he highlights how the university has absorbed influences without losing its central traditions. Today, Moore argues, as universities seek corporate solutions to twenty-first-century problems, we must renew our commitment to a higher education that produces not only technicians, but citizens.

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.

This book record achievements of the East Asian Institute (EAI), one of the top five think tanks in Asia under the leadership of Dr Goh Keng Swee, Professors Wang Gungwu, John Wong and Zheng Yongnian.The hard work behind the nurturing of this institute is sometimes invisible, unwritten and under-appreciated but the contributions and results are clear and relevant to the scholarly world. The works of EAI's originating guardians as well as the future endeavours of its current directorship thus need to be chronicled for future generations of scholars to learn from this intellectual experience of managing an institution as complex as EAI.The detailed historiography of EAI in this publication represents the multiple histories of EAI, China's developmental path since the initiation of market reforms as well as Singapore's collaborative interface with China's development.

This book record achievements of the East Asian Institute (EAI), one of the top five think tanks in Asia under the leadership of Dr Goh Keng Swee, Professors Wang Gungwu, John Wong and Zheng Yongnian.The hard work behind the nurturing of this institute is sometimes invisible, unwritten and under-appreciated but the contributions and results are clear and relevant to the scholarly world. The works of EAI's originating guardians as well as the future endeavours of its current directorship thus need to be chronicled for future generations of scholars to learn from this intellectual experience of managing an institution as complex as EAI.The detailed historiography of EAI in this publication represents the multiple histories of EAI, China's developmental path since the initiation of market reforms as well as Singapore's collaborative interface with China's development.

What way forward for the contemporary university? Critical University: Moving Higher Education Forward traverses fields in critical theory (Marcuse, Althusser), psychoanalysis (Kristeva, Freud), phenomenology (Husserl), and the philosophy of education (predominantly Freire and hooks) to analyze the direction forward for the contemporary university. Loughead's writing style is lucid and accessible, yet provocative. She aims first and foremost for a pedagogical engagement with the reader, avoiding (or explicating clearly) the specialized vocabulary of her discipline. Though this book deals with complex philosophical ideas, its goal is not to merely tease out some abstract philosophical problem, but instead to intervene and provoke new directions in the contemporary discussion of the university in crisis, and to be part of a collection of works inspiring a more just society.

American higher education is under unprecedented pressure, beginning with the public funding and student debt crises and extending to inadequate performance in student retention and growing global competition. Respected educator and scholar Peter N. Stearns breaks down the underlying problems, exploring the most contentious issues for university leaders and administrators today. Guiding the American University covers the major facets of university operation-administration, faculty, and students-and discusses what should be changed and what should be preserved. Covering major topics for debate and real problems facing American higher education today-including the tenure system, online learning, administrative bloat, and campus culture-this book is a critical resource for aspiring and current higher education administrators. Research-based and stemming from a range of case studies, this book's insightful and fresh recommendations serve as an important contribution to the conversation on the future of American higher education.