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.

This edited collection illuminates the benefits, drawbacks, challenges, opportunities of the push to widen access to success and social mobility through university and other post-secondary education experiences in the UK and internationally. It examines a range of particular case studies, and addresses issues including the role of part-time study, the experiences of BAME students, increasing access within rural communities, issues faced by those with mental health problems, and the role of employers. There has been some progress in some countries; increased access and enhanced success for some targeted populations, but not for others; and improvements in some regions of particular countries, but not for others. Efforts to improve access to success and social mobility, to strengthen the identification and nurturing of talent in every community and every corner of our societies, is, like the 'curate's egg', only good in parts. This collection demonstrates that educational inequalities, unfairness and injustices still remain.

This book seeks to illustrate the interconnections of science and philosophy with religion and politics in the early modern period by focusing on the institutional dynamics of the university. Much of the work is devoted to one key university- that of Cambridge- and examines the major issues of the institutional setting of Newton's work, the religious and political circumstances that favoured its dissemination, and the way in which it was dealt with in the curriculum. But the author also seeks to place the problem of the role of science in the early modern university in a larger, European context. To do so, he includes a close prosopographical analysis of the scientific community from the mid-15th TO the end of the 18th century, and discusses the complex relations between the universities and the Enlightenment.

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.

Today's Chief Diversity Officers face tremendous challenges. Among those are threats to Affirmative Action admissions and financial aid programs, the dearth of faculty and staff of color in Predominantly White Institutions, the scarcity of funds to carry out institutional diversity mandates, and the need to play mentor to a vast array of individuals--faculty, staff, students and community stakeholders--with minimum staff support. This book addresses how these and other challenges are tackled by providing valuable insight into the innovative work that Chief Diversity Officers perform. It provides insightful accounts into the diversity program successes and promising practices by diversity officers working on college and university campuses in the United States. Contributors draw upon their experiences as educators working to sustain diversity, inclusion, multiculturalism, and social justice on college campuses and describe how they have designed successful diversity and inclusive excellence initiatives which had a profound positive impact on all demographic populations.

Faculty members, scholars, and researchers often ask where they should publish their work; which outlets are most suitable to showcase their research? Which journals should they publish in to ensure their work is read and cited? How can the impact of their scholarly output be maximized? The answers to these and related questions affect not only individual scholars, but also academic and research institution stakeholders who are under constant pressure to create and implement organizational policies, evaluation measures and reward systems that encourage quality, high impact research from their members. The explosion of academic research in recent years, along with advances in information technology, has given rise to omnipresent and increasingly important scholarly metrics. These measures need to be assessed and used carefully, however, as their widespread availability often tempts users to jump to improper conclusions without considering several caveats. While various quantitative tools enable the ranking, evaluating, categorizing, and comparing of journals and articles, metrics such as author or article citation counts, journal impact factors, and related measures of institutional research output are somewhat inconsistent with traditional goals and objectives of higher education research and scholarly academic endeavors. This book provides guidance to individual researchers, research organizations, and academic institutions as they grapple with rapidly developing issues surrounding scholarly metrics and their potential value to both policy-makers, as evaluation and measurement tools, and individual scholars, as a way to identify colleagues for potential collaboration, promote their position as public intellectuals, and support intellectual community engagement.

In stark contrast to undergraduates, new PhD students often find no framework for study, few deadlines and little peer support.
Working for a Doctorate:
*addresses the problems of the research process, such as finance and time management.
* offers practical guidence and specialist advice to both students and their supervisors
* is written by a team of experts who have had a long and successful experience of tutoring PhD students
* contains case studies of Current and ex-Phd students
* Explores issues such as gender, culture and the fundamental nature of the PhD.
The book will be a vital guide and companion to anyone studying, supervising or contemplating a doctoral degree in the humanities or social sciences.

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Organisational Control in University Management: A Multiparadigm Approach focuses on significant reform and change in large organisations. The book takes as its primary focus the example of management reform at the University of Tartu, Estonia, foregrounding the complexity of change and reform of the management structures at a HE institution. Eneli Kindsiko presents findings that illuminate issues of organisational control in broader institutional contexts, exploring a wide-ranging set of theoretical and practical implications for many institutional sectors in the organisation studies field. The book presents a thorough overview of literature on organisational control, an in-depth methodological approach (with the study building on three core research paradigms: modernist, symbolic and postmodern), and a conceptual framework for addressing the complexities of organisational control in large institutions.

Witty and insightful, How Universities Work is destined to be an essential handbook for anyone wanting to understand universities in the United States. John V. Lombardi gives readers an insider's view of the academy, describing the structure, logic, dynamics, and operational styles of both public and private institutions of higher education. Lombardi defines and describes all the bits and pieces that compose a university with remarkable economy - from budgeting systems to tenure, from the library to the athletic field. Although focused on research universities, much of the discussion applies to other types of post-secondary institutions. Ideal for students, this book will form a solid foundation for courses in higher education, but it will also be a welcome addition to faculty and administrators' personal libraries.

Although both school-university transitions and cross-border transitions have been widely explored, comparatively little research has been conducted on those students who undergo both transitions at the same time. This book reports on a longitudinal qualitative study investigating the major issues faced by nine Mainland Chinese students during their first year at a Hong Kong university from the perspective of learner autonomy. It argues that the school-university transition is especially challenging for students going through a cross-border transition at the same time, which usually involves a linguistic and cultural adjustment, and challenges their autonomy in three domains: managing their personal lives; academic learning; and English learning. Adopting the perspective of autonomy enables us to better understand student transitions so that more appropriate support can be provided for this group. Given its scope, the book offers a valuable asset for educators at both the secondary and post-secondary levels, and underscores the need to help students bridge the gap between school and university, and thus advance along the continuum of autonomy more smoothly. It also has practical implications for students who are studying or intend to study abroad.

This timely book provides an invaluable analysis of the impact the Brexit decision has had, and will have, on Britain's universities. International by nature, British universities draw their students and staff from across the global community. Britain is a major beneficiary of EU-sponsored research funding through the Horizon 2020 scheme and partnerships as part of the European Research Area. Britain's universities have world-leading reputations, with the UK sector second only to the United States in international prestige. Brexit has - already - affected this, with a drop in student recruitment from abroad and an increase in EU academics electing to leave the British university system. British Universities in the Brexit Moment offers the first book-length treatment of these issues. It situates the 'Brexit question' in the context of prevailing developments in UK higher education such as marketization and provides an indispensable guide to the material impacts of Brexit on Britain's universities.

Over the last few decades universities in Australia and overseas have been criticized for not meeting the needs and expectations of the societies in which they operate. At the heart of this problem is their strategy. This book reviews the organizational-level strategies of some of Australia's prominent universities. It is based on their public documents that boldly report how they see their role in society and how they intend to navigate the future. These strategic statements are written to proclaim relevance, showcase achievements, attract students, and help to gain the support of the communities in which they operate. Using a strategy framework taught in their business schools, this book suggests that most such statements are deficient. Grand aspirations substitute for realistic operations and outcomes. The analysis also suggests that many of Australia's universities are poorly governed and have become too complex and bureaucratic. A greater focus on their core responsibilities would help alleviate their current funding predicament.

This book showcases models of Australian school-university partnerships which, in their development, respond to, and aim to move beyond the principles and practices of current partnership mandates in initial teacher education. Supported by government policy, these partnerships reveal innovative ways of working across multiple stakeholder groups within a range of unique school-university partnership contexts. Each of the examples of school-university partnerships within this edited collection provide insights into the power and potential of cross-sectoral vision, collaboration and growth, drawing upon research evidence and impact data that points to the mutual benefits experienced by all stakeholders. Across its ten chapters, this book explores various examples of partnerships, and forms an important reference for all initial teacher education providers, schools, and educational stakeholders; as school-university partnerships necessitate the way these sectors connect, learn from one another, and inform future practice.

This book is the result of years of research following a realization of the mismatch of engineering skills produced by universities and those that industry required, based on the situation in Sub-Saharan Africa, equally applicable to other regions in Africa and indeed worldwide. The book is meant to assist engineering academics and engineers in industry to build capacity and cope with the dynamic trends in technology brought on by the 4th Industrial Revolution and to prepare for the 5th Industrial Revolution, an era predicted to be dominated by critical and system thinkers with creative and innovative skills as basic necessities. The book is also useful for policy-making researchers in academia, industrial and public sector researchers, and implementers in governments that provide required funding for the development of human resources and skills. The book primarily consists of the novel research and innovation approaches of modelling and building systems thinking sub-models which were ultimately integrated into the Universal Systems Thinking (UST) model aimed at improving the quality of engineers and engineering practice. The initiatives in this book include strategies for bridging the gap between industry and academia through systems thinking research. The book provides information on how to model, simulate, adjust and implement integrated systems thinking approaches to engineering education and training for capacity building and sustainability. The book also covers approaches to address research gaps and mismatch of skills while capitalizing on the successes of several projects carried out and supported by the Royal Academy of Engineering over the years.

South Africa continues to be an object of fascination for people everywhere interested in social justice issues, postcolonial studies and critical race theory as manifested by the enormous worldwide attention given to the #RhodesMustFall movement. In this book, Teresa Barnes examines universities' complex positioning in the apartheid era and argues that tracing the institutional legacies left by pro-apartheid intellectuals are crucial to understanding the fight to transform South African higher education. A work of interpretive social history, this book investigates three historical dynamics in the relationship between the apartheid system and South African higher education. First, it explores how the legitimacy of apartheid was historically reproduced in public higher education. Second, it looks at ways that academics maneuvered through and influenced national and international discourses of political freedom and legitimacy. Third, it explores how and where stubborn tendrils of apartheid-era knowledge production practices survived into and have been combatted during the democratic era in South African universities.

This book investigates how excellence and reputability are formed, performed, and perceived at well renowned international higher education institutions. Along six detailed ethnographic case descriptions - including University of Warwick, Goldsmiths, New York University, School of the Art Institute Chicago, Ohio State University, and HEC Montreal - it asks how master's programs in arts management and cultural policy achieved reputability and how this affects the everyday academic live. A cross-case analysis revealed a set of overall drivers that seem to have a great impact on the reputation of the studied programs. By focusing on the design and content of the teaching environments as well as on motivational, emotional, and social aspects of the learning situation at these six higher education institutions, the book offers a holistic understanding of reputability and excellence.

A Survival Kit for Doctoral Students and Their Supervisors offers a hands-on guide to both students and supervisors on the doctoral journey, helping make the process as enjoyable as it is productive. Drawing on research from peer learning groups, contributed narratives, and their own programs, the authors emphasize the value of the doctoral partnership and the ways in which shared knowledge can facilitate a rewarding journey for students and their advisors. Grounded in theoretical and empirical material, the book helps participants navigate the doctoral process with personal stories and examples from a variety of researchers. A discussion of common challenges and the inclusion of practical tips further enhance the book's diverse range of helpful resources.

This book, written by three generations of rankings academics with considerable experience from three very different regions of the globe, lifts the lid on the real impact of higher education ranking systems (HERS) on universities and their stakeholders. It critically analyses the criteria that make up the 'Big Three' global ranking systems and, using interviews with senior administrators, academics and managers, discusses their impact on universities from four very different continents. Higher education continues to be dominated by a reputational hierarchy of institutions that sustains and is reinforced by HERS. Despite all the opinions and arguments about the legitimacy of the rankings as a construct, it seems experts agree that they are here to stay. The question, therefore, seems to be less about whether or not universities should be compared and ranked, but the manner in which this is undertaken. Delivering a fresh perspective on global rankings, this book summarizes the development of HERS and provides a critical evaluation of the effects of HERS on four different major regions - South Africa, the Arab region, South East Asia, and Australia. It will appeal to any academic, student, university administrator or governing body interested in or affected by global higher education ranking systems.

Here is a fascinating first-hand perspective of the dramatic changes that have occurred in academic library administration over the past five decades. In Leadership in Academic Libraries, distinguished directors of academic and research libraries pay tribute to W. Porter Kellam, Director Emeritus of the University of Georgia, by presenting an overview of the course of academic and research libraries over the span of his 50 year career. Administrative leaders in academic librarianship including Stuart Forth, Richard Chapin, Frank Grisham, and Ken Toombs offer a frank, perceptive, and witty account of the state of library leadership based upon many decades of accumulated experience and hard-earned knowledge.Leadership in Academic Libraries provides valuable insights on library administration, and in particular, on the job of the library director. Readers interested in the history of academic libraries and library administration will gain new insight on the environment in which these leaders worked and how they dealt with university administration and changes in collection development. Chapters also provide advice on how library directors can keep their jobs, and the value of forming professional friendships. Other topics addressed include developments in academic and research libraries over the past five decades in library administration, library services, library architecture, and interlibrary cooperation. An enjoyable autobiographical essay by Mr. Kellam that recounts his long and distinguished career concludes this remarkable volume.Library science students and professionals who wish to become more knowledgeable about the history of academic libraries will cherish the first-hand experiences of library leaders during the richest and most invigorating time in the history of American libraries. Academic librarians and library students researching the job of library director or the recent history of academic libraries will benefit from the experience and wisdom of these leaders in the areas of administration, library architecture, automation, and library cooperation.

Teaching is crucial for supporting students' chances of success in higher education, yet often makes limited use of theory to foster contextualized, systemic understandings of access and success. Theorized yet practical ways of empowering university educators are needed to develop their practices and turn access into success for their students. This book harnesses Legitimation Code Theory 'LCT' to inspire university educators to understand, reimagine and create socially just teaching and learning practices. Chapters bring this powerful theory to bear on real-world examples of curriculum design, inclusive practices, cumulative learning, assessment practices, and reflection. Each chapter guides the reader through these cutting-edge ideas, illustrates how they can make real differences in practice, and sets out ways of thinking that educators integrate those ideas into practice. The outcomes will help students access the powerful knowledge and ways of knowing they need for success in higher education.

An essential history of the modern research university When universities began in the Middle Ages, Pope Gregory IX described them as "wisdom's special workshop." He could not have foreseen how far these institutions would travel and develop. Tracing the eight-hundred-year evolution of the elite research university from its roots in medieval Europe to its remarkable incarnation today, Wisdom's Workshop places this durable institution in sweeping historical perspective. In particular, James Axtell focuses on the ways that the best American universities took on Continental influences, developing into the finest expressions of the modern university and enviable models for kindred institutions worldwide. Despite hand-wringing reports to the contrary, the venerable university continues to renew itself, becoming ever more indispensable to society in the United States and beyond. Born in Europe, the university did not mature in America until the late nineteenth century. Once its heirs proliferated from coast to coast, their national role expanded greatly during World War II and the Cold War. Axtell links the legacies of European universities and Tudor-Stuart Oxbridge to nine colonial and hundreds of pre-Civil War colleges, and delves into how U.S. universities were shaped by Americans who studied in German universities and adapted their discoveries to domestic conditions and goals. The graduate school, the PhD, and the research imperative became and remain the hallmarks of the American university system and higher education institutions around the globe. A rich exploration of the historical lineage of today's research universities, Wisdom's Workshop explains the reasons for their ascendancy in America and their continued international preeminence.

This volume examines the diverse ways in which universities and colleges around the world are partnering and collaborating with other institutions to fulfill their missions and visions. University partnerships not only include collaborations between universities but also include university-school (basic education) collaborative partnerships to improve local school systems. The increasing pressures to remove access and participation barriers, and to mitigate practices that restrict the free flow of education across borders, have created a growing global space for educational services of all types. As a result, traditional institutional boundaries have expanded to better respond to the increasing pressures placed on them by the growing demand for higher education services. This edited volume will specifically explore university partnerships for preservice and teacher development.

This book proposes the new concept of "comprehensive global competence" in order to explore how to advocate, cultivate, and implement global competence at China's higher education institutions. The concept essentially refers to an organizational, cross-cultural capacity involving students, faculty members, administrators, and staff in a multidimensional learning domain that values, shapes, and promotes global competitiveness at higher education institutions. Unlike the other literature available, which has largely approached defining global competence it from four perspectives: an adaptation-change mode, an input-output mode, a willingness-tolerance mode, and a learning-competence mode, this book draws on the theoretical framework put forward in "Dimensions of Learning" (Marzano, 1992) in order to explain the meaning, implications, and justification of the concept of comprehensive global competence. Specifically, Marzano's Dimensions of Learning Model offers a comprehensive research-oriented framework on learning cognition and the learning process. With the help of this resource, the book discusses in detail the conceptual, practical, and strategic aspects of creating comprehensive global competence.

This volume gathers the latest advances and innovations in the triple helix of university-industry-government relations, as presented by leading international researchers at the II International Triple Helix Summit 2018, held in Dubai, UAE on November 10-13, 2018, which brought together experts, practitioners and academics across disciplines that address the dynamics of government, industry and academia. It covers analysis, theory, measurements and empirical enquiry in all aspects of university-industry-government interactions, as well as the international bases and dimensions of triple helix relations, their impacts, and social, economic, political, cultural, health and environmental implications. It also examines the role of government/academia/industry in building innovation-based cities and nations, and in transforming nations into knowledge-based sustainable economies. The contributions, which were selected by means of a rigorous international peer-review process, highlight numerous exciting ideas that will spur novel research directions and foster multidisciplinary collaboration among different specialists.

This book proposes a conceptual-empirical framework for exploring forms of continuity and change along psychosocial pathways in South African universities. It illustrates how the psychosocial pathways are grounded in the symbolic narratives and knowledges of young scientists, engineers and architects - all interlocutors in the research from which this book is based. Alala, Mamoratwa, Welile, Odirile, Kaiya, Amirah, Takalani, Nosakhele, Naila, Ambani, Khanyisile, Itumeleng, Ethwasa and Kgnaya provide collective standpoints in the multiplicities within and between the lived lives and told stories of young Black South African women in Science, Technology, Engineering, and Mathematics (STEM) fields. In doing so, this compelling work advances possibilities for demythologising scientific endeavour as a white male achievement and shifting knowledge communities across gendered, racialised, class and national divides. This book presents an innovative narrative methodology, utilising the myth of the Minotaur to examine the state of the university at the heart of the hierarchical labyrinth in "post"-apartheid South Africa. Throughout the work the author wrestles with and self-reflexively highlights her own positionality as a white, middle-class South African woman to examine how this affects the production of this research in ways which serve to preserve the colonial knowledge system. With the rise of the Rhodes Must Fall and Fees Must Fall student movement in South Africa, demanding for the fall of institutionalised racial hierarchies, the author uses the cover image of narrative formations in the spirit of exploration to think with and through undulating networked forms that could possibly forge new psychosocial pathways towards decolonising and reinventing South African universities. This work offers a unique conceptual and methodological resource for students and scholars of psychosocial and narrative theory, as well as those who are concerned about the politics of higher education, both in South Africa and in other contexts around the world.