Market forces have profoundly affected the contemporary research university's fundamental tasks of creating and disseminating knowledge. They arguably have provided American universities access to greater wealth, better students, and stronger links with the economy. Yet they also have exaggerated inequalities, diminished the university's control over its own activities, and weakened the university's mission of serving the public. Incorporating twenty years of research and new data covering 99 research universities, Knowledge and Money explains this paradox by assessing how market forces have affected universities in four key spheres of activity: finance, undergraduate education, primary research, and participation in regional and national economic development. The book begins by chronicling how universities have enlarged revenues by optimizing tuitions, and how they have managed these funds. It reveals why competition for the best students through selective undergraduate admissions has led to increased student consumerism and weakened university control over learning. The book also explains why research has become an increasingly autonomous activity within the university, expanding faster than class instruction or faculty resources. Finally, it shows how the linkage of research to economic development has engendered closer ties with industry and encouraged the commercialization of knowledge.

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.

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

This ground-breaking collection features the diverse voices, experiences, and scholarship of cross-cultural women of American Indian, Asian American, Black/African American and Hispanic descent at various levels of academe, actively engaged in the advancement of marginalized groups in the U.S. and abroad through their scholarly work. Intergenerational cross-cultural scholars manifest a literary community that models ways in which women scholars can move beyond traditional institutional, psychological, and professional barriers to practice activism, break unwritten rules, and shatter status quo 'business as usual' practices in the academy. This distinctive volume exemplifies the phenomenon of cross-cultural women scholars conducting research and writing about ways in which they negotiate their professional realities toward professional goal attainment. Each chapter presents rigorous ethnographic research complemented by critical analyses, reflecting ways in which these self-determined scholars transcend barriers associated with the dynamic intersections of race, gender, ethnicity, class and language in higher education. Scholars share strategies for institutional, psychological, and professional barrier transcendence through various approaches such as educational leadership for equity, the practice of cross-cultural competence, various mentoring interactions, and the creation of and participation in networking groups with other women of color in academe. Students, academics, educational practitioners and individuals seeking exemplars for ethnographic research will find this critical book essential as a means for better informing their scholarship.

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.

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.

Deanships in the world are often OTJ (On the job training) positions. Prior to this series, there was very little about this specific position and how to be innovative and successful on the job. This book is the second in the series of Management for Deans and includes advanced techniques employed by deans around the world to manage their boards, planning, donors, and careers. If you've been a dean or are considering this position, the series Management for Deans and Advanced Management for Deans will introduce you to the position and offer you many ideas from experienced deans around the world that can accelerate your success and help you avoid the pitfalls of OTJ.

This book studies Oxford University's transformation-and the political hazards for academics that ensued-when, after World War II, it changed from a private liberal-arts club with aristocratic pretensions into a state university heavily committed to the natural sciences, and with a middle-class constituency and a meritocratic ethos. Despite these changes, the author shows that Oxford has not been able to elude its long-standing Brideshead Revisited reputation. This antiquated image became a source of difficulties when the Labour Party in the 1960's sought to expand educational opportunities to promote the cause of social justice. In the 1980's the University again came under attack, this time for its supposedly anti-industrial ethos, as Margaret Thatcher's Conservative Party attempted to reverse Britain's economic decline. The largely unrecognized process of internal change at Oxford is shown to have been driven by two distinct dynamics: its scientists took advantage of huge increases in government funding to build departmental empires, while an informal alliance of reform-minded arts dons strove to renew Oxford's collegiate traditions of scholarly excellence and self-governance. When the scientists and reformist dons revitalized the University in the light of changed social and economic conditions, they inadvertently eroded the foundations of its autonomy. During its transformation, Oxford lost its upper-class ties, its financial self-sufficiency, and its deferential friends in government. As a result, it was at its weakest when the Thatcher government sought to harness universities to the goals of economic competition. Consequently, Thatcherites successfully rewrote the compact between the state and universities, including the abolition of tenure for new faculty and the elimination of block grant funding. Thus, paradoxically, Oxford's internal renewal coincided with a surrender of its institutional independence.

Deanships in the world are often OTJ (On the job training) positions. Prior to this series, there was very little about this specific position and how to be innovative and successful on the job. This book is the second in the series of Management for Deans and includes advanced techniques employed by deans around the world to manage their boards, planning, donors, and careers. If you've been a dean or are considering this position, the series Management for Deans and Advanced Management for Deans will introduce you to the position and offer you many ideas from experienced deans around the world that can accelerate your success and help you avoid the pitfalls of OTJ.

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

Teaching Innovations in Economics presents findings from the Teaching Innovations Program (TIP) funded by the National Science Foundation. The six-year project engaged economics professors in the use of interactive teaching in undergraduate economics courses. Each chapter offers an insightful explanation of an innovative teaching strategy and provides a description and examples of its effective use in undergraduate economics courses. The book?s conclusion assesses the results from an evaluation of the program that reports detailed findings on how TIP fundamentals have contributed to faculty development and successful outcomes. The first three chapters of the book describe the results of TIP?s three phases: (1) workshops on teaching for college and university economics instructors that introduced them to a variety of interactive teaching strategies; (2) follow-on instructional modules that provided mentoring from interactive strategy experts and gave participants an opportunity to adapt and apply these strategies to their undergraduate economics courses; and (3) opportunities to contribute to the scholarship of teaching and learning in economics, which involves sharing and discussing teaching innovations with other faculty members in presentations, papers, and other forums. The chapters following describe the seven interactive strategies featured in the project: cooperative learning, classroom experiments, interpretive discussion, formative assessment, context-rich problem solving, teaching with cases, and active learning in large-enrollment courses. These seven chapters were each written by a team of four economists, consisting of a strategy expert and three TIP participants who used the teaching strategy in their classrooms with students. Written by economists and for economists, this is a valuable resource for all undergraduate economics instructors who seek to enrich their teaching and engage their students in employing economics theory and practice in the classroom and beyond.

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.

Ethics and College Sports is a careful analysis of the root problems in intercollegiate athletics in American universities. It examines the prevalent myths that are regularly used to justify the inclusion of intercollegiate athletics, and all of the abuses and scandals it has brought to university campuses, from a moral perspective. In this book, the myths that amateurism is morally desirable, that sports brings good moral character, and that the elite sports programs raise significant sums of money to support university budgets are dissected. The actual impact of the movement to provide gender equity in athletics programs on campus is discussed and a defensible justification for intercollegiate athletics is offered.

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.

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.

People generally acknowledge the superiority of adolescents in using technology tools needed for learning in the future. The purpose of this book is to describe an online polling strategy that allows adolescents to make known how they view conditions of learning at their school. A school improvement model illustrates how to combine results of student polling with stakeholders' perceptions in the scheme of school reform. Student polling differs from other strategies because the target for gathering data is a single school. This deliberately narrow base for sampling student opinion ensures poll results have local relevance that can motivate stakeholder involvement and guide their response. Over 14,000 secondary students have completed polls examined in the text. These ten polls include: career exploration, time management, selective attention and distraction, motivation for Internet learning, tutoring, peer support, cheating, frustration, cyberbullying, and school stress. Students are the stakeholders with the most to gain or lose in efforts to keep American education competitive. Accordingly, their views should be sought as part of decision making about reform. When student opinion and adult observation are considered, an intergenerational perspective can emerge that more accurately portrays institutional strengths and limitations. School principals, superintendents, and state department of education leaders are invited to consider a collaborative project with the authors. Software offers administrators rapid feedback on whole school results. Finding out how special education, gifted and talented, and second language acquisition students view their conditions of learning gives additional insight about school improvement.

People generally acknowledge the superiority of adolescents in using technology tools needed for learning in the future. The purpose of this book is to describe an online polling strategy that allows adolescents to make known how they view conditions of learning at their school. A school improvement model illustrates how to combine results of student polling with stakeholders' perceptions in the scheme of school reform. Student polling differs from other strategies because the target for gathering data is a single school. This deliberately narrow base for sampling student opinion ensures poll results have local relevance that can motivate stakeholder involvement and guide their response. Over 14,000 secondary students have completed polls examined in the text. These ten polls include: career exploration, time management, selective attention and distraction, motivation for Internet learning, tutoring, peer support, cheating, frustration, cyberbullying, and school stress. Students are the stakeholders with the most to gain or lose in efforts to keep American education competitive. Accordingly, their views should be sought as part of decision making about reform. When student opinion and adult observation are considered, an intergenerational perspective can emerge that more accurately portrays institutional strengths and limitations. School principals, superintendents, and state department of education leaders are invited to consider a collaborative project with the authors. Software offers administrators rapid feedback on whole school results. Finding out how special education, gifted and talented, and second language acquisition students view their conditions of learning gives additional insight about school improvement.

Based on new data and new analytical frameworks, this book assesses the forces of change at play in the development of American universities and their prospects for the future. The book begins with a lengthy introduction by Clark Kerr that not only provides an overview of change since the time he coined the phrase "the city of intellect" but also discusses the major changes that will affect American universities over the next thirty years.
Part One examines demographic and economic changes, such as the rise of nearly universal higher education, private gift and corporate sponsorship of research, new labor market opportunities, and increasing inequality among institutions and disciplines. Part Two assesses the profound influence of the Internet and other technologies on teaching and learning. Part Three describes how the various forces of change affect the nature of academic research and the organization of disciplines and the curriculum. Part Four analyzes the consequences of change for university governance and the means by which universities in the future can maintain high levels of achievement while maintaining high levels of autonomy.
The contributors include many of today's leading scholars of higher education. They are Andrew Abbott, Steven Brint, Richard Chait, Burton R. Clark, Randall Collins, David J. Collis, Roger L. Geiger, Patricia J. Gumport, Clark Kerr, Richard A. Lanham, Jason Owen-Smith, Walter W. Powell, Sheila Slaughter, and Carol Tomlinson-Keasey.

Based on new data and new analytical frameworks, this book assesses the forces of change at play in the development of American universities and their prospects for the future. The book begins with a lengthy introduction by Clark Kerr that not only provides an overview of change since the time he coined the phrase "the city of intellect" but also discusses the major changes that will affect American universities over the next thirty years.
Part One examines demographic and economic changes, such as the rise of nearly universal higher education, private gift and corporate sponsorship of research, new labor market opportunities, and increasing inequality among institutions and disciplines. Part Two assesses the profound influence of the Internet and other technologies on teaching and learning. Part Three describes how the various forces of change affect the nature of academic research and the organization of disciplines and the curriculum. Part Four analyzes the consequences of change for university governance and the means by which universities in the future can maintain high levels of achievement while maintaining high levels of autonomy.
The contributors include many of today's leading scholars of higher education. They are Andrew Abbott, Steven Brint, Richard Chait, Burton R. Clark, Randall Collins, David J. Collis, Roger L. Geiger, Patricia J. Gumport, Clark Kerr, Richard A. Lanham, Jason Owen-Smith, Walter W. Powell, Sheila Slaughter, and Carol Tomlinson-Keasey.

Ethics and College Sports is a careful analysis of the root problems in intercollegiate athletics in American universities. It examines the prevalent myths that are regularly used to justify the inclusion of intercollegiate athletics, and all of the abuses and scandals it has brought to university campuses, from a moral perspective. In this book, the myths that amateurism is morally desirable, that sports brings good moral character, and that the elite sports programs raise significant sums of money to support university budgets are dissected. The actual impact of the movement to provide gender equity in athletics programs on campus is discussed and a defensible justification for intercollegiate athletics is offered.

The School of Oriental and African Studies, a college of the University of London, was established in 1916 principally to train the colonial administrators who ran the British Empire in the languages of Asia and Africa. It was founded, that is, with an explicitly imperial purpose. Yet the School would come to transcend this function to become a world centre of scholarship and learning, in many important ways challenging that imperial origin. Drawing on the School's own extensive administrative records, on interviews with current and past staff, and on the records of government departments, Ian Brown explores the work of the School over its first century. He considers the expansion in the School's configuration of studies from the initial focus on languages, its changing relationships with government, and the major contributions that have been made by the School to scholarly and public understandings of Asia, Africa, and the Middle East.

What does it take to get into and through graduate school? What special challenges, opportunities, and issues face an African American graduate student? The African American Student's Guide to Surviving Graduate School offers a practical roadmap to help African American students get the most out of their graduate school experience. The book covers a number of issues, including creating a program of study, financial aid, and the dissertation process. Author Alicia Isaac thoroughly covers the entire graduate process, offering case studies, anecdotes, words of wisdom from prominent African Americans, checklists, and self-assessment scales to provide a useful guide for students involved in or considering graduate study.

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.

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.

While there are books on racism in universities, few examine the unique position of Asian American undergraduates. This new book captures the voices and experiences of Asian Americans navigating the currents of race, gender, and sexuality as factors in how youth construct relationships and identities. Interviews with 70 Asian Americans on an elite American campus show how students negotiate the sexualized racism of a large institution. The authors emphasize the students resilience and their means of resistance for overcoming the impact of structural racism."