In an age when innovative scholarly work is at an all-time high, the academy itself is being rocked by structural change. Funding is plummeting. Tenure increasingly seems a prospect for only the elite few. Ph.D.'s are going begging for even adjunct work. Into this tumult steps Cary Nelson, with a no- holds-barred account of recent developments in higher education.

Eloquent and witty, Manifesto of a Tenured Radical urges academics to apply the theoretical advances of the last twenty years to an analysis of their own practices and standards of behavior. In the process, Nelson offers a devastating critique of current inequities and a detailed proposal for change in the form of A Twelve-Step Program for Academia.

Organizations constantly need to adapt themselves to stay aligned with an ever-changing and increasingly complex environment. Corporate Universities puts "smart learning" at the forefront, with strategies to secure alignment between organization and environment, which need both speed of learning and learning in the right direction. Across the globe, corporate universities have emerged as vehicles of such strategy-driven learning. Corporate Universities bridges the gap between the disciplines of strategic management and corporate learning, combining general strategy with the concept of corporate universities, which, to date, has predominantly been an HR topic. Readers will find new concepts, as well as generic corporate university strategies to link corporate strategy to organizational learning. In-depth cases show how corporate universities are used to renew, transform, and optimize strategy and include important lessons learned by corporate university executives, from both small and global companies, as well as governmental organizations across different industries. Written for academics in strategy, HRD, and organizational behaviour disciplines, as well as practicing managers alike, Corporate Universities is the first book that offers a consistent set of concepts, frameworks, and cases to integrate general strategy with organizational learning.

David Bleich sees the human body, its affective life, social life, and political functions as belonging to the study of language. In The Materiality of Language, Bleich addresses the need to end centuries of limiting access to language and its many contexts of use. To recognize language as material and treat it as such, argues Bleich, is to remove restrictions to language access due to historic patterns of academic censorship and unfair gender practices. Language is understood as a key path in the formation of all social and political relations, and becomes available for study by all speakers, who may regulate it, change it, and make it flexible like other material things.

More and more students in the world now decide to undertake their university studies in another country to their own. They see advantages of quality, value and experience in studying abroad and rightly see the experience as a preparation for life and a big plus for their CVs in an increasingly inter-connected world and job market. The world language is now undisputedly English and even universities in non-English speaking countries such as Holland and Denmark, universities that are wanting to attract international students, are switching to teaching university programmes in English. This makes for an unparalleled opportunity for UK students these days, just at a time when UK university fees are increasing significantly. This guide gives an overview of the opportunities available to UK students across the world, from the English speaking counties of the USA, Canada, Australia, and New Zealand, to Asia (India, Hong Kong, Malaysia and Singapore), to offers nearer home, in Europe. As well as information on what is available - the education systems and academic cultures and demands of the different destination countries are explained, application procedures and information on living (accommodation, food, entertainment) are provided and there are self-development exercises that will help with the process of cultural readjustment that you as a UK student are likely to undergo and need to understand. The book covers information for both undergraduate and postgraduate programmes and recommends ideal destination countries for these. Tips and advice on how to avoid certain pitfalls while being an international student living abroad are provided.

This book examines the alignment of residential educational aims and university educational aims in order to provide guidance for implementing university-specific residential educational aims. Grounded in a new theoretical model of residential education, Residential Education in university probes into how university students adopt transformative learning through residential halls in different universities. By reviewing case studies, experience sharing, and residential hall models in renowned universities in Asia, U.K., and USA respectively, this book offers a wide perspective to assess different residential education models in practice and useful programs to promote students learning outcomes. The detailed discussion on how to create learning environments and align educational aims of residence and university to maximize learning outcomes in different cultural contexts provides readers with insight into how the residential experience in university can be improved.

Public interest in the religion of Islam and in Muslim communities in recent years has generated an impetus for Western Universities to establish an array of Institutes and programs dedicated to the study of Islam. Despite the growth in number of programs dedicated to this study, very little attention has been paid to the appropriate shape of such programs and the assumptions that ought to underlie such a study. The Teaching and Study of Islam in Western Universities attempts to address two central questions that arise through the teaching of Islam. Firstly, what relation is there between the study of the religion of Islam and the study of those cultures that have been shaped by that religion? Secondly, what is the appropriate public role of a scholar of Islam? After extensive discussion of these questions, the authors then continue to address the wider issues raised for the academic community having to negotiate between competing cultural and philosophical demands. This edited collection provides new perspectives on the study of Islam in Western Institutions and will be an invaluable resource for students of Education and Religion, in particular Islamic Studies.

This book brings together leading research and scholarship on one of the newest and most compelling forces of economic growth, dynamism and innovation - entrepreneurial ecosystems. Particular emphasis is given to the role of innovation, startups, SMEs and technology transfer in shaping the entrepreneurial ecosystem, as well as its impact on firm performance and regional economic performance. From the perspectives of theory, empirical analysis and public policy, this book shows why entrepreneurial ecosystems have become the new economic superstars in the global economy. It provides explicit analysis of policies promoting entrepreneurship and entrepreneurial ecosystems, and examines the link between entrepreneurial ecosystems and universities. This timely collection of research will be of interest not only to academics and scholars in economics and management, but also to thought leaders in public policy and business.

This book innovatively explores how universities might be engines of reform and be directed towards social change. Using rich case studies drawn from South African research, the book comprehensively provides a myriad of new perspectives on what constitutes a set of appropriate public-good professional capabilities that will translate successfully into contributions to human development. It challenges universities to produce professionals who have the knowledge, skills and values to improve the lives of people living in poverty in urban and rural settings. It covers issues such as:

By drawing on an approach that focuses on differing public-good professional capabilities in five professions, this book produces a crucial new framework for the preparation of professionals relevant to the global study of higher education policy. It expands higher education s contribution to global social justice beyond a concern with human capital, administering a challenge to higher education internationally to address human development in the 21st century.

This book will be of great interest to all scholars of higher education involved in higher education studies, comparative education, and development studies. It will also prove valuable to policy makers, higher education leaders and lecturers and graduate professionals in diverse organizations.

First published in 1998. This is Volume XV of twenty-eight in the Sociology of Education series. This is a study with special reference to university entrance written in 1949 which started as an enquiry into the performance of a group of university scholarship holders in their First-Year examinations. It developed into an examination of the transition from school to university and is concerned primarily with the problems of London and the provincial universities, though there is much that is relevant to the problems of universities elsewhere. The investigation originated in the concern which was felt amongst the staffs of universities about the general standard of student attainment.

First published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.

"At the same time that the dangerous war was being fought in the jungles of Vietnam, "Campus Wars" were being fought in the United States by antiwar protesters. Kenneth J. Heineman found that the campus peace campaign was first spurred at state universities rather than at the big-name colleges. His useful book examines the outside forces, like military contracts and local communities, that led to antiwar protests on campus."
--Herbert Mitgang, "The New York Times"

"Shedding light on the drastic change in the social and cultural roles of campus life, "Campus Wars" looks at the way in which the campus peace campaign took hold and became a national movement.""
--"History Today"

"Heineman's prodigious research in a variety of sources allows him to deal with matters of class, gender, and religion, as well as ideology. He convincingly demonstrates that, just as state universities represented the heartland of America, so their student protest movements illustrated the real depth of the anguish over US involvement in Vietnam. Highly recommended."
--"Choice"

"Represents an enormous amount of labor and fills many gaps in our knowledge of the anti-war movement and the student left."
--Irwin Unger, author of "These United States"

The 1960s left us with some striking images of American universities: Berkeley activists orating about free speech atop a surrounded police car; Harvard SDSers waylaying then-Secretary of Defense Robert McNamara; Columbia student radicals occupying campus buildings; and black militant Cornell students brandishing rifles, to name just a few. Tellingly, the most powerful and notorious image of campus protest is that of a teenage runaway, arms outstretched in anguish, kneeling beside the bloodied corpse of Jeff Miller at Kent State University.

While much attention has been paid to the role of elite schools in fomenting student radicalism, it was actually at state institutions, such as Kent State, Michigan State, SUNY, and Penn State, where anti-Vietnam war protest blossomed. Kenneth Heineman has pored over dozens of student newspapers, government documents, and personal archives, interviewed scores of activists, and attended activist reunions in an effort to recreate the origins of this historic movement. In "Campus Wars," he presents his findings, examining the involvement of state universities in military research -- and the attitudes of students, faculty, clergy, and administrators thereto -- and the manner in which the campus peace campaign took hold and spread to become a national movement. Recreating watershed moments in dramatic narrative fashion, this engaging book is both a revisionist history and an important addition to the chronicle of the Vietnam War era.

Like a leisurely stroll along the oak-shaded paths of campus, this vibrant collection of photographs captures the heart and soul of the community that is the University of North Carolina at Chapel Hill. From move in day to graduation, two hundred images trace a year in the life of Carolina students, faculty, and staff, at work and at play, in the campus environment that has helped make Chapel Hill the ""southern part of heaven."" A foreword by beloved professor and novelist Doris Betts muses on her own experiences of the University as a compelling place at the literal and figurative heart of the state. The photographs are accompanied by captions that reveal the history and lore of notable campus places, the rituals and traditions of University life, and the wisdom and appreciation of those who have passed through the nation's first state university. Academics, arts, politics, clubs, and athletics - these pages are filled with the memory-making moments of life at Carolina, evoking the timeless present recognizable to Tar Heels young and old. This is everyone's Carolina, to treasure and to share.

This book focuses on the experience of foreign language faculty in American colleges and universities, the challenges they face, and ways that academia can better support language faculty, and marginalized faculty in other fields, in their important work.

The Order of Learning considers the problems facing higher education by focusing on main underlying factors: the relationship of higher education to government, academic freedom, and the responsibilities of the academic profession, among others. Edward Shils argues that higher education has a central role in society, and that distractions, such as pressures from government, disinterest of students and faculty in education, and involvement of institutions of higher learning in social questions, have damaged higher education by deflecting it from its commitment to teaching, learning, and research.

Shils believes that the modern university must be steadfast in its commitment to the pursuit of truth, the education of students, and the provision of research. Universities should not be all things to all people. On one hand, the academic community must understand the essential mission of the university and resist distractions. On the other, government must provide the necessary support to higher education, even when the immediate "pay-off" is not self-evident.

This book provides a refreshing new perspective precisely by taking a traditional stance on the role of higher education in modern society. It includes carefully researched and elegantly written essays on many of the central issues facing education today. This work will be of great interest to educators and students alike, as well as those interested in the future of higher education in the United States.

This book examines the undergraduate teaching experiences and collegial relationships of university faculty who hold appointments in social science, humanities, or natural science and engineering, and who have received undergraduate teaching or service-to-diversity nominations and awards. Documenting and interpreting faculty members social identities and pedagogical practices, " Faculty Identities and the Challenge of Diversity "explores how professors address the diverse racial, ethnic, gender, and sexual identities of their students. By carefully considering how this unique group of faculty makes sense of their instruction and classrooms, this book provides practical advice that will prove beneficial to both experienced and new teachers looking to improve their practice in a changing educational landscape."

Universities are being seen as key urban institutions by researchers and policy makers around the world. They are global players with significant local direct and indirect impacts on employment, the built environment, business innovation and the wider society. "The University and the City "explores these impacts and in the process seeks to expose the extent to which universities are just "in" the city, or part "of" the city and actively contributing to its development.

The precise expression of the emerging relationship between universities and cities is highly contingent on national and local circumstances. The book is therefore grounded in original research into the experience of the UK and selected English provincial cities, with a focus on the role of universities in addressing the challenges of environmental sustainability, health and cultural development. These case studies are set in the context of reviews of the international evidence on the links between universities and the urban economy, their role in place making and in the local community.

The book reveals the need to build a stronger bridge between policy and practice in the fields of urban development and higher education underpinned by sound theory if the full potential of universities as urban institutions is to be realised. Those working in the field of development therefore need to acquire a better understanding of universities and those in higher education of urban development. The insights from both sides contained in "The University and the City" provide a platform on which to build well founded university and city partnerships across the world.

This volume discusses why faculty and administrators of academe should care about implementing family-friendly policies and practices, as well as how they can advocate for policy changes. In section one, the book's focus is on empirical studies that demonstrate the need for innovative programs and policies for faculty at colleges and universities. These pieces explore issues such as the value of work/life programs for employee retention, the need for a variety of family support policies including elder care, and the influence of workplace culture on the use of existing policies. Section two includes case studies of the process of formulating family-friendly policies and their adoption at a variety of universities. The subjects of these chapters include use of the Family and Medical Leave Act, the enactment of a parental leave policy, the development of a unique "life cycle professorship program," and strategies used to implement new policies. The case study chapters provide descriptions of the identification of faculty and staff needs and the process of policy development as well as advice to faculty and administrators who seek to develop similar policies at their institutions.

Around the world, what it is to be a university is a matter of much debate. The range of ideas of the university in public circulation is, however, exceedingly narrow and is dominated by the idea of the entrepreneurial university. As a consequence, the debate is hopelessly impoverished. Lurking in the literature, there is a broad and even imaginative array of ideas of the university, but those ideas are seldom heard. We need, consequently, not just more ideas of the university but "better" ideas. "

Imagining the University" forensically examines this situation, critically interrogating many of the current ideas of the university. "Imagining the University" argues for imaginative ideas that are critical, sensitive to the deep structures underlying universities and are yet optimistic, in short "feasible utopias" of the university. The case is pressed for one such idea, that of the ecological university. The book concludes by offering a vision of the imagining university, a university that has the capacity continually to re-imagine itself.

Leadership includes the ability to persuade others to embrace one's ideas and to act upon them. Teaching law students the art of persuasion through advocacy is at the heart of legal education. But historically law schools have not included leadership studies in the curriculum. This book is one of the first to examine whether and how to integrate the theory and practice of leadership studies into legal education and the legal profession. Interdisciplinary in its scope, with contributions from legal educators and practitioners, the book defines leadership in the context of the legal profession and explores its challenges in legal academia, private practice, and government. It also investigates whether law students need to study leadership and, if they should, why it should be offered as part of the curriculum. Finally, it considers how leadership should be taught and how it should be integrated into classes. It evaluates new leadership courses and the adaptation of existing courses to reflect on how to effectively blend law and leadership in doctrinal, clinical, and experiential classrooms. The book includes a foreword by Pulitzer Prize-winning historian and noted leadership scholar, James MacGregor Burns and a foundational essay by prominent leadership scholar and one of the founders of the International Leadership Association, Georgia Sorenson. It will be a valuable resource to anyone interested in leadership, education policy and legal ethics.

With funding cuts well underway and many institutions already promising to charge the maximum 9,000 (approx. $15,000 USD) yearly tuition fee in Britain, university education for the majority is under threat. This book exposes the true motives behind the government's program and provides the analytical tools to fight it. Widespread student protests and occupations, often supported by staff, unions, and society at large, show the public's opposition to funding cuts and fee increases. The contributors to this sharp, well-written collection, many of whom are active participants in the anti-cuts movement, outline what's at stake and why it matters. They argue that university education is becoming increasingly skewed towards vocational degrees, which devalues the arts and social sciences subjects that allow creativity and political inquiry to flourish. Released near the beginning of the new academic year, this book will be at the heart of debates around the future of higher education in the UK and beyond, inspiring both new and seasoned activists in the fight for the soul of our universities.

Privatising the Public University: The Case of Law is the first full-length critical study examining the impact of the dramatic reforms that have swept through universities over the last two decades. Drawing on extensive research and interviews in Australia, New Zealand, the UK and Canada, Margaret Thornton considers the impact of the market on students, academics and law schools, documenting how both the curriculum and pedagogical methods have changed. If the passing of the idea of the university is rued, concern usually focuses on the humanities and the natural sciences. In this respect, law has been regarded as privileged because of the virtually unstoppable demand for law places and the willingness of students to pay high fees. And, as this book shows, it is commercial and instrumental forms of legal training that are now favoured, whilst the humanistic, critical, theoretical and social justice aspects of legal knowledge have been corroded. Privatising the Public University will be of considerable interest to legal academics; but it will also be invaluable work for anyone interested in the future of higher education, or, more generally, in the corporatization of culture.

The rise of corporatism in the North American University was charted by Bill Readings in the mid nineteen-nineties in his book "The University in Ruins." The intervening years have seen the corporate university grow and extend to the point where its evolution into a large business corporation is seemingly complete. Rolfe's book examines the factors contributing to the transformation of the university from a site of culture and knowledge to what might be termed an 'information factory', and explores strategies for how, in Readings' words, members of the academic community might continue to 'dwell in the ruins of the university' in a productive and authentic way.

Drawing on the work of critics and philosophers such as Barthes, Derrida, Lyotard and Deleuze, " The University in Dissent" suggests that this can only be achieved subversively through the development of a 'community of philosophers' who are prepared to challenge, critique and subvert the mission statement of the 'university of excellence' from within, focusing on how scholarly and academic thought and writing might develop in this new post-Enlightenment era.

Summarising, contextualising and extending previous understandings of the rise of corporatism and the subsequent demise of the traditional aims and values of the university, Rolfe assesses the situation in contemporary UK and international settings. He recognises that changes to the traditional idea of the university are inevitable and explores some of the challenges and consequences of this shift in the academic world, suggesting how academics can work with change, whilst at the same time seeking to undermine its worst excesses.

This timely and thought provoking book is a must-read for all academics at University level, as well as education policy makers.

Julian's brief reign (360-363 AD) had a profound impact on his contemporaries, as he worked fervently for a pagan restoration in the Roman Empire, which was rapidly becoming Christian. Julian's Gods focuses on the cultural mentality of `the last pagan Emperor' by examining a wide variety of his own writings. The surviving speeches and treatises, satires and letters offer a rare insight into the personal attitudes and motivations of a remarkable Emperor. They show Julian as a highly educated man, an avid student of Greek philosophy, and a talented author in his own right. This elegant and closely-argued study will deepen understanding not only of Julian, but of the context of fourth century Neoplatonism.

This book explores the stark stratification and struggles over classifications in US academia from a relational perspective, looking beyond material differences and tracing its roots to symbolic power relations. Based on a mixed methods study drawing on both interview and quantitative data, it offers an account of the workings of academia, shedding light on the structures that permit elite departments to define categories and impose legitimate scientific definitions, to which the non-elite must adhere. With a focus on two scientific disciplines, the author shows how the translation of objective structures into mental structures establishes a relationship of power with regard to the definition of scientific categories, thus determining access to resources and opportunities to participate and move within the academic field. A study of the unequal intrusion of economic logics into the academic domain, this volume will appeal to scholars, policy makers and institutional leaders with interests in higher education, inequality within science, academic careers, power relationships and competition in the academy.

For several decades internationalisation has been a cornerstone of both Japanese government higher education policy and approaches to reform at an institutional level, but Japan has still not managed to lose its reputation as a somewhat reclusive member of the global academic community. Consensus on the potential of internationalisation to reinvigorate Japanese higher education is matched by the depth of recognition that universities have, to date, failed to internationalise successfully. This book offers a new approach to Japan's internationalisation conundrum by proceeding from the 'inside out'. It presents an extended case study one university organisation that has been changed through its adoption of a radical program of internationalisation. Through this case study Jeremy Breaden identifies patterns by which internationalisation is situated in administrative discourse and individual action, and determines how these patterns in turn shape organisational practice. The result is a multi-dimensional narrative of organisational change that advances our understanding of both the dynamics of university reform and the concept of internationalisation, one of the most durable yet contentious themes in the study of contemporary Japanese society. With detailed analysis and an in-depth case study, this book will be of interest to students and scholars of Japanese studies, sociology and anthropology. It will also prove valuable to professionals and policy makers working in higher education, both in Japan and around the world.