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.

"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.

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.

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

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 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.

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.

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.

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.

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.

More and more people are considering a career in nursing or healthcare, but the thought of undertaking an academic degree at university can be intimidating. Whether you are moving straight from school or college or have been away from education for some time, Getting Ready for your Nursing Degree is essential preparation for anyone considering becoming or about to become a nursing student. It looks at all aspects of university work in a straightforward way and provides advice, examples and activities designed to help you get the most out of classes, research and assessments, from your first lecture right through to sitting exams and learning on placement. Designed with nursing students in mind, this small but perfectly formed guide is tailored to help you develop the skills you will need not only for your course but for your career and lifelong learning as a registered healthcare practitioner.

The curriculum is a live issue in universities across the world. Many stakeholders - governments, employers, professional and disciplinary groups and parents - express strong and often conflicting views about what higher education should achieve for its students. Many universities are reviewing their curricula at an institutional level, aware that they are in a competitive climate in which league tables encourage students to see themselves as consumers and the university as a product, or even a 'brand'. The move has prompted renewed concern for some central educational questions, about both what is learnt and how. Strategic Curriculum Change explores the ways in which major universities across the world are reviewing their approaches to teaching and learning. It unites institution-level strategy with the underlying educational issues. The book is grounded in a major study of curriculum change in over twenty internationally-focused, research-intensive universities in the UK, US, Australia, The Netherlands, South Africa and Hong Kong. Chapters include: Achieving curriculum coherence: Curriculum design and delivery as social practice Assessment in curriculum change The whole-of-institution curriculum renewal undertaken by the University of Melbourne, 2005-2011 The physical and virtual environment for learning People and change: Academic work and leadership This book presents a theorised and contextualised approach to the study of the curriculum, and carries on much-needed research on the curriculum in higher education. It is an essential for the collection of all academics at university level, and those involved in policy making, quality assurance and enhancement.

Universities are under increasing pressure to help promote socio-economic growth in their local communities. However until now, no systematic, critical attention has been paid to the factors and mechanisms that currently make this process so daunting. In Universities and Regional Development, scholars from Europe, the Americas, Africa, and Asia critically address this knowledge gap, focusing on policy, organization, and the role of individual actors to uncover the challenges facing higher education institutions as they seek to engage with their regions.

In a systematic and comparative manner, this book shows internal and external audiences why, how, and when the institutionalization of universities "third missions" should take place, and also:

Universities and Regional Development is a key resource for researchers and students of higher education and territorial development, educational policy makers, and university managers seeking to engage with the world beyond their university.

University Teaching: An Introductory Guide is a vital tool for the new lecturer that aims to encourage and support an inquiry into university teaching and academic life. This book understands that teaching is not discrete but one of many activities integrated in academic work. It recognizes that teaching is directly affected by administrative concerns such as timetabling and workload demands, departmental culture, disciplinary research expectations and how we think about the purposes and values of higher education. The new lecturer must learn to adapt to and shape the circumstances of their academic work. Understanding that teaching is an integral part of this work, rather than a dislocated discipline, can help us think about practice in new ways. Harland argues against the teaching-research divide and popular opinion that 'teaching takes time away from research'. He proffers the sentiment that all aspects of academic practice need to be considered when inquiring into learning how to teach, and that teaching is better understood when it is firmly embedded and integrated in this work. Writing from his experience extracted from a ten-year research project working with early career staff, he addresses popular concerns of academics, including: Lecturing Peer review of teaching Discussion as an approach to teaching Research and the new academic The subject and the idea of critical thinking This clearly written and practical book will be ideal for all new lecturers in higher education, and also more seasoned academics wishing to progress their professional development. Tony Harland is Associate Professor at the Higher Education Development Centre, University of Otago, New Zealand

This book explores the goals, efforts and outcomes of international assistance to higher education over the past three decades and investigates how these have impacted changing State-university relations. Focusing on the case study of Indonesia, Bastiaens demonstrates how international aid facilitated and at times actively encouraged changing patterns of state-university relations from state control towards greater institutional autonomy. Through the use of various case studies from throughout the country and critical analysis of the relationships between international donors and domestic reformers, Bastiaens shows how the educational system of Indonesia was able to diversify resources, generate income, and become increasingly autonomous from government.

Graduate schools have faced attrition rates of approximately 50 percent for the past 40 years. They have tried to address the problem by focusing on student characteristics and by assuming that if they could make better, more informed admissions decisions, attrition rates would drop. Yet high attrition rates persist and may in fact be increasing. Leaving the Ivory Tower thus turns the issue around and asks what is wrong with the structure and process of graduate education. Based on hard evidence drawn from a survey of 816 completers and noncompleters and on interviews with noncompleters, high- and low-Ph.D productive faculty, and directors of graduate study, this book locates the root cause of attrition in the social structure and cultural organization of graduate education.

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.

As we near the end of the century, there can be no doubt that the increasingly global political economy has affected the ways in which universities are governed; the daily lives of academics have been altered as well. In this new volume, editors Jan Currie and Janice Newson consider globalization as combining a market ideology with a corresponding material set of practices drawn from the world of business. Issues of managerialism, privatization, and accountabilityuall central values in businessuhave become primary for universities and their administrators as well. The selections in this book help illustrate the editorsAE contentions that globalization presents clear disadvantages as well as benefits to all citizens. GlobalizationAEs effects on higher education are not likely to be uniform nor are the outcomes an inevitable process. The future of the university as a place where society can examine itself critically is at stake and this volume will be a strong contributor to the debate. Universities and Globalization will be of great interest to those interested in higher education, the role of the university, and global institutions and practices.

Accountability, Pragmatic Aims, and the American University frames the debates on teaching and learning accountability in Higher Education. By examining significant historic periods in Higher Education, Martinez-Aleman explores the present apprehension about accountability in today's colleges and universities. Throughout the book's chapters, Martinez-Aleman uses the pragmatic philosophy of John Dewey to enlighten current understandings of professional freedoms and she also discusses democratic imperatives in light of accountability obligations: the teaching of undergraduates, data and empirical research on college teaching and learning, and the institutional policies for graduate student and faculty teaching development. This book reveals the tensions between the democratic character of the university-qualities that may seem irreconcilable with accountability metrics-and the corporate or managerial economies of modern American universities. Higher Education faculty, administrators, public policy makers, and students enrolled in Higher Education Masters and PhD programs will find that this book informs their practice and will serve to contribute to the debates on accountability for years to come.

Accountability, Pragmatic Aims, and the American University frames the debates on teaching and learning accountability in Higher Education. By examining significant historic periods in Higher Education, Mart?nez-Alem?n explores the present apprehension about accountability in today's colleges and universities. Throughout the book's chapters, Mart?nez-Alem?n uses the pragmatic philosophy of John Dewey to enlighten current understandings of professional freedoms and she also discusses democratic imperatives in light of accountability obligations: the teaching of undergraduates, data and empirical research on college teaching and learning, and the institutional policies for graduate student and faculty teaching development. This book reveals the tensions between the democratic character of the university?qualities that may seem irreconcilable with accountability metrics?and the corporate or managerial economies of modern American universities. Higher Education faculty, administrators, public policy makers, and students enrolled in Higher Education Masters and PhD programs will find that this book informs their practice and will serve to contribute to the debates on accountability for years to come.