There has been an explosion of interest in teaching excellence in higher education. Once labelled the 'poor relation' of the research/teaching divide, teaching is now firmly on the policy agenda; pressure on institutions to improve the quality of teaching has never been greater and significant funding seeks to promote teaching excellence in higher education institutions.

This book constitutes the first serious scrutiny of how and why it should be achieved. International perspectives from educational researchers, award winning teachers, practitioners and educational developers consider key topics, including:

• policy initiatives
• research-led teaching
• teaching excellence and scholarship
• the significance of academic disciplines
• research into teaching excellence
• rewarding through promotion
• inclusive learning and ICT.

Teaching Excellence in Higher Education provides a guide for all those supporting, promoting and trying to achieve teaching excellence in higher education and sets the scene for teaching excellence as a field for serious investigation and critical enquiry.

This book is about micro-politics: that kind of manoevre to control or avoid being controlled, to claim friendship or proclaim enmity, which takes place between people who know one another, and who must temper and adjust their actions towards one another because they share other activities. They are members of the one community and of the same organization, and this not only moderates their actions but also provides them with themes for use in the political arena.

These justificatory themes and the irresolvable contradictions between them, and what is to be done when decisions cannot be made through rational procedures, is one subject of the book. The setting is the university world of committees and dons and administrators, but the inquiry is into general questions about organizational life. How are value contradictions resolved? Why are some matters discussed openly and others only before restricted audiences? Could we dispense with confidentiality and secrecy? What masks are used to make a person or a point of view persuasive?

It is impossible and therefore wholly unwise to try to attempt to run such organizations in a wholly open and wholly rational fashion: without an appropriate measure of pretence and secrecy, even of hypocrisy, they cannot be made to work. At a basic level organizations require secrecy and confidentiality to run effectively.

"F. G. Bailey" is professor emeritus in the department of Anthropology at the University of California, San Diego. He has written fifteen books and he was the recipient of the Academic Senate Career Distinguished Teaching Award.

What is this 'idea' of the university? Why does it need to be defended? Does the work of defense preclude the task of rearranging the idea itself? Drawing on these essential questions, this volume traces the historical transformations of the university in medieval Europe and explores current debates on its existence and sustenance in a neoliberal India. It challenges the liberal-humanist 'ideal' of academic exchange to inquire into long befuddled debates on the true nature of the modern university. Along with its companion The University Unthought: Notes for a Future, this brave new intervention makes a compelling foray into the political future(s) of the university. It will be of interest to academics, educators and students of the social sciences and humanities, especially education. It will also be of use to policy-makers and education analysts, and central to the concerns of any citizen.

Changing conditions in Higher Education and national funding regimes preceded a proliferation of construction projects in universities between 1996 and 2006. This book reviews a hundred projects between 1996 and 2006, and uses 9 detailed case studies from the author's time in charge of capital projects at the University of Cambridge to show us how these projects were conceived, argued for, designed, procured, managed, constructed, and passed on to building users. Readers with an interest in project management, estate management, University management, or the history of the University of Cambridge will find this fascinating and wide-ranging book to be uniquely valuable.

Two overarching questions permeate the literature on universities and civic engagement: How does a university restructure its myriad activities, maintain its academic integrity, and have a transformative impact off campus? And, who ought to participate in the conversations that frame and guide both the internal restructuring process and the off-campus interactions? The perspective of this book, based on research and projects in the field, is that long-term, sustainable social and economic development requires strategies geared to the scientific, technical, cultural, and environmental aspects of development. Much of the work in this volume challenges traditional university practices. Universities tend to reproduce a culture that rejects direct interaction across traditional academic department boundaries and beyond the campus. Yet, interdisciplinary work is important because it more aptly mirrors what is taking place in the regional economy as firms collaborate across manufacturing boundaries and community organizations and neighbourhood groups work to solve common problems. What is distinctive within the range of scholarship and practice in this volume is the inclination on the part of increasing numbers of professors on more and more campuses to collaborate across disciplinary lines. Universities must persist in the advancement of cross-community, cross-firm, and cross-institutional learning. The learning dynamics and knowledge diffusion generated by collaborative activities and new approaches to teaching can invigorate all phases of learning at the university. In this way, the university advances its activities beyond an indiscriminate approach to development, maximizes the use of its resources, and performs an integrative and innovative role in the cultivation of equitable and sustainable regions. The chapters in this book illustrate the strikingly different and exciting ways in which universities pursue education for sustainability.

First published in 1999, this volume centres on a case study which looks at the experiences of non-traditional adult women students in universities, from the perspective of the actors. The interaction of structure and agency and the significance of macro and micro levels in shaping the behaviour, attitudes and experiences of women adult students are examined by drawing on three perspectives: feminism, Marxism and interactionism. An underlying question is to what extent did studying change the way participants perceived themselves as women? It relates life histories to their student career as individuals and collectively as subcultural groups. It also breaks new ground by including a sample of male adult students in order to compare and clarify gender issues. It also uses macro and micro sociological theories as a tool for understanding the experiences of women at university and the relationship between their public and private lives. The book concludes that studying for a degree represented an active decision to take greater control, to break free from gender and class restraints, and to transform individual lives. The study aims to clarify and reassert the radical individual traditions within sociology, feminism and adult education.

Universities and Globalization: To Market, To Market examines the operations of power and knowledge in international education under conditions of globalization, with a focus on the three biggest exporters of higher education--the United States, Australia, and the United Kingdom. An interdisciplinary approach based on the core social sciences is used to explore the power relations that shape global education networks. The role of nation-states in creating the conditions for education markets and the desire for a Westernized template of international education in the postcolonial world is discussed. The volume offers a sophisticated attempt to recast international education as a series of geopolitical and geoeconomic engagements that transcend simple supply and demand dynamics. Engaging with the theoretical debates about education and globalization, this book examines global cultural "flows" and boundary crossings, the cultural economy of education networks, and the possibilities for supra-territorial subjectivities. International education markets are examined from the perspectives of both first world producers and postcolonial consumers. By investigating how first world universities imagine and enact the global in their marketing practices, the expressions of cultural diversity valued by education markets, and the types of individual and institutional subjectivities merging from markets, Universities and Globalization: To Market, To Market offers students, faculty, administrators, marketing consultants, and others who work in the area a highly nuanced account of the global relations fostered by education markets. This original, critical examination of the forms and cultural politics of international education is a significant contribution to the field.

University-based property development is an important element of urban formation. Yet there is little information available to explain the significance of the university presence in urban development and enhance the state of the practice. Integrating topics in urban development, real estate, higher education administration, urban design, and campus landscape architecture, this is the first book to explore the role of the university as developer. Accessible and clearly written, and including contributions from authorities in a wide range of related areas, it offers a rich array of case studies and analyses that clarify the important roles that universities play in the growth and development of cities. The cases describe a host of university practices, community responses, and policy initiatives surrounding university real estate development. Through a careful blending of academic analysis and practical, hands-on administrative and political information, the book charts new ground in the study of the university and the city.

Integrating topics in urban development, real estate, higher education administration, urban design, and campus landscape architecture, this is the first book to explore the role of the university as developer. Accessible and clearly written, and including contributions from authorities in a wide range of related areas, it offers a rich array of case studies and analyses that clarify the important roles that universities play in the growth and development of cities. The cases describe a host of university practices, community responses, and policy initiatives surrounding university real estate development. Through a careful blending of academic analysis and practical, hands-on administrative and political information, the book charts new ground in the study of the university and the city.

With contributions from a stellar panel of student services experts, Student Academic Services is a comprehensive resource that addresses the intricacies of today's academy and provides a hands-on guide to the expanded and complex functions of today's student academic services. This helpful book offers an in-depth examination of the most effective models, current practices, and trends in student services. The authors explore highly integrated student academic services practices from various campuses that reflect a holistic, interdependent approach to assessing and addressing the needs of students, and they offer a selection of effective management tools for assessment, evaluation, and continuous improvement. Student Academic Services includes a wealth of information on a wide variety of topics such as

• Advances in information technology to make services available
• A model for a comprehensive, integrated career services unit
• A systematic and strategic view of academic advising
• The creation of accurate, secure, and accessible academic records
• The growth of financial aid and scholarship services
• The challenges of helping a diverse student body achieve success
• Integration of online student academic services
• Management of change in student academic services
• Future trends in student services

Linking the worlds of community development, higher education administration, and urban design, this accessible guidebook offers useful information on how universities and communities can best develop partnership projects. Its focus on smart growth projects further enhances its value for those interested in how urban, suburban, and rural growth can be accommodated while preserving open spaces and quality of life. "Partnerships for Smart Growth includes 13 case studies of university-community collaborations on smart growth initiatives. The chapters include geographically diverse locations and urban, suburban, and rural projects. Each case includes a comprehensive discussion of how and why the project was initiated, who was involved, what techniques were employed, what were the pitfalls, and what was the outcome. The result is a book with wide appeal for university administrators, land-use planners and administrators, scholars, and community development experts.

Linking the worlds of community development, higher education administration, and urban design, this accessible guidebook offers useful information on how universities and communities can best develop partnership projects. Its focus on smart growth projects further enhances its value for those interested in how urban, suburban, and rural growth can be accommodated while preserving open spaces and quality of life. "Partnerships for Smart Growth includes 13 case studies of university-community collaborations on smart growth initiatives. The chapters include geographically diverse locations and urban, suburban, and rural projects. Each case includes a comprehensive discussion of how and why the project was initiated, who was involved, what techniques were employed, what were the pitfalls, and what was the outcome. The result is a book with wide appeal for university administrators, land-use planners and administrators, scholars, and community development experts.

The papers collected here first of all reflect Vern Bullough's concern to examine how knowledge was transmitted from one generation to the next and the impact this had on new developments in medicine and science. Universities, Medicine and Science in the Medieval West brings together the author's pioneering studies on the medical universities of the medieval Latin world, their foundation and their influence on scientific thought, and those on the professionalization of medicine, respectively the focus of the first and second sections in the volume, along with three previously unpublished essays. The third part looks at developments in medical practice outside the university, and at topics such as nursing and medical care, medieval views of women, and female longevity and diet; it also includes the author's much-cited study on the age of menarche.

"When you are in a hole, stop digging." The wisdom of Will Rogers, American humorist, seems to be forgotten with respect to scholarly research in the arts, social sciences, business, and education. Why do doctoral candidates and professors produce scholarship that minimally advances knowledge and has no impact on producing educated and productive citizens? Rarely seen outside a closed club of scholars and journals, scholarly research serves only to demonstrate mastery of an art form that is not relevant in the mainstream of higher education. This book proposes reforms starting with the doctoral dissertation. The issue is that the dissertation's over emphasis on obscure research undermines the subsequent scholarship expected of professors in our colleges and universities. This book discusses reforms in doctoral programs to improve the value of and process to complete a doctoral dissertation.

Drawing on neo-institutionalist and social movement approaches, this book analyses the impact that recent student mobilizations have brought about within Italian and English universities in terms of student services, curriculum organization, and governance structures. Arguing that the university context is central to explaining the variety and diversity of this impact, the author examines the effects of the type of governance on the strategies and tactics of the students and the responses of the challenged, considering the differences that exist between Italy, where universities are largely run by academics, and England, where universities tend to be governed by academic managers.

The rise of American research universities to international preeminence constitutes one of the most important episodes in the history of higher education. "Research and Relevant Knowledge" follows Geiger's earlier volume on American research universities from 1900 to 1940. This second work is the first study to trace this momentous development in the post-World War II period. It describes how the federal government first relied on university scientists during the war, and how the resulting relationship set the pattern for the postwar mushrooming of academic research.
The first half of the book analyzes the development of the postwar system of academic research, exploring the contributions of foundations, defense agencies, and universities. The second half depicts the rise of the "golden age" of academic research in the years after Sputnik (1957) and its eventual dissolution at the end of the 1960s graduate education. When the federal patron soon reduced its largesse, university students took the lead in challenging the putative hegemony of academic research. The loss of consensus quickly brought the malaise of the 1970s--stagnation, frustration, and equivocation about the research role. The final chapter appraises the renaissance of the 1980s, based largely on a rapprochement with the private sector, and ends by evaluating the embattled status of research universities at the beginning of the 1990s.
"Research and Relevant Knowledge" provides the first authoritative analytical account of American research universities during their most fateful half-century. It will be of critical importance to all those concerned with the future of higher education in the United States.
Roger L. Geiger is Distinguished Professor of Higher Education at the Pennsylvania State University. He has edited the "History of Higher Education Annual" since 1993, was a section editor for the Encyclopedia of Higher Education, and is the author of "The American College in the Nineteenth Century, Private Sectors in Higher Education," and "To Advance Knowledge," available from Transaction.

Financial incentives play an important role in the behaviour of public institutions of higher education. Incentive-Based Budgeting Systems in Public Universities examines alternative uses of these financial incentives, and reviews the consequences of their implementation. The contributors to the book explore diverse areas including: * faculty behaviour in an incentive-based environment * effects on teaching, evaluation of decentralized approaches to budgeting * efficiency implications at the state level * the ramifications of revenue flux on institutional behaviour. Case studies from the University of Toronto, the University of Michigan and Indiana University are also presented, and the volume concludes with recommendations regarding possible implementation strategies. The first to analyse the implementation of various permutations of incentive based budgeting in public institutions of higher education, this book will be of enormous interest to policy makers, trustees, administrators and faculty members of these institutions. It will also appeal to those involved in higher education programmes offering courses in the economics and finance of colleges and universities.

Acting Otherwise concerns the strategies of action that have been used by feminist scholars to attain the institutionalization of women's/gender studies in universities.

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

Contents:
Acknowledgements Prologue Part 1: Introduction 1. The Problem Part 2: The Contexts 2. National contexts
3. Organizational contexts Part 3: The Three Cases 4. The MIT way 5. The Cambridge Phenomenon 6. The Tokyo Story Part 4: Findings and Conclusions 7. Summarizing the nature of change 8. Shaping change: external and internal boundaries 9. Dynamics of change: the role of dialectics and storytelling 10. Conclusions Appendix I: Tables Appendix II: Social construction of a dissertation References Notesotes

Contents:
1. Introduction
2. Critical Literature Review and View Points
3. Establishment of Fu Ren University
4. Finance and Structural Development of the University
5. Development: Curriculum, Faculty and Student Growth
6. Extra-Curricular Activities
7. Political Entanglements
8. Conclusion

Teaching History at University examines how high-quality history teaching and learning can be achieved in today's universities worldwide. Alan Booth draws on a wide range of international research as well as the reflections and experiences of university historians, linking theory and practice. This is an essential resource for university teachers and all those who are responsible for ensuring the quality of teaching and learning policies and practices within their institutions.

International Teaching and Learning at Universities investigates both the positive and the more problematic aspects of the internationalization of education. The flow of students to universities is no longer unidirectional from East to West but truly global with a diminishing difference between the two major educational centers. Slethaug and Vinther explain how liberal education, the movement of students across the globe, autonomy for students and teachers, and internationalization of education influence each other in constructing a new educational reality. These elements are vital to the continued development of learning, economic growth, and the democratic process of our societies in the East and West.

This is one of the few current books on African higher education. Teferra focuses on scientific research and communication on the continent. Included are chapters on scientific journals, secondary avenues of scientific communication, and funding issues. There is also a focus on the challenges and opportunities of scientific communication in African universities. The author employs an innovative methodology for data collection.