Universities were driving forces of change in late Renaissance Italy. The Gonzaga, the ruling family of Mantua, had long supported scholarship and dreamed of founding an institution of higher learning within the city. In the early seventeenth century they joined forces with the Jesuits, a powerful intellectual and religious force, to found one of the most innovative universities of the time.

Paul F. Grendler provides the first book in any language about the Peaceful University of Mantua, its official name. He traces the efforts of Duke Ferdinando Gonzaga, a prince savant who debated Galileo, as he made his family's dream a reality. Ferdinando negotiated with the Jesuits, recruited professors, and financed the school. Grendler examines the motivations of the Gonzaga and the Jesuits in the establishment of a joint civic and Jesuit university.

The University of Mantua lasted only six years, lost during the brutal sack of the city by German troops in 1630. Despite its short life, the university offered original scholarship and teaching. It had the first professorship of chemistry more than 100 years before any other Italian university. The leading professor of medicine identified the symptoms of angina pectoris 140 years before an English scholar named the disease. The star law professor advanced new legal theories while secretly spying for James I of England. The Jesuits taught humanities, philosophy, and theology in ways both similar to and different from lay professors.

A superlative study of education, politics, and culture in seventeenth-century Italy, this book reconsiders a period in Italy's history often characterized as one of feckless rulers and stagnant learning. Thanks to extensive archival research and a thorough examination of the published works of the university's professors, Grendler's history tells a new story.

The Vanderbilt Divinity School is one of only four university-based interdenominational institutions in the United States, and the only one in the South. As such, its history provides a distinct vantage point for viewing what has occurred in theological education since the latter part of the nineteenth century. In this book, the contributors explore the school's history in terms of four main themes:

Engagement with southern culture, present from the beginnings of the university but taking on special significance in the mid-twentieth century around the issue of race;

The transition from an institution of the church (Methodist) to an independent and interdenominational school with a liberal Protestant orientation;

The development of the modern research university, evident in the establishment of a graduate program in religion in addition to its program for the profession of ministry;

From the 1950s, a growing concern with diversity and inclusivity, in keeping with national and international issues and developments both religious and cultural, which has broadened the school's sense of ecumenism and deepened its commitments to social justice.

Conflict has played an important part in shaping the history of the Vanderbilt Divinity School, from struggles over initial visions to questions of financial support and institutional control, from local debates over academic freedom to national issues of social justice. Especially noteworthy are the transformations the school has undergone since 1960: the "James Lawson affair," where the divinity school faculty resigned over the expulsion of an African American graduate student who was organizing local lunch counter sit-ins; the impact of social change on the school since the late 1960s; and the contributions of women and African Americans, including their appointment to the faculty.

This book contains twenty essays on Italian Renaissance humanism, universities, and Jesuit education by one of its most distinguished living historians, Paul. F. Grendler. The first section of the book opens with defining Renaissance humanism, followed by explorations of biblical humanism and humanistic education in Venice. It concludes with essays on two pioneering historians of humanism, Georg Voigt and Paul Oskar Kristeller. The middle section discusses Italian universities, the sports played by university students, a famous law professor, and the controversy over the immortality of the soul. The last section analyzes Jesuit education: the culture of the Jesuit teacher, the philosophy curriculum, attitudes toward Erasmus and Juan Luis Vives, and the education of a cardinal. This volume collects Paul Grendler's most recent research (published and unpublished), offering to the reader a broad fresco on a complex and crucial age in the history of education.

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.

This book examines the ways in which universities can play a crucial role in inclusive development, social innovation and social entrepreneurship. It aims to prove the importance of inclusive development and inclusive innovation on economic growth and demonstrate the ways in which universities can be pioneers in this area through initiatives in social responsibility and social innovation. For example, providing access to a university education without discrimination of race, gender, income status, or other factors would help to diminish the increasing income differentials currently being experienced in many countries, especially in the developing world. The research and studies included in this book provide insight into possible actions that can be taken by universities and public and private shareholders in inclusive development, social innovation, social entrepreneurship and overall regional economic and social development. Innovation is currently considered to be the most important and dynamic factor explaining growth and development. At the same time, the traditional view considering innovation as having to be commercialized at any price is being challenged. Lately, there has been growing interest in innovation in the public sector, particularly with respect to social innovations designed to reduce income inequality. To address these concepts, constant exchange of ideas and information between research groups became necessary. UniDev (Universities in Development - the Evolving Role of Academic Institutions in Innovation Systems and Development) is an international research group with researchers in twelve countries interested in the role of universities in development. This book features the results of research performed by eleven research groups from UniDev country communities, presenting in-depth and comparative case studies from universities around the world, including Latin America, Northern and Eastern Europe, and sub-Saharan Africa. This title will be of interest to students, academics, researchers, and policy makers interested in the role of universities in development, social innovation and social entrepreneurship.

"Duncan Kennedy's critique of legal education now gets the wide distribution it deserves. Kennedy's insightful skewering of legal education, supplemented by his own reflections on the work and views of other legal educators, will provide prospective law students with a flavor of what they are in for-- and will remind lawyers of what they went through. Kennedy's message is as important today as it was two decades ago when he first penned this work."--"Mark Tushnet, Georgetown University"

"Duncan Kennedy's little red book has become a classic. But now with its republication twenty years later, Kennedy's 'polemic against the system' takes us beyond its origins as a field guide to legal education. Amplified by the voices of other distinguished scholars, this stunning collection of essays forces us to consider the ways in which hierarchies and their resulting social alienation disfigure contemporary society, not just our law schools."--"Lani Guinier, Harvard University"

"Kennedy's book remains one of the defining blows of critical legal studies and an enduring challenge to the entire structure of legal education. It remains as vital, incisive and daring as when it first appeared."--"Scott Turow, author of One L: The Turbulent True Story of a First Year at Harvard Law School."

"An important founding text in the history of critical approaches to law taken by scholars located in law schools."--"The Law and Politics Book Review"

In 1983 Harvard law professor Duncan Kennedy self-published a biting critique of the law school system called Legal Education and the Reproduction of Hierarchy. This controversial booklet was reviewed in several major law journals--unprecedented for aself-published work--and influenced a generation of law students and teachers.

In this well-known critique, Duncan Kennedy argues that legal education reinforces class, race, and gender inequality in our society. However, Kennedy proposes a radical egalitarian alternative vision of what legal education should become, and a strategy, starting from the anarchist idea of workplace organizing, for struggle in that direction. Legal Education and the Reproduction of Hierarchy is comprehensive, covering everything about law school from the first day to moot court to job placement to life after law school. Kennedy's book remains one of the most cited works on American legal education.

The visually striking original text is reprinted here, making it available to a new generation. The text is buttressed by commentaries by five prominent legal scholars who consider its meaning for today, as well as by an introduction and afterword by the author that describes the context in which Kennedy wrote the book, including a brief history of critical legal studies.

The essays investigate the impacts of globaliation and global competition on the performance, mission, role and shape of American and European universities. Authors identify the differences between American and European universities regarding societal support, research, management and leadership, examine ways of closing the gaps and meeting university quality challenges, and assess the values of the Bologna Process and the changing nature of university governance.

Charles F. Bonser is dean emeritus of the school of public and environmental affairs, Indiana University, Bloomington, Indiana (U.S.A.).

University faculty members describe their collaborative projects with other faculty members, rsearchers, graduate students, professional educators, and other stakeholders in the educational enterprise. Through descriptions of several collaborative projects, the chapters explore some of the less explicitly articulated aspects of collaborative ventures.

The authors use a variety of conceptual frameworks, derived from a number of disciplines including education and business, to deconstruct collaboration and to further undernstand its elements, issues, dynamics, and problematics. By confronting the challenges of building genuine and effective collaborative partnerships across institutions and cultures and by examining how the personal and the professional intertwine within the process, the book extends and deepens the dialogue about such partnerships. Collaboration is presented as a deeply personal and professionally challenging enterprise that offers satisfaction and enrichment when it is undertaken with eyes and minds wide open.

This book presents sustainable development themes across universities and introduces methodological approaches and projects to the teaching staff. It has been prepared against this background, to identify ways to better teach about sustainability issues in a university context. It contains a set of papers presented at a Symposium with the same title, held at Manchester Metropolitan University (UK) in March 2017. The event was attended by a number of institutions of higher education active in this field. It involved researchers in the field of sustainable development in the widest sense, from business and economics, to arts and fashion, administration, environment, languages and media studies. Sustainability is seldom systematically embedded in the curriculum at higher education institutions. Yet, proper provisions for curricular integration of sustainability issues as part of teaching programmes across universities are an important element towards curriculum greening. The aims of this book are: (i) to provide teaching staff at universities active and/or interested in teaching sustainable development themes with an opportunity to document and disseminate their works (i.e. curriculum innovation, empirical work, activities, case studies practical projects); (ii) to promote information, ideas and experiences acquired in the execution of teaching courses, especially successful initiatives and good practice; (iii) to introduce methodological approaches and projects which aim to offer a better understanding of how matters related to sustainable development can be tackled in university teaching. Last but not least, a further aim of this book, prepared by the Inter-University Sustainable Development Research Programme (IUSDRP) and the World Sustainable Development Research and Transfer Centre (WSD-RTC), is to catalyse a debate on the need to promote sustainable development teaching today.

St Antony's College, Oxford, was founded by Antonin Besse and opened its doors in October 1950. Under the leadership of William Deakin, the College became a centre for postgraduate teaching and research in the social sciences. The most deliberately international of all Oxford colleges, it was also the first to admit substantial numbers of women. This book recounts the College's history and describes the changing lifestyle of its students over the last fifty years.

A recognized expert in diversity and founder of DiversityMBAPrep.com illustrates how women in an MBA program can leverage the graduate school experience to catapult their professional careers. Despite the fact that women have been in the workforce for decades and in top graduate schools for years, they represent only 15 percent of corporate boards and a paltry 3 percent of CEO positions. Is it that female executives run into professional roadblocks, or do they underestimate their own abilities to succeed in a business leadership environment? Accomplished author and speaker Nicole Lindsay explores this subject in great detail, providing a gender-based roadmap for developing the knowledge, skills, and relationships to succeed in business school and beyond. Organized into four main themes, this powerful handbook provides a systematic approach, or "slingshot," for harnessing the business school experience to accelerate professional success. Topics covered include utilizing the social networking aspects of graduate school to pave the way for successful careers; preparing for the issues facing female students as they advance in their careers; developing a new approach to relationship management by leveraging personal connections to get ahead; and creating a consistent, powerful, personal brand. Outlines the four channels that women can use to maximize their business school experience Reveals the four styles of communication for success in class Provides practical strategies and tactics for effective relationship and contact management Offers tools and insights for gaining greater self-awareness and creating a personal brand Reveals the importance of leveraging the 4C's-classroom, community, career, and clubs

Universities were once ivory towers where scholarship and teaching reigned supreme, or so we tell ourselves. Whether they were ever as pure as we think, it is certainly the case that they are pure no longer. Administrators look to patents as they seek money by commercializing faculty discoveries; they pour money into sports with the expectation that these spectacles will somehow bring in revenue; they sign contracts with soda and fast-food companies, legitimizing the dominance of a single brand on campus; and they charge for distance learning courses that they market widely. In this volume, edited by Donald G. Stein, university presidents and others in higher education leadership positions comment on the many connections between business and scholarship when intellectual property and learning is treated as a marketable commodity. Some contributors write about the benefits of these connections in providing much needed resources. Others emphasize that the thirst for profits may bias the type of research that is carried out and the quality of that research. They fear for the future of basic research if faculty are in search of immediate payoffs. The majority of the contributors acknowledge that commercialization is the current reality and has progressed too far to return to the ""good old days." They propose guidelines for students and professors to govern commercial activities. Such guidelines can increase the likelihood that quality, openness, and collegiality will remain core academic values.

This practical guide addresses the challenges for building and maintaining a college research program in an environment that does not focus on supporting research activity and for those with a heavy teaching load. The challenges faced by teacher-researchers and solutions to issues are reviewed. The steps for maximizing research productivity are outlined: time management, obtaining research space and equipment and funding, recruiting and managing human subjects, and overcoming bureaucratic stumbling blocks. Chapters feature opening vignettes, examples, cases, figures, tables, summaries, suggested readings, and research references which provide a scientific grounding. Highlights include coverage of: -The latest time saving digital resources including automatic literature search alerts, Zotero for managing literature, Dropbox for sharing files, Open Science for managing workflow, and OpenSesame and OpenStax Tutor. -Strategies for recruiting subjects such as flyers and posting lab meeting minutes on a web page. - How to increase research productivity while still engaging in effective teaching. -The problems of the availability of human subjects and strategies for recruiting from classes, offering extra credit for research participation, and participation as a course requirement. - Using students as volunteer research assistants and strategies for recruiting and managing volunteers along with ethical considerations. -Bureaucratic stumbling blocks and strategies for overcoming those challenges. - How to use browser/word processor add-ons that store and organize literature in a searchable library and produce citations and reference lists. -The use of free open source software to design experiments and collect data and free cloud based resources to store electronic research files. The steps for maximizing research productivity are outlined in chapter 1: time management, obtaining research space and equipment and funding, recruiting and managing human subjects, and overcoming bureaucratic stumbling blocks, along with impediments and solutions for establishing a research program. Strategies to overcome time constraints including automatic literature searches, Zotero for managing your literature, Dropbox for sharing files, and the Open Science Framework for managing workflow are provided in Chapter 2. Chapter 3 provides tips on obtaining funding. Chapters 4 and 5 provide strategies for recruiting and managing research participants such as ad hoc recruiting from classes, offering extra credit for research participation, and participation as a course requirement. The book concludes with a review of other items to consider when developing a research program. Intended for professional development or teacher training courses offered in masters and doctoral programs in colleges and universities or as a supplement in graduate level research methods courses, this book is also an invaluable resource for faculty development centers and university administrators. Designed for both early career and veteran teacher-researchers looking to enhance their research productivity, this book appeals to college teachers of all levels and disciplines.

This book constitutes a valuable manual for young and seasoned business researchers alike, and provides a comprehensive summary for the whole research journey. It is a must-read for all researchers who need to understand the basics of business research, from identifying research topics, to planning and organizing the research process, and selecting the most appropriate methodology for the topic at hand. This book also provides insights on how to avoid common pitfalls in business research and outlines the research skills needed to write a fine piece of research. In order to capture the innovative element of research, the book also highlights methods for thinking outside the box. It also stresses the importance of respecting ethics while conducting business research. Lastly, it presents important cases and provides hands-on training for preparing survey tools. Readers looking to master business research won't want to miss out on this unique and insightful book.

Thomas G. Dyer's definitive history of the University of Georgia celebrates the bicentennial of the school's founding with a richly varied account of people and events. More than an institutional history, The University of Georgia is a contribution to the understanding of the course and development of higher education in the South. The Georgia legislature in January 1785 approved a charter establishing "a public seat of learning in this state." For the next sixteen years the university's trustees struggled to convert its endowment-forty thousand acres of land in the backwoods-into enough money to support a school. By 1801 the university had a president, a campus on the edge of Indian country, and a few students. Over the next two centuries the small liberal arts college that educated the sons of lawyers and planters grew into a major research university whose influence extends far beyond the boundaries of the state. The course of that growth has not always been smooth. This volume includes careful analyses of turning points in the university's history: the Civil War and Reconstruction, the rise of land-grant colleges, the coming of intercollegiate athletics, the admission of women to undergraduate programs, the enrollment of thousands of World War II veterans, and desegregation. All are considered in the context of what was occurring elsewhere in the South and in the nation.

The modern university is sustained by academic freedom; it guarantees higher education's independence, its quality, and its success in educating students. The need to uphold those values would seem obvious. Yet the university is presently under siege from all corners; workers are being exploited with paltry salaries for full-time work, politics and profit rather than intellectual freedom govern decision-making, and professors are being monitored for the topics they teach. No University Is an Island offers a comprehensive account of the social, political, and cultural forces undermining academic freedom. At once witty and devastating, it confronts these threats with exceptional frankness, then offers a prescription for higher education's renewal. In an insider's account of how the primary organization for faculty members nationwide has fought the culture wars, Cary Nelson, the current President of the American Association of University Professors, unveils struggles over governance and unionization and the increasing corporatization of higher education. Peppered throughout with previously unreported, and sometimes incendiary, higher education anecdotes, Nelson is at his flame-throwing best. will be the benchmark against which we measure the current definitive struggle for academic freedom. The book calls on higher education's advocates of both the Left and the Right to temper conviction with tolerance and focus on higher education's real injustices. Nelson demands we stop denying teachers, student workers, and other employees a living wage and basic rights. He urges unions to take up the larger cause of justice. And he challenges his own and other academic organizations to embrace greater democracy. With broad and crucial implications for the future, No University Is an Island will be the benchmark against which we measure the current definitive struggle for academic freedom.

In today's increasingly interconnected, knowledge-based world, language policy in higher education is rapidly becoming a crucial area for all societies aiming to play a part in the global economy. The challenge is double faceted: how can universities retain their crucial role of creating the intellectual elites who are indispensable for the running of national affairs and, at the same time, prepare their best-educated citizens for competition in a global market? To what extent is English really pushing other languages out of the academic environment? Drawing on the experience of several medium-sized language communities, this volume provides the reader with some important insights into how language policies can be successfully implemented. The different sociolinguistic contexts under scrutiny offer an invaluable comparative standpoint to understand what position can - or could - be occupied by each language at the level of higher education.

Governing universities is a multi-level as well as a highly paradoxical endeavor. The featured studies in this book examine critically the multifaceted repercussions of changing governance logics and show how contradictory demands for scholarly peer control, market responsiveness, public policy control, and democratization create governance paradoxes. While a large body of academic literature has been focusing on the external governance of universities, this book shifts the focus on organizations' internal characteristics, thus contributing to a deeper understanding of the changing governance in universities. The book follows exigent calls for getting back to the heart of organization theory when studying organizational change and turns attention to strategies, structures, and control mechanisms as distinctive but interrelated elements of organizational designs. We take a multi-level approach to explore how universities develop strategies in order to cope with changes in their institutional environment (macro level), how universities implement these strategies in their structures and processes (meso level), and how universities design mechanisms to control the behavior of their members (micro level). As universities are highly complex knowledge-based organizations, their modus operandi, i.e. governing strategies, structures, and controls, needs to be responsive to the multiplicity of demands coming from both inside and outside the organization.

Winner of The Polish Institute of Arts and Sciences of America's 2018 Oskar Halecki Award and Winner of the Early Slavic Studies Association 2016 Book Prize In "A Pearl of Powerful Learning", Paul W. Knoll provides a fully developed treatment of the institutional, social, and intellectual life of the University of Cracow, an important late medieval school.

Since the 1970s, the history of universities has become an important scholarly field, but there have been few attempts to bring this work to a wider audience. In European Universities from the Enlightenment to 1914, Robert Anderson provides an authoritative account of the development of European universities in the 'long' nineteenth century. The reforming rulers of the Enlightenment, the 'Humboldtian' model of the university developed in Germany, and Napoleon's institution of a centralized state system all contributed strands to a complex pattern which was reflected, in the age of nationalism, in distinctive national systems. While 'European' in their traditions, universities were also central to the formation of national elites and national consciousness. There are separate chapters on university systems in Germany, France, Britain (seen here as less of a special case than is often supposed), Italy and Spain, Russia, and the Habsburg Empire. These chapters are tied to more general themes which include the lasting significance of religious issues despite the progress of secularization, the involvement of professors and students in politics before and after 1848, the growth of the research ideal, and the development of the concept of academic freedom. There is a thorough discussion of the sociology of university attendance, and chapters of pioneering synthesis on women and universities and on student communities. Anderson's general argument is that the 'modern' university was consolidated in the 1870s and 1880s; by 1914 its ideals were under strain from academic specialization, the financial demands of scientific research, and the rise of virulent strains of nationalism and antisemitism - yet the liberal university retained its rationale and its vigour. This is no narrow study of educational history, but will appeal to all those with an interest in the political, social, and cultural history of the nineteenth and early twentieth centuries. It also has an extensive multilingual bibliography.

This volume will show how various intellectual disciplines (most found within the modern university) can learn from theology and philosophy in primarily methodological and substantitive terms. It will explore the possible ways in which current presuppositions and practices of the displine might be challenged. It will also indicate the possibilities of both a "Christian Culture" in relation to that discipline or the way in which that discipline might look within a real or theoretical Christian university. >

Typically New Generation Learning Spaces (NGLS) across the international higher education sector are being designed to support a more student-centred approach to teaching, through more active and collaborative learning opportunities, often using new technology (Keppell et al. 2012). However, the promise of NGLS appear to remain unfulfilled. This book takes a futuristic perspective on these unfulfilled promises, bringing to the fore the key elements of learning, teaching, professional development and design. The book addresses the compelling questions of the decade in an effort to help senior university managers think beyond the pedagogies of yesterday in order to maximize the use and design of physical learning spaces for the future. The book is written in four sections: 1) The future of learning spaces in Universities; 2) The future for learning and teaching in NGLS; 3) The future of professional development for teaching in NGLS; and 4) The future for design in learning environments and spaces.

Joining the debate about the role of scholarship and research at American universities, this book examines contemporary academic issues, such as the evolution of postmodern concepts of scholarship, scholarship in the late age of print, and incentives for promoting grant writing and scholarly publishing. Contributors, including provosts, faculty development professionals, administrators, editors, and scholars, debate the impact of the German system of research-based graduate study and its faith in the ideal of pure research on American scholarship. Several contributors contend that the legacy of privileging pure research over applied research and pedagogy provides an inadequate model today. Teaching, conducting applied research, and writing works for broad audiences are undervalued, they claim, at many universities. As scholarship becomes more specialized, scholarly writing has become so specialized that few outside the specific discipline can read or understand it.

This volume continues the challenge to the concept of pure research and atheoretical teaching. Contributors demonstrate how postmodern theories and social and economic problems are working to explode the myth of disinterested research. The book goes on to analyze how academics can grapple with the social, political, moral, and pedagogical issues confronting society. It also considers the impact of new technologies, such as online databases and electronic journals, on scholarship. Current research suggests that only 10 to 20 percent of the nation's faculty produce the scholarly literature. This volume explores the changes that could help faculty find their voices as scholars, researchers, and grant writers.

Analyzing the growing importance of the transnational higher education landscape and the role of African universities, Koehn and Obamba show how transnational partnerships among universities can inform policy, strengthen synergies between knowledge producers and knowledge users, and advance sustainable-development practice.

There are currently no books on Catholic higher education that offer a theological foundation for academic freedom. Academic freedom and its role in the mission of the Catholic university has been a contentious issue in Catholic higher education for the past forty years. Although most Catholic colleges and universities have accepted academic freedom as a core principle, Garcia argues that it is the secular version that they have adopted. He proposes a specifically theological understanding of academic freedom that does not undermine the secular version, but builds on, extends, and completes it. Such a theological understanding provides scholars the freedom to explore beyond their disciplinary domains to an ultimate horizon, or God. This understanding can be found implicitly throughout the Christian tradition, in ancient, medieval, & modern Christian writers, & Garcia seeks to recover that implicit tradition & formulate it explicitly for the modern Catholicuniversity