Founded in the forested mountains of ChinaOs remote Jiangxi Province in 1958, the Communist Labor University, along with some 100 branch campuses, introduced uneducated farmers and peasants to basic agricultural science and farming techniques through an innovative work-study program until 1980. Drawing on a wealth of archival materials, John Cleverley here explores the inner workings of this unique Chinese institution and the direct personal involvement in its affairs by the nationOs key communist leaders, including Mao Zedong, Zhou Enlai, Zhu De, and Deng Xiaoping. The community would survive the dictates of political agriculture, famine and pestilence, and the Cultural Revolution, thus mirroring higher education's own cycle of expansion, contraction, and division. Yet the university could not avoid the bitter factional politics and deadly power plays of the 1970s. Open to the charge that it was a utopian experiment, another of Mao's great follies, its undoing was part of the larger canvas of ChinaOs shift from a Maoist vision to DengOs philosophy of pragmatic socialism. This fascinating story illuminates the internal and external politics of an innovative educational enterprise from both an institutional and personal perspective. In the process, the book underscores the larger issues of educational reform and political and social change in China.

University teaching and learning take place within ever more specialized disciplinary settings, each characterized by its unique traditions, concepts, practices and procedures. It is now widely recognized that support for teaching and learning needs to take this discipline-specificity into account. However, in a world characterized by rapid change, complexity and uncertainty, problems do not present themselves as distinct subjects but increasingly within trans-disciplinary contexts calling for graduate outcomes that go beyond specialized knowledge and skills. This ground-breaking book highlights the important interplay between context-specific and context-transcendent aspects of teaching, learning and assessment. It explores critical questions, such as:

What are the ways of thinking and practicing characteristic of particular disciplines? How can students be supported in becoming participants of particular disciplinary discourse communities?

Can the diversity in teaching, learning and assessment practices that we observe across departments be attributed exclusively to disciplinary structure?

To what extent do the disciplines prepare students for the complexities and uncertainties that characterize their later professional, civic and personal lives?
Written for university teachers, educational developers as well as new and experienced researchers of Higher Education, this highly-anticipated first edition offers innovative perspectives from leading Canadian, US and UK scholars on how academic learning within particular disciplines can help students acquire the skills, abilities and dispositions they need to succeed academically and also post graduation.

Carolin Kreber is Professor of Teaching and Learning in Higher Education and the Director of the Centre for Teaching, Learning and Assessment at the University of Edinburgh

British University Observatories fills a gap in the historiography of British astronomy by offering the histories of observatories identified as a group by their shared characteristics. The first full histories of the Oxford and Cambridge observatories are here central to an explanatory history of each of the six that undertook research before World War II - Oxford, Dunsink, Cambridge, Durham, Glasgow and London. Each struggled to evolve in the middle ground between the royal observatories and those of the 'Grand Amateurs' in the nineteenth century. Fundamental issues are how and why astronomy came into the universities, how research was reconciled with teaching, lack of endowment, and response to the challenge of astrophysics. One organizing theme is the central importance of the individual professor-directors in determining the fortunes of these observatories, the community of assistants, and their role in institutional politics sometimes of the murkiest kind, patronage networks and discipline shaping coteries. The use of many primary sources illustrates personal motivations and experience. This book will intrigue anyone interested in the history of astronomy, of telescopes, of scientific institutions, and of the history of universities. The history of each individual observatory can easily be followed from foundation to 1939, or compared to experience elsewhere across the period. Astronomy is competitive and international, and the British experience is contextualised by comparison for the first time to those in Germany, France, Italy and the USA.

The editors of "The University as Urban Developer" now extend that work's groundbreaking analysis of the university's important role in the growth and development of the American city to the global view. Linking the fields of urban development, higher education, and urban design, "Global Universities and Urban Development" covers universities and communities around the world, including Germany, Korea, Scotland, Japan, Mexico, South Africa, Finland - 13 countries in all.The book features contributions from noted urban scholars, campus planners and architects, and university administrators from all the countries represented. They provide a wide-angled perspective of the issues and practices that comprise university real estate development around the globe. A concluding chapter by the editors offers practical evaluations of the many cases and identifies best practices in the field.

The editors of "The University as Urban Developer" now extend that work's groundbreaking analysis of the university's important role in the growth and development of the American city to the global view. Linking the fields of urban development, higher education, and urban design, "Global Universities and Urban Development" covers universities and communities around the world, including Germany, Korea, Scotland, Japan, Mexico, South Africa, Finland - 13 countries in all.The book features contributions from noted urban scholars, campus planners and architects, and university administrators from all the countries represented. They provide a wide-angled perspective of the issues and practices that comprise university real estate development around the globe. A concluding chapter by the editors offers practical evaluations of the many cases and identifies best practices in the field.

In the past, colleges and universities relied on 'small picture' tactics to determine insititutional direction. Even now, many institutions are missing a 'big picture' approach to leadership and management. In an environment where business continues to aggressively optimize the opportunities it sees in higher education, institutional leaders must adopt a more strategic approach to guiding colleges and universities into the future. Strategy must become an essential part of the organizational architecture of every college and university.

This imaginative study rethinks the nature of theology and its role in universities. The author sketches out a fascinating project using examples from US and UK institutions, whereby theology becomes a transformative force within universities. It imagines what a Christian university, in which all disciplines have been theologized, would look like. It feeds into discussions about the religious identity of denominationally-linked colleges and universities. It forms part of a wider attempt to imagine a vital public role for theology that enables it to serve both the Church and the wider community.

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.

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.

"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.

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.

Many universities around the world are seeing how they can use theories of positive psychology to help students cope well with the ever-increasing stresses of modern-day life and university. This practical, hands-on book will help you understand, experience and put into practice skills and strategies to improve and sustain your wellbeing so that you can thrive throughout your time at university. With enough scientific theory and knowledge for you to understand why it works, our focus is on practical activities that will make a difference in your life. Edited and authored by practising university teachers of the science of wellbeing, this textbook is essential reading for any student, whether you are studying positive psychology or just navigating university life. Each chapter explores a key area of positive psychology and provides activities to enhance your wellbeing and contribute to that of other people. Covering topics from identifying your strengths to mindfulness, and from dealing with adversity to the importance of play, this book will help you move from surviving to thriving at university. Christian van Nieuwerburgh is Professor of Coaching and Positive Psychology at the Centre for Positive Psychology and Health at the Royal College of Surgeons, Ireland, and Global Director of Growth Coaching International. Paige Williams is an Honorary Fellow of the Centre for Positive Psychology and an Associate of Melbourne Business School at the University of Melbourne.

Today more and more ethnically, culturally, and linguistically diverse students enroll in our college and university courses. These diverse, multilingual students enrich our campuses and at the same time present challenges. Who are these students? What skills do these diverse students need to be successful in college? How can faculty help them succeed? For faculty in all disciplines seeking answers to these questions, this is an essential book. This text provides practical advice on how to assist these students with academic tasks and how to help them to succeed in the academy.

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.

..". a very readable book. Personalities and their relationships are vividly described." . American Historical Review

..". Schaeper is to be warmly congratulated ... This is a piece of thorough and careful research, well organized, and a quite fascinating book." . Contemporary Review

..". a careful and interesting record of a unique and largely successful transatlantic experiment" . Daily Telegraph London

..". entertaining and informative reading." . Library Journal

..". a fascinating study based on numerous interviews with former Rhodes scholars and American administrators of the program, and on the memoirs and autobiographies of "Rhodie" alumni ... Produced in a clear, straightforward prose and with a touch of good humor, this book is a pleasure to read." . Albion

Each year thirty-two seniors at American universities are awarded Rhodes Scholarships, which entitle them to spend two or three years studying at the University of Oxford. The program, founded by the British colonialist and entrepreneur Cecil Rhodes and established in 1903, has become the world's most famous academic scholarship and has brought thousands of young Americans to study in England. Many of these later became national leaders in government, law, education, literature, and other fields. Among them were the politicians J. William Fulbright, Bill Bradley, and Bill Clinton; the public policy analysts Robert Reich and George Stephanopoulos; the writer Robert Penn Warren; the entertainer Kris Kristofferson; and the Supreme Court Justices Byron White and David Souter.

Based on extensive research in published and unpublished documents and on hundreds of interviews, this book traces the history of the program and the stories of many individuals. In addition it addresses a host of questions such as: how important was the Oxford experience for the individual scholars? To what extent has the program created an old-boy (-girl since 1976) network that propels its members to success? How many Rhodes Scholars have cracked under the strain and failed to live up to expectations? How have the Americans coped with life in Oxford and what have they thought of Britain in general? Beyond the history of the program and the individuals involved, this book also offers a valuable examination of the American-British cultural encounter.

Thomas J. Schaeper is Professor of History at St. Bonaventure University, a member of the editorial board of French Historical Studies, and the author of four previous books on European and American history.

Kathleen Schaeper is a social studies teacher at Allegany-Limestone Central School. For several years they co-directed the St. Bonaventure summer program at Oxford University."

The Idea of the University: Contemporary Perspectives, Volume 2 is a companion to The Idea of the University: A Reader, Volume 1, which presents readings from the major texts on the idea of the university over the last two hundred years. This volume consists of essays from the leading contemporary scholars of the university across the world. The essays examine ideas of the university that lie tacitly in its national and global framing, and offer creative ideas in taking the university forward, both on a regional and on a world-wide basis. Specific lines of inquiry include those of citizenship, cosmopolitanism, wisdom, ecology and freedom. The thirty chapters in this volume have been invitingly grouped to offer intriguing ways into the material, which in turn opens the way to very large conceptual and theoretical issues. In an era of marketization, can universities attend to any global responsibilities? Might regionalism-in Europe, in South America, in Africa-prompt new ideas of the university? What understandings of knowledge are feasible in a digital age? Amid local, national, regional and worldly callings, how might citizenship be construed? In a final section, a space opens for more speculative inquiries as to the conceptual possibilities ahead: Just what ideas of the university might feasibly be entertained for the twenty-first century? Might it be envisaged that the university has both responsibilities and possibilities in playing a part in bringing about a better world? Those concluding chapters in The Idea of the University: Contemporary Perspectives respond in original ways and all in an optimistic fashion.

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.

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.

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.

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.

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.

"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.

The law is heavily implicated in creating, maintaining, and reproducing racialised hierarchies which bring about and preserve acute global disparities and injustices. This essential book provides an examination of the meanings of decolonisation and explores how this examination can inform teaching, researching, and practising of law.

It explores the ways in which the foundations of law are entangled in colonial thought and in its [re]production of ideas of commodification of bodies and space-time. Thus, it is an exploration of the ways in which we can use theories and praxes of decolonisation to produce legal knowledge for flourishing futures.

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