In stark contrast to undergraduates, new PhD students often find no framework for study, few deadlines and little peer support.
Working for a Doctorate:
*addresses the problems of the research process, such as finance and time management.
* offers practical guidence and specialist advice to both students and their supervisors
* is written by a team of experts who have had a long and successful experience of tutoring PhD students
* contains case studies of Current and ex-Phd students
* Explores issues such as gender, culture and the fundamental nature of the PhD.
The book will be a vital guide and companion to anyone studying, supervising or contemplating a doctoral degree in the humanities or social sciences.

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Whilst much has been written about the doors that technology can open for students, less has been said about its impact on teachers and professors. Although technology undoubtedly brings with it huge opportunities within higher education, there is also the fear that it will have a negative effect both on faculty and on teaching standards. Education Is Not an App offers a bold and provocative analysis of the economic context within which educational technology is being implemented, not least the financial problems currently facing higher education institutions around the world. The book emphasizes the issue of control as being a key factor in whether educational technology is used for good purposes or bad purposes, arguing that technology has great potential if placed in caring hands. Whilst it is a guide to the newest developments in education technology, it is also a book for those faculty, technology professionals, and higher education policy-makers who want to understand the economic and pedagogical impact of technology on professors and students. It advocates a path into the future based on faculty autonomy, shared governance, and concentration on the university's traditional role of promoting the common good. Offering the first critical, in-depth assessment of the political economy of education technology, this book will serve as an invaluable guide to concerned faculty, as well as to anyone with an interest in the future of higher education.

People are on the move all across the globe and the student population is becoming increasingly more diverse. This has brought about new opportunities and challenges for educators, and teachers. In this series teacher educators a) deconstruct and problematize what it means to educate new teachers for increasingly diverse schools and classroom contexts, and b) highlight experiences of teacher educators as they attempt to bridge the theory to practice divide often encountered in teacher education. In these challenging times when public education is under attack, culturally responsive, antiracist, critical multicultural, social jus- tice and all forms of teaching that are inclusive and equitable must be supported and encouraged. As schools continue to be spaces where ideas and values that promote equity and justice in society are contested, teachers must be proactive in engaging in pedago- gies that respond to the needs of a diverse student population. Transformative Pedagogies bring together the work of teachers, scholars, and activists from different countries and contexts who are seeking to transform teacher education. This book will be useful to all educators seeking alternative and innovative approaches to education and meeting the needs of students. Teacher educators examine what it means to be transfor- mative and drawing on experiences from different contexts.

Over the last few decades universities in Australia and overseas have been criticized for not meeting the needs and expectations of the societies in which they operate. At the heart of this problem is their strategy. This book reviews the organizational-level strategies of some of Australia's prominent universities. It is based on their public documents that boldly report how they see their role in society and how they intend to navigate the future. These strategic statements are written to proclaim relevance, showcase achievements, attract students, and help to gain the support of the communities in which they operate. Using a strategy framework taught in their business schools, this book suggests that most such statements are deficient. Grand aspirations substitute for realistic operations and outcomes. The analysis also suggests that many of Australia's universities are poorly governed and have become too complex and bureaucratic. A greater focus on their core responsibilities would help alleviate their current funding predicament.

Established on the campus of Cornell University in the fall of 1905, Alpha Phi Alpha Fraternity began as an organization to meet the needs of a handful of male African American college students. Founded with ideals of civic action and community uplift, Alpha Phi Alpha was established almost 40 years after the end of the Civil War and just a few years after the end of The Nadir-the period when institutional racism was worse than at any other post-bellum period. Exemplified by its founders, known as The Jewels, the first black intercollegiate fraternity represented virtues such as brotherhood, scholarship, and social progress. Important leaders such as Charles Hamilton Houston, Thurgood Marshall, Hubert Humphrey, Paul Robeson, Cornel West, W. E. B. Dubois, Martin Luther King Jr., Edward Brook, and Duke Ellington constitute just a small number of those who have been initiated into the ranks of Alpha. Despite the fraternity's historical prominence, a question lingers: have the organization and its members remained faithful to the precepts articulated by the founding members? In Alpha Phi Alpha: A Case Study Within Black Greekdom, Gregory S. Parks aims to answer this question through a collection of original essays, written by members of the fraternity and scholars in African American studies, education, political science, and history. Alpha Phi Alpha examines the very essence of the organization, the meaning and identity of the fraternity, and also ascertains whether and to what degree the organization has drifted from its early ideals. Drawing from Alpha's history, national magazines, and archives, as well as relying on interviews with national officers and lay members, Parks and his contributors will grapple with the growing body of empirical, critical, and historical scholarship on Black Greek-letter Organizations (BGLOs). Gregory S. Parks is coeditor of African American Fraternities and Sororities: The Legacy and the Vision (UPK). He has edited two additional books on Black Greek-letter organizations, as well as a book on diversity within college fraternities and sororities. A life member of Alpha Phi Alpha Fraternity, Inc., he received his PhD in psychology from the University of Kentucky and his JD at Cornell Law School.

Witty and insightful, How Universities Work is destined to be an essential handbook for anyone wanting to understand universities in the United States. John V. Lombardi gives readers an insider's view of the academy, describing the structure, logic, dynamics, and operational styles of both public and private institutions of higher education. Lombardi defines and describes all the bits and pieces that compose a university with remarkable economy - from budgeting systems to tenure, from the library to the athletic field. Although focused on research universities, much of the discussion applies to other types of post-secondary institutions. Ideal for students, this book will form a solid foundation for courses in higher education, but it will also be a welcome addition to faculty and administrators' personal libraries.

This edited collection illuminates the benefits, drawbacks, challenges, opportunities of the push to widen access to success and social mobility through university and other post-secondary education experiences in the UK and internationally. It examines a range of particular case studies, and addresses issues including the role of part-time study, the experiences of BAME students, increasing access within rural communities, issues faced by those with mental health problems, and the role of employers. There has been some progress in some countries; increased access and enhanced success for some targeted populations, but not for others; and improvements in some regions of particular countries, but not for others. Efforts to improve access to success and social mobility, to strengthen the identification and nurturing of talent in every community and every corner of our societies, is, like the 'curate's egg', only good in parts. This collection demonstrates that educational inequalities, unfairness and injustices still remain.

As leaders of a 'people's university', part of the vast post-1960s expansion in British higher education, UEL's first generation of educationalists was committed to innovation and to creating a new democratic identity for their institution. They were also determined to extend access to higher education to those previously excluded, and to offer East Londoners, at a time of social deprivation and political turbulence, the vocational education to meet their aspirations. In this book, leading figures in UEL's history describe its radical accomplishments across a broad range of subject areas including Architecture, Cultural Studies, Fashion Textiles, Independent Studies, Law, and Refugee Studies. These chapters, including three by former students, evoke the excitement of an environment in which there was so much opportunity to invent, to do things differently. The book is an excellent and detailed resource for all those with an interest in the history and future of higher education in the UK, and particularly the legacy of polytechnics and new universities. At a time of intense marketisation in the UK's higher education sector, this book insists on the possibility of democratic educational innovation and renewal.

Achieve all your goals for university - whatever they are! How to Succeed at University provides straightforward, practical advice for anyone experiencing university life. Introducing the personal, academic and life skills you need to succeed - both at university and in today's competitive job market - you'll find help with managing your time and budget, and guidance on a range of study skills including skills for research and examination success. You'll also learn how to identify and develop key transferable skills that will stay with you throughout your professional life. Discover how to: Improve your employability prospects and give yourself the advantage in the job market Benefit from other students' experience, with top tips and insider advice on succeeding in your studies Explore the uses of digital technologies in learning and assessment Use what you learn right away, with handy downloadable checklists and worksheets. Pragmatic, up-front and sympathetic, this is an essential companion for all undergraduate students, as well as anyone preparing for study at university. The Student Success series are essential guides for students of all levels. From how to think critically and write great essays to planning your dream career, the Student Success series helps you study smarter and get the best from your time at university. Visit the SAGE Study Skills hub for tips and resources for study success!

Volume XXII/2 of History of Universities contains the customary mix of learned articles, book reviews, and bibliographical information, which makes this publication such an indispensable tool for the historian of higher education. Its contributions range widely geographically, chronologically, and in subject-matter. The volume is, as always, a lively combination of original research and invaluable reference material.

'From page one the appeal of the book is evident in the jargon free, user friendly text. I would not hesitate to recommend it to other students whatever stage of their doctorate they have reached.' - Educate Journal Whether you undertaking a taught doctorate, or a course of study leading to a PhD, Succeeding with Your Doctorate offers complete, up-to-date guidance and discussion on all aspects of successful doctoral work. The five experienced authors give advice on every stage in the process of completing a doctorate, from helping you to engage in critical reflection to better understand your own research biases, to useful guidelines on preparing for, and surviving, the viva. Combining general discussion with practical advice, this book is an essential companion to your research. Topics include: Preparing for a doctorate Embarking on your Research Adapting to life as a student Working with a supervisor Reading critically Conceptualising your research Thinking about methodologies and approaches Producing a thesis Preparing for and taking the viva Disseminating your research. SAGE Study Skills are essential study guides for students of all levels. From how to write great essays and succeeding at university, to writing your undergraduate dissertation and doing postgraduate research, SAGE Study Skills help you get the best from your time at university. Visit the SAGE Study Skills hub for tips, resources and videos on study success!

Here is a fascinating first-hand perspective of the dramatic changes that have occurred in academic library administration over the past five decades. In Leadership in Academic Libraries, distinguished directors of academic and research libraries pay tribute to W. Porter Kellam, Director Emeritus of the University of Georgia, by presenting an overview of the course of academic and research libraries over the span of his 50 year career. Administrative leaders in academic librarianship including Stuart Forth, Richard Chapin, Frank Grisham, and Ken Toombs offer a frank, perceptive, and witty account of the state of library leadership based upon many decades of accumulated experience and hard-earned knowledge.Leadership in Academic Libraries provides valuable insights on library administration, and in particular, on the job of the library director. Readers interested in the history of academic libraries and library administration will gain new insight on the environment in which these leaders worked and how they dealt with university administration and changes in collection development. Chapters also provide advice on how library directors can keep their jobs, and the value of forming professional friendships. Other topics addressed include developments in academic and research libraries over the past five decades in library administration, library services, library architecture, and interlibrary cooperation. An enjoyable autobiographical essay by Mr. Kellam that recounts his long and distinguished career concludes this remarkable volume.Library science students and professionals who wish to become more knowledgeable about the history of academic libraries will cherish the first-hand experiences of library leaders during the richest and most invigorating time in the history of American libraries. Academic librarians and library students researching the job of library director or the recent history of academic libraries will benefit from the experience and wisdom of these leaders in the areas of administration, library architecture, automation, and library cooperation.

This issue of History of Universities, Volume XXXI / 1, contains the customary mix of learned articles and book reviews which makes this publication such an indispensable tool for the historian of higher education. The volume is, as always, a lively combination of original research and invaluable reference material.

This book contributes to the growing field of EFL teacher identity, which is now recognized to influence numerous aspects of classroom teaching and of student learning. It focuses on an under-researched, and yet highly influential group of teachers that shape English language education in Japan: Japanese university English teachers. In three interrelated narrative studies, it examines how four relatively new teachers develop professional identity as they become members of the community of practice of university English teachers; how gender impacts the professional identity of seven female professors ranging in age from their early 30s to their 60s; and how one teacher's teaching practices and beliefs reflect her personal and professional identity.

A Survival Kit for Doctoral Students and Their Supervisors offers a hands-on guide to both students and supervisors on the doctoral journey, helping make the process as enjoyable as it is productive. Drawing on research from peer learning groups, contributed narratives, and their own programs, the authors emphasize the value of the doctoral partnership and the ways in which shared knowledge can facilitate a rewarding journey for students and their advisors. Grounded in theoretical and empirical material, the book helps participants navigate the doctoral process with personal stories and examples from a variety of researchers. A discussion of common challenges and the inclusion of practical tips further enhance the book's diverse range of helpful resources.

The first book of its kind to offer concrete, experienced guidance, tips, and general best practices in public affairs and nonprofit undergraduate education from those who have 'been there,' with chapters written by current and former program administrators and directors. Explores the variety of programs that are offered in public and nonprofit affairs/administration, the different degree components and specializations, and types of experiential learning. Provides a careful account of different assessment and outcome practices, the value of accelerated degree programs, the current place of accreditation, and the appropriate resources available for program directors and administrators.

This book explores new models and future possibilities of university governance in a Latin American context using management and leadership theories. The dramatic changes and uncertainty facing the world recently have forced us to reimagine the future of education. Changes such as digitalization, the increasing number of corporate universities, and the need for cost-effective educational programs and services require universities to keep evolving while ensuring that they maintain their essence as a critical social asset. This book offers a new approach to managing and leading the university, particularly by embracing the role and responsibility of delivering quality educational programs and services, by being innovative and flexible enough to make urgent decisions and act upon them in a timely and appropriate manner. With its contributions to management and the social sciences, this interdisciplinary book will serve as a valuable resource to researchers, administrators, and students alike.

How universities enable change in the world, and how they need to change to perform that role even better.

This book describes the ways in which high quality universities are essential to underpinning the liberal civilization which has achieved so much. It identifies how universities help societies across the world to meet the increasingly pressing challenge of rapid and accelerating change and points to the ways in which they must change to play that role better.

Around the world there is increasing controversy about the ways in which universities function and should be financed. The challenges are rapidly increasing and this book addresses these issues and highlights the ways in which they can be tackled.

Volume XXIV of History of Universities contains the customary mix of learned articles, book reviews, and bibliographical information, which makes this publication such an indispensable tool for the historian of higher education. Its contributions range widely geographically, chronologically, and in subject-matter.

This volume examines the diverse ways in which universities and colleges around the world are partnering and collaborating with other institutions to fulfill their missions and visions. University partnerships not only include collaborations between universities but also include university-school (basic education) collaborative partnerships to improve local school systems. The increasing pressures to remove access and participation barriers, and to mitigate practices that restrict the free flow of education across borders, have created a growing global space for educational services of all types. As a result, traditional institutional boundaries have expanded to better respond to the increasing pressures placed on them by the growing demand for higher education services. This edited volume will specifically explore university partnerships for preservice and teacher development.

Is academic freedom threatened? The book examines current challenges to academic freedom in Europe, focusing mainly on Italy and Germany. The cases discussed demonstrate that research and teaching are under pressure in European democracies: in Hungary and Poland due to political constraints, in other countries due to societal expectations. Considering different interrelated aspects, the four parts of the book explore many real and potential threats to universities, scientific institutions and researchers, ranging from the European dimension of freedom of the arts and sciences to comparative analysis of emerging challenges to academic freedom against the backdrop of the COVID-19 pandemic. They highlight threats to university autonomy from the economic orientation of university governance, which emphasizes efficiency, competition, and external evaluation, and from new rules concerning trigger warnings, speech restrictions, and ethics commissions. Detailed study of these complex threats is intended to stimulate scholarly reflection and elicit serious discussion at European and national level. The volume contributes to the search for a new role of universities and scientific institutions and is addressed to academics and political stakeholders.

This book proposes the new concept of "comprehensive global competence" in order to explore how to advocate, cultivate, and implement global competence at China's higher education institutions. The concept essentially refers to an organizational, cross-cultural capacity involving students, faculty members, administrators, and staff in a multidimensional learning domain that values, shapes, and promotes global competitiveness at higher education institutions. Unlike the other literature available, which has largely approached defining global competence it from four perspectives: an adaptation-change mode, an input-output mode, a willingness-tolerance mode, and a learning-competence mode, this book draws on the theoretical framework put forward in "Dimensions of Learning" (Marzano, 1992) in order to explain the meaning, implications, and justification of the concept of comprehensive global competence. Specifically, Marzano's Dimensions of Learning Model offers a comprehensive research-oriented framework on learning cognition and the learning process. With the help of this resource, the book discusses in detail the conceptual, practical, and strategic aspects of creating comprehensive global competence.

This volume gathers the latest advances and innovations in the triple helix of university-industry-government relations, as presented by leading international researchers at the II International Triple Helix Summit 2018, held in Dubai, UAE on November 10-13, 2018, which brought together experts, practitioners and academics across disciplines that address the dynamics of government, industry and academia. It covers analysis, theory, measurements and empirical enquiry in all aspects of university-industry-government interactions, as well as the international bases and dimensions of triple helix relations, their impacts, and social, economic, political, cultural, health and environmental implications. It also examines the role of government/academia/industry in building innovation-based cities and nations, and in transforming nations into knowledge-based sustainable economies. The contributions, which were selected by means of a rigorous international peer-review process, highlight numerous exciting ideas that will spur novel research directions and foster multidisciplinary collaboration among different specialists.

Although both school-university transitions and cross-border transitions have been widely explored, comparatively little research has been conducted on those students who undergo both transitions at the same time. This book reports on a longitudinal qualitative study investigating the major issues faced by nine Mainland Chinese students during their first year at a Hong Kong university from the perspective of learner autonomy. It argues that the school-university transition is especially challenging for students going through a cross-border transition at the same time, which usually involves a linguistic and cultural adjustment, and challenges their autonomy in three domains: managing their personal lives; academic learning; and English learning. Adopting the perspective of autonomy enables us to better understand student transitions so that more appropriate support can be provided for this group. Given its scope, the book offers a valuable asset for educators at both the secondary and post-secondary levels, and underscores the need to help students bridge the gap between school and university, and thus advance along the continuum of autonomy more smoothly. It also has practical implications for students who are studying or intend to study abroad.

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