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.

"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.

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.

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.

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.

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.

This is a powerful and inspiring study of the Harvard Square Homeless Shelter: the only student-run shelter in the United States. Every winter night the Harvard Square Homeless Shelter brings together society's most privileged and marginalized groups under one roof: Harvard students and the homeless. What makes the shelter unique is that it is operated entirely by Harvard College students. It is the only student-run homeless shelter in the United States. "Shelter" demonstrates how the juxtaposition of privilege and poverty inside the Harvard Square Shelter proves transformative for the homeless men and women taking shelter there, the Harvard students volunteering there, and the wider society into which both groups emerge each morning. In so doing, "Shelter" makes the case for the replication of this student-run model in major cities across the United States. Inspiring and energizing, "Shelter" offers a unique window into the lives of America's poorest and most privileged citizens as well as a testament to the powerful effects that can result when members of these opposing groups come together.

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.

"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.

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.

This fascinating and unique history reveals the major influence of the Oxford Chemistry School on the advancement of chemistry. It shows how the nature of the University, and individuals within it, have shaped the school and made great achievements both in teaching and research. The book will appeal to those interested in the history of science and education, the city of Oxford and chemistry in general. Chemistry has been studied in Oxford for centuries but this book focuses on the last 400 years and, in particular, the seminal work of Robert Boyle, Robert Hooke, and the proto- Royal Society of the 1650's. Arranged in chronological fashion, it includes specialist studies of particular areas of innovation. The book shows that chemistry has advanced, not just as a consequence of research but, because of the idiosynchratic nature of the collegiate system and the characters of the individuals involved. In other words, it demonstrates that science is a human endeavour and its advance in any institution is conditioned by the organization and people within it. For chemists, the main appeal will be the book's examination of the way separate branches of chemistry (organic, physical, inorganic and biological) have evolved in Oxford. It also enables comparison with the development of the subject at other universities such as Cambridge, London and Manchester. For historians and sociologists, the book reveals the motivations of both scientists and non-scientists in the management of the School. It exposes the unusual character of Oxford University and the tensions between science and administration. The desire of the college to retain its academic values in the face of external and financial pressures is emphasized.

This book tells the story of an academic department that underwent rapid, wrenching changes at a time and in a place that one would not have expected them to have occurred. The time was the late 1960s through the 1970s and the place was a public university heavily dependent on state funding. The Cold War was raging, the US public was fearful of communism and the Soviet Union, and politicians were speaking to these fears for political ends. Protests against racial discrimination and the Vietnam War were creating social disorder and sometimes inciting violence. And the Economics Department at the University of Massachusetts at Amherst was in turmoil. In this environment, a significant proportion of the Department's visible faculty of traditional economists was rapidly created. In spite of the anti-Marxist political climate and the dependence of the university on state politicians for funding, these traditional economists were quickly replaced by a significant and visible group of Marxian economists.
The story told covers the particulars of the background for these events relating to the University of Massachusetts, the political activism of the period, and the state of the economics profession. In considerable detail, Katzner describes the events, the multi-year turmoil within the Economics Department associated with them, the eventual resolution of that turmoil into an intellectually exciting and friendly atmosphere, the significance of the events in terms of academic endeavor, and their legacy for the economics profession.

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

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.

British university libraries face major financial, technological, and organizational challenges. Cuts in funding, the spread of new technology, and changes to the provision of university education as a whole are combining to fundamentally alter the circumstances in which university libraries operate. This book, first published in 1989, provides a thorough understanding of the major trends that have emerged during the past decade and projects them into the future to assess their likely effect over the next few years. By focusing on the most important developments in the areas of finance, staffing, collections, services, automation, and relations with other libraries, author Toby Burrows exposes the forces that threaten the very nature of the British university library. The changes affecting British universities as a whole are also analysed since these broad influences have been a major cause of change in libraries and are essential to an understanding of that change. The future of the British university library depends on its ability to clearly articulate a coherent vision of its own future; this book takes a crucial step toward this goal.

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.

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.

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