Welcome to academia in the 21st century, where 60% of tenured professors have been supplanted by underpaid graduate students or part-time adjuncts. The professoriate is no longer a "community of scholars" that governs itself, but a group of employees whose work is reviewed by administrators who cut deals to put cheaply packaged courses on-line for worldwide consumption. Where have the ivy-covered walls, tweedy professors, and genteel university presidents gone? Replaced, say the authors of this provocative work, by markets, profits, and computers.

Steal This University documents the rise of the corporate university over the past twenty years as well as the academic labor movement that has developed in response. Universities are increasingly looking to corporations as their model for reform, investing in merit-pay packages, partnerships with hi-tech companies, and anything that will reap profits from their creations. With controversial, personal stories of workplace exploitation, tenure battles, and union organizing, the book shows the challenges of working within this new system and explains the countermovement working to restore independence to university teachers. From New York University's outrageous union-busting techniques to the rise of for-profit schools like the University of Phoenix, Steal This University is both an indictment of current trends and a blueprint for combating them.

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

Steal This University explores the paradox of academic labor. Universities do not exist to generate a profit from capital investment, yet contemporary universities are increasingly using corporations as their model for internal organization. While the media, politicians, business leaders and the general public all seem to share a remarkable consensus that higher education is indispensable to the future of nations and individuals alike, within academia bitter conflicts brew over the shape of tomorrow's universities. Contributors to the volume range from the star academic to the disgruntled adjunct and each bring a unique perspective to the discussion on the academy's over-reliance on adjuncts and teaching assistants, the debate over tenure and to the valiant efforts to organize unions and win rights.

Drawing from a case study of the Universidad Nacional Autónoma de México, this work analyses the connection between political processes and change in higher education. The author explains that while there are increasing demands these have not produced rapid responses from the university and tries to understand why this lack of response has generated internal and external tensions and conflictive dynamics.

Contents:
Section I: Finding My Way 1. Calling Names, Naming Tales 2. Queer Theory, Identity Development Section II: Patterns of Non-heterosexual Lives 3. Tea Rooms and No Sympathy: Homosexuals and the Closet 4. From the Margins to the Ivory Tower: Gay and Queer Students 5. Beyond Textbook Definitions: "Normal" and Parallel Students Section III: Making Sense of Non-heterosexual Identity 6. Collegiate Non-heterosexual Identities: 1945-1999 7. On the Fluidity of Identity

Many students find the leap between school and university level mathematics to be significantly greater than they expected. Success with Mathematics has been devised and written especially in order to help students bridge that gap. It offers clear, practical guidance from experienced teachers of mathematics in higher education on such key issues as:

*getting started
*ways of studying
*assessment
*mathematical communication
*learning by doing
*using ICT
*using calculators
* what next

After reading this book, students will find themselves much better prepared for the change in pace, rigour and abstraction they encounter in degree level mathematics. They will also find themselves able to broaden their learning strategies and improve their self-directed study skills. This book is essential reading for anyone following, or about to undertake, a degree in mathematics, or other degree courses with mathematical content.

Related link: http://mcs.open.ac.uk/SkillMath/

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

Through intensive interviews and historical research, Queer Man on Campus reveals the inadequacy of a unified 'gay' identity in the study of queer college men. Instead, as Dilley shows, seven distinct types of identities and discernible in the lives of non-heterosexual college males between World War II and the close of the millennium. Dilley traces the development of these identities through stories of current and former students, illuminating the historical and contextual factors that affect their formation. By situating these types of 'non-heterosexuality' as variable and fluid. Dilley offers a new perspective on queer collegiate life.

Many students find the leap between school and university level mathematics to be significantly greater than they expected. Success with Mathematics has been devised and written especially in order to help students bridge that gap. It offers clear, practical guidance from experienced teachers of mathematics in higher education on such key issues as:

*getting started
*ways of studying
*assessment
*mathematical communication
*learning by doing
*using ICT
*using calculators
* what next

After reading this book, students will find themselves much better prepared for the change in pace, rigour and abstraction they encounter in degree level mathematics. They will also find themselves able to broaden their learning strategies and improve their self-directed study skills. This book is essential reading for anyone following, or about to undertake, a degree in mathematics, or other degree courses with mathematical content.

Curricular peer mentoring is a programmatic approach to enrich student learning and engagement in postsecondary courses in which instructors welcome a more experienced undergraduate student into a credit course they are teaching. The student then serves as peer mentor to the students enrolled. Peer mentors can provide a variety of peer-appropriate, course-specific mentoring, tutoring, facilitation and leadership roles and activities that complement the roles of the course s instructor and teaching assistants both in classroom settings and beyond. A program provides training and ongoing support for a larger number of peer mentors and instructional teams and manages recruitment and program research and quality. This volume provides research findings, definitions, theories, and practical program descriptions as a foundation for program development and research of undergraduate curricular peer mentoring programs in higher education. This work builds on a long history of higher education program development and collects a significant amount of literature that has previously been scattered."

MIT and the Rise of Entrepreneurial Science is a timely and authoritative book that analyses the transformation of the university's role in society as an expanded one involving economic and social development as well as teaching and research. The Massachusetts Institute of Technology invented the format for university-industry relations that has been copied all over America and latterly the rest of the world. This excellent book shows that the ground-breaking university-industry-government interactions have become one of the foundations of modern successful economies.

eBook available with sample pages: 0203216679

By the 1950s the percentage of all economic doctorates awarded to women had dropped to a record low of less than five percent.
By presenting interviews with the female economists who received PhD's between 1950 and 1975, this book provides a richer understanding of the sociology of the economics profession. Their post-war experiences as family members, students and professionals, illustrate the challenges that have been faced by women, including both white and African-American women, in a white male dominated profession.
Engaging and insightful, the impressive scope of philosophical perspectives, career paths, research interests, feminist inclinations, and observations about the economics profession and women's place within it, will appeal to anyone interested in economics, sociology and gender studies.

Contents:
1. Introduction 2. Theoretical Framework 3. Methodology 4. The Context: Higher Education Research Function and its Link to the Industrial Sector: Some Antecedents 5. The Electronic Industry in Jalisco: Development and Participation 6. Technology Transfer and Assimilation Via University-Industry Relationship: The Case of the Foreign High Technology Electronic Industry in Guadalajara 7. The Availability of Relevant Skills as Indicator of Absorptive Capacity 8. The Scientific and Technological Activities as Indicator of Absorptive Capacities 9. Discussion of Findings and Conclusion Appendices References

Contents:
1. Introduction 2. Research on the Academic Profession: An Overview 3. Comments on the Data and Analysis 4. Professors Who Prefer Teaching 5. Issues of Instruction 6. Institutional Working Conditions 7. The Academic Profession 8. Higher Education's Role in Society 9. International Dimensions of Higher Education 10. Summing Up

At the time of its publication in 1923, Charles Homer Haskins' The Rise of Universities was considered remarkable for its erudition, succinctness, and balance. The historian Theodor Mommsen described it as "a work which has remained unsurpassed in the conciseness and vividness of its account." Eight decades after its appearance, it remains fresh and informative. It has not been surpassed, and is as invaluable as ever.

Haskins traces the rise of the mediaeval university as one phase of the intellectual awakening in Europe in the late Middle Ages, in an effort to broaden our understanding of "the ancient and universal company of scholars." In the depth and breadth of its analysis, there is no better portrait of universities during their infancy in the Middle Ages. With great detail and precision, Haskins describes the university's curriculum, teaching, teachers, and students. Drawing deeply on his knowledge as one of the leading mediaeval scholars of his day, he provides an exceptionally vivid picture of student life of the time, through his analysis of their manuals, letters, and poetry. The Rise of Universities goes far beyond its central subject to offer a broad description of the social conditions in which universities took root and flourished. At the same time, one cannot read Haskins without seeing the influences of the mediaeval university on contemporary institutions of higher learning. The Rise of Universities reminds us that the university has not only been a crucible fostering intellectual inquiry and creativity, but continues after eight hundred years to be a center of teaching and learning.

In his new introduction, Lionel S. Lewis develops Haskins' passing observationthat "the university of the twentieth century is the lineal descendant of mediaeval Paris and Bologna, " and considers the question of why universities came into being at the particular time in history when they did. The Rise of the Universities will be of interest to educators and students who wish to better understand the institutions in which they have lived, taught, and been taught.

By the 1950s the percentage of all economic doctorates awarded to women had dropped to a record low of less than five percent.
Providing a richer understanding of the sociology of the economics profession, this book presents the oral histories of the female economists who received PhD's between 1950 and 1975. Their post-war experiences as family members, students and professionals, illustrate the challenges that were faced by women, and in some cases African-Americans, in a white male dominated profession. In this way the gender ambiguities embedded in the post-war culture are examined, and improvements needed within the profession are identified.
Olsen and Emami present an impressive scope of philosophical perspectives, career paths, research interests, feminist proclivities, and observations about the profession and women's place within it. The engaging style and insightful contributions will appeal to academics and students of economics and sociology, as well as anyone interested in gender.

This exemplary Handbook provides readers with a novel synthesis of international research, evidence-based practice and personal reflections to offer an overview of the current state of knowledge in the field of teaching geography in higher education. Chapters cover the three key transitions - into, through, and out of higher education - to present a thorough analysis of the topic. With key contributions from top scholars, the Handbook investigates student transitions, exploring how students require different pedagogical approaches as they progress through university or college. A wide range of learning contexts relevant to the breadth of spaces and places in which geography teaching takes place is used to provide examples of how teaching and learning in geography can be enhanced. It identifies key principles including working in partnership and acknowledging the whole student, calling for the adoption of courageous pedagogy. With a useful resources section included in each chapter, this Handbook is a vital reference source for those teaching geography in higher education settings. Written in an accessible style, it will also be of use to early career geographers and those who are new to teaching, including postgraduate students. Contributors: C. Arrowsmith, K. Barton, S. Brail, J. Bullard, G. Butt, W. Cartwright, L. Clarke, D. Conradson, M. DeMers, S. Dyer, J. Esson, M. Finn, E.H. Fouberg, D. France, I.C. Fuller, A.L. Griffin, M. Haigh, R.L. Healey, J. Hill, R. Hodgkins, P. Hopkins, M. Horswell, A. Hovorka, A. Hughes, N.T. Huynh, J. Kerski, P. Klein, P.E. Kneale, A. Last, J. Lee, A. Maddrell, N. McDuff, G. Miller, L. Mol, N. Moore-Cherry, C. Mott, A. Parton, E. Pawson, M. Poskitt, K. Ramdas, C. Ribchester, B. Rink, Z.P. Robinson, J. Salo, D.M. Schultz, I.D.H. Shepherd, M. Solem, R. Spronken-Smith, S. Tate, T. Vowles, H. Walkington, R.I. Waller, K. Whalen, E. Wigley, P. Wolf, N. Worth

This book examines how and why colleges abolish or institute tenure by profiling four colleges: two that moved from tenure to term contracts and two that moved from contracts to tenure.

Increasingly, new academics are entering higher education without conventional research training and without a clear idea of what research actually involves. This is particularly true of academics who enter from having spent time in a profession including many in the newer disciplines. In addition, institutions of higher education which do not have a tradition of research are increasingly competing for research funding.
The Nature of Research looks at this background and discusses what is wrong with academic research and discusses what is wrong with academic research today, what needs to change for it to survive, how to allow new kinds of research to flourish, directions for future action and how academic research can teach us to live in today's complex and uncertain society.
The aim of the book, then, is to provide a stimulus to thinking about the nature and role of research with a view to considering what might be appropriate in the next century. Since research is so central to university life, looking at research will tell us much about what the university of the future might be like.

Founded in 1902 by entrepreneur and senator Ferdinando Bocconi, the university is the most important and renowned private university in Italy. Established in order to provide a high level of economic education for the new Italian ruling class, in the course of its history Bocconi has trained prime ministers, great entrepreneurs, and even celebrities from the digital world. This book shows the university s structures through expansive photography taken specifically for it by photographer Massimo Siragusa. The Bocconi buildings represent a fascinating compendium of modern and contemporary architecture, having been designed by some of the most important Italian architects of the twentieth century, such as Giuseppe Pagano, Giovanni Muzio, and Ignazio Gardella, as well as recent international archistars such as Shelley McNamara and the Japanese SANAA studio.

Increasingly, new academics are entering higher education without conventional research training and without a clear idea of what research actually involves. This is particularly true of academics who enter from having spent time in a profession including many in the newer disciplines. In addition, institutions of higher education which do not have a tradition of research are increasingly competing for research funding.
The Nature of Research looks at this background and discusses what is wrong with academic research and discusses what is wrong with academic research today, what needs to change for it to survive, how to allow new kinds of research to flourish, directions for future action and how academic research can teach us to live in today's complex and uncertain society.
The aim of the book, then, is to provide a stimulus to thinking about the nature and role of research with a view to considering what might be appropriate in the next century. Since research is so central to university life, looking at research will tell us much about what the university of the future might be like.

"This volume is a must for anyone interested in academic problems and will produce the emotion of recognition in those concerned, and the emotion of surprise in those outside the field."-Los Angeles Times "Professors Caplow and McGee have given scholarly respectability to what many a professor has long suspected: Competition in the academic marketplace is as severe as in the business world. Their book] might come to have the same function for the professor as Machiavelli's work had for ambitious princes."-Midwest Journal of Political Science The Academic Marketplace is a straightforward, hard-hitting exposu of the American university. Caplow and McGee consider all the working parts of the system and assess their suitability to the professed purpose. Their report on the actualities, myths, and consequences of routines thus amounts to an anatomy of an institution-an anatomy that does not present a pretty picture. We learn, for example, that the chief criteria used in making appointments are prestige and compatibility, not teaching ability. The authors describe the precipitous decline in teaching loads and then explain how this tendency is related to the new seller's market, on the one hand, and to the extravagantly indeterminate structure of the university as an institution, on the other. Not only is the temper judicious, the facts well gathered and competently marshaled, but the expression of results is invariably lucid. In a new introduction, the authors sort out fact from legend and discern trends, they address the validity of their own research methods and the applicability of their original findings to today's academic marketplace. They observe that the essential commodity offered in the academic marketplace is still the same-the mysterious intangible called prestige, by which universities, colleges, departments, disciplines, fields of inquiry, journals, and ultimately faculty candidates are ranked from high to low, and raised up and cast down accordingly. Theodore Caplow is Commonwealth Professor of Sociology at the University of Virginia. He is the author of Systems of War and Peace, American Social Trends, and Peace Games. Reece J. McGee is professor of sociology emeritus at Purdue University. He was awarded the American Sociological Association Award for Distinguished Contributions to Teaching. He is the author of Academic Janus, three textbooks, and numerous articles on the academic profession and teaching.

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

The contributors place the development of Asian studies programs in small colleges in historical context, make a compelling case for the inclusion of Asian studies in the liberal arts curriculum, and consider the challenges faced in developing and sustaining Asian studies programs and ways of meeting such challenges now and in the future.

The focus of this book is on the ways in which service learning and multicultural education can and should be integrated so that each may be strengthened and consequently have greater effect on educational and social conditions. It offers a significant attempt to forge a dialogue among practitioners of service learning and multicultural education. The overriding theme is that service learning without a focused attention to the complexity of racial and cultural differences can reinforce the dominant cultural ideology, but academic work that seeks to deconstruct these norms without providing a community-based touchstone isolates students and schools from the realities of the larger communities of which they are part.
Although the chapter authors provide varied perspectives on the benefits and challenges of integrating multicultural education and service learning, they all are committed to a vision of education that synthesizes both action and reflection. None of the authors pretend to have all the answers to what this integration should look like, nor do they believe that today's social problems are easily ameliorated through education. Rather, they share theories, practices, failures, and triumphs in order to further the conversation about the importance of aligning what educators say about the world and how they act in and on it. These authors share the view that multicultural education is truly transformative for students only when it includes a community action component, and likewise, service learning is truly a catalyst for change only when it is done from a multicultural and socially just perspective. It is their hope that the ideas explored in this book will further the work of those who share a commitment to the integration of action and reflection.