This work is a dialogue on alternative approaches to knowledge and higher education characteristic of the Western University. Western scholars approach these issues from the viewpoint of the challenges facing the university and Eastern contributors explore parallel issues in their societies.

This first comprehensive account of Chinese higher education during the modern period examines the first hundred years of the development of universities in China, with special emphasis on the cultural patterns that shaped them in ways that differed from the development of Western universities. The first chapter compares Chinese and Western traditions of higher education and sets the Chinese experience in the wider historic framework of imperialism and colonialism. The rest of the volume traces the development of Chinese universities chronologically, with three main themes explored in each period: the knowledge map, or the struggle to develop a modern curriculum; the gender map or issues around the participation of women as students and teachers in modern higher education; and the geographical map, or the efforts to ensure that modern higher education became accessible throughout the whole country. The periods covered by the volume are the republican (1911-1949), the socialist period (1949-1976), the reform decade (1978-1990), and the movement toward mass higher education in the 1990s. An index is included.

This anthropological study of university governance organizations has four main purposes. It aims to describe the principles of effective faculty governance organizations and shared governance; to help mobilize opposition to a large and extremely well-funded system of political attacks aimed at destroying faculty governance organizations; to demonstrate the value of the theory of human social organizations; and to enable universities to become more effective in generating the intellectual advances we must make in order to solve the current global crisis of sustainability and political instability. Political democracy depends on an educated public, and academic democracy is integral to producing such knowledge.

This latest volume of the Register of Educational Research in the United Kingdom lists all the major research projects being undertaken in Britain during the latter months of 1992, the whole of 1993 and 1994 and the early months of 1995.
Each entry provides names and addresses of the researchers, a detailed abstract, the source and amount of the grant(where applicable), the length of the project and details of published material about the research.

The University of Wales Trinity Saint David was originally founded in 1822 as St David's College, Lampeter. It is now the oldest higher education collegiate institution in Wales, and in its two hundred years of history has been the recipient of many fascinating and rare manuscripts, early printed books, beautifully illustrated volumes, and rare publications from broadsheets to journals. These were largely received through the generous donations of many benefactors, including the institution's founder Bishop Thomas Burgess of St Davids, with the collection housed today in the Roderic Bowen Library on the Lampeter campus. This fully illustrated volume contains a selection from the many thousands of works spanning more than seven hundred years, with short essays by scholars whose knowledge and appreciation of the works are unrivalled, revealing the riches of what was once known as 'the greatest little library in Wales'.

Julian's brief reign (360-363 AD) had a profound impact on his contemporaries, as he worked fervently for a pagan restoration in the Roman Empire, which was rapidly becoming Christian.
Julian's Gods focuses on the cultural mentality of `the last pagan Emperor' by examining a wide variety of his own writings. The surviving speeches and treatises, satires and letters offer a rare insight into the personal attitudes and motivations of a remarkable Emperor. They show Julian as a highly educated man, an avid student of Greek philosophy, and a talented author in his own right.
This elegant and closely-argued study will deepen understanding not only of Julian, but of the context of fourth century Neoplatonism.

Traditionally academia has been seen as an elite profession, for those with an academic background and from the middle/upper classes. This is what makes the life of a working class academic all the more interesting, rich and powerful. How have they become who they are in an industry steeped in elitism? How have they navigated their way, and what has the journey been like? Do they continue to identify as working class or has their social positioning and/or identities shifted? Iona Burnell Reilly presents a collection of autoethnographies, written by working class academics in higher education - how they got there, what their journeys were like, what their experiences were, if they faced any struggles, conflicts, prejudice and discrimination, and if they had to, or still do, negotiate their identities. Told in their own words the academics chart their journeys and explore their experiences of becoming an academic while also coming from a working class background. Although a working class heritage under-pins the autoethnography of each of the writers, the interlocking sections between class, race, gender and sexuality will also be relevant.

This reissue (1996) provides an in-depth analysis of the development of the Chinese university during the twentieth century - a period of momentous social, economic, cultural and political change. It brings together reflections on the Chinese university and its role in the two great experiments of modern China: Nationalist efforts to create a modern state as part of capitalist modernisation, and the Communist project of socialist construction under Soviet tutelage. In addition to these two frames of discourse, other models and patterns are examined: for instance, the persistence of cultural patterns, or Maoist revolutionary thought.

Universities exist within the river of time, so we have treated them historically. They have stood since Magna Carta, with their structures essentially unchanged. Universities are also institutions, so we have examined their functions. The three basic functions, educating the faculty, teaching the students, and collecting knowledge, remain robust. Universities are an existential necessity in western culture. They produce the essential knowledge, technology, and skills necessary for an industrial society. Money is, and always has been, the main problem within universities. Education is hideously expensive. Most of the problems that critics point out can be traced to a lack of money. These critics also often complain that universities are in crisis. In fact, see no sign of this apocalypse. Universities are doing pretty well. They produce an immense amount of knowledge and technology. The faculty teaches pretty well, the students are learning (at least something), and the only permanent problem is inadequate funding.

Inadequate public funding means that governments in developing countries are continually working to find ways of expansion to meet the growth demand for higher education.; This book considers the effectiveness of government funding methods in developing quality and efficiency in higher education systems in developing countries, and looks at policy measures taken to widen the funding base including raising tuition fees, student loan programmes, graduate taxes, industry-education links and national service programmes.; Taking information from around the world and drawing on successful practice in developed countries, this volume should be of interest to specialists and researchers in education economics and economic development, academics in general education and those involved in the finance and administration of higher education.

Inadequate public funding means that governments in developing countries are continually working to find ways of expansion to meet the growth demand for higher education.; This book considers the effectiveness of government funding methods in developing quality and efficiency in higher education systems in developing countries, and looks at policy measures taken to widen the funding base including raising tuition fees, student loan programmes, graduate taxes, industry-education links and national service programmes.; Taking information from around the world and drawing on successful practice in developed countries, this volume should be of interest to specialists and researchers in education economics and economic development, academics in general education and those involved in the finance and administration of higher education.

While many students, parents, educators, and organizations who hire their graduates hold US universities in high regard, the cost of higher education has risen much faster than the rate of inflation. High costs, in turn, have severely limited access to higher education for large portions of the US population or caused graduates and those who fall short of graduation to face substantial student loan debt. This book examines the root causes of these underlying problems and offers a comprehensive, easy-to-understand, high-impact solution. The book identifies actions that improve higher education outcomes including lower tuition costs, better access for student from low and middle income homes, faster throughput, fewer dropouts, and better job opportunities for graduates. It links a real and implementable solution to the underlying problems and their root causes. Upon finishing this book, readers should understand why the performance of higher education needs to improve and have solid ideas about how to fix it. The book focuses on public universities, but the ideas discussed are also applicable to private for-profit and not-for-profit universities. The writing style is simple and direct.

Issues of quality, institutional research culture and processes which encourage, achieve and sustain high quality teaching and research in universities have become matters of intense debate. This text is designed to respond to the uppermost area of concern in postgraduate education today - that of achieving quality. The book discusses issues of quality and research culture, including criteria for evaluating theses and research applications, research in the new universities, and women and overseas students. The second part of the book moves onto practical strategies by which high quality research and supervision may be achieved, including staff development programmes, managing the writing process, improving communication, supervizing literature searches, and using contracts and checklists.

Using an analysis of learning by a case study comparison of two undergraduate courses at a United States University, Nespor examines the way in which education and power merge in physics and management. Through this study of politics and practices of knowledge, he explains how students, once accepted on these courses, are facilitated on a path to power; physics and management being core disciplines in modern society. Taking strands from constructivist psychology, post-modern geography, actor-network theory and feminist sociology, this book develops a theoretical language for analysing the production and use of knowledge. He puts forward the idea that learning, usually viewed as a process of individual minds and groups in face-to-face interaction, is actually a process of activities organised across space and time and how organisations of space and time are produced in social practice.; Within this context educational courses are viewed as networks of a larger whole, and individual courses are points in the network which link a wider relationship by way of texts, tasks and social practices intersecting with them. The book shows how students enrolled on such courses automatically become part of a network of power and knowledge.

Using an analysis of learning by a case study comparison of two undergraduate courses at a United States University, Nespor examines the way in which education and power merge in physics and management. Through this study of politics and practices of knowledge, he explains how students, once accepted on these courses, are facilitated on a path to power; physics and management being core disciplines in modern society. Taking strands from constructivist psychology, post-modern geography, actor-network theory and feminist sociology, this book develops a theoretical language for analysing the production and use of knowledge. He puts forward the idea that learning, usually viewed as a process of individual minds and groups in face-to-face interaction, is actually a process of activities organised across space and time and how organisations of space and time are produced in social practice.; Within this context educational courses are viewed as networks of a larger whole, and individual courses are points in the network which link a wider relationship by way of texts, tasks and social practices intersecting with them. The book shows how students enrolled on such courses automatically become part of a network of power and knowledge.

The debate within Catholic educational circles on whether church sponsored colleges and universities perpetuate mediocrity by giving too great a priority to the moral development of students instead of scholarship and intellectual excellence continues in this book by sociologist Anne Hendershott. She asserts that part of the reason for the crisis of faith within Catholic colleges is due to status envy--the desire to compete with the top colleges in the country. Catholic universities are generally not rated as top-notch. They are viewed as having a lower status than secular institutions, which, of course, creates resentment. Catholic universities, in turn, become more secular as they become consumed with status concerns. Detailing how this resentment manifests itself on campuses, Hendershott explains faculty and administrative attempts to distance universities from Catholic ideas and curriculum. Some have distanced themselves so far from their Catholic origins that the church no longer recognizes them as Catholic institutions. The author questions whether even determined Catholic universities will be able to avoid the pressures to become more secular. Hendershott, who clearly sympathizes with the original mission of Catholic universities, leads the reader through the earliest signs that Catholic colleges were beginning to lose their way in the 1960s, up through the ongoing issues of feminism and homosexuality and their impact. In focusing on these secular issues, colleges are denying exposure to the traditional Catholic views on subjects such as homosexuality, women's ordination, and abortion. Like all culture wars, the interaction among people defines the situation. The campus is a reflection of the greater culture between those who assert that there are no truths, only readings--and those who believe that the truths have been revealed and require constant rereading and application. It is a conflict between those dedicated to the negation of the authority of Scripture and the hierarchy of the church, and those proposing a renaissance of the Catholic intellect and a renewed appreciation of the church itself.

This book investigates the gendered dimensions of academic life in the contemporary Australian university. It examines key discourses - most notably academic performativity and identity - through a feminist lens, and scrutinises how discourses of neoliberalism and feminism are entangled in the structure, systems, operations and cultures of the university. Drawing on in-depth qualitative interviews with academic women in Australia, the author uses a mix of experimental methods to emphasise the performative and discursive decisions women make with regard to their academic careers. In doing so, this book reveals how women themselves generate neoliberal and feminist shifts, how they manage the contradictions they produce, and how they carve spaces of influence and authority. Moving towards a re-evaluation of existing discourses, this book offers new insights into gender inequality in the Australian university in neoliberal times.

Reprint of the Oxford University Press edition of 1930, with a long new introduction by Clark Kerr. Annotation copyright Book News, Inc. Portland, Or.

Strengthening affirmative action programs and fighting discrimination present challenges to America's best private and public universities. US college enrollments swelled from 2.6 million students in 1955 to 17.5 million by 2005. Ivy League universities, specifically Harvard, Yale, and Princeton, face significant challenges in maintaining their professed goal to educate a reasonable number of students from all ethnic, racial, religious, and socio-economic groups while maintaining the loyalty of their alumni. College admissions officers in these elite universities have the daunting task of selecting a balanced student body. Added to their challenges, the economic recession of 2008-2009 negatively impacted potential applicants from lower-income families. Evidence suggests that high Standard Aptitude Test (SAT) scores are correlated with a family's socioeconomic status. Thus, the problem of selecting the "best" students from an ever-increasing pool of applicants may render standardized admissions tests a less desirable selection mechanism. The next admissions battle may be whether well-endowed universities should commit themselves to a form of class-based affirmative action in order to balance the socioeconomic advantages of well-to-do families. Such a policy would improve prospects for students who may have ambitions for an education that is beyond their reach without preferential treatment. As in past decades, admissions policies may remain a question of balances and preferences. Nevertheless, the elite universities are handling admission decisions with determination and far less prejudice than in earlier eras.

1) For the instructor, despite best intentions, who simply cannot invest much time into researching the complex, and sometimes controversial and contradictory, approaches to the subject when teaching music history / appreciation /culture 2) Addresses students who listen to music from anywhere in the world anytime they want, in formal or informal learning or casual settings 3) Offers tools for understanding key terms and concepts, suggestions for discussion, models for listening and writing assignments, examples of repertoire, templates for building a syllabus, and resources for further exploration.

Grants and fellowships are increasingly essential to an academic career, and competition over federal and foundation funding is fiercer than ever. Yet there has hitherto been little training available for this genre of writing. Funding Your Research in the Humanities and Social Sciences demystifies the process of writing winning grant proposals in the humanities and social sciences. Offering practical guidance, step-by-step instructions, and examples of successful proposals, Walker and Unruh outline the best practices to crack the proposal writing code. They reveal the most common peeves of proposal reviewers, and offer advice on how to avoid frequent problem areas in conceptualizing and crafting a research proposal in the humanities and social sciences. Contributions from agency and foundation program officers offer the perspective from the other side of the proposal submission portal, and new research funding trends, including crowdfunding and public scholarship, are also covered. This book is essential reading for all those involved in funding applications. Graduate students, research administrators, early career faculty members, and tenured professors alike will gain new and effective strategies to write successful applications.

The years since 1981 have been one of the three of four lowest points in the relationship between the Universities and the State in 800 years of English history. Conrad Russell looks at the dispute which has implications for academic freedom.

Global and World Art in the Practice of the University Museum provides new thinking on exhibitions of global art and world art in relation to university museums. Taking The Fowler Museum at UCLA, USA, as its central subject, this edited collection traces how university museum practices have expanded the understanding of the 'art object' in recent years. It is argued that the meaning of cultural objects infused with the heritage and identity of 'global culture' has been developed substantially through the innovative approaches of university scholars, museum curators, and administrators since the latter part of the twentieth century. Through exploring the ways in which universities and their museums have overseen changes in the global context for art, this edited collection initiates a larger dialogue and inquiry into the value and contribution of the empirical model. The volume includes a full-colour photo essay by Marla C. Berns on the Fowler Museum's 'Fowler at Fifty' project, as well as contributions from Donald Preziosi, Catherine M. Cole, Lothar von Falkenhausen, Claire Farago, Selma Holo, and Gemma Rodrigues. It is important reading for professionals, scholars and advanced students alike.

Theory of Change speaks to those looking for an academically rigorous discussion of the origins and debates around this approach in Higher Education. Melding together robust academic research with examples of practice, the book provides specific applications of using a Theory of Change across key stages of the student life cycle. The Theory of Change underpinning this book is that national and international practitioners, policy makers, higher education professionals, students and academic faculty will increase awareness and ability to use a Theory of Change in their own work. This, in turn, will mainstream the use which will lead to better interventions and practices. In the field of access and participation in higher education, it will ultimately lead to more disadvantaged students entering and successfully progressing from higher education. This book helps to establish a common lexicon around a Theory of Change approach and enable discussion of demonstrable, meaningful reflections on the 'change' work has on inequalities in higher education access and participation.

This book provides an in-depth analysis of the demand for PhDs on the labor markets of twelve countries. The authors analyze the role of PhDs in the creation of innovation in a knowledge-based economy and examine economic issues such as the return on investment for the education and training of doctoral graduates. To provide a more comprehensive picture of the employment patterns, career paths and mobility of PhDs in selected countries, the book analyzes various data sources such as labor force surveys and censuses. The authors also develop survey approaches and output tables to collect data on the transition from school to work among PhDs. The book will be of interest to policymakers, companies and researchers responsible for research and innovation systems, as well as to doctoral students looking for a professional career outside the academic world.