Winner of the Comparative and International Education Society Higher Education Special Interest Group Best Book Award for 2014! As universities increasingly engage with the world beyond the classroom and the campus, those who work within higher education are left to examine how the university's mission has changed. Official reviews and debates often forget to inquire into the purposes and responsibilities of universities, and how they are changing. Where these matters are addressed, they are rarely pursued in depth, and rarely go beyond current circumstances. Those who care about the university's role in society are left looking for a renewed sense of purpose regarding its goals and aspirations. The Future University explores new avenues opening up to universities and tackles fundamental issues facing their development. Contributors with interdisciplinary and international perspectives imagine ways to frame the university's future. They consider the history of the university, its current status as an active player in local governments, cultures, and markets, and where these trajectories may lead. What does it mean to be a university in the twenty-first century? What could the university become? What limitations do they face, and what opportunities might lie ahead? This volume in the International Studies in Higher Education series offers bold and imaginative possibilities.

Whether you're new to higher education, coming to legal study for the first time or just wondering what Equity and Trusts is all about, Beginning Equity and Trusts is the ideal introduction to help you hit the ground running. Starting with the basics and an overview of each topic, it will help you come to terms with the structure, themes and issues of the subject so that you can begin your Equity and Trusts module with confidence. Adopting a clear and simple approach with legal vocabulary explained in a detailed glossary, Mohamed Ramjohn breaks the subject of Equity and Trusts down using practical everyday examples to make it understandable for anyone, whatever their background. Diagrams and flowcharts simplify complex issues, important cases are identified and explained and on-the- spot questions help you recognise potential issues or debates within the law so that you can contribute in classes with confidence. Beginning Equity and Trusts is an ideal first introduction to the subject for LLB, GDL or ILEX and especially international students, those enrolled on distance learning courses or on other degree programmes.

"Accurate, clearly written, and easy to understand even for the beginning researcher, with equal coverage of both qualitative and quantitative research. This is the only book to combine a textbook approach with a how-to approach." -Carol Roberts, Professor, University of La Verne Author, The Dissertation Journey "This is a very practical book and will be immediately usable for graduate students at any stage in their research. The multitude of examples is wonderful, and the content is very current." -Mary Betsy Brenner, Professor of Education University of California, Santa Barbara The advice and resources you need to complete your thesis or dissertation! No matter what state or stage your project is in, this how-to manual provides comprehensive guidance to help you tackle your master's thesis or doctoral dissertation. Covering both quantitative and qualitative research methods, this essential resource offers direction for every step of the process. Drawing on 40 years of experience supervising dissertations, the authors provide examples from 100 completed projects to guide readers through: Choosing a topic and writing research hypotheses Selecting a chair or committee Ensuring a successful proposal and oral defense Adapting the finished product for publication Using the Internet and desktop publishing effectively With a conversational style suitable for both faculty and students, Writing a Successful Thesis or Dissertation demystifies the writing experience and presents step-by-step directions for successfully completing your project.

All those involved in Higher Education are under pressure to familiarise themselves with the newest developments in Information Technology, and to understand the ways in which they can make use of these resources. The purpose of this book is to help academics from all disciplines to take full advantage of IT. Anticipating a future in which distance learning and virtual reality tutoring systems play a central role in university teaching, Roy Rada provides guidelines for making use of such technological opportunities. The chapters cover: * distance learning for individual students * groups in classrooms - focusing on interactive technology * the university as a whole * emerging market forces in Higher Education and training for industry Unlike competing books that focus on specific aspects of the subject, Understanding Virtual Universities combines managerial, social and technical issues, to provide a comprehensive approach to Information Technology for Higher Education.

When the Soviet Union collapsed universities were freed from state control and left to themselves. This forced universities to be much more market-oriented. This book explores this transformation from the end of the Soviet Union until the present. Based on extensive original research, the book charts the struggles of universities, showing how chaos and decline came to what had been one of the triumphs of the Soviet Union - a higher education system which provided a high standard of advanced education to large numbers of people and made major research achievements. The book shows how a lack of funds, lack of commercial experience and the ending of former means of support such as strong university-state industry links brought about huge disruption; how universities responded with a range of measures such as charging for tutoring and examinations, handling research on a commercial basis and new forms of co-operation; and how all this impacted on subjects of study and on underlying ideas about what a university is for. The book argues that the shock to the system in Russia was so severe that the Russian case serves as an excellent 'survival guide' to universities experiencing similar changes in other parts of the world. By investigating the phenomenon of Russian universities becoming more market-oriented the book contributes to developing further the marketization concept. It summarizes the existing knowledge in this field of study, offers a new framework for analysis of the phenomenon of university marketization and discusses the marketization of Russian universities in the light of comparative studies.

This latest volume in the series of Merton Annals covers a turbulent time in the college's history, including the siege of Oxford. This volume continues the series of Merton annals published by the Oxford Historical Society, beginning in 1483. This volume, dealing with the main part of the seventeenth century, contains both a transcript of the (mainly Latin)register, and a long introduction discussing college development in this very disturbed period, culminating in Civil War, the siege of Oxford, and the imposition of Cromwellian government on the university.

Globalization, the information age, and the rise of the knowledge-based economy are significantly transforming the way we acquire, disseminate, and transform knowledge. And, as a result, knowledge production is becoming closer and more directly linked to economic competitiveness. This evolution is also putting new and urgent demands on academic institutions to adjust to the changing needs of society and economy. In particular, there is growing pressure on the institutions of higher education and research in developed economies to find and affirm their new role in the national innovation system. Their counterparts in developing economies need to define their role in supporting emerging structures of the innovation system. This book examines the role of universities and national research institutes in social and economic development processes. Featuring contributions that showcase initiatives and innovations from around the world, including China, Eastern Europe, Latin America, Scandinavia, Southeast Asia, sub-Saharan Africa, and Western Europe, it offers timely insight that will be of interest to policymakers, university administrators, economic and social leaders, and researchers alike.

Universities generate an enormous amount of intellectual property, including copyrights, trademarks, patents, Internet domain names, and even trade secrets. Until recently, universities often ceded ownership of this property to the faculty member or student who created or discovered it in the course of their research. Increasingly, though, universities have become protective of this property, claiming it for their own use and licensing it as a revenue source instead of allowing it to remain in the public sphere. Many universities now behave like private corporations, suing to protect trademarked sports logos, patents, and name brands. Yet how can private rights accumulation and enforcement further the public interest in higher education? What is to be gained and lost as institutions become more guarded and contentious in their orientation toward intellectual property? In this pioneering book, law professor Jacob H. Rooksby uses a mixture of qualitative, quantitative, and legal research methods to grapple with those central questions, exposing and critiquing the industry's unquestioned and growing embrace of intellectual property from the perspective of research in law, higher education, and the social sciences. While knowledge creation and dissemination have a long history in higher education, using intellectual property as a vehicle for rights staking and enforcement is a relatively new and, as Rooksby argues, dangerous phenomenon for the sector. The Branding of the American Mind points to higher education's love affair with intellectual property itself, in all its dimensions, including newer forms that are less tied to scholarly output. The result is an unwelcome assault on the public's interest in higher education. Presuming no background knowledge of intellectual property, and ending with a call to action, The Branding of the American Mind explores applicable laws, legal regimes, and precedent in plain English, making the book appealing to anyone concerned for the future of higher education.

This book arises out of the work of the Emerging researcher programme at the University of Cape Town and builds on the publication entitled The emerging researcher: Nurturing passion, developing skills, producing output, co-authored by John W. de Gruchy and Lyn Holness (UCT Press: 2007). Designed as a tool for emerging researchers and their mentors, this new volume provides strategies for research growth in areas such as understanding the relationship between teaching and research; obtaining higher degrees; producing peer-reviewed research output; generating and managing research funding; effective research planning; engaging in interdisciplinary research; and postgraduate supervision. The book addresses three primary readerships. It speaks first to institutions, and the imperative for institutional support in promoting research among junior staff members, sometimes requiring a shift in mindset and a prioritising of resources in order to be competitive as higher education institutions on the national and global platform. Second, it addresses those responsible for the task of mentoring new, young or inexperienced academics in developing their research capacity and igniting enthusiasm. Third, it is directed to emerging researchers themselves, identifying the skills required to produce sustained, quality research, and discussing strategies to do so. The book will have relevance for those across the spectrum denoted by the term 'emerging' - from those new to academia to those whose development as researchers has for some reason been thwarted, and those who are approaching the stage of being recognised as established researchers. In response to the demand for the first book from researchers in the broader African context, the new book takes into account topics and challenges that are relevant across the sub-Saharan continent.

Not that long ago there were fairly clear divisions between researchers at different stages throughout their career, starting with doctoral students then progressing to postdoctoral workers and finishing with academic staff. However, more recently the term Early Career Researcher (ECR) has been introduced partly as a response to their growing importance which has been reflected by their increased respect and status shown by national, international and funding bodies. There are several common features of an ECR s job including the need to establish a professional identity and develop into an independent researcher, competing for grants and increasing one s output of research publications; this book offers proven practical advice to help ECRs kick-start a successful academic career.

• With advice on:
• Choosing research topics
• Making best use of a Research Supervisor/Mentor
• Developing your research writing
• Getting published: journals and books
• Writing a research grant/fellowship
• Becoming a supervisor
• Becoming a teacher, and
• Developing your career

This guide will help academics at the start of their career no matter what discipline they are engaged in Arts, Humanities, Sciences or Social Sciences. For example, in sciences and engineering, ECRs are commonly part of a large research team and often have to work in collaborative groups; requiring strong interpersonal skills but can lead to tension in the interaction with one s supervisor or mentor. In contrast, in the arts and humanities and perhaps the social sciences, an ECR is more likely to be an independent scholar with a requirement to work alone, leading to a different type of relationship (but not necessarily any less stressful) with one s supervisor or mentor.

Using case studies from across the subject areas to illustrate key points and give suitable examples this vital guide will help all early career academics.

Volume XIII of History of Universities contains the customary mix of learned articles, book reviews, conference reports, and bibliographical information, which makes this annual publication such an indispensable book for the historian of higher education. Its contributions range widely geographically, chronologically, and in subject matter. Volume XIII includes articles on town and gown relations in Dublin, nineteenth-century engineering students at Brunswick, and Cape Towners views on their university, and is, as always, a lively combination of original research and invaluable reference material.
Contributors: Lindsay Boynton, Peter Denley, John Fletcher, M. Claudia Toniolo Fascione, Domenico Maffei. R. J. W. Evans, J. Roelevink, Gerrit Walther, Robert Anderson, Dick van Lente, Richard Sheppard, Christopher A. Upton, Nancy Spatz, Simon Forde, Elizabethanne Boran, Gordon DesBrisay, Paul Wood, G. A. Tishkin, Sophie Forgan, Graeme Gooday, Roger Hitchins, Gudrun, Fielder, Klaus Erich Pollmann, Howard Phillips, John D. Fair

Global university rankings are now more than a decade old and this book uses the data they have produced to examine how the international landscape of universities has changed over the years. It offers new insights into the power and limits of league tables, a key element of globalized higher education that can be deplored but hardly ignored. Case studies from Asia, Europe and North America are explored to highlight the issues raised by a quantitative exercise that decontextualizes what is linked so strongly to local factors.

Since the onset of the UK's Research Excellence Framework in 2014, the environment for academic research has changed dramatically. Competitive Accountability in Academic Life goes behind the scenes of the 'impact' policy agenda for higher education research and interrogates the effects of the new framework on academic research. Richard Watermeyer dissects how a new requirement to evidence the economic and societal impact of research has created a culture of intense competitiveness in UK universities. Through the eyes of both those responsible for the REF and those working under its gaze, the author locates the gross deceit spawned from a culture of competitive accountability in UK universities. This challenging book reconceptualises the public role of researchers, posing a new effort to progress the neoliberal malaise by signposting peripheral zones of participation - and non-participation - as viable intellectual alternatives to the university. Both groundbreaking and provocative, Watermeyer's book is critical reading for academics working not just in the UK, but also internationally. The author's crucial insight into modern higher education will also prove indispensable to higher education policy makers looking to innovate and refine education policy, and to university administrators overseeing performance management systems.

Once the honeymoon days of acceptance and admittance to medical school are over, most medical students suddenly find themselves faced not only with the grueling course work of basic sciences that precede even more harrowing clinical studies, but also with questions of self-doubt, resocialization, alienation from friends and family, and career angst. The experience of medical school turns out to be not the imagined flight of intellectual self-actualization but rather a grinding struggle to cram too much information into too few hours, with precious little time for recreation or a social life. And every step of the way the student is haunted by the question, did I do the right thing? Based on years of studying and working with medical students, Robert H. CoombsÆs Surviving Medical School offers both an orientation to the hectic, anxious realm of medical education and a resource for coping with and succeeding in that environment. Coombs begins with questions regarding expectations and intellectual and emotional capacities. The author then examines matters related to career doubt and alienation often experienced by medical students. Following an orientation to the clinical experience, the book concludes with discussions about physician fallibility, residency, and professional practice. Surviving Medical School is a must read for medical students at all levels, and provides excellent preparation for baccalaureate students anticipating medical school. It also serves as a valuable shelf reference for medical school instructors, advisors, and counselors.

"Studies in French Cinema" looks at the development of French screen studies in the United Kingdom over the past twenty years and the ways in which innovative scholarship in the UK has helped shape the field in English- and French-speaking universities. This seminal text is also a tribute to six key figures within the field who have been leaders in research and teaching of French cinema: Jill Forbes, Susan Hayward, Phil Powrie, Keith Reader, Carrie Tarr, and Ginette Vincendeau.

Covering a wide range of key films--contemporary and historical, popular and auteur--the volume provides an invaluable overview for students and scholars of the state of French cinema, and French film studies at the beginning of the twenty-first century.

The Nation's Historically Black Colleges and Universities (HBCUs) are more relevant today than ever before. As the national student loan debt grows, as the racial wealth gap continues to widen and as unemployment in the African American community continues to exceed that of other racial demographic groups, the HBCUs represent a collective means to combating socioeconomic ills. The HBCUs stand in the gap; supporting the African American community at-large. Through the use of best practices and HBCU administrative experiences, the authors offer a path forward for avoiding political and cultural missteps. They tout the rich tradition, legacy, as well as outcomes of HBCUs. New contributions to the field are made through a collective of higher education professionals and change agents whom are tied to HBCU scholarship. A relevant and practical book for HBCU leadership and administrators, HBCU faculty leaders and researchers that want to uncover the ways and means for cultivating success within the HBCUs longitudinally. New contributions to the field are made through a collective of higher education professionals and change agents who are tied to HBCU scholarship.

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 timely book examines the rising phenomenon of academic entrepreneurship and technology commercialization among leading universities in Asia, by presenting in-depth analysis of thirteen leading universities from nine Asian economies, including Tokyo University in Japan, Tsinghua in China, IIT Bombay in India, and the National University of Singapore. Written by scholars with deep institutional knowledge of the respective universities, they provide an authoritative account of the distinctive features of academic entrepreneurship at these universities and offer insights on policy implications. The comparative findings will prove highly relevant and informative for both entrepreneurship scholars and university administrators. Contributors: E. Baark, Z.-T. Bae, R. Carraz, N. Chandra, D.-Z. Chen, M.-Y. Cheng, J.-D. Chiou, Y. Dai, Y.-P. Ho, R. Kneller, V.V. Krishna, P.C.B. Liu, S. Park, H. Sasaki, N. Sharif, A. Singh, M. Takahashi, M. Takata, T. Tanigawa, T. Virasa, P.-K. Wong, L. Xue

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.

On a street in Dorchester, England, there is a gateway between real and imagined lives. A plaque identifies a Barclays Bank building as lived in by the Mayor of Casterbridge in Thomas Hardy s story of that name written in 1885. In this imaginative novel, worlds continue to collide as Floyd, an American writer recovering from a devastating neuro-viral attack, and his wife, Beverly, immerse themselves in Hardy s world. While pondering the enigma of a fictional character living in a factual building, Floyd is approached by Hardy himself despite his death in 1928. This phantom possibly conjured out of Floyd s damaged brain tasks the Americans with finding out what Hardy missed in love. Embarking on their quest, they visit Hardy s birthplace, home, and grave, exploring the Dorset landscape and the famous novels with their themes of tormented love. Peering into the Victorian past, they slowly dismantle the clutter of screens that Hardy placed around his private life, even as their own love story unfolds, filled with healing and hope."

The role of universities is not only restricted to knowledge exchange, higher education institutions also play a leading role in the development of society, and should engage as active members of their local communities. This book provides empirical evidence on how some universities have shifted social responsibility to be one of their primary focuses, and have engaged with society to enhance their values. The authors present international case studies, from Indonesia to the UK, that examine community engagement, inequality, university-corporate partnerships, philanthropy, and sustainable futures, among other important topics.

This book investigates how excellence and reputability are formed, performed, and perceived at well renowned international higher education institutions. Along six detailed ethnographic case descriptions - including University of Warwick, Goldsmiths, New York University, School of the Art Institute Chicago, Ohio State University, and HEC Montreal - it asks how master's programs in arts management and cultural policy achieved reputability and how this affects the everyday academic live. A cross-case analysis revealed a set of overall drivers that seem to have a great impact on the reputation of the studied programs. By focusing on the design and content of the teaching environments as well as on motivational, emotional, and social aspects of the learning situation at these six higher education institutions, the book offers a holistic understanding of reputability and excellence.

They're everywhere in the academy: young, bright women mentored by older scholars, usually men, who attempt to mold them into their own masculine ideals. Janice Hocker Rushing's study of over 200 women and their life transformations is the subject of this eloquent book. Using the tropes of mythology and Jungian psychology, the author characterizes the many paths these women's academic lives take: as Muse for a faltering older scholar, as Mistress or wife, as the dutiful academic daughter. Their resistance to this power differential also takes many forms: as a Veiled Woman, silent in public but active in private, or the Siren, using her sexuality to beat the system. Ultimately, Rushing arrives at the myth of Eros and Psyche, where women's self understanding and personal development turns her erotic mentoring into an autonomous, whole, and free life, unfettered by any man. These women's stories and Rushing's literary and literate framing of their lives will ring true to many in the university.

Volume IX of History of Universities contains the customary mix of learned articles, book reviews, conference reports, and bibliographical information, which makes this annual publication such an indispensable tool for the historian of higher education. The present volume carries a wide range of articles which cover the early history of Europe's universities, as well as their later development. As usual, the authors and contributors are drawn from all parts of the western world, giving the yearbook a decidedly international flavour. Of particular note is the article by the American historian of theology, R. Emmet McLaughlin, on the role of the medieval university in preparing the ground for the Reformation.

Edition, with full notes and apparatus, of a text which sheds much light on university affairs at the time. The Warden's Punishment Book is a record of punishments imposed on the Fellows of All Souls College, Oxford, for minor infringements of the statutes and of College discipline, from its inception in 1601 until 1851. It is a uniquedocument in terms of its scope and detail among the College records of Oxford and Cambridge and provides significant insights into the daily life and personal relationships of such an institution during the early modern period. This volume presents an edition of the text of the Punishment Book, with a substantial biographical register detailing the careers of those mentioned as punishers or punished. An introduction explains the significance and context of the Punishment Book within collegiate, university, and social history. Scott Mandelbrote is Fellow, Perne Librarian, and Director of Studies in History at Peterhouse, Cambridge, he was formerly Fellow and Sub-Warden of All Souls College, Oxford; John H.R. Davis is an Honorary Fellow of All Souls College, Oxford, of which he was Warden between 1995 and 2008. He is an anthropologist and was Professor of Social Anthropology at the Universityof Oxford, and, before that, at the University of Kent at Canterbury.