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.

Emerging from the 'history from below' movement, sport history was marginalised for decades by those working within more traditional historical fields (and institutions). Although a degree of ignorance still exists, sport history has now acquired a level of credibility through the dedicated work of professional historians. And yet, as this authority has been established, changes to UK higher education funding (the removal of direct state funding, the Research Excellence Framework, and tuition fees) and academic publishing (open access) have the potential to damage, or even end, sports research. This book examines sport history from a variety of perspectives. Do mainstream historians need to engage, or 'play', with sports historians? Has the postmodernist 'cultural turn' in sports history been helpful to the sub-discipline? How can the teaching of sports studies be more innovative and inspiring? How can oral history and sport history be utilised in the study of other branches of historical interest. Although changes are required in dealing with the current political reality of UK higher education, sport history still has a great deal to offer students, future employers and the public alike. This book was originally published as a special issue of the International Journal of the History of Sport.

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.

Ice Age Earth provides the first detailed review of global environmental change in the Late Quaternary. Significant geological and climatic events are analysed within a review of glacial and periglacial history. The melting history of the last ice sheets reveals that complex, dynamic and catastrophic change occurred, change which affected the circulation of the atmosphere and oceans and the stability of the Earth's crust.

This edited book is about the rationale, practice and classroom implementation of English-medium instruction courses in Chinese universities. It specifically focuses on classroom discourse analysis across different disciplines and settings. The main themes of this book are: describing the state educational policies toward English-medium instruction at the tertiary level; distinguishing English-medium instruction from mainstream foreign language learning; analyzing curricula and discourse at the classroom level and evaluating the learning effectiveness of these courses. This book covers the widespread implementation of English-medium courses in China across different disciplines, and it provides a window for researchers and practitioners from other parts of the world to see the curriculum design, lesson planning, discourse features and teacher-student interaction in English-medium classrooms in China. Contributors to this volume consists of a panel of highly respected researchers in the fields of bilingual education, English-medium instruction, classroom discourse analysis and language program evaluation. Chapters include, Balance of Content and Language in English-Medium Instruction Classrooms English-Medium Instruction in a Math Classroom: An Observation Study of Classroom Discourse Asking and answering questions in EMI classrooms: What is the Cognitive and Syntactic Complexity Level?

This book shows the significance of the thinking of philosophers (and other key thinkers) in understanding the university and higher education. Through those explorations, it widens and substantially adds to the emerging philosophy of higher education. It builds on the historical literature on the idea of the university, and provides higher education scholars with highly accessible introductions to the thinking of key philosophers and thinkers, alerting them to a set of literature that otherwise might not be encountered. Until very recently, most of the debate on higher education - both in the public domain and in the scholarly literature - has been conducted with little regard to the philosophical literature. This is odd for two reasons. Firstly, much of the historical literature on the idea of the university - over the past two hundred years - has been written by philosophers and their thinking has largely gone unmined. Second, and perhaps even more importantly, many of the issues in the higher education debate are either philosophical in their nature, or require reflective thinking, and there lies to hand huge resources in the philosophical literature that can help in working through those issues. Issues such as what is to count as knowledge (in the university), wisdom, voice, democracy, culture, what it is to 'be' a student or academic, academic freedom, communication, work and disciplinarity cry out for the kind of insights that the philosophical literature - very broadly understood - can offer. This book attempts precisely to do this, to show how the work of key thinkers can help in deepening the higher education debate. Each chapter focuses on an individual thinker, giving both an insight into the thinker in question and accessibly drawing out something of their thinking and showing its significance in understanding the university and higher education. The editors provide a full-length introduction that marks out this large territory and prepares the ground for the reader. The book impressively builds a rich meshwork of careful and thorough thinking around the university and higher education by way of introducing 14 important philosophers on timely subjects such as culture and the university, higher education and democracy, and the role of the university. The volume is a great contribution to the important task of deepening the debate about higher education and the university, through introducing important philosophers in ways that might help the university and higher education work through some of the issues and challenges that it is currently facing. As such, this book is essential reading for anyone wanting to wander and wonder deeper into the core purposes and possibilities of higher education in the good companionship of outstanding thinkers and distinguished academics on these matters. A playground for philosophical thought and adventure.Rikke Toft Norgard, Associate Professor, Aarhus University, Denmark 'This book is an excellent introduction to a wide range of famous thinkers and what they have to say about the university and higher education today. It goes beyond the contemporary preoccupation with metrics, based on managerialism, and takes a much needed philosophical look at what higher education should be, or should aspire to be.'Assoc. Prof. Stephen Loftus, Foundational Medical Studies, Oakland University William Beaumont School of Medicine, USA

This title, first published in 1975, analyses the ways in which developments in Victorian universities have shaped both the structure and the assumptions of British higher education in the twentieth century. No period of British higher education has been more full of change nor so rooted in fundamental debate than the second half of the nineteenth century. Its lasting impact makes it crucial for an understanding both of this period of Victorian social history and of the contemporary system of higher education in Britain. This title will be of interest to students of history and education.

Over recent decades, national Higher Education sectors across the world have experienced a gradual process of marketisation. This book offers a new interpretation on why and how marketisation has taken place within England. It explores distinct assumptions on the nature of graduate work and how the graduate labour market drives the argumentation for more market and choice. Demonstrating the flaws in these assumptions - which are based on an idealised relationship between Higher Education and high-skilled work - this book fills an important need by questioning the current rationale for further marketisation.

This book, first published in 1932, tells the progress of Manchester College, founded in Manchester in 1786, and since 1889 established at Oxford, as a postgraduate School of Theology and place of training for the ministry of religion. This title will be of interest to students of history and education.

For generations, the admissions process of the Ivy League schools and other top colleges has been cloaked in mystery and myth. Now Michele A. Hernandez, a former admissions officer at Dartmouth, finally breaks the ancient code of silence to reveal how the world's most highly selective schools really make their decisions. With absolute candor, Hernandez tells you all the hard truths, provides all the secrets, reveals how admission officers factor in every extenuating circumstance, and, most importantly, she shows you how to make this complex, high-stakes system work for you. Thorough, direct, and written for real results, A IS FOR ADMISSION answers the questions asked by countless students: * What do admissions officers really look for and what turns them off? * How are test scores and grades truly evaluated? * Does applying for early decision hurt or help you get in to the college of your choice? * How can you improve the chances of acceptance?

Edition and translation of important documents, providing an account of the foundation of a Cambridge college. Gonville & Caius College is exceptional among Oxford and Cambridge colleges in having had three separate founders at different times: Edmund Gonville, William Bateman and John Caius. The statutes made by those founders are also exceptional, for they have two unique features: first, the statutes of the last founder did not supersede those of the second founder but took effect concurrently with them for over three hundred years; and, second, the longest setof the three founders' statutes was formulated by someone - John Caius - who was not only a founder but had himself been a fellow of the college for which he was drawing up his statutes and was Master of that college during the years in which he was formulating the final draft of those statutes. As a result, Caius' statutes are remarkable for the unique detail of their provisions and their exceptional character. For both these reasons John Caius' statutesdeserve greater attention than they have been given. In addition to an edition and translation of the three founders' statutes, the book also contains an account of the circumstances in which they were formulated and the very different characters of the founders who made them. There then follows an examination of five topics on which the statutes of the last founder either led to bitter disputes and litigation during the later three centuries or elsewere simply ignored or tacitly evaded by common consent, particularly the hitherto neglected subjects of stipends and dividends.

This book explores the resource allocation process in contemporary private research universities through six richly detailed case studies. It includes an extensive discussion of historical approaches to university resource allocation. The cases are based on in-depth interviews with university presidents, provosts, deans financial officers, and department chairs. The evolution of university resource allocation systems is discussed in relation to institutional history, mission, culture, priorities, leadership, and prevailing financial condition.

For those who teach students in psychology, education, and the social sciences, the Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition provides practical applications and rich sources of ideas. Revised to include a wealth of new material (56% of the articles are new), these invaluable reference books contain the collective experience of teachers who have successfully dealt with students' difficulty in mastering important concepts about human behavior. Each volume features a table that lists the articles and identifies the primary and secondary courses in which readers can use each demonstration. Additionally, the subject index facilitates retrieval of articles according to topical headings, and the appendix notes the source as it originally appeared in Teaching of Psychology--especially useful for users needing to cite information. The official journal of the Society for the Teaching of Psychology, Division Two of the American Psychological Association, Teaching of Psychology is a highly respected publication devoted to improving teaching and learning at all educational levels. Volume II consists of 99 articles about teaching physiology, perception, learning, memory, and developmental psychology. Divided into eight sections (four devoted to developmental psychology and one for each of the other specialties), the book suggests ways to stimulate interest, promote participation, collect data, structure field experience, and observe and interact with patients.

Ice Age Earth provides the first detailed review of global environmental change in the Late Quaternary. Significant geological and climatic events are analysed within a review of glacial and periglacial history. The melting history of the last ice sheets reveals that complex, dynamic and catastrophic change occurred, change which affected the circulation of the atmosphere and oceans and the stability of the Earth's crust.

The purpose of this study is to identify the nature of change taking place in university-industry partnerships, to understand the underlying factors that influence that change, and to explore the underlying process of change. Three in-depth case studies are considered, that of MIT, Cambridge University, and Tokyo University, to compare their experiences in developing new types of university-industry relationships. Hatakenaka argues that internal and external organizational boundaries have influenced the evolution of the new types of relationships, and that the three universities have defined these boundaries differently.

Teaching and learning paradigms in higher education have been called into question by the COVID-19 pandemic, requiring new approaches, technologies, and resilience. The disruption caused to higher education operations prompted many to raise questions about HEI's adaptability and readiness to handle major disasters. Focussing particularly on developing countries in Africa and the Global South, The Emerald Handbook of Higher Education in a Post-Covid World emphasizes the urgent need to reform pedagogical models and the importance of recognizing and utilizing digital learning technologies, tools, and the power of the Internet to expand the range of teaching approaches, practices and learning interaction options in an age in which information communication technology and mobile devices have become commonplace in the daily life of students, academic leaders and HE practitioners. The contributors also address the importance of supporting the individual student in learning communities where they are separated by space, and safeguarding their social and emotional wellbeing as they engage and learn through mediated-communication-systems in an era of a fundamentally changed HE environment which will not completely return to previous models. Providing perspectives from contributors across multiple nations and settings, and written in a forthright, yet engaging manner, this volume is essential reading for higher education staff, researchers, and policy makers, to ensure higher education across the world is prepared to offer the best quality teaching and learning in the Covid and Post-Covid world.

Selling Our Youth explores how the class origins of recent graduates continue to shape their labour market careers and thus reproduce class privilege and class disadvantage. It shows how class and gender combine to influence these young adults' opportunities and choices, in an era when this generation has been characterized as the first likely to end up worse off economically than their parents. The authors draw upon the landmark Paired Peers research project - an empirical longitudinal study of recent graduates in England - to explore their experiences of the contemporary globalized labour market. It demonstrates how many of these young, well qualified adults struggle to achieve stable and rewarding employment in the context of the overstocked graduate supply, precarious work and exploitative working conditions. Government policies of austerity, which were in place when these young people graduated in 2013, meant this generation faced the challenges of a lower wage economy and a housing crisis. The subsequent arrival of Covid-19 and its disastrous impacts on the local and global economy are making these challenges even tougher. The authors further explore the way differences of class and gender impact upon graduate trajectories.

The role of ICT is now central to the quality of classroom delivery, supporting the growth of research and expanding horizons for students with limited accessibility to education. But what impediments exist surrounding ICT in Higher Education? How can we overcome the inaccessibility, economic disparity, and ineffective implementation which have prevented the efficient adoption, diffusion and integration of ICT into pedagogy? ICT and Innovation in Teaching Learning Methods in Higher Education is a collection of interventions and collaborative practices from across the world that showcase the multifaceted ways of how various institutions have been engaged in supporting teaching and learning with the use of technology. Written at a critical moment of evolution for higher education, the chapters explore how ICT has created a positive impact in the teaching-learning environment and how it is equipping our future generation with the skills required to face a changing job market, but also present the challenges and solutions to enabling access to ICT resources across educational settings.

Events in recent years, including instances in which academics have been jailed for protesting against corrupt political regimes, have demonstrated that the concept of academic freedom is under threat. Presenting case studies which reveal real-life examples of enforced silence, this book examines the concept of academic freedom in the context of globalization and outlines the challenges posed to the development of higher education. Offering a balanced view, which also showcases positive improvements in transparency and accountability, the authors examine the role of racial and gender biases, paired against rights and responsibilities, to highlight the drivers of restrictions on academic freedom. Including case studies from Turkey, Iraq, Pakistan and Hungary, along with examples of interventions and programmes intended to uphold freedom values, this volume provides a comprehensive overview of the challenges and potential solutions to securing and practicing academic freedom.